001I call to order our se what is it? September 8th meeting. It's 503. Um to start our meeting, I'd like to go into non-public. So I need a motion, please, to do that. You >> like to make a motion to go into non-public. >> Second. >> Do you want the RSA? The RSA is RSA 91 A3 >> 2E. Um, we made a motion to come out of non-public. It is now 59. Is that a puffin? >> That looks like it. >> Should be a king fisher. [Music] There she is. One big. Is that even a pen? This is what I have questions about. Hi. Sorry. Uh so, uh going to public input. Uh time allotted for public input. Public comment is 30 minutes and individuals can comment up to three minutes per person. um one
002parent input regarding unauthorized communication devices. >> So this would have be an opportunity if if anybody um wanted to provide any input on the um >> unauthorized communication devices policy that's coming before school boards in the month of September. It will visit the uh policy committee in September and then it will come back for adoption in October at the October meeting. >> Okay. >> So we'll just keep it open. Okay. >> Next 30 some minutes announcements. >> Anyone? >> No. >> Okay. Business and financials. >> So, there were no financials in your pack this month. We will start next month. Um, in our last meeting, we did u present you the DOE and had you sign the DOE and MS-25s. Um just for clarification, we had reported projected um fund balance in the June meeting
003of 25,41 and we ended up with 48,670. And just to let you know what some of the differences were, they we did not have as much food service loss as we expected. Our insuranceances were a little bit less than we expected. Um we had some savings in student body. um days not work for AIDS and we did not have we had invoices less than expected in maintenance. So that's where that all came from. >> Okay. >> Anyone have any questions? >> Can you remind me exactly what happens now with that balance? >> So that balance is is used when they determine the tax rate. So, so next year, so this fall when they determine the tax rate that will be applied on the December tax bills, >> they're going to use that as as an
004additional revenue source. >> Okay. >> To to decrease what we need for next year. >> For next year, right? >> Which I think the recall the increase that we proposed and got approved was like 38 36,000 37,000. >> So it's it's not just us, it's not just the school district, it's the entire time. >> Okay. So glad to only applies to the town hall, not just educator. >> Okay. Right. >> Got it. >> Thank you. >> Um in looking at over the the summer, um I I had some questions about paying or do we a pay hourly for our teachers summer? Is it a stipened? Um, and there was a a bill for 246 and some change for Straford Learning Center. And I was look I was hoping more for explanation like what what is
005that? Um, and so I kind of a two and this was just kind of going back over the summer and looking at some of those things. My other question of that was food service because each month there was a seven eight grand total and I could be reading the spreadsheet wrong and so I will say that right up front but um in the manifest there were these costs to food service and I'm I was just looking for an explanation but one is kind of the summer package and how that looks and feels. Um how many like can you explain and it doesn't need to be today that can be something we can do later but like the number of kids we have how many staff we're paying is it a stipend is it an hourly
006um what we must have to have special ed on bard for that um and those were two kind of larger chunks and without a breakdown um because some of them are also doing 26 pay periods my guess and so payroll role is going out with their checks, their regular salary on it. Um, so looking looking to break down that and what are the kids I guess an overview like when they come in cuz we changed the programmatic side of it. Two years ago, I think they were coming in like an 8 to 12 and this year they were coming in 2 hours for more very more specific. Again, that's more of a question. I'm looking for an explanation. But then what is this 24K and some change to Straford Learning Center um for the chunk
007of I think that was that was build in August. >> And you don't need to answer now if you don't want to. I'm just saying that when I saw it over the summer. I I think the board would like an explanation as to kind of where where those funds are going to. But >> if >> I can I can definitely answer the Stratford right now. Um it's uh who we contract with for OT services. >> Okay. >> So that would be um you know >> last year and we contracted with her over the summer. So that that wasn't just the summer that was filtering into last year as well. >> So the whole $24,000 is a year long. >> We also dip into IDA for OT services. So it's a combination of what we have
008budgeted for contracted services. Excuse me. And then a portion of her um contract of service goes through IDEIDA grant. >> And where would we see that? Where would that be on the manifest? >> No. Okay. >> Anything paid from a grant would be processed through SAU and you wouldn't you wouldn't see that? >> Okay. Um, as far as the summer goes, uh, it are you just are you just asking about the summer learning programs as far as hourly versus stipen or it could be professional development also? >> So it yeah, I guess it's a mix. >> It's a mix, right? So, I guess what I'm when I when I see the line item that says summer um summer stipens or hourly rate or whatever, there was one that said $10,625. That was on 725. And
009then when I saw one for 88 that was $8,350 and I'm sure there was one before that like the 7-Eleven one. I I didn't I didn't see that. But that was outside of the salaries that were being paid to the teachers. Um and so yeah, my first question is are they on a stip like they they sign up to be in the summer program and they receive a stipend or are we paying them hourly to be in that summer? >> That's my director. So, Miss Casey, who oversees the whole program, she gets paid a stipen >> to be the director >> and she's also a teacher in the program. So, she gets an hourly >> Oh. >> an hourly um >> Wage. Yeah. All the all the teachers and pair professionals that work summer learning,
