001open up the EKES school board workshop. Um starting at 5:04 p.m. Um we will have open comment for 30 minutes. Um somebody want to time that? >> It's 504 now. >> 504 now. and in 30 minutes. Um so the board workshop we're going to review our 20 24 25 goals and develop 2526 goals. Um, I think uh as we left in June, we had reviewed them and said that we felt pretty good about keeping the wording or keeping our goals um continuing with maybe some different outcomes that we were looking for, but the language of the goals um and who was doing what we were pretty much confident in. So um the first goal is the East Kingston school board shall participate in public discussions with administration about triannual reports on student academic growth and
002learning to support an informed decision-making process. Um how do we feel about the wording in that goal and um we need to decide who will take that goal. That wording has stayed the same for the last couple years. Correct. >> I thought I thought we nuanced it last year a little bit. >> We did change it slightly. slightly. Okay. Are we comfortable with um just reporting out on academic growth in learning or do we want to look at any other growth in learning? I'm just asking I mean as we move towards um move towards the mental health space and how we're utilizing our school counselor and MTSS. >> Um we've looked at MTSSA, right? The academic. Do we want to look at MTSSB? Um or is that just going to fall under the category? But
003using the word academic leads me to believe we're looking at I Ready our our state testing scores and our summitives and stuff inhouse. >> Would it be as simple as adding something like well-being wellness to that like sort of you know reports on student academic growth, learning and well-being to support informed decision-m? >> What what data would you be looking for? Right. >> As far as well-being because it's not really hard hard, >> right? So, >> it's really student specific when we have our stat meetings for students that fall under social emotional behavior. It's >> it's individualized. Yep. Yep. And that and that's I'm perfectly fine. That needs to stay confidential for each and individual kid. Um, I'm just making the statement that we're doing only MTSSA for this. Um, and not looking at the
004whole child. >> As a board, as as a school as a school, we're looking at >> as the school, you're looking at everything, but to inform us on funding and where we're putting our money. I I personally would like to see a whole picture but I also think there's a academic success challenge whatever also comes with kids who are feeling confident or not confident in a classroom setting or at recess or whatever. So um as funding is concerned it's not just about academic growth that we're looking at. That's all. I'm fine keeping it the way it is. I'm just making a statement that it's not looking at the whole kid. >> Knowing just a just a thought knowing that that's a an interest of the board if we kept the goal with the same language
005but kept that in mind as we're reporting out on activities and programs and uh things that we're doing at the school but maybe not formally as part of the goal or how you know how those things are supporting academic. So students would >> Yep. I completely understand. Yep. It it does. We have done that in the past, right? So we have had the school counselor come in and share what MTSSA and MTSB looks like. We've also had um PLC's come in and talk about growth academically with kids. Um, we could use data of like resource referral, like resource re recess referrals or referrals to the counselor, which is no names, but how many kids are utilizing those spaces? I mean, they're just numbers, you know, and there's pluses and minuses to that. If kids are
006using the school counselor, you know, a lot, is that a positive thing that they're actually accessing that resource for them or is it is it like what's going on? Um, so I'm fine again throwing it underneath. I'm just looking how are we satisfying the whole child, which is something that's very important to this school, and how it aligns to our budget needs. That's all. when I I can't remember which month I typically do this, but I will typically give the special ed update and one of our >> uh meetings, I can include in there just for your understanding and and the >> the community's understanding when you look at the school counselor and thinking of budgeting what what she really does, you know, that it's not just the counseling piece, it's social emotional lessons she's
007teaching. It's running the the stat tier three and two teen, you know. So I I can include that in there. >> Okay. >> With that um with that discussion just so people really have an understanding of what our health and wellness do and our nurse and we what she does. >> Yep. >> Yeah. I I think it so for me for me the word academic growth and learning really leans towards that testing piece or which we've done a phenomenal job. I wonder if we and I'm gonna look to you, Principal French, moving that to the MTSS model, which could be both instead of just academic that just starts explaining what's h what's happening. But e again, either way, I don't know how you two feel about it. I just want the whole kid and I
008want it aligned to the whole kid. So when we go to the budget and go explain stuff, we're not just explaining test scores because it's not just about the test scores. >> Yeah. I mean I I I like the idea and I think it makes sense. I think it's just a matter how do we >> I just want a word to I also want a word to >> um I just noticed something too and just my just editing hat working in PR. Uh student learning outcomes, academic growth and learning. Is there a difference between what we're saying here? Student Maybe maybe I'm Oh, this one's this one's different than yours. See? >> Oh, >> this was earlier agenda. >> So, this is the correct wording. Student academic growth and learning. >> Student academic growth and
