Kensington School Board Meeting 06/02/26

001All right, I will call this meeting to order at 6:01 p.m. Um, we're going to start with a pledge of allegiance. >> I pledge algiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Um, I thought I would also in the same spirit um go back to reading our our land acknowledgement that we have on our agenda that a few of our students um asked us to start reading a few years ago just um yeah so I'm going to read that as well. Um the Kensington School Board meeting is located on Nandaka which is the traditional ancestral homeland of the Abanaki Panakook and Wabanaki peoples past and present. We acknowledge and honor with gratitude the land

002and waterways and the Al-Novak people who have stewarded Nadakana throughout the generations. We'll teach others to know and honor Native Americans. All right. So, um a nonpublic session can be called in accordance with chapter 91A 32 ABCDE or I at any time and we will be doing that later under CC C. Thank you. Um okay. And I'm going to open public input now at 6:02 p.m. for 30 minutes. Any takers? Um, Alfred De from Kensington, New Hampshire. Um, I have a question. Uh, the unfunded balance, can you tell me what was the remaining this year? I know it closed on the 30th. >> Do you know yet what it is remaining? >> No, because it's not the 30th. Yeah. >> June June 30th. >> Oh, June 30th. >> Yeah, that's the end of the >>

003Thank you very much. >> Yeah. >> Um, next question. Um, did you are is the annual financial report I know we had discussed maybe getting it in to this one around this round. Was it accepted to go into this round? You mean like the budget for 2627? You're talking about the um [clears throat] the audit? Yes. >> Is that what you're talking about? >> Yeah. And I wanted, >> if I could, this is the last one in 2017. I only made three. I'm sorry. Um this was the last one that was ever done. Um and you can see um it's in the ones in the other towns are um incredibly more in depth. >> Um cuz this was done in 2017. Well, we are doing it for this coming year. >> Well, that was in

004our regular budget. It's not in our default budget. >> Oh, >> so we intended to do it. It was in our the budget that we created for the next year, but that was voted down and we have the default budget which does not include that $10,000 $8,000. >> It does not include it, but if you wanted to do it, you would have to take from someplace else in the budget to be able to fund that. >> Right. But I'm saying is we funded a boiler at two at $200,000. This is $8,000. This is the audit for you guys. >> We wanted to do the audit, Al, and we put it in the budget and the budget didn't pass. >> I understand that. But could you use the current you >> the the boiler wasn't in

005the current budget either. >> Wasn't in next year's budget. >> Right. That's true. >> So, could you use some of the money that you're allocating? It's only $8,000 and it's imperative for you guys, especially for funding uh for outside programs. We'll take a look at it. I mean, I think it's something we're considering because there was also some wasn't there like some state legislation that was maybe going to impact it. Okay. So, it's something that we're still talking about >> and and what I wanted to do is just show you the difference between and that was in 2017. >> Significant difference in 2024, >> but at least it gives the the the citizen an understanding of where the long-term debt is or what's happening and financing what the values were. >> Sure. Yeah. >> Most

006of the stuff we would never get. We saw we saw some value in it and we we wanted to do it. So, it's something we're get we're still talking about. Um and I will take a look at this because I haven't seen this before. >> I'm just hopeful that if if you have if you can this year that'd be great and I think it will help you too. >> Yes. Thank you. >> I'm not sure what you can do prepaying a service. >> No, you cannot prepay a service that would happen next year. Um but also all audit reports are posted on our website for the public to see. They're readily available for the public for the past several years, which I believe this is already posted on our website. >> Oh, I understand. It's

007it's not posted on the Kensington website. >> Nope. It's on SU 16 budget elections. >> This is the challenge for people because people go to the Kensington website and they can't find information. Mrs. Mcdana went over that earlier during the the um the time. Most people think they just go to the, you know, Kensington place and they try to find it. East Kingston publishes it. They publish their teachers salaries as well, uh, contracts and everything else. We don't do it here. So, um, >> it's [clears throat] in our town annual report. The teachers and their salaries are in our >> I know, but when people are looking to vote, they don't have all the information is what I'm saying. They have it. It's on your website, but it's very difficult to find. So, I'm saying

008is if you could consider this, I think it will help us because your budget's 4.5. It's never been audited in eight years, a real audit. So, >> uh, this would be helpful. >> I mean, it's audited every year. It's just a It's not the outside audit that you're talking about. >> Yeah, it's the same audit, which is just cash flow. This thing looks at everything. >> Long-term goal. >> Thank you. >> Yes. Thank you. Okay. All right. Um, so then next, okay, approval of meeting minutes. We have a couple different ones to look at. Um, did anyone have any comments on the meeting minutes? >> I did have two things. >> Okay. Um, in the May minutes it uh the May minutes it missed that uh Allison was here. She wasn't on the >> Oh,

009in this in the >> Okay. >> The May the May 20th. >> May 20th one. >> Yeah. And also um the fellow who talked to us about the boiler system. >> Mhm. >> It can Can we put the full name of whatever EI is? It sounds like a radio station. >> Sure. Yeah. because I don't even know what EEI is. >> Yeah, I forgot. >> You make [clears throat] for >> Yes, that's a good point. Okay. So, yeah, I didn't see anything else. You don't have any comments? Okay. >> Okay. So, I will make a motion to accept the meeting minutes as amended for May 5th um public and non-public and May 20th public. Um yeah, that's what is second. Thank you. All in favor? I >> I Okay, great. Thank you. All right. Next

010on the agenda is our central office update and we're going to start with the report card committee. >> Oh, we love that. Hi, I fell asleep. [laughter] >> I'm Jill. I think every I think I know everybody here, but uh chief academic officer uh for SAU16. And um I'm just going to be talking about the report card committee and but there's several people in this room that were a part of it. So I just if you would like to chime in at all, I want you to know that's absolutely okay and I will not feel like my toes are being stepped on at all. Um I have it all set up and ready to go. So um here it is. So, I'm going to talk a little bit about the SA16 report card committee. Um,

011and there's a presentation here. Um, but also there'll be an outcome at the end of it. So, the presentation just kind of like leads you through the journey of it and then kind of like the final decisions of what um we would like the approval for from the board. Okay, >> does that sound good? So at the um beginning of the year the so SA16 brought together a report guard committee and on that committee we had district administrators, building administrators and teachers from elementary school, middle school and we also brought um admin from high school and SST. The report card committee was really focusing on changes K to 8, but we really wanted to make sure we had our high school and SST um individuals there as well just um for any um just for

012some listening and learning and for any uh potential changes in the future. Um we met in the afternoons of December 5th, March 13th um and April 23rd. Was it really only those three times? It was felt like it was a lot of work. >> They were very long meetings. >> They were very very long and um really productive meetings. Um so during those meetings, what we really were doing, we were analyzing our current report card. Um, and we just felt like it was time to take a look at what we were um, reporting out on for student information and getting feedback from um, our community, getting feedback from our educators as well and also from um, our students. And so we did that and so you might have seen this survey as well. So we

013did that by surveying students um, in the middle school and then surveying caregivers and staff um, in February. We took those results. Um, we used a company called Qualrix for the caregiver and staff results. Um, and then and the middle school um the middle school students filled out a Google form. So, the summary was um we had 163 staff members fill out the survey. 464 caregivers responded and that was between K5 and 68. And then these were the student results. So the student results um we asked different types of questions for the students. Um and again we did this for the middle school students. Um what kind of feedback helps you most improve your work? And so we gave um we gave some options and then we also had other and so that's those are

014all these um answers down here. But as you can see, um, one of the, um, top responses was written responses, um, conferences with teachers, rubrics, assignments, grades, reviewing, alma, but the top response, um, written comments. The other question we asked our middle school students was, I understand what CMS proficiency levels mean. Um, and four was like, "Yes, I completely understand." And one was, "I don't understand what it means." [snorts] >> So, our students understand the professor. >> I was just going to say that the kids know what it's [laughter] >> Yeah. >> Um, sorry, thank you for clarifying. >> Student responses again. What motivates you to learn? assignments, interest in the topics, teachers and my relationships, my family, peers and friends, and then the options underneath it were all those other responses, which obviously we

