001I pledge alance to the flag of the United States of America and to the republ for which it stands one nation under God indivisible with liberty and justice for all okay all right um we will start a timer for 30 minutes should anyone from the public wish wish to speak during that time um we're just going to proceed with our agenda but we will stop and let people speak if they arrive or I don't know if anyone's here outside of our our people okay and then when that 30 minutes is over um public input is over also okay do we have a PTO update no okay moving right oh all right uh just a very quick update the PTO is going to have a um movie night um on the Lincoln Street School campus on
002September 29th um I don't have the details as far as what time it starts but it is something that they've been talking about for about a year now and there is a vote going on as far as what movie will be watched that they're asking kids to participate in 7 o' sharp 7 o'clock sharp did welcome and we'd also like to thank them for the welcome back to school signs which um we're in front of both both buildings um for our teacher meet and greet in the first day of school as well thank you great thank you all right um next on the agenda is sau6 Administrative update Esther asbell superintendent hi everybody good to see you all hope you had a good summer we've been busy here in sau6 um just a quick update
003on the facilities as the board um I know is so generous at the end of the year last year around our playground Etc so kind of an update on um things that were done this summer at Main Street they did construct an outdoor shade structure added a wall and door in the global skills room new cubbies in room 12 127 replaced a portion of the roof that has been problematic replaced fence around the playground and field about half of it's complete it should be completed now I think it's completed now um replac the carpet with tile in the music room at Lincoln Street the new security window for the receptionist was installed the gym interior doors we talked about that project was completed um there was a wall and a door added between the cafeteria
004and the annex as you can see repaired the chimney and installed the stainless steel lining trimmed the large F out front and remove dead limbs art room cabinets had arrived they were waiting on Plumbing fixture and I got this from Rusty the end of August so I'm not sure if that's completed yet or not but it's it's in the works um room 131 and upgraded bathroom to Ada specifications and added enough additional spaces requested removed the wall separating 131 and 131a removed all the chips for the upcoming Ada rubberized playground replaced or added carpeting by room by stage Library office and room 122a at the preschool they installed new doors in a downstairs room up the door prop alarms are um were scheduled as follows at Main Street they'll go in on 10:10 and the
005preschool on 10:23 and at link Street on 10:30 I think those are most of the projects I know I haven't been out to the playground has that been poured did that get poured yet or is it still waiting okay I actually tested texted Rusty today about it he's expecting about 2 weeks um but everything is like ready to go for the for the new Surface great yeah we're excited about that um any other questions about facilities of security updates from the summer work moving on to my goals um they should have been in your packet these were the goals that um I presented uh version I think four to the evaluation committee um they gave feedback and I uh adapted on their feedback sent that back out um and got the okay with that we
006do have another evaluation meeting the 14th for that committee to um I think get an update on where these things are going and um kind of how we're going to make this all happen many of the things we have put already into um play particularly around communication the central office administrators are meeting with board members those have begun um we have our Communications survey for the co-op going out and then uh SAU wide Communications survey going out in November so that's um in the works I've started booking appointments with Association leadership um I've reached out to some local and state level Community Partners such as the um New Hampshire racial Equity Group we're going to partner with them um in my role as seu 16 superintendent and as nhsaa president on both fronts so I
007think that'll be helpful um seel munch we have a good relationship and partnership uh with jod and that group they're in our buildings and um supporting our students now that I think that partnership is continues to grow uh we have a partnership with the Institutes of disability at University of New Hampshire through our renew program that's continuing uh Kathy Frank core is our consultant and our connection there um also setting up some connection Community meetings that'll go out in my newsletter tomorrow that you'll um I'll have access to in October I'm going to do exitor area one will be at Lincoln Street and one will be at um Julia's at SST November looking to um hopefully connect with the library in Brentwood and then maybe hit the other libraries it feels like that's a good
008um venue for those small towns trying to engage some of the community members that might not normally feel comfortable or want to come to the school but they may frequent the library so thinking that might be a good venue there um our strategic plan I'll I will present our ideas and our quotes on that at the Joint board meeting so that's in works as far as trying to get some quotes um the vision Summit which I skipped over in goal one we're setting a date for that probably in November what that will entail is engaging the community for probably like a 4 to eight event in the evening looking at our current graduate vision and then our current um Dei vision statement and trying to bring those two together under one umbrella certainly the Dei
009will stand alone also continue to do that but we'd like to bring that Equity language into that um our overall vision statement for SAU 16 so that's really the work there it's not a brand new vision statement but it's really trying to get Equity language into the one that exists so the other words the collaboration the perseverance the things that are aligned with Competency Based that will remain it's trying to fit those other things in and what makes sense there um so that'll be like a one-time event we'll engage the community and um get feedback and then hopefully work something out there and then push that out to everybody for final feedback from the community and the schools and kids and all that do a little bit more adjusting I'm sure so we hope to
010have that process wrapped up by January February and then if we go into strategic planning we'll have our new vision statement um our revised vision statement to start that work um so we're headed in a good direction there for goal four you're all getting the um growth data tonight um the fall growth data everybody's all the boards will receive those this month and in October in each town and then again mid year and again end of the year um District boards on the multitud systems we tie in with Administration and see when that's a good time of year to do that I'm guessing probably November and then maybe April as things get rolling and then what's the data on how interventions are working Etc um I continue to coach all the principles that's in play