010whether it's the ESY or the regular summer learning program, are all hourly except for the director who gets the stipen. Um, can you explain the difference between the summer program and ESY? >> So, the students who have IEPs, um, if they qualify for summer learning through the through their IEP, >> yeah, that's >> receive their IEP services during the summer during those blocks. >> Okay. Okay, those students who were referred by the classroom teacher to our summer learning, which is working, it's more like a tier 2 uh working on specific skills that the teacher recommends. The teachers would recommend those um students attend our summer learning. Parents would be notified and parents would have to sign their child up to either attend or not attend. >> Do the IP students have the option to sign
011up or not sign up? >> Yes. >> Okay. >> Parents can well if they qualify. If a student qualifies for up for ESY, which is a separate meeting, um then yes, they would they would qualify to attend over the summer. >> Okay. >> If they don't qualify, they can still attend summer learning, but they're not working on their IEP goals. >> Correct. Okay. I I understand. Now, based on that, how many kids are actually showing up? Like, so if they're if they're on their IEP and they're in ESY you know that number of kids are being offered this particular service for them. >> Yeah. >> Do all those kids show up? >> I would think that the parents have some like option there. >> They for the students with the SY I think they show
012up. Um but they might have a vacation built in those four weeks. >> So it changes day to day. >> And you're saying it's it's four weeks. >> Four weeks. Yep. But the classroom learning one, the tier 2 one, how many kids show up for that? >> I'll have to look. >> Look. Okay. Yeah. So, again, more more for understanding and explanation, but if if we're spending I'm using a rough number here, 20 grand on this, what does it look like? How many kids are we really servicing? Especially in that tier 2. Um especially if it's a 2hour chunk of time in the middle of the day. I would just be really curious to see what those numbers look like and how do we know that there's actual growth over the summer. So, if they're
013coming in the first week in July after July 4th, are we pre-esting and then post testing after to see if there's any growth or what's happening during those weeks that they're with us? >> Summer, whether it's summer learning or ESY, is not supposed to be growth. It's supposed to be maintenance. >> Maintain. Okay. Yeah. >> So, can are we using what they left with in June and in tracking their maintenance that way? I'm just looking to see if how how do we know that the summer program is working? >> And we can certainly work on gathering some information and providing >> something some more information as we're looking at this as a budgeter. I know that's that was kind of the essence of what you were >> Yeah. So I'm, you know, if if kids
014are utilizing this and families are utilizing it and we are maintaining that growth 100%. I'm just looking at where where in the budget do we have do we have the ability to to look at some things. Now the second piece was food service. um each month there was a there was thousands of dollars even when school was out that was on that budget line and so that I didn't understand why that was but it could be my lack of understanding >> before we get I mean that'll be before we get to that >> next month is when I'm going to talk about special ed and look at our current numbers and okay >> so I'll include >> some summer yeah great thank you >> that'll be great >> um and so I will go back
015and look at each of the manifests, but we do process even in July if we're paying bills that are coming in, you know, oh, these foods that were purchased in July or these supplies or even salaries, >> we process in July and bring them back to the correct year. So, in those July manifests, you could see expenses that we're actually paying for the previous year. But, I'll go through and I'll I'll provide you guys with a list of >> again, it's more education, right? Like why why is it there? And if we were ever asked, we would be able to at least answer with some some clarity. >> Yep. >> Thank you. >> Absolutely. >> Any other questions? >> Just in terms of financials, Brandon, I was going to ask about this maybe during the
016goals update, but just um how the sign was paid for and where that came. Just a reminder, refresher on where that came from. It was uh you mean out of which it's coming out of this year's budget, >> meaning this school year right now, >> right? Okay. >> Yeah. Okay. >> And I think we got to that from last our last meeting in June. We said we were going to pause until August because we didn't want to. >> Right. Because this year's budget versus >> right. Yeah. We're getting a little scary. >> Right. Thank you for the question. >> Yeah. Okay. >> Okay. Anything else? Nothing. >> Okay. Okay. Michelle, you good? >> Good. >> Fabulous. Superintendence update. >> Thank you. I'll be pretty brief this evening. First of all, uh thank you for welcoming
017me to the community and also apologizing for a little bit of a mixup this evening. I know the meeting was posted for 5. Uh we do meet at 5:30 until spring. I believe it's March that we were >> had a completely >> planning to Well, so we met in the middle, but anyway, I do apologize for that. And then the only other thing I just wanted to bring to your attention, which is actually under the board chair's report, is there you see a whole list of policies this evening. The policies for review really are just that there are no changes. They are we're required to review them regularly. And so, um, we did just want to have, uh, school boards in the month of September just have an opportunity to review. Of course, if you
018saw one that you felt like we needed to pull back and look at, we could we could definitely take it off of the review only list and do that, but we've checked them. Uh they're up to date and and that's why they're there. The parental bill of rights, um we do need to pass or we need to talk about tonight. And then again, the unauthorized communication devices will come back in October. So just it's a it's probably going to be a lot of policy in the next few months just because we we have a lot coming at us and we're we're trying to keep up with it. So that's where we're at with that. >> That's all I've got. >> Okay. Um chair's report. So one I would like to welcome Allison to our board.