015care about those too, but those were kind of like the oneoff responses. Um, so the top response here um was interest. So, we were really that's really helpful for us to know as educators and um think we kind of had a sense of that in the classroom of like things that really motivate kids are things that they're interested in. Um and we can certainly control a lot of that and sometimes we can't, right? Like sometimes there's things um as we know like state testing isn't something that kids are not always interested in. Um but we do the best we can to provide options for students. um that they're interested in to motivate them to learn. [snorts] So, this was the student survey. So, this is um really helpful. So, now we're going to go into

016the findings from the caregiver and staff survey. And that was the one that was pushed out um through e email multiple times. [snorts] And so the overall finding was that staff and caregivers reported challenges understanding the current competency based grading system. Caregivers frequently indicated that proficiency levels such as developing and proficient don't clearly communicate student performance. Similarly, staff reported families often struggle to interpret these findings and frequently rely on narrative comments to understand student progress. >> [snorts] >> And then with the um company that we use, they offered a strategy based off of the responses. Um and so the committee really took a look at that strategy and decided what the next steps would be. And we'll show you those next steps. Um so the strategy would be to improve the clarity of the grading

017scale across both across the grade bands. That's not thunder, right? Hopefully it's not the heating system blowing up. >> So just really, you know, clarifying their grading scale a little bit. So that's the proficiency levels that we were talking about. >> Although the students said that they really understood it, but that was in middle school. So with that finding and that strategy, the committee really uh worked on different options to provide more clarity to um our caregivers and provide um some detailed descriptors for our staff when reporting out grades. Um and so the report card committee approved this new scale um that we would want to move forward with for the report card next year. Um so for K8, it'll be the same scale K8 now instead of just K5 and a different one for

01868. Uh beginning developing proficient and then proficient with distinction. So the biggest difference would be you might be familiar with currently developing proficient and then we have extended learning and we really talked about how we were trying to keep language consistent for um our caregivers so that when they see the word proficient and then we have proficient with distinction. there's like similar language when you go one level up and then also adding the beginning level would add some clarity um because there was conversations that developing is a really um large range. We also worked on the descriptors of what um the proficiency levels mean and so there's some change in that language there as well. Over here you'll see point equivalent and that is for CMS only. We won't have points on the elementary card.

019>> Right now it's a three in elementary. >> I'm sorry. >> It's it's a three. Yes. >> Yeah. Yes. So right now the elementary before card is a three points. >> It's a three level. So it's developing proficient extended learning. And so essentially we added beginning and we changed the name of extended learning. And we clarified the language here, which is I don't want to speak for educators, but I feel like that language is really helpful when we are developing rubrics, when we're trying to um maybe make uh groupings and supporting students on what they need next. Like we really want to refer to this. Um, so we want it to be useful and so that language certainly needed to be updated and this committee allowed for that to happen because we had reps from

020all of our schools. So there's like uh the opportunity for calibration and um some alignment in our understanding of that. Certainly we can need to continue that conversation but we're starting to begin those conversations. So that was finding one. There's two findings. So the next finding was um need for more specific descriptions of student learning. So the other one was about the proficiency scale and this one is more about the competencies on the report card are really broad. Um which they're supposed to be, right? So like a competency statement is kind of like an umbrella and it's a span and um students take steps to get to that competency statement. Um but having that on a report card um really um at times was difficult to decide uh to communicate um what their child has

021mastered or still needed to improve. So we discussed different options. [snorts] So the strategy was okay, how can you be more specific? So thanks. Yes. So then we decide what do we want to do? Do we want to score the competency or do we want to add some specific skills onto the report card? And so that's kind of similar. Kensington still has some I can statements on the report card. So, we chose to um add performance indicators underneath the competency statement. >> So, again, this won't with the exception of just this past year, this won't be a huge shift for Kensington families because we've we kept our I can statements on for >> for unified arts. Yes. >> But this but it was just this year that it came off of all of the contents,

022too. So >> yeah, >> the last seven years our families have been seeing these. So it won't be a huge shift for >> the the biggest shift is these will be scored. >> Yes, correct. >> But seeing them on the report card won't be exactly for our families. >> Yes. >> I love that you chose option two. That makes way more sense in my head. Well, it's the way we do it. So that's [laughter] it's the way I do it. So that's the way I love it. >> But no, it makes more sense to parents. I think they say, "Okay, this is the overarching and these are what they have to prove." So, I like it. >> Um, this is um so this is a design that I made in in uh a Google doc.

023>> Oh, you're very smart. >> I mean, really worked really hard on it. Um I just want you to know that now we're working on what that will look like in our new student information system, Infinite Campus. So, um hopefully it will look as beautiful as that, but I just don't want you to be like that doesn't look like the same font JL used. Um but the um this was the decision that we take moving forward. >> Did anything anything you you would want to add or >> any questions? Um, did do we do I mean I I don't really care what the other people do, but do we do Becky training with parents or open house with parents to show them what's the difference between a competency and a proficiency and >> oh funny

024I should ask you um tomorrow is kindergarten orientation and my fourth slide is so what is a competency and we and then it's broken into the smaller pieces. I think that's the biggest >> starting at kindergarten orientation we start talking about. >> You're very I think that's the biggest struggle though is parents don't understand. >> That's what we have to they don't they want to equate it with an ABCD. That's what our parents always want to do. Oh, so he's got an A. No, he's got an exceeds expectations. That's not you know it's just so I I think there has to be a lot of parent training >> in every curriculum you bring it up as well. >> Yeah. So, and so I and then at Kirky Alumni, it's brought up as a large group

025and then also in individual classrooms and then when we go to student le conferences um they also bring work with a rubric that has the language of it. So that you're seeing it lots of places. But I think that first finding talk about like the kids understand the proficiency they do that >> our kids roll their eyes at the at their parents and go seriously it's a proficiency. But um I think that you organized this very nicely. >> U so you it's like you read the presentation. So the next step certainly [laughter] is really a really clear and purposeful communication to all our stakeholders that really like deserve that, right? That need that. And so that's one of our um action steps. Number five, communication plan. Um so we really talked about at the end

026of our last meeting, what do we need to do to make sure um we do this and we do this well. So um we have some really great curriculum leaders. Um Kelsey is our curriculum leader that will be joining us this summer um to do some of the to create some report card friendly language for those indicators you saw. So right now we have a lot of those um indicators selected as you saw I gave an example. Um, and some of them are really, you know, pretty simple and they are um, kind of not in like that ede terms, but we really want to make it something that is accessible to everyone. So, we'll work on that this summer. We'll continue the calibration that I spoke about across all schools. Um and then we'll um

027talk about communication plan which it sounds like you are always doing that and already have that plan. So that's amazing. So thank you for that. >> I think the biggest um change for our teachers will be we need to shift all of our existing rubrics from threepoint rubrics to four-point rubrics. >> And that's higher than people think it is when >> Yeah. It it takes time. Not that the staff doesn't have the skills or the knowledge to do it. It just we already have existing rubrics with three points. So now we need the time to shift them to four. >> But I'm just it's not as easy as just putting another number on there. I mean it's a whole >> it's a whole thing. >> Yeah, >> it's a whole thing. >> So there is

028there is it's not just a >> right >> quick. Yeah, there's some >> I just think that's important to acknowledge that it's a chunk of work. It's not just sitting down and making new graphs. >> I can do those but >> and [clears throat] I did try to advocate for that in the bigger group. Um, any other questions about the committee? All right. So the decisions would be for um approval for the report card to change next year for to a four-point scale and um reporting out at the performance indicator level. >> Okay, great. >> All right, sounds good. >> We need a motion. Do you need a motion to approve the proposed new proficiency scale to go on to the Kensington Elementary report card? >> Does that do it? Okay. >> Does that cover

029everything? >> Okay. Um, >> second. >> All right. All in favor? >> I. >> Nice job, committee. >> Thank you so much. That's great. >> And Kelsey, I'll I'll tell Katie you were asking for. >> That's great. Thank you so much. All right. So, the next agenda item is our capacity study. Thank you. Um, so you have in your packet an attachment. This is a draft um that also goes with a policy that you'll be looking at later this evening that we talked about a little bit at the joint board meeting. So the um the intention of the this capacity report is to really look at the capacity of the building. So this is a study that all of our districts are doing right now. this is this really is a draft. Um and so