011all the other coaches um listed and their roles are all in play so that seems to be going well um for goal number five again we're we're going to do um looking at that training for the all of the staff in October that was going to happen last year we got snowed out that implicit bias training and then the whole joint board will also have the implicit bias training um continue to review that Alma discipline data for looking for Trends and that'll come out probably in another annual report like you saw this year at the Joint board level from Andreas um and then those new protocols I know um we've been using them and working through those those seem to be working well and um nice nice checks and balances for some of our students
012that have experienced unfortunately some bias or discrimination so that's been a nice guiding document for our administrators so overall got some got some motion and movement on the goals and um we'll continue to work towards those and pill out the chart with metrics and documentation the further we get down the line so any questions on the goals or see Thursday right is that the 14th um our last the last piece on this well one more I just want to um kind of point out the proclamation we were really excited that Governor sununu made welcome to schools month uh September 2023 um talking about inclusion um specifically as and so we just included that in so everyone was aware of that Proclamation and um Andreas either today or tomorrow has written a follow-up email and a
013link to this for the community so everyone should be aware of um that language for um our state which is super exciting to us great um and then we do have some conversations around anou andou is a memor of understanding that is with our Union um which they're represented here tonight too so if you have questions I'm sure um they feel free to answer Heather and I talked we are going to do this in public um so we're keeping it to position titles no names if for any reason you have a desire to know more specifics we certainly can go into non public I we just didn't feel it warranted and we'd rather be as transparent as possible I I first want to just say how excited I am of all the teachers that are
014in the room tonight um um those that have been with us before and and those that are new we're so grateful to you and and so excited that you're here um sharing um your great information and and stories so uh we worked with the this is actually the par professional association um that we have been working with over the last few months to um we actually just determin or um came to the realization I should say that there was a missing piece in the recognition part I made a copy of just that one page in the collective bargaining agreement so you could see what I was talking about and it's 1.3 those are the instructional assistants as you know we have three categories of uh paraprofessionals in our um Association collective bargaining agreement and one
015of those is instructional assistance it's on a different pay grid it has different requirements those kinds of things these folks are usually people who um have to have a specific license so like a speech path assistant or an occupational um therapist assistant that kind of thing and so what we recognized was that there uh we were missing a component and I and I want to thank Abby and Diana for working so closely with me on this um and Tanya too sorry um uh the medical assistant role so that hadn't been in the collective bargaining agreement there was a a period of time where we did have somebody filling that role um but but we do have students now who are required to have the services of a medical assistant in the in um in their
016I APS and so we want to make sure we're filling that role um that we're paying um what is necessary for that role and so in working with them we designed anou or MOA a memorandum of agreement that um would hold us until we until we got to the collective bargaining agreement it would still be in the collective bargaining agreement during negotiations but um we just feel like it's necessary to add that in now there's no um new costs associated with it these are folks that um are currently in that role um we just want to make sure that we align it with a collective bargaining agreement and I also uh put the the um job description that our team works so hard on as well so you have that and I'm happy to take
017take any questions you might have is this something we have to vote on so that being said I would ask for a motion from the board to approve the mo MOA um that's been presented so this is just a holding place until the collective bargaining is done going know be formally part of it is for yes it is formally a part of the collective bargaining agreement um certainly when we go into negotiations we can have conversations about what's working what's not that's not just this position but it's in any position okay great y and it would require signature Patty as well okay so just make a motion to accept the M MOA as as presented I'd like to make a motion to approve the mo MOA as presented second all in favor I I thank
018you very much thank you which do I sign did she have the one to sign yeah M um and I would invite Molly up we do I'm just going to give a little um precursor to Molly that she's been doing some amazing amount of work not only trying to um get our budgets rolling for sure with our principles and um administrative teams but also um leading point on that conversion they've been I think locked in the Morgan Center for many many days getting some training and going through that um it's going along well it's but it's a tedious process so um along with that there are a variety of issues or um situations that have Arisen from the state around adequacy funding you may have seen it in the in the news where districts got
019additional adey funding so that's what Molly's speaking to tonight um so if you look at your sheet and Molly you can join in any time but um right now the exiter school district for additional adequacy will have will be $231,600 the board what the board we're asking the board to decide is there a couple options one is um you can hold a special meeting so it's pretty much the same process that we use for our regular budget except it doesn't go to a ballot it goes to the people in the room much like a an old town meeting so you would have a public hearing on how you want to expend that money and then you would have a follow-up meeting 14 days later or more um with the people in the room would vote
020on that yes or no how how the board would like to use that money that's one option one of those options to use that money is to let's you know buy a new roof um or that would be probably a 1/8 of an eighth of an eighth of a roof but anyway um another could be you could put the money into a trust so for example we have our special education trust we have our maintenance trust um and then the Third third option really is to do nothing which then this money would go to reduce the current tax rate this year um it's a very short timeline to hold those special meetings because most towns are trying to set that tax rate in October to send bills out in November so it's a it's a