019Uh we're switching transitioning from um Renee from our last one and now Allison will be joining us. So welcome. Thank you. We're happy to have you. >> Um superintendence evaluation, we have started that process. Uh Dr. Andriski has set his goals. Um the committee has asked we started this last year and felt that it was I don't know um we started strong but at the end of last year after uh working with um the superintendent we felt we could be better and so we got a lot clearer with what we were looking for from the the superintendent's evaluation. So we've asked him to have very clean measurable goals. um we asked him to review it and revise it and he did. Um he seemed he's working with the chair of the superintendent evaluation committee. Um
020and so I was personally being on the committee I was very happy um with the clarity and kind of the definitions of what each of the goals are that he that he's after. So um we'll meet in a couple more months. We meet four times before we start the 360 evaluation. Um, which includes all of the district. >> Kirsten, do we want to jump back up? Sorry. To minutes approval and then the principal's report. >> Oh, sure. Did I skip it? >> Yes. >> I think it's because I skipped to you. >> Yeah. Sorry, Brandon. >> Okay. >> I'll go back. >> Want to do minutes first? >> Oh, yeah. Approval of minutes. >> Any changes? Any revisions? Okay. Uh, I make a motion to approve the minutes. >> Second. >> I. All >> in
021favor? I. Yep. Okay. Principal's report. >> Thank you very much. Uh, we've had a wonderful, wonderful start to our school year. Uh, we've welcomed three new staff members, Sarah Sheffield, our new art teacher, Caitlyn Gchan, PAR professional, and Michaela Ham, our third and fourth grade teacher. We've had uh 28 new students join our EKS community. uh that ranges from, you know, all of our kindergarteners and then a few students um in first and second grade and um I think that's it. One third grader maybe about 28 28 new students. Our PTO uh sponsored Kona Ice Truck for us on our meet and greet before the first day of school and we had a whole whole group of parents here for the first day for our opening day cool convention which the weather again participated for
022us. So uh it was a wonderful start to the school year. Enrollment numbers as of the first day of school were um 118 students, 24 kindergarteners, 18 first grade, 18 second grade, 25 third grade, 21 fourth grade, and 12 12 fifth graders. Um areas of focus for our school this year. We This is a really big year for us with um with a couple different areas. uh the first one um that we are excited about and we're going to be really strategic about I think I talked about it in the spring but um we are looking at our PLC's and having the the focus dur during our PLC blocks is really looking at our win times uh throughout the day. Win stands for what I need now. Um our kindergarten students have their win blocks
023built into their ELA or their math um blocks. Our first and second graders have a combined wind time in the morning to start the day. Um and our third, fourth, and fifth graders have their wind blocks after lunch. Uh we were really careful about um making sure that interventionists and special education staff. We're not pulling students during the win blocks. We wanted all available staff. So we we built this into our master schedule this year for the first time. In the past, it's been grade level specific building it in uh but we felt um through all of our work during our PLC times, the crew that went to the two crews that went to the PLC at work conference, we really wanted that to be an area of focus. Um so the majority of our
024PLC's will be looking at data and having kids move in and out of wind blocks depending on the highest need for those children during that time. >> Um so >> have you Sorry, Brandon. Have you um and it probably hasn't started yet because you're still assessing where where kids are. Um but >> have you figured out by just math like how many kids per win block they'll be with each teacher, each body? >> We haven't figured that out yet. >> Okay. And it might it might I mean as I'm asking it, it might flip. You might have two or three and then six in one and whatever. But okay. >> Yeah. it's it's really going to be on the specific skill that that student needs to work on. Um, and it could be a math
025uh a windb block for specific students or a reading windblock. So, uh, we didn't we can't right now in our master schedule fit in a 30 minute math and a 30-minute reading windblock. So, we have just one for each grade level now. And it'll be based on student needs. students with IEPs. Um, if there's going to be any pullouts during that time, students with IEPs based on the conversations between special education staff and classroom teachers, if a student has a math and a reading goal, is it better to pull out during that wind block or pull out during a different time of the day? So, all those conversations will happen after assessments are done during the first PLC meetings, which are scheduled for um the 17th and 19th. So, we're hoping that um our interventions
026during win or enrichment uh during win will be um starting the week of the 25th. >> You do win every day. >> It'll be every day three through five. >> Okay. >> Uh four days a week. Um >> one and two. Yep. the other big area and I I just have a just a really quick presentation just um to to talk through about our next very big area um that we're going to be focusing on this year and that is uh taking a look at um and piloting two reading programs. So, we've talked a lot the last two years about uh whether it's board meetings or within our PLC or or staff meetings reading and um OG has been such a big thing for our school the last the last three years. Uh our current