009learning to support an informed decision-making process. So, our informed decision-making process is >> Okay. Funding. >> I was reading the wrong one. >> Decisions are >> I don't know. This was January 2025, which we had changed it by then. So maybe it was just >> May 12. >> I just pulled up the one that just populated. >> You want me to share it with you? >> I just want to make sure I'm looking at the correct wording. I don't know why this was different than January, but >> let's let's share. >> You go. You too. I'm sharing it. >> I'm curious about that now, too. What the what was the difference? Just the wording. >> Yeah, it just it was just repeated. It said student learning outcomes, comma, >> growth and learning to support. >>
010It didn't say student academic growth. It's >> but we changed it to academic growth. So is that >> right? But I'm saying this version was from January and it had already been previous changed prior to that. So I just I don't know if it was just a >> an error somewhere. >> Okay. Student growth and learning. >> Is it supposed to be student or academic growth? >> Student academic growth. >> It's student academic growth. >> So again, is it a matter of just adding in the word wellness? Uh, so I'm gonna I'm gonna say I don't want to use that word because I'm not >> I can't I can't foresee them being able to actually document or collect data on kids wellness. We're not that's a that's a subjective subjective piece. I mean the teachers
011could say, "Yeah, my my kids are doing well." Like I it's too subjective for me. Um, and and I think the one way we we could do it is through the MTSS model. Like what what our school counselor does, what our nurse does, what our teachers are doing in the classroom to support those spaces, those are at least curriculum or formative assessments that allow us to like at least have some observation or narrative pieces. the we we could say leave it as academic growth and Brandon is going to make sure like he said that both MTSSA and MTSB are going to be reported out and and we can just kind of flow with that and and give feedback to Brandon if we're not getting enough from you when we're we're hearing it. We'll just we'll
012let you know. Um I >> mean could you say if you wanted to like after student academic growth and learning add in in alignment with MTSA >> MTSS or is that too specific if if if we put the model in there that's what you have to report on Brandon And I don't want to I want you to be able to report on multiple things, not just >> it's just a matter of maybe then Brandon. >> Let's keep it and let's just let's say for the sake of an understanding that I I like the idea of just really getting down with both A and B. um on MTSS. We we've done a phenomenal job, our teachers with MTSSA that the our reading and math is coming up hopefully in the rears of that. Uh I just
013want to see the whole I want to see a whole kid picture. >> Is this a is this a bill number here? What will this change at all based on entering a new curriculum year or anything? The number there at the end >> should. No, >> it should it shouldn't. >> It's just an that's a standard. Yeah, I just didn't know if it just it would maybe was updated different iteration of it or something that >> Well, were you speak? >> I was just >> the part of the you know the reason why we're seeing success across the board academically is because of the MTSSB correct approach that we've taken. Correct. >> Which was the first thing we started with four years ago. >> Okay. So, you know, we we really solidified kids being in
014the classroom, you know, with starting with MTSSB. >> Okay. So, is there a way to look at that data four years ago or, you know, even even the I I know it's subjective, right? I mean, it's behavior. Um, but where we were four years ago, could we could we collect some of that data now to see where our growth is? >> I could talk about it with our team. >> Yeah. Okay. you know, at one of our um >> it wouldn't be apples to apples because a lot of students would be different but >> students would be different but you know kind of where we where we started um just just to give an update you know where we started four years ago >> and instructionally it shouldn't change >> the kids are different >>
015well it's not necessarily curriculum but it's instruction it's how the teachers are implementing it and their consistency and what's happening so >> let's just go with the language but we would like to see a focus us on MTSSB. >> Okay. >> In in conjunction with A. >> Got it. >> Everyone okay with that? And um as discussed, I will be the rep for that. Everyone good? >> Do we need to vote on it? >> Do we need to vote on that? No. No. We just >> We get through this. >> Okay. Um Okay. Goal two. Uh, the East Kingston School Board will continue to engage members of all households in the East Kingston community through school-based communication and events, outreach through school sponsored organizations, and information shared with common outlets, including town agency newsletters, and