021certainly a tight schedule um it's my recommendation at this point to do nothing and the reason I say that is because this board was very generous at the end of the year and as you know um voted to expend quite a large amount of funds at the end of the year towards um very worthwhile causes however this gives us the opportunity to put some money kind of back towards that line to reduce that current tax rate and that's why I would recommend that um we don't do anything except give it back to the taxpayers because you did expend a large amount of funds at the end of the year as well as um this is an opportunity I think we can show a little bit of good fate that we recognize the board made that
022decision all for great reasons There's an opportunity we didn't know would come at us and now you have that opportunity so um ask feel free to ask Molly any questions and sorry Molly I kind of dragged on but if you have anything I missed let me know I think Esther did a great job explaining it um also when we built the budget it was a needs-based budget and I don't believe we've had any substantial changes from that so we wouldn't want to hang on to money that we don't no necessarily need at this point in time 231 62 and again just for clarification that total amount is 231,000 622 thanks what's it called it's was it's additional adequacy so every year we get adequacy from the state um to fund education and then the Delta
023between the adequacy and any other local Revenue that we have and our budget is raised with our taxes and that's how they determine the amount to raise in taxation so this would reduce the amount they have to raise in taxation by that amount of money so the board doesn't have to do anything unless you choose to um make a motion to hold a special meeting to expend the money in a specific way either on something specific or into a trust if you choose to return it to the taxpayers you don't have to do anything I'm in favor with the recommendation I agree as well great and so we didn't come with a current year Financial because we typically do that in October because we're working with the principles and teams to to build the encumbrances
024for the year however what I did bring is the doe 25 and Patty as a Schoolboard chair you would want to make sure you sign on the line that says Schoolboard chair one of them it's so the there's two pages on that Doe there's the doe page in the ms25 one goes to the doe one goes to the Department of Revenue they require two different signature pages for the same document so just make sure you all three of you sign both Pages um and then Patty the top ones in the box and the other one it specifically calls out the chair so on that when we reported to you in June we had approximately $1.3 million in the unreserved fund balance and you as a board voted to spend that on some great things at
025year end so that's why you see in the board pack there's an unreserved fund balance of 911, 597 and that will go towards your November tax rate so did anybody have any questions on that and I also brought the Manifest it seems like a lot because it's everything we did over the summer anyone have any questions no I'm sorry I'm a little doing a paper Shuffle here um I don't I know we're going to have many thorough discussions as we comb through the budget process so I appreciate it excellent all right I'll let you sign them and collect them later I did have a quick question going back not for you Molly for Esther um how we doing with Paris this year do we have a lot of vacancies we still struggling to get yeah
026we're still we can speak to that I mean we're doing much better than most other schools um schools like Dober and Farmington have are missing up to 16 pairs and more and certainly other schools in our district are struggling to a greater degree than we are we have at least um three position that are open at Lincoln Street school and I think at least three at Main Street school as well we've um onboarded some people certainly we have a 90-day probationary period where we make sure that this is a good fit um and we spend some time you know seeing seeing how people are doing in terms of training we do have some you know really specialized positions um for individuals to fill um but we're always taking applications so please we would love to
027hear from anybody who's who's looking for some great work to do here okay so even with the onboarding you're still still have three VES okay y thank you that's it for the sa unless you have any other questions um no and then we need to move on to approve meeting minutes from June 3rd 2023 public meeting minutes and non-public meeting minutes I looked through them briefly and I didn't see any changes that stood out to me yeah I nor did I okay all right you want a minute you good no good uh make a motion to accept approve the meeting minutes for June 13 2023 both public and non-public second all those in favor say I I I I okay now it's the Ryan and Tanya show are you guys going to use the screen
028okay Beth yes we will but before we do that um I did um want to introduce Miss Adam she wanted to public use the half hour that we have for public Speak oh sure hi yeah yes great thank feel I've destroyed my credibility by thinking the meeting started at 6 um so I'm here to talk about the buses uh and AR exper with the buses I have three kids uh one's a baby the other two one's at Main Street one's at Lincoln Street so last year we had you know a bus a shortage of drivers we had some changes to the routs there were inevitably days when the buses were running really late there were some there was some problems with communication from the schools finding out in a timely fashion that the buses were
029late which ones were late when to expect them Etc this year you know we had one week of school and then immediately we're told all the roots are being changed it is my understanding um that that happened because the bus company gave us Massachusetts drivers for one week even though they knew those drivers were going to be in use in Massachusetts for Massachusetts start a school the following week I can't imagine why they would have done that because why would you build a whole schedule around the availability of drivers that was going to only exist for 4 days of school but it seems to have been what they've done the result for my personal family has been that the kids are we're about a mile and a half from the school the kids are get
030taking about an hour for them to get home now because they're doing this big loop and they're last and I mean that sucks for our family but the larger point is that I just am not feeling a lot of confidence in how the busing has been going over the last few years so I had a couple of points to bring up one is when we call the school wondering where the bus is we are told to call the bus company now we don't have a relationship with the bus company we have a relationship with the school the school or the district has entered into their relationship and the contract with the bus company so if that is literally the only way for us to find out where the kids are I guess that's okay but
