001like the kids on. >> You got to buy your little ancillary camera. >> Oh, yeah. We had to buy a separate camera to connect into the laptop. >> Probably nobody even sells those anymore. >> Oh, no. You can find them on Amazon because I think that a lot of laptops have camera failures with the built-in. So, I just bought a USB one to connect to it. >> That's two. So, I was at a book club with my son and a bunch of men Thursday morning. >> Okay. >> And I said, "I can't get into my school computer." >> And uh he looked at it. He said, "Dad, you have 800 windows open." >> I know you, Carl, you guys win the window prize, right? >> Have you got any windows you have tabs you have
002open across the top? You did have you cleaned yours up. >> Yeah. When you guys have so many open, it's the computer finally says, "I don't have any more capacity for any more windows to be open." >> Well, the capacity is around 800. >> How do you know that? >> You learned that, right? >> My IT guy would have you, he gets on me if I have like three open. How do you expect this computer to work when you keep opening all these windows? it people. Yeah. >> Can't live with them. Can't live without them. >> Oh, we had a good one. I love him. But boy, they can get real. >> I say demanding. >> Yes, people are automatically entered allowed to come in. You don't have to admit them. Is that >> okay?
003>> I was having to admit during services. >> No, >> this last I think the month before I didn't I don't know. >> She was the part temporary last year. [Laughter] Since we haven't started yet, Jenny, >> uh, >> I think the consensus is everybody wants the bell to bell system rather than what those principles were suggesting. Um, do we have to wait till January or February to >> We can certainly revisit Ed and Ed services if you guys want to do it before that. You and I work to set that agenda. So, >> okay. Yeah, let's do that. >> And I can reach out to Jared about if Ed services is the best spot for that or policy would be a better spot. >> All right. >> I can certainly do that. >> Thanks.
004>> Yep. >> Okay. It's now 5:30. We're going to go ahead and start the HR committee meeting. Um, there's nobody here for public comment, so we're just going to go ahead and move right into a the consent agenda. Does anybody have any questions or concerns about the consent agenda? >> No. All right, then we'll go to B the professional development tracking. >> So for professional development, uh Jenny Boris is here today to uh give an overview of the system that has been put in place for professional development tracking. So, I'll put the form the form is posted in the agenda, >> but um and I'll just pull it up here on the screen. System seems to be weird right now. There you go. >> I'm going to take >> Go ahead, Jenny. >> Okay. Um,
005so the administration developed this form. Um I know in the past we had used something called the PD portal that was developed by a pre previous um administrator here in the district to track professional development. Uh we discussed this particular form at the end of last year and then again at our um administrative retreat this August. Um this form we're using as an opportunity for our administration um and then also some of our coordinators to enter in information about any of the professional development offerings that we have in the district. My intent is to review it again uh during our cabinet tomorrow and then to give um administrators time during our cabinets on Tuesday morning to fill um these out. really truly we're trying to get after sort of the broad definition of professional development.
006You know, a lot of the staff meeting time in our buildings is used for professional development. Obviously, those professional development days um for staff when they're attending conferences and whatnot. Um I'm just asking um us to enter in like who does it apply to um who the target audience is, what the intended outcomes are for that. Um, and then just checking how it aligns with the strategic plan. Not necessarily everything will always align with the strategic plan. I know like buildings and grounds for instance has like some trainings, mandatory trainings that they probably do every year about safety. It may not apply um directly to our strategic plan. In the form there also is an opportunity for um folks to link in any like Google doc about the training about attendance the schedule of the
007training powerpoints or I should say Google slides um that took place for the training. um that then collects in a um sort of centralized place and so that we can always go back and revisit that or take a look and analyze um you know what areas of the strategic plan are we spending a lot of time on professional development and whatnot. Um I did this for example for the um HMH in the reading training that we did with our elementary staff um at the beginning of August. just walked through like what was the intended outcome of that um what was the brief description. I linked in the attendance roster. We had folks sign in. So I scanned that and linked it in and I just um linked in an email that I had sent to
008the staff regarding it just for us to track for tracking purposes. um we will ne definitely need to build in policies or routines I should say so that um we're remembering to enter the information here um so that we have sort of one central spot for that information. I am happy to answer any questions um we can add any categories if we would need to for this um at this point but that's that is where we're at right now. Oh, one other comment I wanted to make. I'm sorry. I also intent I've intentionally Dan and I've talked this with you too is that before every professional development date, so like our next professional development date for the staff is in October. On my October ED services, I'll have a summary in my director report about
009what the activities are that are planned for that October staff development date so that we would know ahead of time um what those are. And then I know we always love it when board members are able to attend. Dan, I know you were able to come to some of the before the school year things too. I realize that not everyone's schedule allows for that. Um, but certainly on those staff development days, if folks are available to attend those as well. >> Now I'm done. >> Okay, anybody questions questions? >> Um, how do we get the dates for the staff development dates? >> Good question. They are in the calendar. I don't remember them all off the top of my head. Our next one is October 23rd. It's a Thursday. I believe there's one in January
010high school. Oh, >> as long as they're in the calendar. >> Yep, they're in that calendar. Okay. Okay. So, I do have some questions. >> All right. Okay. So, reading this, it sounds like it's optional to add a roster or who in the class, who in the school is taking the class like they don't have to provide that information like they can if they'd like to. Um >> um so I have like question number three like target audience like is it like a staff do develop or staff meeting that type of thing. I don't know that we necessarily keep like attendance at that like if we had a staff member who's absent that day. I don't know that we like keep a running log of that necessarily but if that's something that would be of