027second graders are the first group that started in kindergarten with OG and um really building up our foundation of reading at the earliest grade levels. And as you know, we've spent a lot of time and energy and money into training all of our staff in OG. And the data that you've seen over the last couple years is really showing all the hard work that they've done. That being said, we also know OG doesn't hit every single area, especially when you get up to third, fourth, and fifth grade. So we know and this was talked about uh during our PLC meetings, our leadership meetings the last year um with Jill, with Mr. Schustster, our reading specialist, with me and then our teachers. We know that there is a variability in reading and writing instruction across grade
028levels once you get up into the intermediate grades. Uh and we know that uh because we don't have one specific K to five reading program. We also know that comprehension writing vocabulary is not really hit during the OG and again there's variability among screen levels and teachers on how we comprehension writing vocab and because of this it makes it challenging as our as our students get older to track our students progress. In addition to that, uh there is a legislative update HP 1015 that was passed last April and has has an implementation date of July 2027 where we are being required to have areas of instruction hit during reading that's awareness, phonics which is decoding and encoding, fluency, vocab and comprehension. So the vocab and comprehension also showed up in the new legislative update and
029then in addition to that our writing was you know across the board K to five was different depending on which teacher you had or which grade level you might be at. So the reading programs that we're going to be looking at have a right component also in addition to the areas of need that our students have in comprehension vocab. The presentation you're seeing is a very similar one that I did to our with our leadership team and then our staff meeting before we left in June. Uh so there is a need for vertical alignment. It's going to ensure consistency in instructional practices and expectations. Facilitates smooth transitions between grade levels. Enhances the ability to track and support student progress over time. Promotes equity and literacy instruction for all of our students to five. And provides
030a common curriculum and materials that they can revisit. sorry that revisit the key concepts with increasing complexity to deepen understanding. We have that in math and it's something that we all know that we would need in reading eventually. Um so this is kind of where we're starting from. I'm referencing the PLC core principles because I think they're really important as we start navigating this process of a of a reading program pilot and then into a reading program with a focus on learning, our collaborative culture and a results orientation, which is what we've talked about a lot during our PLC's. With a focus on learning, our vertically aligned reading program will guarantee access to essential literacy skills for every single student that comes into our school. It eliminates any instructional gaps and redundancies and it supports
031a coherent progression of skills from K through fifth grade. As we look at a collaborative culture, it's going to we're going to encourage the cross the crossrade level collaboration amongst our educators. We already do that, but now we're going to have that built within our PLC's with a common program eventually a common program in our building. develops shared language and understanding of instructional goals and fosters a unified approach to literacy instruction and assessment. A reading program will give alignment that allows for the development of common formative assessments, facilitates datadriven discussions to identify student needs, and supports timely and targeted interventions and extensions. And we we we are really focusing more on extensions during those wind blocks than we ever had in the past. Like I just talked about win time. One of our one of
032our goals for this year, dedicated periods for intervention and enrichment. Alignment ensures that win time is purposeful and responsive to student data and promotes flexible groupings based on specific skill needs. Here are the benefits of having a K to5 vertically aligned program. Consistent instructional practices and rigor across all grade levels and enhanced collaboration and professional learning amongst teachers. Improve student outcomes through targeted support. Streamlined assessment and progress monitoring. provide common curriculum materials that revisit key concepts with increasing complexity to deepen comprehension and intentionally curated tiered vocab and grade level text to support and deepen our comprehension. So our next steps for our school, we're going to continue having these con these conversations during our PLC's and we hope to deepen with common la curriculum materials without losing the autonomy and creativity our teachers have. That
033is a real concern of theirs because they are really skilled at what they do. It's it's a concern and we're going to hopefully over these next uh few months be able to lessen some of that concern once they get into the pilots. We started this last spring la last spring um started the discussions Mr. Schustster, Jill Lazier, and the reading specialist over at Kensington. They're also piloting these same two programs. Spent a lot of time last spring looking at programs that are going to best fit our school while keeping OG as a really big component, K through three. That was kind of a must that our teachers had with with any kind of pilot we looked at. We wanted to make sure OG was just not going to be forgotten. So looking at multiple programs,
034these two are the two that we felt would best fit our school. So fish tank is one and arts and letters is the other. These are going to be paired with our foundational reading instruction already happening in EKS. The OG the OG trainings that we've gone through our dates during that timeline. So 2627 2728 2829 we will be using a selected ELA curriculum either fish tank or arts and letters alongside OG 2829 SAU16wide are going to start having conversations about a common K to5 program or curriculum through all of our elementary schools. Jill's here to talk more about that if there's any questions you know about the district's vision. Um we didn't want to wait that long. you know, it's it's it's too far away. We had needs in our building, comprehension, vocab, writing, and