030it's really just for your information at this time. Um and again, the idea is that in the event that that there's new legislation regarding open enrollment, um and just to have the information in general that that the district has really a solid grasp on what what the capacity of the building is, how the building's being used, um and what the options might be there. So that's I just present this to you. If you have any questions, I'm happy to either answer them or bring them back. Um, but again, it's tied to a policy that you'll just be reviewing this night tonight as well. >> And I think page five and six of that study is um similar to a document that we looked at earlier in the year looking at >> the one that you

031had put together. >> Yep. So, it's all that same information. So, part of that should look familiar. Something I noticed that I thought was interesting, it it looked to me like the kindergarten through second grade has a much higher enrollment than the higher grades. Is that right? Currently >> for next year. >> Well, I'm looking at this. >> Yeah. Um, it's kind of mixed. I think like third grade it'll be our largest class next year. >> Well, when I'm seeing 2024 31 compared to the others which is 22 1720 it it just looks to me like there's a trend that there's more kids coming >> potentially. Yeah. >> Yeah. We never really know that kindergarten um >> number is always >> How many do you have so far? >> We have 13 coming tomorrow that

032are already enrolled. >> But you may have some more show up for the summer. >> Exactly. That's just who's actually enrolled already, right? >> Um but that's you know we have 20 this year so >> it's always a wild card, right? All right. Yeah, I didn't have any questions. >> No, I think it explains it quite well, actually. >> Okay, great. We don't need to do anything with that. It's just Okay. >> All right. Great. Okay. Okay. And we've got Is this a financials next? >> Okay. So, thank you for signing the manifest. um in your board pack is a current year financial and as I explained last time you might see it in the negative currently because we will have to do a public hearing to be able to draw down on the trust

033fund. Now >> as we close out as we close out the year we have had a few additional expenses come in since this was published. So, what we want to do is prior to that public hearing really have a solid solid understanding of what we want to take cuz we don't want to take on more than we need to. >> So, um we'll have the public hearing that I believe the posting went in the paper today. Um and then, um we can decide on the amount at that point in time. Um so, did anybody have any questions on here? I did put all of the increases that we saw. A lot had to do with special education um and facilities. So, like the boiler, the water >> water pump. [laughter] >> The water pump >>

034and the fire panel. >> Oh, yeah. >> Well, how much did that end up being? >> Water pump. >> I would have to pull the there. So, I'd have to >> said he thought it was about two grand. >> It was more than that. >> It was a little bit more than that. >> Oh. >> Um, but there was several invoices where we'd have to kind of piece together what is what. >> Yeah. because it was just there was the fixing of the pump but then there was the additional water testing that was required once you open up the well. So in combination of just the actual mechanical fixes and there was also the water testing >> and did we get the final update from the lawyer the lawyers on the final bill? >> So

035I believe that is ongoing. >> Okay. >> Every month we seem to get more invoices. Yeah. >> Right. >> So, we've over spent our legal line. >> Yes. >> Oh, yeah. By over double as I'm looking at it right now. >> It's almost 10 grand right now. >> Um, so after tonight, we'll have the public hearing a little bit later in the month. Um, and then after that, we are going to close out the year. So, I do have the manifest with me tonight, but we're still going to be making payments um up through the summer. So you will be getting uh emails from me just requesting you come into the office and sign. Um especially towards mid to late August we'll be doing the DOE25 which is your year end financial report and we

036have to have your signatures before we can submit that to the state and the deadline September 1st. Typically you submit it without the signatures. They have you make some corrections and then you have to submit the one final one with signatures. Um so especially at the end of the summer you'll be hearing from me asking you to come in and sign. Okay. Did anyone else have any questions? >> No. Good job. >> All right. School meal prices. >> Okay. Let me see if I I I might need you a little bit. >> Sure. And if you want and if you want um to just to preface that before we get started. So, um, all small schools typically operate at a loss situation. And so, the food service cannot end in a negative situation. So, even

037if you're under your budget, if you don't have the revenues to support your expenses, meaning your expenses are more than your revenues, that is the lost position and it has to be transferred to the general fund. So on page three of your budget, almost towards the bottom, you see there's a line called food service management. We had planned for a loss of approximately $7,500, but we're seeing more of towards up close or $18,000. And the reason why is increased cost of food um and stuff like that. So >> the the the higher your meal price is, the less that will be. However, you at the same time you don't want to price yourself out of students eating because it's a double-edged sword. So, just wanted you to have that background as you go into this

038discussion. >> Okay. >> Thank you. That's helpful. So, the recommendation is to raise both the breakfast and the lunch um price by 10 cents. So, it's current the current prices are 225 and 340. The recommendation is 235 and 350. And that recommendation comes from um so every year the food service directors um use the PLE which is the USDA paid lunch equity tool to determine to try to get a sense of what's a reasonable amount for that [snorts] cost for breakfast and lunch. Um the tool did um notice that Kensington is operating in a deficit position. So even though you might you could certainly raise the prices more than 10 cents and still probably that would be reasonable for this calculation often the recommendation you don't often the recommendation is only to bump it by

03910 cents for exactly what Molly said so that you're not pricing students out of buying meals but it's certainly within the board's purview [cough] to raise it more keep it the same um whatever you feel is most appropriate. The recommendation though is to raise both breakfast and lunch by 10 cents. >> Yeah. I mean that seems reasonable. >> I mean I hate that we have to do it but I think we have to do it. >> Do we have uh what's our percentage of free or reduced? Do you know >> I think we're at about 14%. [cough] >> Do do you have or do we have kids who you think should be on there but the parents don't do the paperwork? >> Yes. >> Okay. That might be something to scratch maybe to figure out

040how to Yeah. I I don't know. We go through it, too. That's why I'm wondering. >> That's what I'm wondering. All right. Do we have kids who don't have any way to eat lunch? Like they they don't have money on their account and they don't have free reduced. >> We um we would never not um provide a student with >> that was the answer I was looking for. Thank you. That was it. Um, we also have some lovely families in town who um give additional donations to a food service program to help those students with large balances. >> Oh, okay. You got you have a new family now. >> We have just you know we had a >> Yeah, we have a very caring community that [clears throat] will take care of each other. >>

041Good. >> And any unpaid balances at the end of the year are absorbed by the general fund as well. Yeah, he Yeah, I don't like it when I see places with kids. So, good. But I'll send >> They always get something to eat. >> I will send into that fund. >> Okay. >> Oh, do we need a motion? >> We do. >> A motion to approve the 10% increase on >> 10 cents. I meant cents. [clears throat] Look, I've been working all day. Okay. The 10% increase. A 10 [laughter] increase on both breakfast and lunch. >> Second. All in favor? >> I. >> Great. Thank you for that. >> I'm used to dealing with percentage. >> Yes. Okay. All right. Next up is our principal's report. >> Um Sure. So, we've got two parts. Um

042the report that was in there, but then we also have um a summary of our pilots that we've been doing for the I know I've kept you updated. Um but we have a winner. >> Um So, [snorts] this up and Kelsey and Amy are going to um help me with this so that we [clears throat] can all give our perspective on this pilot season that we do this one first just in case they wanted to go somewhere. I'm getting live updates from baseball and softball. Just found out from grandpa that um the six-year-old didn't want to wear cleats to her game. >> Oh no. >> But she also didn't bring sneakers, so she's running the bases in pink Crocs right now. >> That makes perfect sense. I don't know what the >> Let me know

043if you need help because I like I am best friends with them now. >> You are best friends with [laughter] >> No, just need it. Rene's daughter is still >> 11 and 12 hours. >> I didn't ask. >> I know. I just said thinking of you. >> HDMI family. It is. >> Let me know if you want to use my computer. >> Maybe send it to you. >> Mine is not >> like six. >> This happened to me twice in the last two weeks. Investors in New York. I couldn't get my >> So, why don't I do my principal report first and then if if you want to connect yours. >> Yeah. Do you want to share it with me? >> I just did. Great. I just want to say back when we just used

044blackboards, none of these things happened. We would just >> All right. So, while she's getting the other report up on, I'll just do my regular >> expensive just erasers unfortunately. >> I love my technology. So, >> um so under the the first thing I talked about was growth mindset and that was really that was highlighting our fine arts night that we had here. Um gosh, was that just last week? Was that really just last week? Um and it was lovely. Our chorus started the evening um with some songs um and then there was time for families to kind of go about the building in the hallways and look at all of um the art that was on display um that the students had various pieces. So um it was just it was a great night