011interest we can certainly work through how to do that. >> Okay. And um I guess so like when I when I envisioned the tracking of the development it would be something able to splice and figure out like what like for example let's say that the RMS is really good at making sure they have staff development for math that aligns with the strategic plan but maybe they're a little weak at the postsecondary presentation. Right. Um, like I do not know how Google Forms feeds into a system to be able to track, right? I'm not knowledgeable of that. So, I'm just wondering if that ability is there in a Google Forms platform. >> So, super great question. In a just straight Google form, it's really kind of messy to look at, but what you can do is
012link it to a spreadsheet. Okay. >> Where then you can like start sorting. So, like I'd be able to like say, "Okay, Riverside, let's take a look at all like I could just sort just by Riverside and take a look at like what strategic plan goals um they were meeting, for instance." So, you could do a sort and search like that. Okay? >> Because I agree with you when it comes in a Google form that is not going to be useful for this purpose. Like it would be useful if you were saying like how many people said yes and how many people said no. Gives you a nice little pie chart. >> Yeah. For this purpose, we do specifically link it to a Google sheet, which is like an Excel spreadsheet. >> Okay. Okay. >>
013Can sort and do exactly that kind of analysis. >> Okay. It just doesn't need to be entered that way by those buildings. Scott, good question. Good question. >> Okay. And then um like is there I'm sorry. Go ahead. >> Can I just please make sure I understand what you were asking. you asking for an actual like a a written record of what teachers attended it as well? >> Uh in my mind, yes. My preference would be to see the school that ta that is signing up for the professional development, the staff member, what department that staff member was in, the name of the training, the provider of the training, the subject matter of that training, the cost of the training, the duration of the training, and if travel is involved with that training. And not
014that that needs to be published anywhere, but if all of that is in one area of data, it would be much easier to splice and sort. Like if we're spending an exorbitant amount of training on a specific area that we are already wellversed in across the district, maybe we should start moving those funds to another area of training. I'm not even saying that the board has to have access to that information, but just if we're looking for long range data to keep track of professional development in the district to ensure that there are no gaps across the district, it might be good to include all of that. And of course you and administration can discuss the how advantageous that would be. But I think the the more data in one form is better than having
015to locate that information across other areas of the district to compile data to see what's beneficial. >> Yeah. And I think we were trying I appreciate your point. So like I think we were trying to take like a more holistic view. So like rather than like we sent teachers to this particular training like we try to say like what are the opportunities that we have like like sort of in-house to do those sorts of things but I certainly can add some of the categories that you just mentioned um and try to keep it all in one spot as well. Um, I also know that like, and again, I know this is in different places, but we can do like budget searches and stuff like that because when we code things, we have to code it
016to like a teacher training type budget. >> Oh, yeah. >> So, we can always sort that way too as well. But yeah, absolutely. >> Well, on that note, somebody is keeping track of who's attending these, right? >> Principles or something. >> Yeah. Like when you think about like attending like a training. Absolutely. Like if we're like sending a group of teachers to >> Videll's to attend like Skyward training or something like that, that's probably not a great example because we wouldn't send teachers to Skyward training. But absolutely we keep track of those. This we're trying to take more of like a holistic approach about like um like I'm just scrolling through right now. Like when we did like the new teacher training at RMS for instance, Dan, I know you were able to attend that.
017um like we just wrote in attended audience new teacher training at RMS but we don't necessarily have a list here of who the new teachers are but we know who teachers are would attend that um and if we do have a um attendance sheet they can easily just link that right in as well. >> Well would this form not be required for training that is like off-campus? >> Oh absolutely we would do that as well. Yep. that that is included in this >> because I was under the impression that the district is currently not tracking any professional development in a central location like the building principal might know >> but that information is not being filtered to the central office to and I could be mistaken but that was my understanding before jumping into trying
018to get a document to have everything tracked. So if you look at the tippy tippy top, it just says include all staff development opportunities, including information about PD offered during staff meetings, staff development days, attendance at conferences, etc. Let me know if you have any questions. So the intent would be to include that. Okay, but this form does not have like who's attending those conferences away. It just has like Principal Smith entered in this document for whoever's going to be going at Riverside Elementary. So Margaret, if you scroll a little bit, there is a question on there that says like target audience. Um, I know it's hard because you have to switch to the other screen to scroll. >> There it is. >> So like in a target audience. So like if we were to
019say like teachers, EL teachers, English language learn teachers, we would put that on there and we would know that that was the English language teachers. And then Margaret, if you can scroll down a little bit further. So like there attention to additional information linking schedule attendees goals of training etc. Um and it's pretty slick because you can just like you can like I scanned a document uploaded it and linked it in right here and then it's just right there for me to see exactly who was an intendance there if you know. So to me that is like the intent of what that question is as well. But we can certainly clarify that with administration that we're keeping um close tabs on that as well. >> Okay. All right. Thank you. >> Does that make sense?