031what I'm hoping for is the school to take a little more responsibility for you know if my kids are taking the bus as far as I'm concerned it's the school's responsibility for those kids until they are dropped off at their bus stop so to call and we're waiting for 45 minutes and be told like I don't know call the bus company call the bus company they page the driver it seems um it it doesn't instill confidence so I'm hoping we can work on the communication aspect of it in terms of the bus company I would love an explanation from them as to why we did this entire reshuffle with the Massachusetts drivers after one week of school you know we wait for that bus route and then we make our work schedules around that and
032everything and to have it all change for what seems at least from the explanation I've been given a very um easy problem to anticipate I'd love an explanation for that it's my understanding the bus company is having a hard time hiring drivers I love to know what kind of pay they're offering is it competitive pay is are there any perks that they can throw in is this something we can help with as a district we shouldn't be having elementary school kids on the bus for an hour go who are only in the town of exitor I mean I don't want to name names but one of my kids is like sprinting into the house because it's a long day followed by a long bus ride so I would love to know what our bus company
033options are is this the only company we can use is there any kind of competition is there any kind of way we can apply pressure on them or get information from them my second question is you know I know that there is technology that exists to track the buses so it's like a GPS program that's on all the buses I don't know if that's something that's school's license or bus company's license but in theory if the school had that when we did have a problem with a delay we could call and someone in the school administration would have right on the screen oh bus 16 there it is it's just turning out of Lincoln Street now it would take no extra effort it would be a question of money I don't know how much I
034don't know again if that's a school question or a bus company question and I don't know you know what kind of budget uh allowances would have to be made so what I'm wondering is who can I follow up with about this and what can uh I as a parent do to make sure that we see uh how we can improve the situation with the buses so I can answer a couple of questions that might help um and Molly you're G to Molly is in charge of Transportation um with our transportation director so she can speak to some of the contract issues you have cuz she negotiates that contract um to my knowledge the drivers weren't from Massachusetts they were from Dover four drivers the reason they started with that is because we had about eight
035drivers what they as we um call in the queue meaning at the Department of Transportation they have to go through a pretty obviously um thorough background check we don't control that timeline however we were very hopeful as the transportation company was that in a week's time we would get at least half of those people through that queue so we wouldn't have to change bus shots that did not come to verition probably because dot has I'm imagining a lot of people in the queue um so that's why they made that decision to start with for because they were anticipating they were going to get four maybe up to even eight more additional drivers that were in the queue sometimes we're in the queue they also get kicked out of the queue cuz something Flags um which
036also may have happened we don't necessarily get that information we just only get them them that they're cleared um so that's part of the thinking for the additional loaned buses that first week didn't work out to our our benefit obviously um in in regards to the software we do have software that we did purchase for our our transportation director that has that capability it is in the process of being uploaded and trained so it just did not come in in time for us our Hope was we would use it this summer it didn't come in for whatever reason on the other side um but that's in process so we will have that GPS ability um we just are trying to get that as fast as we can um I would ask Molly to kind of
037speak to the contract to answer your questions about is it the only bus company what kind of perks I do know that I talked to the bus company and they are out there literally beating the bushes I mean they went to the UFO Festival trying to Rouse up drivers they went to at the Apple fest so they're trying to be as creative as possible trying to get drivers um I just know it's not only a Statewide issue but also at least a New England issue if not um United States issue let's knock on wood that we don't have a strike like Connecticut CU that would be a lot more difficult so please but then we wouldn't need the GPS at least we wouldn't we would just need parents driving all their kids um so Molly
038can you speak to the contract a bit so the contract is a 3+2 contract which means we're locked in for three years plus a two additional years so when I negotiated it um I did pull the parent card that I waited in line at Kensington for a long time to bring down that rate for us um so we had negotiated I think it was 2.85 the first year 2.9 the second year 2.95 the 3D year 303 that's the percentage of increase correct which the last time we went out to bid it's my understanding that it was over a 9% increase so we felt very confident that we did a really good job negotiating that um I think the timing really worked to our advantage when we did that um in comparison to other districts we
039do have a very good deal what I believe we're in the second of the two years right now I think so too sorry second of the three years right now and and is in regards to what benefits they get Etc I'm that's a they're a separate entity from us so I'm not familiar with that I don't know if you are at all I don't know the benefits they get I do know they have a unique pay structure where every driver makes the same amount regardless of your years of service um but they are a for-profit company so even during Co we we we KN we wanted to recognize that those drivers drive for our our children and so we kind of back act into how much they would get paid and said we will pay
040you this so you provide it to them but we can't control what they pay their people so even if we were to increase our cost we don't have any control that they're actually going to go to the people driving their children cuz it is a for-profit company and they were sold I believe last year and Molly um another question I heard you ask was is it the only bus company it's not the only bus company but all companies are having the same problem and when we go out to bid we do risk last time it was over a 9% increase so Molly can you explain a little bit what happened last week when they sent out the email and they changed all the routes and everyone got a lot more stops I mean we're experiencing