035we didn't want to wait until 2029 before we really started that. In addition to the legislative update in 2027, we we needed to do it. Um, and what I told the staff is we're really not doing this because of the legislative update. We're doing this because we had needs in our building and they recognize that. Um, they just happen to be the legislative updates that kind of pushed us along a little bit. Where could it maybe be? Um, but that's going to be happening 2829 SAUY. >> 2829 wouldn't be an implementation of anything. It would just be starting conversations across all schools about a common curriculum material. So, >> well, and you could use this school as your data. >> What's I was going to say, how many other schools in the district are already
036kind of this far ahead or taking these steps? >> So, great. I love great. So, um we have we have schools that are using um one like comprehensive program. So, Lincoln and Main Street have a has a ELA program that covers every single thing from like the foundational to everything. Um we've got a school that uses a smaller smaller program kind of like arts and letters and fish tank and then um a couple other schools are doing exactly what Brandon just so eloquently explained but with very similar pro with the similar programs. >> Yeah. So the hope is when you get to that 20 28 29 that people are bringing their data and really able to y like navigate through all of it. >> Yes. and the principles and across all of our buildings have
037been really um wonderful with the conversation. So that variable won't be the variable of curriculum materials that we're going to look at. It's not going to be like nine different things we're going to look at. Um because we have three schools right now that are looking at fish tank and artillery. Um but I want K I want East Kingston to really choose the one that they think is the curriculum material that will work best for students. So there's no like underlying I don't I'm not rooting for one or the other. I really want to know what they think will work best for kids. So, I'm I'm um I'll say it it makes me feel good that we've just spent so much money on OG and OG training and the last three years of preparing those
038kids to hear you say that that is the foundational work and the the ability to then move the kiddos in their level in that like OG space to official tank or arts and letters, you know, is a is a natural move rather than slapping a a full program in front of them that they don't know. I mean, I think the transition there is so important, >> especially for kiddos in that yellow space who have worked really really hard to get out of red, who are just barely making that green to transition them to something new. >> Right. That's not going to make anybody grow. >> Yeah. Um, so can you just explain why you chose fish tank and arts and letters and how it does kind of align to OG or what you have been
039doing? >> Yeah, so there there was there was I mean the OG was when I when I brought this to our leadership team the first time I said that this is kind of the direction we're going to be heading. Um there there was just some some some blank stairs because they immediately thought OG was going to kind of get kicked to the side and we were going to go with a more comprehensive program. Um and within just a couple minutes, you know, they were very relieved because I said that that's not necessarily going to happen. Um so we just started having those discussions and when I left that meeting it was um it was okay we we need to be really strategic about what programs we look at because OG it is working and they
040were adamant that because it's working they love it. our kids are growing that that's going to be something that we can keep into our ELA um curriculum here in addition to adding a program that had the writing had had the the vocab. The other areas that that they uh hit because they're both science and reading based is um is they both involve a big chunk of science and social studies which there's there's very little time in the schedule to really have a a major focus on on those two areas. So we wanted something that was also going to you know bring the science of social studies with you within the other the ELA blocks for their readalouds for their individual books that they're going to be reading for the discussions that they're going to have
041during those those um those ALA blocks can infuse the science of social studies within that. So Arts and Letters and Fish Tank both have a science and social studies component built within the reading program. >> And are they my guess is they are but I'm going to ask anyway. are they aligned to the New Hampshire standards, meaning that most of these programs are automatically like aligned to um third grade social studies and they're put into the third grade reading levels. And my second question to that now that I just said it is, is it differentiated enough so kiddos in different reading levels could read the same content? So the it's going to be one book that all the kids in the class will be reading. >> Okay. >> For the whole class discussion, but built
042within that block would be similar to what they do now is pull different groups to um and please jump in. >> You're doing great. >> You got it. >> That they're going to get what they need. >> So they can shift Lexiles. they can look they can look at what the comprehension style is of the kid or or whatever they need vocabulary wise in those small groups. >> Yes. >> It's really big on building background knowledge. So I think that's what we've seen >> has been um a little has been missing is having um convers so >> we're not going back to everybody reads the same book for the whole 45 minutes. But it is going back to a little bit of we do read a book together and dissect it together but then we