020>> Yes, it does. >> Okay. Because I agree with you. It's important for us to know who is there. We don't do everything with everybody all the time. It just wouldn't make sense for us to do. >> Okay. Any other questions, guys? >> Nope. Okay. All right. So then we're going to go to the certified staff evaluation process overview. >> So for that topic I've um invited Jason B the director of innovation strategy data and what else? technology >> technology to um to come in tonight to talk about both the nuts really primarily about the nuts and bolts associated with the certified staff evaluation process here. Um I would say that we have uh for next month tenatively scheduled the administrator version of this and I think some of you if not all of you
021are familiar with the district administrator version of of this evaluation system. So take it away uh Jason Bull and I will try to click through whatever links you direct me to uh click through. >> Margaret did say win the prize for most supporting documents. Sorry. So, I'm I'm going to start this is kind of the anchor document. Okay. And so, uh I always like to start with gratitude. So, thank you for just your interest and allowing me to talk through our educated effectiveness journey. And for me, that word is important, the journey, right? And um I I am here to tell you that we are better at educator effectiveness now than last year. And I hope if I were to join you next year, I'd be saying the same thing. That's the plan. And what
022when I think about being better, I I think about really few things. One is that I think there's a broader greater broader understanding of the model, whether it be principles or teachers or or directors just we're growing our understanding of the model. I would also say that in my opinion that we're we have far more systematic approach to educator effectiveness over the last several years and I think that we also see an increase in the fidelity to the system. I would also say that it's really hard to quantify at this time. I'm going to talk more about that later but quantify better but I would say there is some data and the data that I would say now is that we we have a staff engagement survey that we give every uh spring and I
023looked at our staff engagement survey there's one question that I think is pertinent to tonight and it's this this statement in the last year I have received useful feedback to help improve my work that's the question or the statement and um I looked at all staff and 2223 our rating it's a scale of five remember our our rating at that time 2223 school year was 3.16 and then in 2324 that number was 3.24 24 and then last year last spring our that number was 3.35 and so that's all staff I looked at teachers which is really this professional staff is this our conversation tonight the the numbers are pretty similar 2223 that number again feedback to help me improve my work was 3.19 and 2324 went down slightly to 3.16 but then last we're at
0243.34. So there's some quantifying data that says we are on the right tracks. >> Okay. I think it's uh also important to note that the work that I'm going to talk through tonight is not Jason Bull's work. There's many people that are are collaborating around uh us really focusing on educator effectiveness whether it's principles, directors and I'll talk more about our our partners at CIS6 also to integral and then u as Margaret said I have a lot of documents tonight so I'm going to cover kind of this why what and how anchor document and I'll pause for questions and then I dep I'll take your lead on how much you want me to spend on the supporting documents, but I'm going to look for you to give me some direction on that. And so with
025that, I always start with the why, what, how, and so I don't want to ever read things, but there are three when I started thinking about this tonight, there really three pieces to our why. Why do we do this thing called educator effectiveness? And we always start number one is really talking about just uh strengthening our practices so we can improve student outcomes. That's the why. That's the first one. Uh number two really talks about really being learner centered but in continuous improvement. Again we want to get just continuously get better and that aligns with our third pillar of our strategic plan when we talk about transformation that that really speaks to our commitment to continuous improvement. And then the third is really it's uh a couple pieces in number three bullet there. One is
026it it mentions rapid cycle feedback and then also talks about ownership and those are two things that I think are important for you to know. Rapid cycle feedback really speaks to the amount of time that administrators spend uh in a classroom setting observing. Uh when I when I first uh became a teacher, uh we called it the dog and pony show, right? The principal would we'd have a a pre-conference. We talk to the principal or the supervisor for 30 minutes. We tell tell him or her what they would plan to see in the classroom. That administrator come and observe the classroom for a full class period, 45 minutes, hour, whatever it is. And then we'd have a postconference for 30 minutes. And many teachers that I knew called that the dog pony show. And we
027we've done away with that. And what we've done is increased the amount of observations, but they're mostly un unannounced, unscheduled, and they're shorter amount of times to be more authentic and really capture what's going on in those those settings. The second piece is really talks about ownership. And uh again, I'm going to mention a name here, but I'll I'll touch on it later. John Schlinder is from CISA. He really uh challenges our team when he talks about educator effectiveness. that the work should be owned by the the the teacher in this case right next month when I come back it'll be the owner and the principal whoever is the observe right and that person should be doing the lion share of the work really with the in this case the principal is kind of the
028guide on the side there >> uh next >> I'm sorry could I just could you what do you mean the teacher should own it are we talking like self assessments cycles that or would it be better to go through >> and that will like explain itself out kind of. Okay. Okay. >> Thank you. >> Um and then I'm going to trans transfer us to the what and so really three things piece three pieces here. One is that we know that our system is approved by DPI and our partner is is through CISA 6 and you probably heard some of we like acronyms right? So teacher performance evalu evaluation system is is TPES. Uh SAPES we'll hear more about that. That's for school administrators. COPS is for central uh office administrators or dates is our system