041it as well in our household so I don't know I I don't know if you know more about it than I I can speak a little bit to it um so what happens when we're down we were down four drivers then all those students had to be redistributed and all the routes redone which led to your frustration as well as making after school plans etc etc uh what I can say on our end what we're doing particularly at the middle school is working with the transportation director um local community programs as well as um the administration to um load those middle school buses with students on the correct routes um so some buses don't get overloaded which then slow down the routes which then in turn slow down the elementary routes and the times that
042the elementary end cuz they're the same buses um so we're we are doing it a little slowly and not rolling it out immediately because we're just looking at any domino effect for example there's a there's a stop at one of our um local centers let's say for example we would not want to cut that stop out because that's after school care for a lot of parents so I the flip of that is there's a stop at Jerry's variety there's not an after school program at Jerry's Variety Store so um also having middle school kids ride the bus they're supposed to ride so some buses don't get overloaded which then in turn causes problems the bus has to pull over because it's chaotic and again slows down the bus route um so that is in the
043works we're just taking we're trying to do do diligence before we make another rules change it's this isn't about um root change but it is about rules change um Middle School parents having to use the pickup Patrol system like they do at the elementary school so if a student is going to go over to if I'm going to go to Molly's and stay over for the night and it's Friday I need my parent has to go through pickup Patrol I just can't hop on the bus currently at the middle school kids can get on any bus they want um which also then leads to some more chaos and other problems so we are on that and hopefully our hope is that that will speed up the middle school route which will in turn make this
044route at least get here quicker earlier um but again that's probably not going to all be in place till the end of September because we are making some phone calls you know there are programs maybe at the library we just don't want to make a decision and have someone be impacted that we're not aware of um so we're fully aware that the buses are not optimal as as is um Molly and our transportation director Trish Daly and um Sandy at for students so we're all working together um you know our best hope is they get more drivers so if anyone has any ideas how to recruit and and support that it's you know it's not an easy job you know I think the elementary when you're an elementary parent those routs are manageable um imagine
04540 middle schoolers on a bus it's you know even when I have to ride them I'm kind of like I'll do the elementary route thanks um so it's not an easy job for people um it can have a lot of benefits though because it does have great hours if you have small children um I know for a student has a provision where if you have a child they can ride on the bus if they're over a certain age think be over one um so you can you know you don't have to get your own child care if you're driving a route um so they try to do some perks that way I'm aware of um but if you wanted to know specifics you would have to call for a student so then I mean this
046is all like really great information to have and I would just say I would love to get it like I think if if the school is going to change the roots after a week I completely understand why it would just be like great to have that information come out to parents because this is another example and I've had this come up many times which is like obviously you guys already know about this and have had 50 meetings about it and it's not I'm not saying anything no one's thought of obviously it's really just the piece of like as a parent getting the information we have this technology we're onboarding it now and we are aware we were optimistic about the driver's clearing but the process has backed up even just that it's like as a
047parent it feels very reassuring of like the problem is identified and the steps are in place yep I think I think that um that's great feedback I think the timing of our communication was too short absolutely and and that is nothing on the schools they didn't know either frankly we didn't know cuz I thought we were going to have the right amount of buses until Monday morning and they were rolling um that's not an excuse it's just the reality of um working with an outside sometimes right company they're trying to do their side and they forget sometimes to always communicate with us which then in turn pushes our communication out late um and that being said I do have a meeting scheduled with Sandy about that one that's one of the things on the agenda
048is how do we get that communication sooner better faster so I can get it to parents so you don't get angry phone calls I don't get angry phone calls and um not that it's going to be optimal but at least if people are aware and the rationale of why that at least helps people understand so I hear the delays are part of life the worry where's the kid does anyone know where the kid is that's the part that I think we could probably improve but I would also like to say Miss Michelle our bus driver is great we have no complaints about him thank you thank you for your input I appreciate it can I just add one more thing thing about the buses which is um one of the things I think that was
049I I know this board was interested in was during covid there were some negotiations about um getting some money back because we had committed to a certain amount but obviously they weren't spending the gas and weren't doing the runs and those sort of things at the same time we also wanted to keep a relationship with the bus company because if we we could have just said nope you didn't perform and we're just going to we're not going to pay we're going to pay Z doar probably would have sued us but we could have done that um but we didn't because we wanted to make sure that we had a company and actually even though there are some a lot of hiccups as you've pointed out with this year um we do have a a pretty
050good relationship with a company that's trying to provide drivers for us at least and that is not from what I understand in talking to some of my colleagues at other districts that is a position that they're in they're really just don't even have some of them don't even have companies that they can get to work with that's that's not to say we can't improve but but um I was happy about the way that that went during Co because I think we are trying to think long term about this too welcome Patrick thanks I thought we were starting at six for some reason okay um so now we're going to go on to the principal reports whoever would like to start first thanks Kitty they to use the screen right right you might want [Music] to
051moving over here all right so hi everybody so we're going to talk a little bit about our I ready uh data from last year we're going to take a look at um where we started at the beginning of the year and then we'll take a look at where we ended the year but first just a quick little overview um here's a a triangle where um all of our students uh should fall um and a reminder that our I ready data that we're going to look at is based on end ofe skills so keeping that in mind um the bottom of the triangle here addresses our tier one which is what all students get that's the green 80 to 90% of our students with a good solid tier one core instruction in place 880 to 90%