043also go into decoding on our where we are at at our level and um reading at our level as needed. So it's like a mixture of both. Um so and also in choosing the programs I sat with Kristen Schuster um and an individual from another school and we went through um a curriculum review that had every aspect of what you would want in a pilot program for this that's aligned to the science of reading. And we were able to say like what we have for OG is met here. And so when we choose a program, what what are we looking for? So, we made sure we found things that um fill in those missing pieces. And now is our chance to see, do do we like these curriculum materials? Are they adaptable? Um can students
044access them? >> Yeah. >> If it is a whole class book, how long are we in that whole class book? And are we losing students during that time? >> Um because I share that concern. I don't want it to be that type of situation again, but I do want to build background knowledge and have rich conversations and build vocabulary um because that was that is one of the hardest pieces is the common vocabulary across grade levels and how do we build vocabulary in students if um we don't have time to identify that we don't have enough PLC time to talk about okay what vocab are you teaching what are you teaching a curriculum material is supposed to bring you know, um, it's supposed to buy you time. >> Well, it gives it gives you the
045ability to have a shared experience, right? Each each kid, whether they're in that class, that class, or that class, those kids should be sharing similar experiences and content and knowledge, although they're where they are in that space might look different. >> Yeah. And so, not sure if you've heard of Witten Wisdom before. So, that's a um a literacy program. Arts and Letters is a by the same company. Um, but it's supposed to be a little bit shorter of a program, so it doesn't take as much of the day and so they'll be able to fit in more of they'll still be able to fit in OG um and those really strong practices that are going on in the classroom. So, I'm excited to see how that pairs together. >> Okay. uh the writing because that
046the research coming out that the writing and the reading go combining together is so important for their metacognition and how they're retaining information and their letter formation. How much writing is in each of these programs? >> It's it's well it it's built within that block. >> Okay. >> Um so I I don't know if there's a specific >> time, right? But it's it because right well at least in third and fourth grade right that transition has moved to a Chromebook right and what does that look like and um the research now coming out is saying that the hand well we're moving to a handwriting piece anyway but handwriting them journaling the metacognition actually is helping them with vocabulary and comprehension because they're phys it's almost like sensory they they have to physically do it and
047it's cognitive work for some of these kids to do. So, I'm just curious how much is in it. What happens with the RIP kids? Are they going to get pulled during this time or are they going to be part of this time or what? >> They're going to be part of they're going to be up that the >> the staff are are very aware and I I never worry about them >> um pulling students during any any whole group instruction that just it doesn't happen here anyways. >> Okay. >> Uh but it definitely won't happen here. >> I'm not sure if I included in the timeline. So we're we're starting uh with arts and letters. Um we've had one training so far. We have another one during the during the October um in service day
048and then the of the arts and letters all of our teachers K to 5 will be piloting one arts and letters module or unit starting in December and that's I think six to eight weeks or so. And then during that time we'll also have a training with fish tank in um in January for that pilot to start in February. And then the end of May is when that pilot will end, that module will end, and then uh May to June, we'll start having those discussions building wide about where we're going to go for next year. >> And has there been any discussion around flip-flopping with the kids? So, you're doing arts and letters with the kids and then you're going to end up doing fish tank with the kids. I don't know. Is that going
049to be confusing for them? Are they going is it going to be a one? We're going to do one unit, right? Right. I heard you say that. >> And then we're going to move to this other curriculum piece. I mean, that's a lot of transitions for kids. Um, you know, just is there discussion around how that's going to happen and they're still doing working in OG? >> Yeah, >> I thought about that a lot as well of when you're working on exploring curriculum materials, there's lots of different ways to do it. You can do you can have like um a couple teachers use something all year long and and you can alternate teachers doing that. Um when we were discussing for a school like this in such a small school and there's such collaborative conversations,
050we really wanted everybody to experience the curriculum materials and so that would mean that they would each need to take a unit and do it. So because of that, we had to do some pre-planning over the summer with um aligning it to standards and competencies so that teachers could look at their year scope and sequence so it didn't feel like a wait, didn't we already do opinion in October and now we're doing opinion again? So Kristen Schustster spent some time at the end of the year at our summer institute taking a look at the pilot modules aligning them to the standards and competencies for teachers so then they can update their scope and sequence so it can be as seamless as possible for students and fit into their natural groove. Yes, the materials will look