029for supervisor just we we like our acronyms. Number two just speaks to the components of eee right there is certainly orientation and training. So for example, we have a number of new administrators and they're going through training now. It's right now it's online or they've completed already. So that's an important part. There's also certification and collaboration and so I'll talk more about it, but our principles we talk about educator effectiveness most months when we connect and certainly in the summer. There's also part of that where we're calibrating so we're all on the same team and you know if I were to go to one school we'd expect similar observations from another school if it was the same principle for example there are planned conferences observations self reviews and certainly a bigger picture of the annual
030plan and then the final piece is again it's it's encompasses all the different subgroups in our within our organization and again I think it's important to note here is that we really focused on the systematic approach last year. So for teachers um uh Jenny Jared and I focused start started focusing with principles last year and this year we're going to start talking about our our director team. So it is that journey right? We're getting better by subgroup as well. When I look at the how again we have this great partner with CISA we we happen to partner with CISA 6. Um John Schlender again is a wonderful partner has been instrumental in our in our journey. uh I mentioned it a little bit but really talking about ensuring readiness right we we have a admin
031retreat in in August and John Schlender for the last two years has joined us our entire admin team to do some professional learning there and then um he can take we as a group without John Schlender talk about educator effectiveness during our cabinet meetings on Tuesdays last year John also worked with principles uh through a tandem observation model that we him and I fleshed out and what that looked like was um um worked with a principal uh every principal when they went to do an observation John Schlender joined them to watch the principal doing the observation sat in in the conference where the principal gave the feedback to the teacher but then John gave feedback to the principal around their feedback and so we're trying to grow all our practices as well as around growing
032each other and others. And so, um, again, number three and four kind of speak to this continued learning and, uh, with really support from CISA and other administrators. And then number five there really speaks to that that aligns with our work when we talk about assessment practices PLC's as professional learning communities how we collaborate and really looking at outcomebased uh pieces really aligns with all those those pieces next steps then I'll pause for questions uh really is Margaret and I continue to ensure that frontline is the system where all the data is housed ensuring that our system is clean as possible. We know that when we uh whatever data we want out, we have to make sure we put good data in and we're working to make sure the the system is clean and it
033aligns with leveling up, which is kind of our our pay for performance system. So, we want to make sure those systems are aligned. And that leads to number two because that will allow us to do for me to have a better handle on kind of quantifying some of the progress because it's been difficult or a challenge to run reports about progress because our system needed cleaning up. Let me pause there. Any questions around kind of the why, what, how, or next steps and I'll dive into some of some or all of our supporting documents. Please, >> please go ahead. >> So, I I saw the name John Schlinder show up in this several times. I know nothing about him other than he must be associated with CISA 6. >> Yes. >> Can you since several
034of us on more than several of us are new, can you fill us in a little bit >> on him? >> Yes, >> absolutely. So CISA 6 has really been um a leader in educator effectiveness across the state. Um I don't know how many years ago 10 12 years ago there were really two models for educator effectiveness in our state. It was the Danielson model and the strong model. Okay. Really much of the same. Right. It's like Honda and Toyota. Right. Right. And so it's just two different models of how you do educated effectiveness. CIS 6 was a leader in the strong model and over the course of the years I believe that the strong model is now the model in the state of Wisconsin and so John has been a part of that work
035for I don't know how many years he's a former principal he works with districts across the state not just the CISA 6 like we are not part of officially part of C6 but he he brings work his ideas his support some of these resources that I will show you a coming right from John. He I would say he's an expert across the state in educator effectiveness. >> Okay. >> Um >> and he's a good guy. >> Go ahead. >> How how long has John been working with the district? >> With our district. Uh two two this is entering third year. >> You're welcome. >> Anybody else? Um so I do have a question. Um, does does John's services come with the frontline platform? Like is it included like his assistant? Is it included with the
036fee that goes along with us utilizing their systems for evaluations or is that like an extra service that a a district reaches out for? >> So the answer is yes. >> Okay, >> both. Right. So, okay, >> John, if we were to reach out to John to get support with frontline with him, meet with you about opinions or support that comes with the package. >> Okay. >> We did pay John uh CISA, not just John, but CISA extra dollars for the tandem observation piece. Okay. >> That's above and beyond services. >> Okay. >> So, just can I follow? >> Please go ahead. So John's role really is to make sure the administrators understand the process involved in the educator um effectiveness. >> That's how we've leveraged them. I'm I'm I'm confident I don't want to
037speak for John. I'm confident if we were to call and say, "Hey, work with some teachers." I'm guessing he would do it, but we have not asked for that. So we have asked for him to really support our administrative staff in understanding growing the systems like I spoke to and that's where he's fit in to our district. >> Okay. So if he's been with us two going on three years is that what I heard right and you read those statistics there do you attribute some of the I think there's been growth there obviously I certainly want to acknowledge it. Would you attribute that to the fact that the administrators are getting better at giving feedback because of somebody like John coming alongside and helping them learn how to do these evaluations? >> I do in
038part certainly right. I think that's part of the equation. I think some of the systems that we speak to is also part of that equation. I think moving away from that dog and pony show to a more authentic model of rapid cycle feedback where you're spending 15 minutes unannounced to get a really clear picture of what's going on in the classroom is part of that. So I think it's many layers to that but John our work with ceases certainly >> there also was an interruption during COVID. So the DPI you know selects the performance evaluation model that fulfills our statutory requirement to evaluate teachers every three years according to this highly researched um platform. And before CO there was like less options or flexibility associated with evaluations because it was before COVID and we had