052of our students are successful in what we provide for all those students um our tier two as you move up the triangle that's the yellow color um that's should be about 5 to 15% of the our student population that receives some sort of tier 2 intervention small group targeted um skill work based on very specific skills to help fill some Gap apps um and that's in addition to those students getting tier one and tier 2 support and then we move up to the very top of the triangle and that's our tier three and so those students that's a 1 to 5% about of our population that should they get the tier one they get tier 2 and they get an additional tier three uh really intensive um and that's when we start looking at like
053specific programs and real specific profiles of students that need some really um intensive support um and within this triangle we use all of our resources we use all of our classroom teachers our unified Arts teachers which are considered our Specialists um our interventionists our special Educators and we use all of our supports in place to run targeted small groups at both the tier 2 level and the tier three level um and uh many of our staff they received training in a research-based programs to help support um and provide targeted skill groups at each of the tiered levels so this is a snapshot of um at Main Street of our whole school reading data um and this is our first and second grades because our kindergarten students do not take the ready um in Reading um
054and so the bottom line there shows what our beginning uh the year data looks like um and that green shaded area with the lines through it is um they mid or above at the grade level or the green shaded area is just early on grade level the yellow area which appears you know at the beginning of the year was our largest population of students which is um one grade below level um and then it goes on to look at the red which are students two grades um two grades or more below grade level um so that's where we started last year for our students uh in regards to reading and then where we ended the year is that thicker Top Line um where we shifted a number of kids particularly our kids um that were
055early or on grade level or above grade level um we had much more uh student population that fit in those areas now the other thing we have to consider is this is the IR is a one data point so um and it is a a diagnostic assessment that the students take three times a year um beginning middle and end of year um and it is also one data point so um we're lucky enough that uh within our schools we look at multiple data points in order to um look at progress for students and skills yep many beginning so we had um so we would need to so it would be let's see if I can see that you just need to add the students so we had so we had um we're looking at 235
056well 238 students and that's first and second grade 244 students out of 376 students took the diagnostic that's because it's only first and second grade our kindergarten students don't do not take it yep and then we broke it down by grade level um so the top one is first grade um and the top data point uh or the the the bottom of the two for first grade looks at beginning of year and then the and then the top um um for each grade level is the end of year so where we began and then where we ended and I remember um the I ready is based on end ofe goals and this slide shows um our math results based on our I ready diagnostic um the bottom level again is the bottom line is the
057beginning of your diagnostic where we had um about 70% of our students um scoring uh one grade level below or more and then the top line is our end ofe diagnostic where we are looking at 21% and you'll also notice um math includes kindergarten so kindergarten does do our I ready uh take our math I ready diagnostic but in Reading they do not we have other measures that we use for kindergarten and then this breaks it down again by grade level so for each grade level the uh Bottom bar shows the beginning of year data and the one above it shows us where they ended the year as far as their diagnostic so overall I mean we've seen a lot of great growth and a lot of great progress from beginning of year till the
058end of year this year or excuse me last year um and we also have seen some opportun unities and some room for growth uh in particular um our students who fall in that yellow shaded area uh a year or more below grade level that's really going to be um one of our Target populations this year to look to see what can we do to help um provide some more opportunities for skill development and really strong targeted interventions any questions I have a question I I have a couple questions questions so one is I'm not quite sure where the um you had that initial slide that said 80% of the kids fall sort of in the green tier one and then you had 15 is that did I have that right 80 to 90% should be
059in tier one and 15 5 to 15 I see it there um it looks like our numbers if you combine if if it's the same if you can compare that to the yellows and the Reds on there that would be somewhere between you know say up to 20% would be the red and the yellow and particularly in Reading ours are like at 27% you know edging towards 30 and if you take out kindergarten in the math um because kindergarten is really low it's looks like that's like 8% and you can't get many grade levels below because you're in kindergarten so it sort of takes that out of that picture so you know you factor that out those are also kind of in the 25 to 27% so I don't you know I don't know if
060you can say more about that one of the things that's hard to see is sort of where we are um you know this year compared to last year I'm not talking about the gains over the year but sort of how the class before did um you know in the percentages is is it sort of fixed that there's that they're ending up at the end of the year around 25 27% is that number trending down at all are we are we seeing anything so I can speak to that yeah because we actually um some of the data that we do collect um actually looks at the cohort over time yeah from K to one to two and we and we actually look at that data um in our in some of our our groups and discussions
061at school so um what I have seen last year is that because we were able to provide some really specific targeted um professional development on um some um areas like the science of reading and things like that and learning about where can we provide that targeted invention is that we are seeing seeing our numbers of students receiving tier 2 and even tier three decrease over time um so there is a slight decrease and that's why for this year right we want to continue to make sure to monitor that we're targeting the the right skills we're using um the right interventions and making sure that we're progress monitoring so that when kids are making gains that they are they're released from Intervention and then when they need intervention we're providing that intervention so we've developed some