051new to students, but hopefully it won't be an overlap of something they've already learned and kind of not fit in to their >> Yeah. >> And are the are the one two the one two PLC doing the same unit so that they can collect that data with kids and and the three fours are doing the same unit. Okay. >> And then a five the five is doing their own unit. Yeah. >> Okay. >> Yeah. It's it's a it's a really big year for us. Uh in addition to that, you know, we we we want to have we want to have something in place for next school year. So once once you you know, you view the budget for the first time, there will be a significant increase, right, in curriculum materials because we're going to
052have to purchase >> books, lots and lots of books. So that'll have that'll have a budget impact. And is there any way you can strategically do a gradual release with that? Like could you do a do the 35 first because the the K2 is doing OG and then the second year do the do you know what I mean? Like could you do it split it in half? >> Cascading. Yeah. >> Yeah. Cas Good word. Cascading. Yes. That way, that way it it a it it doesn't feel as huge and it's the 35 that we're really, you know, the really working on the the whole package of vocabulary, writing, reading, um comprehension. Just something to think about like where where can we not have it so enormous? Um but I don't know, just something to throw
053out there. >> You definitely think about that. And also there is a price difference between the two, like a significant one, right? >> I haven't gotten it from Fish Tank yet. I just sent her our our our potential numbers for next year. >> Okay. >> The fish tank fish tank is is the writing program or curriculum and then we purchase books >> from a from a separate vendor. >> Okay. >> Uh arts and letters is all built within. So that's why this one's taking a little bit longer. >> And when do you plan on having all those numbers in? >> I'll I'll have it in the budget for the first time we look at it in November. Yeah. >> Um budget wise was was the the the costs up front that you just talked about,
054Brandon, was that anticipated going into our budget conversations and all that last year? Uh, no. It was it was something that we really looked at in >> efforts in the spring. Yeah. Yep. >> Any other questions? >> All right. Um I am I am just going to say for for the record that um it is now 5:54 and public input has been open. So I'm going to close it at this point. Okay. So chair's report I already did the superintendent evaluation. Um policy committee uh we meet next week. Correct. that is the first like official meeting of the year. So, we will meet next week. Um, we do need to review all of these. Um, >> you spoke to the parental bill of rights. I don't know that we need to do anything and or
055do you need to speak more to that? >> Just that that one needs to be approved tonight by the board so that we can um post it on in the district policy manual and also get into handbooks. So, if you have any questions about that, I can I can help with that. >> Do you want me the first one in here. >> It's the first one. There's they uh the parental bill of rights is really a collection of rights that there's there's not not a lot that's new. It's just all collected now into one >> policy. And so, uh an important part of the law is that it it has to be published and shared. So, um that's why it's coming this evening >> and the policy committee that is functioning over the summer has
056already looked at this. >> The policy committee has not looked at this. >> No, this one this one needs to be done >> as soon as possible. Um the and JICJ just while we're talking about those two that's the unauthorized communication devices again the laws already in effect but we wanted to make sure to have time for parental input if if there was any. So again that will go to policy next week just for discussion and then back to um boards in October for approval. But the parental bill of rights should be approved tonight. And then the reviews like I said are just for review unless you want further discussion on any of them. Does anyone have any questions? >> No, I'm just kind of going through each of the line items and the parental
057bill of rights right now. So, >> and this is we're basically approving it to get published. You said >> yes. >> Okay. But at any point during the year, it could be amended if somebody put forth. >> Sure. >> Okay. >> Yep. And um has this gone through any change because it hasn't gone to policy. It hasn't gone through any changes >> this >> yet since compared to last year or no >> this is new and this is straight from the the requirements. >> Okay. >> We need a motion to approve. >> Motion to approve the parental bill of rights. >> I second. I All in favor? >> I >> Thank you. Welcome. >> And so for um >> the communication, what do we need to do tonight? >> That one will be next. >>
058Um Okay. >> Yeah. But if you had any questions, I could answer those for you >> or if you wanted to have discussion. Brandon, have you seen anything in the last two two week like watches? What about what what about earbuds or >> No, it's never been a problem here. >> Who did Stella? >> What? >> Buster watch. >> The watch. >> Yeah. So, um, one of the things that I was curious about was, um, like listening centers or headphones. Um, as long as they're school issued, then they should be fine. Correct. >> Have another issue with that. But um are those being clean when kids are, you know, using them and sharing them? Um and if it's in their IEP, could they bring are they allowed to bring it from home? >> So there
059exceptions can be made. It has to be approved by the superintendent. It would really have to be a device that the school could not provide for them. So that we certainly have some exceptions for medical reasons that have already come through and been approved, but um certainly if there's something in an IEP or 504 that would require it, it would just go to the superintendent for approval. >> Yeah. So my my understanding is that all anything that the school issues is allowed, right? Um, and on Chromebooks they're allowed to plug in or if they're listening to a story or if they're doing a tutorial or whatever. But, um, are they being issued their own or are they sharing headphones or head >> they they have they each have assigned >> they each have assigned headphones.