039structures and rules and policies and things like that. But the district used that platform. We use um educator effectiveness and for us we had to do that in order to maintain elements of our compensation model which is interrelated to the evaluation process. During COVID, there was a temporary pause on educator evaluations and then like a lessening during that period of time with respect to things like observations and goal setting and and it became more of a I mean there were other things that were were taking priority over intense alignment with the evaluation. model during that time which not different than many other organizations. And so once we started to move out of that and then we got the benefit of Jason Bull joining the team, we were able to have some um options uh more
040options for flexibility which um Jason worked with John on to to leverage so that our teach our administrators felt like they could more effectively and meaningfully provide feedback in it through the rapid cycle feedback observ ation process that wasn't as like cumbersome as some of the elements that were in place before CO. So there have been there's been a number of like many other things where there's been a an adjustment of things as time has evolved since we got out of whatever that COVID period was. So >> that makes sense. As a teacher, how many observations should I expect during the calendar year? >> It's a great question. It's part of the next document that I'll highlight, but um I can answer it real quick here. Um really there's um there's two types of observation
041years, right? And so we just say you're on cycle or you're not on cycle. Teachers are on cycle every three yearsish. Not counting if you're a new teacher, right? every three yearsish uh a teacher is on cycle and what what we've asked is six rapid cycle feedback uh observation when a teacher is on cycle when the years are not cycle when they're nonycler I call it right there's a a minimum of two >> you'll have to give me the reference to the document that you're referring to is it the observation evidence >> the effectiveness summary wd the certified educator effectiveness mile summer >> and the principles are able to keep up with that schedule. >> It's a challenge. >> Yeah. >> Right. Um I would say that the short answer is it's a challenge. Um
042the long answer is that I believe that some of the changes that are highlighted in this next document has not lessened the load but I think principles and teachers are seeing the fruits of a different load if that makes sense. >> Good. So um the next document is um this is what uh we share with principles and ask our principles to share with the certified staff or teachers. Right? So so we're all on the same page part of that piece of being systematic. Again I won't read things to you but um on the front page here there's really it talks about those three bullets there. And so when I think about educator effectiveness they're for a teacher it's really three big components. One is a a student learning objective. And so every teacher, every principal,
043every director really has a student learning objective. And that is found in the data. And it really it challenges our teachers to take a look at a growth area of their group of students whether it's at the high school level the algebra class or could be at the elementary level the ELA group right whatever the group of students is and really identify ask the teacher to identify an area of growth for growth in those students and then track that growth over time. So that's a student learning objective. We've asked principles to really work with teachers to ensure that it's aligned to school goals and also our strategic plan. Okay. The second part there is really observation and feedback. And so that rapid cycle feedback, it's uh important to capture that observational data, but also to
044have a conversation after that about what's going on, what do we see, how how do we know it's going well, what areas of of of gaps could we close. And then the last is really the professional practice goal. And the easiest way that I can summarize that is that we really as educators don't do a great job of focusing on ourselves and this is the opportunity to do do so. It challenges our teachers to again think of something they want to learn about and it's like action research right learn something implement it and then uh evaluate the success or not success of that. So those are the big three big pillars of that. Uh the next page is really uh the kind of the nuts and bolts of of of uh educator effectiveness for a
045teacher. Again, I won't read this these pieces to you, but um the third bullet down really talks about that sumitive cycle that uh Dan just asked about, right? And so uh if for for folks that are on a summitative cycle, this is new teacher uh and really have an increased number of observations. And uh here's one area that we've kind of lessened the load. Uh typically new teachers are on cycle for three years. We changed it working with Josh Slender and feedback where a new teacher is on cycle first year, not the second, but back on cycle third. It seems minimal but it is a little lessening of the load for our administrators and teachers. Um we I should use numbers one, two, three, four, five. Five down there. Uh Tammy asked about kind of
046self evaluation. Five talks about there is an expectation for artifacts to be uploaded in what's called a dock log. And so we're really asking for artifacts in standard one, which is professional knowledge. Standard two, which is instructional planning. Standard six is professional professionalism. Um folks are asked to collect two artifacts for each of these standards every third year. That third year is important because that's when you get back on cycle. Okay. Um the next bullet there uh uh there's reflection certainly with every artifact. Next bullet talks about three different standards. Standard three instructional delivery. Standard four assessment for unlearning. Standard five learning environment. Those are really the focus area for those observations. So we have three standards that are really kind of measured through documents and artifacts and reflections. the other three which are easier
047to observe in a classroom are really the target for those observations if that makes sense. Um again the next bullet down really there's uh looking at all the standards our our teachers are challenged to to identify area of strength and an area of growth for the three standards that are observable more observable more observable to three four and five again and uh here's a that last sentence in that bullet talks about these areas should be part of that rapid cycle feedback. So say you want to grow into a specific area, we should spend time on that on observation that makes sense and getting feedback around that. Uh the third bullet from the bottom really talks about that student learning objective being connected to literacy, math or student engagement with a due date. And then the