045for the kids to be able to to highlight some of their other talent, some of their arts talent. We have some very talented both artists and singers in this building. Um, and then just a special shout out to two of our students who made the New Hampshire All State Chorus this year. So, we had a fourth grade student and a fifth grade student make the All State Chorus, which was exciting. Huge. >> Yeah. Yeah. And it's really um you can see the confidence that they're growing in themselves being part of that group. So, yeah, it's great to see. >> Um, under belonging and connection, I was highlighting our um SAU16 fifth grade retreat at ALOBA. Um, and so this is a 4-day event that we designed very thoughtfully and intentionally with the small schools um

046to bring the fifth graders of Kensington, East Kingston, New Fields, and Brentwood together for 4 days um so that they have a chance to meet each other before they land in that big middle school. >> Um so >> love that. >> Yeah, it's really a great week for the kids and like I said, we we very thoughtfully and intentionally designed the team building activities. Um we have um themes for the day and sort of challenges for the kids each day that we focus on. Um and so I think I included in here our the first day the the goal is participation. The second day the goal is communication and relationships then collaboration and problem solving and then personal strength. Um and so um it really gives them that opportunity to um practice these things um

047before they go into the middle school with um lots of unknowns. Um you know, I think when you're five and you enter kindergarten, you're kind of like you're friends with everybody. It's really everybody's my friend. It's really hard to make new friends when you're 10. And um just trying to start giving them the strategies and confidence in themselves to to put themselves out there and make new friends. Um it's really it's kind of a highlight for our kids. I included some of the highlights um when Kelsey did the reflections with them um advice that they would give to next year's fifth graders doing the retreat and some of the things that they walked away with. I don't know if you want to talk any more about what a great week that is for our kids.

048>> Um we just have the most confident fifth graders who feel so ready for middle school and a huge part of it is the success of that week. Um, I mean, they were excited, they were looking forward to it, but the the confidence really changed after those four days. Um, and really cool because yes, we're seeing their cooperation skills and their um, creativity skills. We're seeing all these skills that we've worked to help build since kindergarten. U, but then you also see, oh, the maths and orienteering, you know, they're seeing some of these other um, academic skills pulled into these activities that, oh yeah, I do that in real life. So, it just the whole culminating piece of it is just beautiful and just so perfect for them. And I think it just gives them

049that um you know because it could be scary. We're walking in and I don't know anybody else and now when they're sitting in math class in September it's like oh you were in my we we did the ropes together at ALOVA. So it's just a couple familiar faces. >> Well middle school is terrified. >> It is I'm terrified in the middle school. Okay. >> So that's great. >> It's really a lovely opportunity I think that the small schools can give our kids. Um, and um, I'll just add that because of our partnership with the Lewis Family Foundation and um, with ALNOVA that they provide those facilitators to us at no cost. >> Wow, that's great. >> Um, so we have we do have because it's a large group and 100 students, we do have other

050facilitators that come in from um, outdoor classroom and they lead a different kind of team building activity, but the local facilitators from Alnova are are provided to us at no cost. So, that's a really positive partnership that we have. >> Um, and then the last thing that I was um highlighting was our annual um community memorial day ceremony which was also just just last week. Um, and um this was planned and led entirely by our fourth grade students. Um, and there is a lot of work that goes into organizing um such a big ceremony and they were amazing. I mean, they cooked the breakfast that morning. They memorized poems. They prepared skits. They did the slideshow. They were the MC's. I mean, the fourth graders really just did it all. Molly's son was one of

051those fourth graders that put it all together. And it really is a lot of work and they just um they really rose to the occasion. Um and then we also had the honor of um Sue Lasapio returning. um her son had been a student here in Kensington years and years ago and um he was he was killed in a helicopter accident. Um she has um come before to our Memorial Day ceremonies. She came back this year because she has um written a children's book about Nick um and that was published this spring. So she came back and she read the book to our students um and there was um some nice personal connections with um Mrs. Lapio and some of our current students here. So, um it was a really again a really lovely morning

052and I'm very proud of our fourth graders for um organizing all of that. >> Yes. >> Yeah. So, I think we're ready for the pilot now. >> Thank you. Thank you for saying >> um so what we tried to put together um is uh we're going to talk a little bit about the timeline sort of like how we got to where we are now. talk a little bit about um the two different pilots that we had this year and then sort of how we arrived at our um decision and recommendation for adoption for next school year. So if we if we take a look at like where did we start and how did we get here? Um, if we go all the way back to April of 2024, so two years ago, um, uh, HB

0531015 passed and that was, um, a requirement for schools to look at, um, adopting programs, um, that have measurable, um, programs with measurable evidence-based instruction based on the science of reading. Um, and so when that happened in 2024, um, we started having conversations about how are we going to get ready for that and what do we need to do to make sure like we're we're ready for this shift. So, um, Amy and I started talking, Jill, we pulled Jill into that conversation. We really should probably start looking at some other programs. Um, and so really it was like two years ago we started having these conversations. Um, and I know Amy also then reached out to um the staff at East Kingston Elementary School to their reading specialist and their principal and together the schools

054um started talking about how are we going to start preparing for this and being small schools we're always looking for partnerships and how we can collaborate with each other. Um we were also looking for how can we look for a program that's going to best complement our existing foundational reading program. So we all all felt we already had very strong and we've talked before again that lower end of the rope programs and what we were looking for specifically was a program with some of those higher end of the rope things comprehension vocabulary. East Kingston was also looking for that same kind of complimentary program. So we had very similar needs. Um so Amy and I and Jill and Brandon and Eastampton we um talked about different programs that we could pilot. there was a lot

055of options. Um, and we narrowed it down to two programs based on what our needs were. Um, and then, um, so that was in the winter of 2024. And then this year we decided in the fall we started piloting the arts and letters program. Every classroom teacher piloted one unit. And then in the spring of this past year, um, everybody piloted the fish tank unit. So each teacher had the chance to to pilot each of the programs. What did I miss in that? >> Okay. [clears throat] >> Can't believe it was that long ago. >> You and Chris and I were sitting going through the reading league like >> Yeah. Right. >> Okay. So, um, so as Becky said, we did narrow it down to two programs, just a team of us, um, looking at,

056um, a curriculum evaluation guide to make sure that all of those pieces of the science of reading, um, in that upper end of the rope, including the writing, speaking and listening, vocabulary, the comprehension for literature andformational text was all within these programs um, based off that science. And so we narrowed it down to two. So, we brought in Arts and Letters in the fall, which is a program um created by a company called Great Minds. Um they have a few other programs and some other schools and the SAU do use other programs from that company. Um they break it down into modules within that within this program. And so each grade level has four large modules that could take up to like 12 weeks to complete. Like they're pretty in-depth modules. And within it, they

057are integrating all of those BLA competencies. So, it's not looking at reading as something separate from writing and from language and grammar. It's integrating it all into one um very intentionally, but bringing those things into the classroom through a lens of like looking at fine arts and history and um even poetry within arts and letters. And so in this program, teachers would focus on one particular text and they would go deep into that text and revisiting it every day and looking through it at it through a different lens with their students every day and having the students kind of reveal what's coming to them through the author's messages or through the content they're learning. Um and there was uh student learn books, there was teach books, there was things that the teachers had, tools they

058had to use that and um assessments that were um administered at the end of each module to kind of gain um knowledge about what the students actually took from that lesson. So that was arts and letters. And then we took a little break in January um and pulled in some other of our standards that we needed to cover. And then in March, all of our classrooms, all of our grade levels piloted our second um pilot pa pilot called fish tank. Um some other teachers call fish bowl, but it's fish tank. And this one is the it's kind of the same intentional piece of integrating all of those pieces in um within one block [snorts] of literacy. So, it's daily work around a text where there's authentic discussion. Um, there's student engagement and student interest that's

059brought in through essential questions that are asked and kind of discussed. That discourse happens throughout the lesson with the class as a whole. And then there's these um performance tasks each day where students have this um demand of writing every day. So there the rotting demand in fish tank um really kind of twofolded for us in in the spring and we saw like a lot of growth within what students were gaining from the science, social studies and literature integration with this program as well as just their actual foundational skills of the writing and the reading and those pieces that were learned as well through that. So Kelsey's going to talk a little bit about like the different comparing the different pieces of like what teachers had for tools and what students were doing throughout the