016the public library. So, this this falls under what we would call community engagement. Um, I'm a I'm a little hesitant to put in town agency newsletters because the only one I know of is the library newsletter. I don't know if there were other newsletters. So to keep us clean, I would like to get rid of that language. um in the in the past um that has that was my goal and JT um is is going to take this goal. I have been in constant communication with Zoe at the library um >> to the point of like handmade notes that go up on the public board >> to make sure that I'm at least posting. Yeah. Um, my other question is we have had some public input that our board meetings are not on the school
017website. >> I don't know if that's true or false, but >> not >> They're on there. Okay. So, I'm just reiterating that we will put the school board um dates on the school website and on the SAU website. I think that's super important. Uh, but I would like to get rid of town agency newsletters because I don't know. I don't know, Michelle, if you know of any others or you two know. >> Well, can I make a suggestion because I think it kind of covers it in case something like that does pop up. Like you could in rather than saying including just after you could say such as >> because it just sort of gives you examples of what we could do versus >> versus have to. Exactly. >> Okay. Um, that's fine. I think
018it opens a door like for example if a town agency knows that it does pop up or there's an opportunity we could use it. >> So that's fine. Um I know JT that our director of the library likes to have information in by the 17th of each month because then she and you can have a conversation with her too. Um, but the other piece to this that is enormous is our community park project that we're working on and I congratulate Brandon publicly on hitting our goal for our benches. Outstanding. Um, we also >> some wood chips now. >> We get Oh, they're not Are they not coming in? >> It's not filling up. Okay. Uh, we need some wood chips, JT. get on that. >> Yeah, you can get on that wood ship out the
019house. >> Get a wood chip around the house. >> No. >> Well, maybe maybe the construction company needs one. >> Yeah. Um we have a >> need wood. >> That's that's the tougher one. >> We can come cut some trees. Um >> we als we have a young man at Extra High School who is going for his Eagle Scout badge and he would like to do his Eagle Scout project with us. Oh, >> great. um he would like to make one of the benches that he would like to create and actually build one of the flexible seating benches. Um and so JT and I um have been communicating with him. I've invited him to the September meeting, but he cannot make it. So, we'll try to get him uh to either meet with JT and
020I at some point or he'll come I'll invite him to the October meeting just so he can propose his ideas. >> Has anybody posted anything on the um East Kingston Facebook page just asking about the wood chips? >> I'm not sure if I Yeah, I mean why can't >> Yeah. No reach. >> You're on there, right? >> Yeah. >> Okay. Haven't you seen all those? >> Yeah, I I found somebody's shoes at the boat launch the other day. Nobody got back to me. >> Um, so Brandon, we have that meeting four times a year. >> Uh, community engagement. >> Yeah. Okay. So, it's going to go to JT now. >> Got it. Um, and you know, I'll I'm I I love this project, so I'm I'll happily engage where where I need to. Should we
021be changing the language in here now? >> So, it's on this or are you doing it, Alison, as you go? >> I'm doing it as I go and then I'll bring it to September. >> September. Okay. All right. Any any other thoughts on goal number two? So the information is Zoe is that just on schoolboard stuff or just events in general? >> That's on schoolboard stuff. The only other bridge of communication that I felt was really strong and it and it's because our PTO is so strong or has been in the past is constantly staying in, you know, what are you doing? What are you doing? I think it could be better. They do a ton of fundraising and they've been very very supportive in the past of um working with Brandon on whatever we
022need financially like in that space. So there it's fantastic. Yeah. but staying in touch with PTO and what's going on and stuff that we might need or uh going you know I I think I went to two in in the two years that I have two meeting PTO meetings that's timing stuff >> um but that that bridge of PTO and and community engagement u should stay pretty tight. I don't know if you have any other um community stuff. I mean, I did a couple I did a couple Saturday mornings at the library. Uh Brandon has done a some Saturday mornings at the library just to have come have coffee. >> Um one or two people show up. >> I would also say too um I mean we have a fantastic general store in town. It's
023the place where everybody in town goes. Sunny's awesome. Jiggy, they're great people. Uh there's stuff that is posted in there that's not necessarily school related stuff, but there's town stuff in there. fundraiser type things that could be another resource as well. >> If we had a stack of flyers or things that he wanted, I'm sure he'd be more than happy to slap them up on the counter right there by the front door. >> So, community park stuff. Definitely. Yeah. >> Awesome. Okay. Any other >> thoughts? No. Okay. >> Good. We good? >> Good. >> Awesome. Okay. Goal number three. The East Kingston School Board shall commission the development of a five-year capital improvement plan based on the findings of the audit completed during the 22 23 school year. Are we done with the when we're