048second bullet up there talks about if it makes sense for teams to have a similar or the same student learning objective, they should do it. It's part of collaboration. Then that last bullet there, oops, not the last bullet, last bullet on my page talks about that professional practice goal. >> Also, just to clarify the language, my learning plan is frontline is frontline professional growth. It's re they're one and the same. And then the uh really the last three bullets really speak to the question of Dan is how many observations and those last three bullets talk about that. And then the final bullet really talks about that all this should be wrapped up by the third week of June because then we roll the system over for the next year. It's a lot of information. Want
049to be mindful of your time and overload of information. But any questions there? just >> I'm assuming the evaluations that play into um contract intention I mean whether if the teacher is responding affirmatively and making progress and all of that I mean we're actually using the the information we're getting to >> make sure we're increasing >> absolutely >> that is not the the sole deciding factor in terms of renew renewing a person and we would I think anyone that is familiar with the non-renewal process knows that there is a standard that we would need to meet in terms of performance deficiencies. But to be clear, if if there was a teacher who was demonstrating performance that was concerning to the level of considering non-renewal, it's far more likely that we would go off system to
050go into an immediate performance improvement plan so that we can act and address those performance concerns much earlier than like waiting for the third thirdyear summit. So um in those situations certainly that person would have their goals and and um any type of performance improvement plan would be noted as an action that's taken within my learning plan. But it's much more likely that we would already have a doc a separate document off of my learning plan that is looking for more providing more immediate feedback about the concerns and then providing a much more um specific immediate and detailed um guidance in terms of what standards aren't being met and what steps need to be taken and what the deadline is to meet those those expectations. So, um they're they're related, but by no means do
051we use my learning plan as the only document >> to um >> this does become part of their file. >> Absolutely. >> Personal records. >> We've also communicated to our our principles that the number of observations are minimums. Right. So if you're on that cycle, that summitive cycle, I said six, that's a minimum, right? And a non cycle at two, but there is nothing stopping administrators say, "Hey, I have some things I want to do some more of observation and to get in there more more frequently." >> Well, your explanation explains why when the teachers when the administrators were in here the other day, they were talking about doing 500 and 900 observations >> slightly. I'm like, "Okay, now I know how they got there." >> You had observe a fire drill. Can I go
052off the reservation for just a little bit? >> Okay. Since we have these three administrators here, last uh uh ed services meeting, we talked with all the principles about the possibility of um teachers observing other teachers, but I would think that'd be hard to pull off schedule-wise, wouldn't it? I I think there may be a bit of that going on already in terms of the mentoring program that we have for new staff and um scheduling for sure would make a big difference in terms of like who might be available to pop into a classroom or things like that. But I do think through some collaborative efforts that if there is a teacher who is expressing an interest in wanting to observe that the building administrators have especially for new teachers tried to carve out time
053so that that new teacher can go in and see how a a more um experienced teacher handles like classroom management issues or things like that. or somebody is struggling with a a certain component of their instructional content and they're asking I mean that's not a formal program by any means but it certainly does occur where where we are trying to >> like maximize the veteran staff and their talents and making sure that that gets shared with people at the right time and place through the mentoring or through collaboration >> because I think it would be really effective. >> So, >> and we are to some level piloting that for lack of a better term with our principles through that tandem observation piece. >> Yeah. >> But, you know, I I have a long-term goal of
054making that more prevalent because I think we have >> a outstanding level of expertise within our district. >> Oh, yeah. Right. And so the more that we can get people comfortable with doing that or uh the way we can systematize it and schedule that those things might be the hardest part, right? Um but job embedded learning is is really powerful. >> And then when we get the consent agenda, they see this person going to be retired at the end of the year. We got to get people in there, >> right? >> Absolutely. Absolutely. and hopefully they've passed on some of their institutional knowledge by the end of that year or before. >> There was uh if you could scroll I don't know if it's up or down to the top of this please. There's a
055in the I think second bullet there is a link document there. >> Yes. >> And so I won't spend a lot of time on it but what it is is those standards those six standards that I spoke to. This just outlines those standards for different kind of job roles. So for example, the upper left corner there is general education specialist. That's that's standard one professional knowledge. That's for a teacher. And then so there's different uh categories, same standards but kind of different bullets for those different job duties if that makes sense. >> It's pretty lengthy document. >> Yes. And so again, this is a resource that >> John Schlender and the team at CESA provided for us. It's just for our principles to use as a guide. >> That makes sense. >> Can I just
056ask a quick question before you move on? >> Okay. I just want to make sure I understand the evaluation process. So I come into the district, I'm a new teacher. I'm going to be evaluated the first year with at least two class observations. Six. >> At least six. Okay. And then the second year, no evaluation at all. Like that's my understanding, right, with the new teachers because you said that the second year is not and then the third year back is. So I'm Is it that they're just not getting a written review that second year, but administration is still going in and observing and maybe touching base with them about feedback? I'm just wondering how that it it differs once you're a seasoned employee. >> Yep. and Margaret can go back one document to it.