060lesson. >> So when we started with arts and letters um they gave us a very very scripted teacher manual that we're going page by page and those um pages were take us to the lesson of the students. the students were flipping through their learn books um flipping back to text and you know back and forth their writing um very very different I'll share about um today um we thought it was neat how they pulled into art piece and they're pulling these other aspects um but the engagement was different it's very whole class um much more whole class than we're used to and that felt different for us felt different for kids um in comparison to fish tank um which did not have um the work essentially. So, a lot of us made um individual journals

061for students because again, they were daily writing and reflecting on the reading that they had done that day. Um and again, there's just a little bit more flexibility, agency in what we were able to teach. You know, we weren't reading the script, literal script from the manual. um even just the professional development that they offered. You know, when we had Arsenal at the beginning, you know, they gave us all the tools and there were some great resources on their website. Um but fish tank was like, hey, this is teacher created. We trust teachers to do best with students that are in front of them. So, it allowed for a little bit more um opportunity for us to be responsive to our students. So then at the end of each pilot um we asked teachers to

062um provide feedback based on these categories of criteria. So we're looking at design, the comprehension, vocabulary, writing, equity, assessment, teacher usability, student engagement, alignment to vision, alignment to standards. So we're really looking in depth at all of this criteria. And um teachers did that for both of the pilots after they completed the units. So, these were the results. I'm going give you a second to look at the side. We're going to make this interactive and I'm gonna ask you a question about the graph. >> Which category do you see the biggest difference between fish tank and arts and letters? >> Student engagement. >> Yes. >> Student engagement. >> Nice job. Good job. Yeah. I even thought it related back to Joe's survey about what students say is most important for them is their interest in

063topics and it really came down to >> the students interest in the topics that were presented within these these two programs. >> Yeah, that's huge. >> It was a very big difference in student engagement between the two programs. And so we all know students aren't engaged and interested in what they're learning and it's much more difficult to get through skills and content with them. So, don't you think because the teachers are given that autonomy, when you have that autonomy as a teacher, I think the kids catch it and they get excited about it. I I really believe that. So, I was glad to hear that it gave you the freedom not to be scripted >> in our 2026 kiddos and not work with kiddos that want to do page page two. >> Well, and the

064reality is we know that doesn't really do anything so good. Um so if you look at all of the categories um fish tank was um had higher ratings in across the board in every single category. So um when we came to our staff meeting at the end of the year and we looked at results sort of side by side um you know it kind of made the conversation a lot easier about which direction that we wanted to go. Um and it was nice to have sort of very specific data to help us make that decision. anything about this that you want? I know just reering this >> the student Yeah. And it strongly >> Yeah. It was across the board. >> Um so this is just um and obviously us choosing the fish tank as

065our programs move forward with. Um this is what the fish tank um kind of scope if you will or is throughout the year for all K through five. You'll see on the next slide, but they are in like overarching themes if you will. And what's nice is it's a building knowledge program. That's what we're bringing it in for is to build that knowledge along with integrating all those ELA pieces together. And there's like a nice thread throughout K through five of some life sciences skills, some social studies, history skills, as well as like building knowledge around different literature and authors and like high quality, high interest texts. So um these just a sample of the actual text they will read, but the um overarching themes are there for you to see as well. And I

066think teachers are super excited about um diving into these and giving um the students for this learning changing their perspectives on many of these topics as well. >> So this trash vortex um some of our stakeholders here are visiting on Thursday for our connect challenge. >> Um and again like this topic isn't a new topic to Kes. Um, every year we've looked at plastic pollution to integrate into our connects challenge and it was phenomenal to pull this in because it was one cohesive text that gave the kids all the information they need to know and inspired them to want to learn more and to want to raise awareness in the community. Um, so again, a project that we've done for years, it took it to a whole new level. Um, and integrated so much more

067writing and persuasive um, pieces. So you can see our learning wall in our classroom. um we have a vocabulary that again every single day included writing instruction and intentionally aimed to have them pull the vocabulary into their writing. Um so I just want to give a glimpse of you know that into our instruction. Um this is some of the class that they collected over the year which came up here Thursday. We're at 900 pounds. Um and they took the five paragraph essay that they wrote for the unit and actually turned it into a video which I'm hoping [clears throat] will be done by Thursday for a big reveal. Um, we got a guest author um who came in, a guest author, goodness gracious, um, guest speaker who came in the other day working in a

068manufacturing position, but manufacturing recycled plastic. So again, just the flexibility to have autonomy has been beautiful in the classroom and really has benefited our students. So then thinking about um what parts you're involved with, that's the money part. Um we are anticipating um that we'll need about $2,400 for our license and that's just access to all the online resources. They have a extensive professional development library um videos. So um sort of self-paced as you get to different units and things. There's there's a lot of professional development on their website. Um and then we're anticipating about $6,400 [clears throat] um max um to be able to purchase the books that are required um in each of the classrooms. We have one unit already purchased because we did a pilot unit. So um we're not needing to

069p to buy everything. Um but we will have additional units that we'll need to purchase the books. Some of them we do have in the building. We were just talking about let's do an all call. I'm sure some of these books are in our classroom libraries. Um but um that would be the anticipated cost um for the program to implement um four units for next year for all of >> Yeah. Um which I think is reasonable. The next step for us um from professional development is um there's a train the trainer webinar on August 4th which I believe Amy is planning to attend and so she's she's going to get some more information from the company about um launching in the fall. Um we talked about that family engagement piece and how we're going to

070roll out the new curriculum um curriculum night classroom letters. We're just talking about having more guest speakers connecting to our themes coming into the building. So just building some excitement around the new program. Um and then we also talked about we're going to spend some time um in June mapping um the curriculum with science and social studies content. So um this is an ELA program. Um so we do have science and social studies um expectations that don't align perfectly naturally. Um, so we need to be able to see where do we have alignment and then where will we need to spend some additional time with science and social studies concepts outside of our ELA block. So that'll you just take some time doing that curriculum mapping. >> So any questions about the process or >>

071I commend the process. I think it was great for teachers to try it out. >> I will also be totally honest with you all that you know I'm like program program. Red flag [laughter] and I heard it >> and I was on the two of them. Hey, I want to be a part of this pilot because I'm the one you need to convince. You know, how do I put my PBL to the side and just jump in with this program? And >> I'm all on board. I'm excited. I'm looking forward to seeing what opportunities we have to incorporate PBL into these units. >> And and really for ELA to be effective, it should be about all of the content areas. It should not be about we don't get up in the morning and say today

072I'm just doing English and that's all I'm going to do. I'm not going to look at the woods. So I love that about it. >> Brings the authenticity to it. >> I love it. Well, if if you like it, Kelsey, I like it because I'm I'm a PBL person, too. So >> So, you know, they said how many days with the unit 18 and I probably went on to day 40. >> Yeah. Well, we're being responsive to the kids in front of us. We should be. >> Take them as you find them. And you told us that this was coming as far as an expense and and so forth. So this isn't something out of >> So speaking of money, we did have money in next year's budget anticipating that we would make an adoption

073of the program in the default budget. That money is not there that we had set aside for a new program. >> So what that means is that we will likely need to take the money that was allocated for individual classroom libraries for teachers. So, they usually get about a $300 aotment for their their each classroom library. So, we'll have to um not give them that $300 aotment next year in order to purchase the books that we need for the program. Um as well as uh Amy generally also gets an additional allotment for um students that she provides interventions for, decodable books, that sort of thing. So um in order to purchase these then she won't have the money to do that um to make those additional purchases in the >> but by law we have

074to. >> Is that right? >> Well if we want to move forward with implementing next year which it seems silly to not move forward after spending all of this time um you know investing and trying to figure out what what meets our needs. It would seem silly to just go back to being in limbo. Um, so in order to move just to keep momentum and moving forward in the process, it makes sense to we'll have to I mean we'll just have to not have new books in our classroom libraries next year. Mhm. >> Yeah. The legislation does say by 2027 we want to have something in place K to five that is evidence-based and measurable in um all these specific areas for ELA and it covers comprehension, writing, vocabulary. Um and then the foundational parts

075that are already in place here at Kensington. Um it's not funded. It's it's not as we know it's not funded. There are there is um one grant by the state that they have out >> one grant. >> Yes. >> For all the school districts. >> It's called Yeah. It's a leaning into literacy grant. >> Do they check in? Like how do they how does the state check in? >> Um hasn't they haven't told us how they are going to do that? >> We'll see. It says by June, it says um by July 1st of 2027. So, we'll see what that >> looks like. But either way, um >> yeah, you'll be in alignment. >> Yeah. And I also think it's like really just it's a really good experience and great for for kids to also

076have this alignment too. Um, and I also just want to say that like running a pilot in a school is a lot of work. And so I'm very proud of um, you know, Becky as the instructional leader of the building and also, you know, Amy and Kelsey, you guys did amazing job. So um, certainly we talked a lot about it, but you guys like it's a lot of work, too. >> A lot of work. Amy had a block in her schedule every day dedicated just to pilot >> work. So that's >> a good point. >> I think and the process too is just good professionally for teachers to work with a different programs that have a different philosophy on how they um share information with students and sort of just even a different instructional approach.