024in year four with that? Where are we? >> Is this considered entering year four or is it year three? >> This is >> three. This is year three. >> Okay. So, I mean, I think it makes sense to keep it as is because somebody could go back and say, "Wait a minute, >> you didn't finish the five year, but there says five years." So, >> um I think as long as we maintain >> that at the core, right? I mean, I'm not I'm not saying we need to change anything, but I think that needs to definitely stay in there. Um and the years, right? So >> the the only thing for you know when it's up showing that showing that work showing that growth in where we are um will will be super important. It
025would be a nice narrative for people to to really see that capital improvement plan and where the school was to where it is now. You know what a what a story. >> So let me ask you this. So shall commission the development of a five-year capital improvement plan. So, the plan's already been We've already developed it, right? >> You don't need to commission it anymore. >> Really? >> So, is it shall implement the 5-year capital improvement plan? >> continue to implement or continue. Yeah. So, I think we just might need to maybe change some of that language because just shall commission seems outdated. That seems like what the next step would have been after we've did the audit. >> So, shall continue to implement the five-year capital improvement. >> Yeah, I think that makes sense,
026right? >> Yeah. And the in the year the goals will be 2526. So that that will state what year it is, right? >> Mhm. >> Like at the top. So we'll know that we're going we're in year three. >> Yeah. She'll continue to implement >> Yeah. I don't like >> a fiveyear capital improvement plan. Yeah. >> And Paul will stay on that goal. >> Okay. Good. >> Okay. Any other thoughts, questions? We're meeting um September 8th is our official first I guess school board meeting um at 5:30. We do have the calendar set um you know the Mondays that are holidays, we're moving to Tuesdays. So that's what we did last year. I think that worked fairly smoothly enough. >> Is it Veterans Day is the next one? >> The next Columbus Day. >> Um,
027Columbus Day will be our first Monday and that will be the, you know, the Tuesday following that. And then Veterans Day, >> right? >> Veterans Day is actually on Tuesday. >> On Tuesday. So, we're good on Monday. Monday. Yep. Okay. >> So, our calendar is set >> 5:30 start until March 4:30. Are you keeping those times or >> I will be candid. I work from home. I live 30 seconds away. The times don't matter to me. It's whatever if people have um things and places they need to be and things that are holding them from getting here. I'm all for whatever is going to be the best for other people. So, >> how's 4:30 for you and J10? >> I can make anything work. >> Flexible people. [Music] can't help. >> I I'm going to
028pass on that. So, whatever the other two feels good, I will stick to it. >> Okay. >> So, we can publish as is and then if you feel like you need to make a change, >> we'll change it. >> Yep. >> So, on the one uh was there one that was a 430 that was >> that was an error. Okay. That November one had been >> I think last year maybe 4:30 weird that something happened. Yeah. >> So everything up until March is 4 is 5:30 and then after March is is 4:30. >> So I can after tonight I can share this with staff. >> I'm I'm fine with sharing it. Yeah. Does everyone have this calendar? >> I believe so. >> They are um I don't know if I share >> I don't think
029Yeah, I don't think Can we? >> Maybe I don't. Yeah, >> we can Can you share that with the three of us, please? >> Yeah. >> And just throw me in there again. Just >> can tell school's back in session because there's been so many emails the last week or two. >> JT, what is >> J Brown? >> James >> J Brown. >> And me just so it's at the top of >> Thank you. >> Okay. >> Yep. When do we discuss the deliberative date? We can discuss it right now if you'd like. >> Is it Is it usually always Was it second third? >> Feb. It's a second. It No, it was February 4th last year, wasn't it? >> I thought it was like 12th 11th. >> Oh, >> I think last year we
030were right up against If we had a >> if we had to cancel for snow, we would have had to have done it on that Sunday, right? Right. >> Yep. >> Yeah. >> Where was it? Was it the eighth? I feel like we do that. >> I'm looking right now. Let me check my basketball schedule. >> I think 8th. Okay. >> So, don't do it vacation. We're going to pigs guy. >> No. No. It will be February the 7th. February 7th, 8 a.m. >> Works. Do you have >> Pete? >> He's the monor. She's not the clerk. He's the moderator. >> Moderator. Yeah. >> Okay. Great. >> What's the clerk? Is that what we voted on? >> Um, one of the things, Allison, that I I will share in there was confusion. We've done 8
031a.m. for the deliberative the last two years. There is some value, I guess, in making sure that the town knows that we're doing our deliberative at 8:00 a.m. that morning because they also do their thing >> the same day >> usually. Um, just so we get people to come to the 8:00 a.m. and they do theirs at 10:00 a.m. >> Okay. >> Uh, and this probably the sooner the better. So there's no confusion around that. last year's they came out with the date and it was the time I think at one point >> grace grace rule over time I can send you email >> that would be great thank you any other things that we need to just make sure we're on top of uh I'm assuming that all our new teacher contract is all
032set I gave Renee Um, what's the word? I want superintendent discretion. Is that what it's called? >> Okay. >> We didn't have to hire anyone this summer. So, >> no, no, it was the um our part-time situation. I don't want to get into a public um it's it's fine. I'm assuming everything's taken care of. Okay. Anything else? No. Okay. Um I'm closing public session and meeting adjourned.