057And so I probably I I know I didn't do a great job of explaining that so I apologize. >> Oh no, it's >> a couple things that are always true, right? Every year our teachers craft a student learning objective every year. >> Okay. >> Right. Every year our teachers craft a professional practice goal every year. Okay. >> Right. Every year our teachers uh collect artifacts uh around standard one, two and six. >> Okay. >> Right. So and the system is set up for those off cycle years where the summitative is year three or then I mean the two years preceding that there is part of the platform is the the um off cycle information where the teacher has to enter the SLO the uh student learning objective and and all of the other and set
058their goals accordingly. I mean it isn't like everything just stops and it's really I mean to achieve maximum use of the evaluation system uh a teacher should make good use of that availability because all of that will then help feed the summitive report in year three. So year three isn't only like nobody's watching for two years now we're just going to be all eyes on on year three. It should include um examples that show you know I've been building these past two years. I've been adding and my sumitative is like a collective report of the substantive work that I've done for three years. It isn't just the one year. >> That's exactly correct. I would also say that every year that uh um I should have numerated these so I apologize but when it talks
059about staff members identifying an area of strength and an area of growth for those standards every year that's occurring and so the difference between cycle and noncleervations that an administrator does and when you're on a summitative the end of year is what Margaret's speaking of It's really this culminating event where you're looking at the do all the artifacts. You're looking at all the observations. You're looking at all the strength areas and areas for growth. And that becomes that summit of conversation that's also captured in part. >> I I think it's is part of the answer that we would give to Tammy is that a a new teacher in that second year would get a minimum of two unscheduled >> um observations. >> Yeah. They're not left completely like you don't have to worry about your
060performance, >> but they just don't add artifacts or something. And I'm just wondering like I understand the break to lessen the load. I totally get that. I'm just wondering in that second year when they're new to the district or new out of school and just starting to become a teacher, they're being observed a minimum of two times that year. But yes, but all the other components would be the same. They're still capturing artifacts, still writing a student learning objective, still writing a professional practice goal, still identifying strengths and areas to grow. And it should I mean we should note that under this model if it if a building administrator at the end of year one has concerns that about that teachers um if they are meeting the whether they're meeting the expectation for the level
061that they're at um they do have the option to leverage that second year as a full evaluation year. So, >> right, and I'm less worried about them not being an adequate teacher and more concerned about them maybe feeling like they're not getting enough support because they're not being evaluated so heavily. And I don't mean that like to watch them, but just in a uh I'm here to make sure you're comfortable. This is your second year teaching. I'm sure and I'm sure you guys I'm just from my perspective. I'm not saying you guys haven't thought about that, but just from my perspective, that's what I'm thinking. Like if the second year if it's completely hand off hands off and we have not embedded yet in the district where teachers start observing senior teachers because we just
062are not far off enough along in that process if our secondyear teachers are somewhat feeling on a raft in the middle of an ocean. I I have heard I have heard no compliance with that and >> I would again >> we still have expectations for our administrative principles to be connecting with those folks around their SLO their PPG okay the two observations still conver ongoing conversations >> just the number of observations and that end ofear summitive piece is a little different >> okay related to that um how long does a mentoring go on because I'm assuming that new teachers are paired up with >> Yes, that's a one-year program. >> That's a one-year program. Yes. >> We have a a high school teacher that really helps with that. That same teacher offers educator effectiveness um
063open sessions throughout the year for not just new teachers, but anyone. So, if you need help crafting your student learning objective, you can stop in there. You want to ask a question about the system. That's open for all staff as well. Okay. >> And then for the teacher after the three years, >> so they only have a review essentially every three years. That's a summitive. Not that they're not responsible. They keep track of their own, you know, progress, but it's once every three years where they meet with administration to discuss >> the end of the year. >> Okay. Okay. >> And so I have to keep a chart. Martyr also makes fun of me because I have this chart in my office, right? And so from from a first six years standpoint, right? First year
064teacher's on summitative. Second year that teacher is not on summitative. The only big pieces that are different are less observation at the end of year summitive conference. Third year that teacher is back on summitative. Fourth year not, fifth year not. sixth year on and then that last three is kind of the cycle that you keep on. >> Okay, >> makes sense. Thank you. >> You're welcome. Uh I have a litany of other supporting documents that I can go through if you'd like to. I really look for you to tell me. I can talk through them real quick if you'd like just so you know what they are. That's helpful or I can dig into each one. >> You guys tell me. >> Short review. I'll just quickly go through. Um, so there's a sl a
065copy of a a PowerPoint. Uh, it's called copy of intro to EP. And so that that's it. And so um, this is a resource from John Schlender, right? This is really anformational piece that he uses uh, when he works with districts across the state. We've made this available to our principles to use whether it's with a new teacher uh made it available to that uh the teacher at the high school that helps with new teachers and and and educator effectiveness. And it's just a guide for some of the language, some of the terms, some of the processes. And so again, this is just a resource that John has given us. We make it available and people use it as needed. It's it's full of again terms and exam like uh screenshots from the system uh