077And so to experiment with different things that may or may not match what you believe um is is good for children or how they learn to read. that um you kind of it kind it reaffirms what you thought you knew or [clears throat] what you think is good practice and then and to try to try different things out. It kind of put people outside of their comfort zone sometimes and then um um just to be able to explore different programs. I think it's just good for us professionally. >> Script does not work. >> Okay. [laughter] >> You think it works for me? >> You'll be reading this. >> No, I can't. >> Oh, wait. I wasn't supposed to tell you that. Okay. We're trying to say >> Yeah. No, it it it it doesn't work

078for teachers. It takes away that passion, takes away your authenticity. It just the kids know you're scripted. It's very different. >> Teaching teaching is an art. I think back to like my the actual arts in teaching, >> right? [laughter] >> So, I do think we need to make a motion um for the adoption of the fish tank curriculum. >> Okay. Great. Are we on board? >> All right. Absolutely. >> All right. I will make a motion to adopt the fish tank ELA curriculum starting in the 2627 school year. >> Second. >> Thank you. All in favor? >> I. >> And just a sidebar, I don't think it's um I don't think the state is wrong to move into the science of reading. What I think is it's we're getting an overwhelming amount of unfunded mandates

079that we have to figure out how to fund. That's that's the rub. >> Yeah. I don't think the science is wrong. We all know Lucy Caukins and that debacle, but I I think that having it be unfunded is unfortunate. >> Yeah, it it certainly >> they keep giving us things that we have to do and we don't have the money. >> Yeah. And I mean, >> especially in a default budget, >> we were No. Yeah. And we were just trying to find um you know, we already had some programs in place for that foundational piece. And that's not to say that we weren't teaching comprehension of vocabulary before. or we just didn't have a systematic program K to 5 to do that. Um but even just the other program that we were looking at arts

080and letters is was significantly more expensive had we chosen that one that would have been um closer to $20,000 for >> Wow. >> So when I think and that's just our little school I think about our sister schools in the district like Exra and Stratum >> you're talking tens of thousands of dollars for them to adopt a new program. It's very very expensive. >> Yeah. Good job, ladies. Good job. >> Thank you so much. Thank you. >> All right. Um Okay. Next up, are we can we? >> All right. So, committee reports are up next. And do we want to do policy first? >> Sure, we can do that. >> Allison will be my friend on this one. And Wendy, just before you start, JF is also just for review tonight, and I didn't mark

081that on the um on the summary sheet. So, the only one you'll you'll be looking for a vote on is J is the last one JLF. The [snorts] first two are just for review. >> Yeah. And you know, just to go over a few things that were said at the policy meeting, too. there's a new policy for AI and after looking at it and AI is so changing the feeling of the policy committee was let everybody really digest that and read it through there may even be some changes come September you know because we don't know what will be changed with AI as I'm looking at a book saying cutting edge artificial intelligence up there Um, so we'll probably take more of a vote in October. >> Okay. So when you say review, we're just

082looking at it. We're not voting. Yeah. >> Yep. Okay. Correct. Sorry. >> And the other part was there there is on the SAU16 website um information about AI, not policy but guidelines [snorts] >> uh currently >> that are in place right now. >> Yeah. And then I had asked about what what happens in elementary school too and they they gave some rundown about K to2 um the teachers just deal with AI >> teacher use of AI. >> Yeah. And then three to five students can use it monitored. Right. >> That's my monitor. >> Yes. Yes. It's right. So >> very limited for K to five. It's not as >> right. It's not as much. >> It's more when it gets into the middle school and high school that it's >> um I So I don't

083know if we if we want to talk about it now. I have a lot of issues with this policy. So do we want to talk about it now? Do we want to think about it more and talk about it when [clears throat] when it's time to vote on it? >> Okay. Well, I just >> We can also do a second reading and do a first reading tonight and then do a second reading. >> Yeah. I think I'm maybe like it less. Um do you want to just give us a quick kind of couple of bullets about what the >> consump well I mean you know no judgment on anyone else but my personal point of view is that there's no ethical consumption of generative AI. So using it in our in our classrooms is a

084real problem for me. Um I don't I think the only place we really should have it is in the media literacy class that shows what it is and what the dangers are. Um it generative AI is by its very nature regressive. Um it's only using what was written or observed in the past to create content. Um I believe that the human mind is capable of actual creativity because it can conceive of things that don't exist yet. And that's the beauty of human intelligence. So something that can't be replicated by AI and we're limiting our own possibilities by a growing reliance on it. And I feel like limiting the possibilities of our students is the last thing we should be doing. Um [clears throat] I c I feel so strongly about it. I I [laughter] can

085tell >> I just there's so many problems with it. It it's catastrophic for the environment, for the health of people living in your data centers. Um for the workers in the global south who sift through our data, this violent inappropriate data they have to go through and say this is good, this is bad to create the base of knowledge that these models work from. Not to mention the creative work that's being stolen and scraped from the internet to teach the models. So there's just there's no way to use it that's morally neutral is how I feel. Um and then really the the real concern for students using it is that we don't yet know the effect on the human brain. A few studies have been done. There's one um really interesting MIT study that was

086done recently. I think it was last year um and it was three groups of um participants. One used a large language model like chat GPT to write their papers. one used search engines only and then one just had no resources. And the the the group that used large language models were um they using an EEG to record their brain activity, it showed that over the course of several months, they had the lowest brain engagement um of all the participants. Over the time, they got lazier. They looked for the quickest and easiest way to fulfill the requirements just like copying and pasting. eventually by the end of the study. Um they also are less likely to remember what they wrote which is really problematic. Um and they have less connection with their writing. So it causes

087this bypassing of their deep memory processes. It just slides right past. It doesn't stick um when you use when you use um LLMs. So I just feel like we haven't this the studies haven't been done to show what is happening to our cognitive health by using large language models. Um, so it just it concerns me to bring it into and I I'm sure it's less of a thing in the elementary and more of a thing in the middle and high school because it really concerns me to um be giving this resource to our students. Um, and even the idea that we would be maybe showing them how easy it is to use and what it can do, but then saying, "Oh, but don't use this for your homework. Don't use this to write your papers."