060Okay. >> Great. That's a good question. >> Okay. >> Any other not are you taking devices if you need to? Are you like um >> still's watch? >> I'll just Yeah, I'll just use a watch for example. Uh if if a kiddo has an I an Apple Watch, you're not removing you're not are they removing it? >> So I've never had to do this, but in our handbook, there's language in our handbook about this that you know there would be a reminder. >> Sure. >> Um a call home if needed. >> Uh if it becomes a problem, then it would be confiscated and parents would have to go back. >> Okay. I just I just want to make sure we have we have clarity on what that looks like just in case some parents need
061to know that. Um, great. >> Okay. Would you like me to read all of the reviews or are we just good with >> I think you can just be good with them. >> Okay. >> Be good with them. >> Yes. Unless you would like to read them. >> No, there's there's several. >> There's several. Um yeah, >> they're right there. I can see them. >> Um yeah. Okay. So, um I make a motion to approve the reviews of um each of the policies under review. >> Second. >> All in favor? >> I. >> Um safety and security. Um, I don't have any dates or updates yet on when we're meeting next. I don't know if you do. >> We do. >> Did I miss an email? >> Is that not included? >> Sorry. We have
062one September right now. >> Yeah. 25th. >> Oh, 9 a.m. >> Sharon sent me something back in July. So, apologies for missing that. I have it right here. So, September 25th at 9:00 a.m. >> Yep. Thursday. >> So, more to come following that uh kickoff meeting for this year. >> Um do you want to cover our strategic planning? >> Yeah, go. Yep. >> Um so, I wasn't able to make the last strategic planning committee meeting. Um it was the same night as our goals review uh session here. Um Chris had sent over an agenda and some materials prior to that. Um that was just sort of reviewing everything that we had discussed and went over and sort of landed on um last school year. Uh more specifically the KPIs that um the team kind of
063came up with based on the findings um from the audit and the survey that we had put out back uh in March. Um I haven't had a chance to connect with Chris on how that meeting went. I know that during that meeting they were discussing the KPIs and he was gathering feedback. Um also I'm not sure if you had a chance to catch up with him following that as well. Um otherwise I will see if I can connect with Chris at some point and have more to report back for our next meeting. Um I don't know when we're scheduled to meet again next. I don't see anything on the calendar for that yet, but again more to come. >> Okay. Um SA Wellness Committee. I'm no longer on that committee. So, unless Brandon has an
064update from our wellness, >> nothing yet. >> Yeah. Wellness um reps from the school, um I won't be participating on that committee because I'm on many others. >> Yes, you are. >> Um okay, so goals, goal updates. Um goal number one, we did review each of the goals at our workshop. Um I just want to make sure that we're all clear with those three. We did do some minor changes in wording. Um, so just make sure it's what we said. Um, Brandon, I don't know when our first meeting is for the academic growth and learning. >> It'll be November. >> Okay. So, in November, I'll have more. And but we'll also have an update next board meeting on special ed and the summer stuff, whatever you put in there. Yeah. Great. >> Okay. um community
065engagement. JT >> um I have some feelers out for wood chips. Um every I talked to somebody at Cornerstone Tree. Um they have the material. I think the next step would probably be it makes sense if we find some time to go out there to figure out what the quantity is that we're going to be looking at. >> Volunteer my truck too if you guys need two trucks. So, we've we've had a couple a couple different parents reach out uh with connections. I did talk to a company today that said they would be donating 60 yards more. >> Uh we did measure. It's a really awkward >> Yeah. >> area. >> Um so, it was like 150 ft by 65 in one area and like 110. And so, we just kind of are estimating on
066the the amount of yards. Um, we're looking at maybe 3 to 4 in deep. >> Yeah. >> Of wood chips. Um, so yeah, we're just giving it out to those companies to kind of give us a a really good guess on how many yards, but I know one company just told me today and they're going to deliver 60 yards. >> So, we're we're going to see how how how that does and then just keep >> keep um I I had uh maybe it was last week I had a conversation with um Mr. Mizy about getting the wood chips back there. >> He was a little concerned about um the fields and thinking about how what that would look like. um using smaller like a trailer wouldn't work cuz he's afraid it's going to be I
067don't know just maybe I don't know how that all works but thinking about how you're getting it back there and the route that you're taking and um what's Beth you know talk to Wayne >> we have it we have it outside >> yeah thank you sorry yep >> okay awesome moving forward um and lastly the fiveyear capital improvement plan. >> Uh, yep. So, I think the biggest thing now is just sort of looking back at that list that we had come up with based on the audit um a few years back and crossing out the things that we have completed and sort of looking at what we have left on that list and prioritizing those items, adding in anything um additional from this school year. Um, so I know that's a I think something Brandon
068was working on. I think you were updating the Excel. Brandon, did you share that out yet? >> Nope. because um the Excel no longer exists, >> right? >> Uh it was a Dr. Ryan um owned spreadsheet and uh when he left uh it went with him. Uh it worked um spent significant amount of time trying to find it >> and we didn't have a hard copy. It was just all done electronically. Um so we're going to have to recreate that. I I pretty much I can look back at our at our invoices to know what we've I mean we've already checked it all off. There are some things that we'll have to add on there, but um yeah, we've we've had a lot. So, um and then in terms of the signage, I know obviously
069that still hasn't happened. Do we do know when that is happening? >> Signs done. >> Oh, it's done. Okay. I haven't looked at it yet. So, it's done. >> Yeah. Great. Um awesome. Anything else? Okay. So, with that, um, our next meeting is October 14th at 5:30. >> 5:30. Um, so I will close the meeting at 6:07 p.m. Thank you.