062nice systems to be able to look at data over time and help to make some of those decisions one of the things I don't really understand is even where these numbers come from on this slide not the other ones cuz I get that that's connected to I but who what is it or who is it that establishes that 80 to 90% of your kids should be in that level particularly our kindergarteners that we haven't necessarily had any intervention with and depending on the makeup of your population and their educational backgrounds and a variety of factors we don't determine what that is they just come to us however they are and we just try to work with them right so this is this is like research based based um information based on multiple studies multiple research
063and what it says is our our tier one instruction with a good solid tier one instruction 80 to 90% of our students are going to make those academic gain gains that we would hope for um when that does not happen we take a look to see we need to provide some tier 2 intervention that's small group provided by classroom teacher an interventionist targeted in specific skills supposed to be short term right when kids gain those skills then they should be released from Intervention when they're and then when we see that there are some kids back in tier one and they're they're not quite gaining those skills then we're going to add some small targeted group work for them too um and and the idea is also that those students getting tier 2 and tier three
064were ensuring that they're getting their they're that they're continuing to get their tier one core instruction while they're getting tier two and tier three okay any other questions okay thanks Ryan you're up all right good evening everyone um I'm going to start off by just you know that we're going to look at two different data points for Lincoln Street School we're going to start off with the I ready very similar to Main Street school for both um reading and math um and then the second part of the data presentation is going to focus on the New Hampshire SAS the state assessment um that starts in grade three um for um three four and five and fifth grade also includes science um so with that being said um here is our whole school reading data from
065last year again the kind of the faded out bottom line is the beginning of year and then the end of year data is up top um you can see some pretty impressive growth um specifically what I'd like to point out is we did the quick math here so um in the fall we had 80 students um when you add up the numbers um that were excuse me in the red um and that reduced down to 33 students um in the um spring we also went from 220 students in the green to 307 so I mean it's it's nice to look at the colors but as far as like the real numbers with students that was that was the reduction of students that were two or more grade levels below as well as students that were
066um on grade level or above um when we looked in and kind of dived into the data a little bit specifically with I ready um there's I guess I'll kind of stop myself from jumping ahead but just looking at the I ready data um the reading intervention block that we have is part of our master schedule where we have four interventionists that are right back there and they're actually very happy that they have a little bit more soundproof from the cafeteria this year when they deliver their instruction um but that those four interventionists um help out quite a bit with a lot of our tier 2 needs we also use aadience as a progress monitoring tool um throughout the year where students at the tier 2 level so students that have been identified and pulled
067into small groups every 6 weeks we do some progress monitoring and use that data to you know juggle groups around either bring student in or say okay we've closed the gaps with the students they we push them back um into the classroom um and then I also wanted to just shout out that you know I think some of the growth or attribute some of the growth that um we see on the screen to again um as Beth said the science of reading um professional development that really does Target foundational reading skills um for students but we're giving it to all of our teachers so our teachers are really able to kind of hit on those foundational reading skills um at the tier one level which again we're trying to be able to you know hit
068all students and close those gaps before we have to you know pull out for a tier two um again looking by grades you can kind of see just as be um just as you saw for Main you have the beginning of year are you know are is the line right below so in third grade you see end of year followed by beginning of year um and I'll kind of let you look at that for a moment and then I'm actually going to invite uh Julie Lambert to come up and discuss our I ready math scores um Julie Lambert's our curriculum coordinator at Lincoln Street and she can speak to the math growth that you're about to see so thanks for having me um Ryan asked if I would talk about our math scores and I'm
069very happy to do so um I would like to point out that we went from uh if you look at the bottom line the beginning of year data we went from 92 students in the red last September to 25 so we were feeling really excited about that happy for our students we also went from 107 in the green to 290 so a lot of growth happened at that upper end of the Continuum um as far as the yellow goes we start yellow remember is one grade level below we started with 205 and moved that to 89 so um one might ask why how were we able to achieve this um one of the we are always always hypoth izing and looking for reasons and explanations to support our growth or our um areas of concern
070so last year for the first time we implemented a math Wind Block where all students at the grade level uh left their classes they shuffled classrooms for a 30 minute what I need block that was very skill specific and very targeted we were able to provide some really significant enrichment opportunities for our students who were ready for one and two grade levels beyond their um their current grade level to really challenge them and we were able to really support our students who were significantly below grade level with a very small very targeted group all teachers were involved in the math win group our uh math teacher who that Zoe poly chronopoulos that was a new position last year she was really involved um I was involved everyone was involved it was all hands- on Deck
071during math win and the students not only did it show up in our scores but the students really enjoyed the math win we had we saw confident happy students who sometimes feel um feel a little bit defeated by math they have a hard time with math and they were in this nice small group where they could really their confidence was built so um we're really proud of the work we did in math win um it was also really and truly the second full year of consistent 185 days of math instruction with the IR program as it's meant to be implemented um we launched that program uh in conjunction with covid and it took some time to get back to where we needed to be but we're really seeing the um benefit of the consistent instruction