088Like that just seems really foolhardy to me. Um, I think presenting it and then sort of just putting it up there just seems really dangerous. Um, okay. What other things did I have to say? I'm so sorry. >> Don't be Why are [laughter] you sorry? Alice is what will you do? >> Okay, good. >> I have never had a problem with a policy ever before. >> I I I don't disagree with you and I'll tell you about my experience in a minute. >> Okay. So, a couple specific things in this policy that I had issues with. Um, so a lot of great examples about how not to use it, which I think are great, but less examples on how it will be used. So that's what I'm I'm really curious about is how it would

089be used. Um, and then one thing it said was as a support tool for brainstorming, feedback, organization, accessibility, and personalized learning. Um and you know those are big sort of generic words so it's it's not always clear what those are would be but um you know feed as feedback that's very alarming to me because um large language models really flatten sort of creativity um they use they recommend sort of similar phrasing similar language similar formatting um and it would really kind of push all of our students into a box rather than encouraging their creativity um if they got feedback on an essay that said well maybe you should do it in this format instead Um, >> oh, if teacher feedback was AI generated, my head would blow up. >> It would it would be devastating,

090right? >> Yeah. Yeah. And I I would Yeah. Um, another thing that was mentioned was organization. So, um, I guess teaching executive functioning skills is really important. Um, and if we were sort of pulling in large language models like chat, GT chat GBT to help with organization, that seems concerning to me as this is the time at kids need to be learning how to organize their themselves. Um, okay. What else? What else? What else? Oh, okay. So, this is another thing that was in there. Um, the nor does the district guarantee the accuracy of the information received from generative AI tools or resources. That's really concerning to me because if we know the information might be inaccurate then why would we be offering it to our students as a resource? >> Um and also do

091we have that same disclaimer about like the accuracy of textbooks or teachers? So that was a question. Um >> just a couple more things. >> Are we going to be talking about this in our next meeting? The AI >> do you want to come to that meeting? >> Which one? Your next >> the next policy meeting. >> Yeah. The whole intention was to have some conversation here and then to have some more. And I I have the same recommendation that it might be helpful for you to >> and I think everything you're saying is very important. >> Yeah. >> And one of the things that because I'm a writing consultant, we now tell the teachers that we would prefer that they do everything handwritten until the final draft and that we check the and no

092computer open, right? >> So the onetoone thing is gone because and then what I do is I'll put a question up on the board, a constructive response and say to the kids, "Have AI answer that." And they're like, "But that answer isn't even right." I said, "I know, but you want to hang with the answer." So, there's so much of the time they don't get the nuances, they don't get the implications, and that's all critical thinking, >> right? >> So, I think that obviously we're not going to get rid of AI, but I think there are ways that we can make sure that kids become writers because they're not going to become writers if they're using AI. And AI is a terrible writer. I just want to tell you that it's a bad writer. >>

093Um, and some of I just think having them write it by hand is such an easy thing to do. the first drafts, obviously not the final drafts, but also um as a former English teacher, it takes me about one minute to look down and say, "This is not your work, Wendy. What are you talking about?" >> Right. >> Take this back. And we have academic integrity rules. >> You This is plagiarism. >> So, right. Yeah. Absolutely. >> I even tried to use it because people said, "Well, I said, I write better than that." Like way better. Not even just a little bit better. So, I think there are a lot of concerns, but it's running faster than we are. That's the problem. It's running faster than we are. >> Um, a couple other things. One

094of the under the guidelines for staff, one of the things that said avoid using AI to replace core instructional responsibilities unless explicitly approved. Sort of like why would it ever be approved? That seems crazy. Um, under guidelines for administrator use, it says that parents must be notified that if um if it's going to be used, but there's no mention of a pathway for parents to opt their students out or for students to opt themselves out because >> kids are like getting it. And I think I think as as we go along, I think kids are going to understand that they it's not, you know, boo. >> Well, the the other thing with this policy, too, is this would be a policy for Kensington Elementary School. were doing. So, you know, probably the policies for elementary

095schools would be completely different than for the middle school and high school because the kids are using how exactly is it being used like that that information that I got about the for the kindergarten to second grade AI is just used by teachers. So, how are they using that now or are they here? >> Yeah, I mean we we definitely use it. Um I mean I know I've used it for um actually just recently on our Friday's um PLC PLC meetings we were doing sort of an end ofear reflection um on the effectiveness of our PLC's and we had indicators of um like what does an effective PLC look like? Okay. PLC, >> professional learning community. So like our teachers meet every week about math on Friday mornings. But we also as a group had

096committed ourselves to some norms that we were holding ourselves accountable for. So what I did was I took our norms and the PLC indicators and I asked AI, can you smush these? Can you make this one rubric so we're not looking? So take the things that were important to us and the effective indicators and make make it one rubric for us to look at. And so >> but you're generating from your own ideas. You're not going on there and saying build me an evaluation system. I don't care what it is. >> No. Sort of like taking my ideas and then >> but I don't think that's what a lot of people are doing. >> Um or just like some of our slide decks that we have for students and again looking at that student engagement

097piece. sometimes the slides that companies send us are boring [laughter] and so AI can help us make them more engaging for students visually um you know on the screen and that so I mean there's ways for us to use AI to enhance our practice but it's not doing the work for us it's making things more engaging it's making it's streamlining information that we already have but we're just trying to put it together so >> what about the grades three to five students can use positive monitored any examples? >> There's nothing in third grade going on right now. I don't >> using it with >> not with students right now. >> So really that here happen right now. Yeah. I mean there's we just haven't really had it. [snorts] >> I know there are some other

098schools that I think that um have used it at those grade levels. I'm trying to think of what some of the examples have been that they've shared. >> So one example is um >> the interview >> interviewing a famous person who passed away. So they're able to essentially learn like create a biograph biography of this person in history asking them questions about their life. >> Yeah. >> And so it's like they're interacting with this person that they're not able to interact with. That's just what I think instructionally. >> The other thing that I worry about and I don't have an answer and I'll die before anybody has an answer but I worry about kids losing their confidence to be the learner that they say I can't do this so I I have this >> and

099that's a fear for me. Of course I started teaching in 1980 so I'm very old school when it comes to that. I think creative thinking is and critical thinking is the key of all learning and I'm scared that that's going to take it away which is why I spend time teaching kids look at how wrong this is and they're like oh I said if you pass this in you're getting a zero because it's wrong and you depended on it. So I think that we have to do a lot of education and handwrite I'm sorry first three types are always handwritten. >> So it almost makes it seem like there should be two different policies. one that's more specific to elementary schools and one that's more specific. >> We could bring that feedback back. I mean,

100the other thing is you are your own district. So, we always try to >> maintain consistency throughout SAU 16 at the end of the day, >> but you don't have to, >> right? You're you're district. So, you could make some decisions that are unique to Kensington. But you we may find when we go back in September to that committee meeting that other elementary schools are having similar discussions or not. But that >> that would be a really good thing to bring back to the committee. >> And I I don't think high school and middle school are as stupid as you think they are. >> In fact, in some ways, I think it's almost more destructive because those are those are the young adults who should be going on to the world and being confident in

101their own judgment and their own learning. Yeah, >> I don't think it's that much different, Lindy, but I high school naughty high school boys are my specialty. So, >> they would certainly like to hear the conver conversation. I'm sure you know what what this discussion is too. >> Yeah, >> I think it's going to be there. We have to have a strict policy, but I think we have to be very very very cautious >> because it's not going away. It's kind of like when these first came out. They're not going away. But the interesting thing is when these first when we first opened GBEX, everybody had a computer and they were supposed to sit on the computer all day and do their work and they said to us they brought me in late because it

102was bolding and the kids said we don't want to sit on a computer all day. We want to talk to our teachers and I'm like well that's not how this was founded then fix it. I said okay and literally the kids said we don't want to be in front of this screen all day. We want to have discussions with you. So, I think kids don't really always want that even though they think they do. >> Well, something that's so important about in person is is friction. And they talk about how AI reduces friction. And friction is good because it it causes you to have hard conversations. It causes you to challenge yourself. It when things are hard, then it's you have to work harder and your brain works harder. And so, friction is a good

103thing. And um AI is like really trying to smooth stuff out in a way that is honestly dangerous. >> They say I say is a great book that says every classroom should be a classroom of argument. >> Yeah. >> That every day you have two sides and you just argue productively and respectfully and between human beings. >> Well, it's how it's how you learn how to be in >> But that's a good read that book. I'm ser it's either they say I say or I say they say. I don't think well enough to get the title right but it's a great book. >> Okay. So I think >> when when is the June policy meeting? I know it's on a Thursday night. >> We don't have a June. Our next meeting is in September. >>

104Oh, September. We'll let you know in September. >> Okay. It's right now there it's the third Thursday. >> Third Thursday. >> And the reality the whole world of AI could have changed by September. >> That's why we were like we're not voting on anything. >> Three years ago I did a presentation. Somebody said, "What about AI?" Is that what about AI? It's I don't even know what you're talking about. And like three years later, yeah. So, we don't know what it's even going to be in September, >> right? >> Yeah. >> So, uh the next one is JF, which is the enrollment and enrollment capacity things. And we kind of >> we talked about this. >> We did that. >> So, >> this is just to look this one is No, we'll vote on this

105one in the fall as well. >> Okay. All right. >> There may be some legislation this summer that >> um and then the sex offender registration. There's a lot of conversation on that one, too. What could the conversation be? >> This is a new >> Okay. A new policy. >> Oh, my notes about it. >> I don't have any notes, which probably makes me think, >> yeah, just do it. >> Yeah. Yeah. [laughter] Yeah. this is >> and that that's tied to um when people arrive and we scan their license when they check in as a visitor or volunteer in the building the um the software scans it through a database. >> Yeah, I think the big discussion about that was people that are that work for the school that are made aware of somebody

106being a sexual predator on the on the list. if they reveal that information, they can get in trouble. And there was some conversation. I don't remember exactly what the >> I don't know how they could get in trouble. >> I think we took that language out because of the feedback of the committee there. And I think the intent was that um the idea is that staff would be notified of the information for the purpose of the safety of the school, not for the purpose of sharing with the community. right? Or the child >> or the Yeah. So that was sort of the the nature that was the nature of the language in here, but we took out I think there was something in there about discipline that's no longer in there because it felt like

107that didn't quite match what the committee wanted the spirit of the intention of this policy to be. >> Okay. >> All right. >> That one we can vote on. >> Okay. I make a motion to accept um JLIF policy. >> Second. >> All in favor? >> I. >> All right. Wonderful. Thank you for the discussion, everyone. >> Yeah. And that was on point and it was good. Don't do that to yourself. >> Thank you. >> Remember, argument is the tool of thinking. >> That's right. >> Not I can't hit you, but you know what I mean. >> Yes. >> Okay. Um All right. Safety and security. Any update on that? >> Well, we did have the safety and security meeting. >> Yes. Oh, I haven't done the thing you should. >> Right. And there were

108some things that came out of there um that we probably shouldn't talk about in in public uh that I found extremely interesting. Um so we should probably go into non-public to talk about that. And I do have notes. >> Okay. All right. Include that as well. I was at the fifth grade retreat with >> Oh, okay. >> Yeah. >> Bye, Kelsey. I'm going to text Katie as soon as I go home. >> Please do. >> She always says to me, "Cute little Kelsey's a teacher." I'm like, she's not cute little Well, she's cute cuz she's not >> She was always I will tag her on. >> See you Thursday. >> Bye. Um, >> do we want to wait to go into non-public for this and do all the other stuff first? >> Yeah. Yeah. So,

109yeah, let's finish this and then we'll do that. >> Okay. >> Um, so superintendent evaluation committee, we gave the feedback to um Dr. That happened last week and that is >> that is that until the fall when we start all over again. Um, okay. General correspondence. Anything? Mm-m. >> I did send it in the newsletter. >> Oh, thank you. >> That's the next one. >> I know you sent it to me, but I was like, you know what? It was all I [laughter] I stole basically like AI. I stole from >> I gave you full credit for all of it. I said, um, but I just was I was on such a timeline and they needed it much earlier than normal for the summer audition. So, I just >> I just think I was ignoring

110you. >> You're looking at me. I know you're thinking. [laughter] That's where Steve gets it. >> Okay, great about that. Um, strategic plan committee. I have no update there. I think we're gonna they're gonna maybe in the fall. We'll meet again. I'm not sure. >> Probably. >> Oh, um, okay. So, uh, new business, water pump update. >> I believe the update, and correct me if there's more, Becky, is that it's repaired and we're waiting for the final cost to come through. >> Yeah. So, I think we had talked about that there's still like we had to have additional water testing done and I don't think we've gotten all of those invoices yet. But >> was the water pump one of the things that was like a concern? >> No. Just >> something new. >> Yeah.

111Which is the whole the whole thing. >> You know what it's like owning a house. Yeah, just >> could I just have to say like our families were incredibly >> like incredibly understanding and I'm sure it created havoc that morning like last minute cancelling school. >> It was so convenient for those two. >> But we, you know, we tried to make work what we could make work. Fifth graders could still go to Alnoba. Kindergarten was scheduled for a field trip and they still went. So like we did the things that we could do and then the families really had to scramble >> at the other grade levels. But I appreciate their flexibility and >> that >> we didn't have water a week and a half ago. That's right. >> Kids love kids. >> A random

112day off in May. It was >> defining [laughter] that we we're doing we're doing what we can. >> Yeah. >> And thank you. >> Wasn't planned. >> Okay. So the next thing is the schoolboard calendar schedule on that is on the very end, right? >> I found one problem. Okay. >> November 3rd. That's election day. >> Okay. So in terms of having a meeting, >> I ain't going to be out it. I'll tell you that. >> Why? >> Cuz she's running. [clears throat] >> It's election day. >> You're not running for school board. >> She'll be out there holding. >> I'll be out there holding signs till 8:00 at night. So, um, well, I mean, we could reschedu. I mean, I I guess we should we have to check in with Renee with her schedule.

113>> Why don't we just put like a question mark next to that one? We'll talk to >> Okay, because we do have >> cuz we September and October before that >> or depending on what's on the agenda, we could do it and have we'll have a >> That's true. >> quum. It might not be, >> but if it's something important, we won't do it. So, we'll see what we're going to be talking about. >> Yeah. >> I forgot about you running. I just assume you're in. [laughter] >> I love the way you think. >> So, I would recommend you still vote to approve the dates and then if you need just so >> we need to change it. Yeah. >> Then if you we can change November if you need to. >> Yeah. >> And

114then for the August 10th um workshop >> is that when we just sort of want to discuss and agree on if we want to do that >> because what are we going to do at the workshop? Well, we did it last summer and we talked about >> we did >> stuff. >> We talked about how to get information out to the >> um uh community. We talked about goals. >> Yep. Oh, yeah. Yeah. Yeah. Yeah. >> Yeah. >> I mean, I don't think it would be a bad time because we're going to be relaxed. There's not But then again, I might not be around >> because August is my busy month. >> Yeah. I mean, I'm around. I I it it's it works for me. Um August 10th is a Monday. >> Yeah, it's a

115Monday. >> I don't know. What did you have? >> Well, why don't we just approve it for now? Okay. >> And then if we have to um cancel it or move it. Okay. I might be out of state, but I can always zoom in. I'm really I'm really good. >> Where where are you going? You're going to be like in Wells. >> I could be in Wells. I could be in Stowe or I could be in John's St. Johnsbury doing a training. I could be anywhere. >> All right. >> My husband doesn't even know where I am. I said, "You don't need to. I have a cell phone." >> Right. Just >> No, I just I'm not sure. August is when a lot of schools do their trainings >> and it's it's very lucrative to

116go. So, >> and then the February 2nd date is highlighted just to point out that it's the meeting and it's okay. Which is what we >> That's the public hearing date. >> Make a motion to approve the calendar as is. >> Okay. Second. >> All in favor? >> Sure. Sure. >> Were you saying something, Molly? Did I talk? >> No. No. She said public hearing. I was like, "No, deliberative." >> Deliberative. >> Yeah. Whatever. No, they're not the same. The hearings >> Oh, I know. [sighs and gasps] >> those special days. It was a special meeting. >> Yeah. All of our meetings are special. Okay. >> Okay. And then SLT feedback form. We're going to do that during non-public. >> Okay. >> Um, any old business? None whatsoever. Any people related matters? >> Any personnel

117matters? We're good. >> Okay. >> All right. All right. >> Uh Becky, did you get my message from >> Is there a personnel to discuss in n on public? >> Yes. Isn't that >> cool? >> No, not that I'm aware of. >> No. >> Okay. [snorts] >> Um did you get my message about telling Harley when >> I did and I did tell her because she did ask is my pen pal here and there was this piece of me that was going to just do the little white lie and say she's here cuz there's hundreds of people she would never know. >> I just got the invitation. I got the invitation the day before. >> I know. We did snail mail. We tried to practice snail mail. >> Yeah, I know. I know. I know.

118>> Next door neighbor if you want me to give her something. >> No, I'm going to say I'm going to make sure I see her when I'm here for the imagination or whatever it's called. >> The project. >> I'm one of the judges. [laughter] >> Vote for judging. >> 98 cents. I can be bought. Throw it under the computer on my >> You're going in. We're going to go into nonpublic under C and R. >> Bye. Thanks, Molly. Okay. >> Make a motion to go into non-public under >> under chapter 91A 32 C and I >> second. >> Thank you. All in favor? >> Roll call. Right. >> Stephanie Schmidt, >> Cheryl Mcdana, Wendy Larson. >> Thank you. Okay.