07290 minutes of math a day paying off um and I also want to mention that all of our staff were participating in um some additional Math training with a coach from math empowered and they were learning best practice strategies and and new strategies through um the coaching efforts so that's just one of the things I wanted to point out and here we break it down by grade level so again 345 from top to bottom um the you know the the colors speak for themselves um but when I look I I always look first at the red I'm looking to see were we able to move our our students who are challenged the most and I feel like I can say yes we did um and I also then look at the green and that really
073jumps out at me so um that's our math data you gonna launch into that launch thanks all right now we switch over to um New Hampshire SAS um you can see there that if you add the blue and the green column so that the school percentage um of Prof proficient or above was 63% on the right hand side of the screen you can see that the breakdown by grade level where um we had 63% proficient or above in grade three followed by 57 in grade 4 and 72% in grade five um I don't have it included on the slide but historically if you look at the historical data of where Lincoln Street School was for the last couple of years this is trending upwards at 63% at for Lincoln Street School the last two years
074which would be the last years that we had data post pandemic um were 59 and 5 7% respectively um so we are trending back up um when we look at the grade level numbers particularly 63% in 3D and 57% in fourth um our third and fourth grade students is just kind of it's interesting and important to think about where were we when they started their educational Journey um so our third and fourth grade students were in kindergarten first grade in the spring of 2020 so as a result you know this is something that Julia and I and Dean and Diana we've had some conversations about you know we've had these hypothesis about you know what were going what were going to be the impacts of the disruptions that we had you know around 2020 2021
075specifically um so these students had interruptions in instruction and foundational reading skills when you think about kindergarten first grade during this time um this is something I'm sorry repeating myself um so this is one of the big reasons why we're really pouring a lot of resources and a lot of our time and energy into training staff with the science of reading particularly the lower end of the Rope or the foundational reading skills to help fill gaps at all tiers that's why we want our tier one teachers to have this training and understanding because right now our third and fourth graders or I guess at this point fourth and fifth graders um we do still see some gaps that we're trying to close at at all at all the tiers at all the levels um that
076brings us to mathematics next um if you again if you add the two numbers there in the blue and the green it brings us to 62% and then you can see the grade breakdowns on the right hand side and I'll speak to that a little bit more in a moment but grade three at 74% proficient or above grade four at 60% grade 5 at 51% um historically again we're trending in the right direction at 62% in math um the last couple of years years post pandemic we were at 59 and 46% as a school so we are making gains um and again this is was an interesting conversation when you think about where were these students a couple of years ago at the onset of the pandemic this is an inverse of the grade level
077proficiency from the reading SAS data our students in fourth grade and fifth grade at 60 and 51% were in grades one and two at the start of the pandemic so as a result their learning gaps um there are learning gaps in solidifying number sense and laying the foundation um for division fractions multiplication the SAS assessment is really heavy um if you look at it it's really heavy multiplication and fractions so we continue to address these needs through our win model um targeted instruction based on student data and we are optimistic that um based on the growth we saw during the 2223 school year that we are making sign significant gains with our wi model spefic specifically as well as tier one instruction and moving another year forward in I ready that we are closing the
078gaps um in these areas for our current students and that brings us to our last slide which is um science um so again this is fifth grade only third and fourth graders don't take the SAS science test or assessment um and if you add the blue and the green you're at 56% as a school this was actually a little bit down from last year but a little bit above the year prior um and the kind of the rationale the thought process behind it is we continue to look at ways to strengthen the elementary science curriculum um and science experience um you know the science experience at the elementary level is certainly different than at the secondary where it's its own content and receives equal instructional minutes from you know reading and literacy which is more
079heavily weighed at the elementary level but we are also um in our second year second full year we are entering our second full year with a steam program both at Main Street and at Lincoln Street and the steam curriculum as we continue to develop it I think will really continue to support the science curriculum and exposure that students are going to get during their Elementary years again starting in kindergarten and continuing all the way through fifth grade um happy to try to answer any questions that anybody may have I'm full of questions so I'll ask another question um or maybe a request because I don't expect that you necessarily have it today but I think something that would be really interesting to see is just how a particular class has tracked over time so how
080was that fifth grade class that you had them at I don't know 50 some per in one area how how did they do when they were fourth graders how did they do when they were third graders Etc and are we seeing a higher percentage that are we seeing gains within the class because I still think I I heard what you said about some of the other environmental factors particular with Co but I also think sometimes it's just a mix of the kids that are in a particular class some are come more academically prepared as kindergarteners and different household backgrounds Etc and uh they're just at a different starting point so it's it's more sort of tracking what the value added and gains are it be just interesting to see yeah we can pull that data
081that wouldn't be a problem okay thanks yeah thank you thank you for those reports those are always really interesting and we appreciate you putting that together I'm sure it's no small feat um now we're going to move on to committee reports um one that's missing is the safety Safety and Security is missing but that's okay there's no update um I don't think we really have any has anyone attended any meetings yet later this week no no no no any other there um the yeah they're all later this week so we'll have a better um update next meeting on the Committees um the then we have under new business Proclamation you've already y okay and then is there any old business okay and we're not going into any public non-public good Patrick you good okay it
082is 7 6:45 and we are calling this meeting to adjourn I make a motion to adjourn this meeting second it all those in favor say I I I thank you