066for example. So >> okay can I ask you a question about these documents on here because I went through them today um I'm from what I gather like the teacher 2.0 I know goal review conferences observation and summaries are just the blank forms before the Jane do example for midcycle observation and summitative right so I don't know if we necessarily it's up to you guys need to go over the blank documents but maybe just use like the >> the you know >> Jane John Doe example to go through the summitive >> so Oh, thank you. There are, I believe, four different four different blank documents and these are just put those align uh put put I submitted these just as examples. And so there are examples of the uh teachers goal setting. So again, just
067part they're blank just to give you an insight as what the system looks like and what we're asking our teachers to do. There's another blank one that's kind of that start of the year, middle of the year, end of year. Again, just to give you some insight to what's the the documents look like or the system looks like. Uh there's also a blank one for observations. So, this is what the principal would be submitting. Teacher looks at it. It's kind of back and forth whether it's electronic back and forth or face-to-face conversation. And then the last kind of blank one is just teacher summitative. But again that's I'll I'll teach on that cycle we work through this with difference. Okay. When we look at examples that are Jane do um there's uh three and so
068the first one is teacher 2.0 gold review conference and documentation log and I won't read these things to you but this is >> are you looking at the arrows? I think it's midcycle. PDF is the one that Jason's looking at, I think. >> Yep. Less Carl. >> I think they're all less Carl. >> Yeah, they're all less Carl. >> So, at the blue bar should say teacher 2.0 bowl review conferences and documentation log. >> Yeah, >> that's what I have on my >> Yes. Okay. And so again there as you can see there's a lot of components for folks to navigate right and so what's important to note is that >> I think as Tammy Tanner was asking about but what we really have stressed with our principles is it's about the conversation right we
069certainly want to use this to capture those conversations to have longitudinal data run reports do all those pieces but the conversation between two professionals is really important And so this review conference is an example. Uh you see uh the bottom or at the bottom of page one there. Those are that SLO school or student learning objectives. So really asking the teacher to take a look at what's your learning content? What's your baseline data and rationale? How does it align to what your the work is? And then saying well what is your student learning objective? So that's the spot where the teacher would be completing leading to that start of that your conversation about that um goes on to strategies and then uh how will you measure that right talking about assessment and evidence source so
070we talk about collecting data throughout and then it leads to uh similar conversations or pieces for the teacher complete about that professional practice goal that's really how what's something I want to grow in And then the midcycle review there at the bottom there step one I believe it says is talking about well middle of the year how's it going on that SLO what data do you have what have you learned thus far do you need to make change um and and what's your plan to finish this out for the rest of year so that this again just one component of front line any questions on The next one I have uh what do I have here? What do I have? >> Is it the observation evidence and feedback Jason? >> Yes. Thank you. >> Okay.
071It's titled observation.pdf PDF in the documents on board docs. >> And so again, this is capturing a couple things. One is I think you see some more of that SLO, but you also see this conversation electronically between principal and teacher, right? And so again, that rapid cycle feedback is an observ or 10, 15, 20 minute max u time in a classroom. Not that a principal can't stay longer, but that's what we've recommended. And capturing some observational notes around one of those three different uh standards. Uh the teacher reflects, principal uh gives some insights and again what we've recommended to our principles is every two uh minimum of these observations should lead to a face-to-face conversation. We don't want this to be purely electronic. Okay? you want those conversations between principal and teacher. Um I also
072see some uh part of where a teacher would reflect on that area of strength and area for growth. Um and those are this by those standards. And then the last part is there is just opt optional artifact. There's always an option of um add some more artifacts or evidence. And the last one is summitive performance report. Thanks for helping me. >> I don't know how much I'm helping you, Jason, but I'm certainly trying to keep up. So, >> so this last document again is part of when we say you're on cycle that the end of year piece is really different. That's one of the pieces that are different if they're not. And so this is kind of again a culminating conversation with supporting documents. You're talking about your SLO at the end. How did your
073student learning objective turn out? what's the evidence by which you know uh we're also talking about you know the teacher and and and principal kind of evaluates the SLO uh progress at the end you know kind of puts a through a rubric puts a a stamp on that we you take a look at all the observations not just the year but you're looking at the observations for whether it's one two three years since that last cycle occurred um um really talking about those different standards and the artifacts and growth. And then finally, I think the most important part of this is uh kind of that culminating reflection from the administrator and the teacher leading from a conversation but also leading to chronicling that in the system. We back next want to talk to you about
074administrator. >> Can I just ask a question about some of the ver verbiage that's in the rating rubric? So, how is cultural culturally relevant uh ho how what is how is that defined in the assessment? Like so if you go on the document you were looking at on page two with all the boxes that are like highlighted in different colors. I don't know if you have a colored copy, Jason. So if you look under like assessment use um I guess I'm looking for the definition how they use culturally relevant for me uh formative like what's the definition of that in this review process? >> Yeah, I think there's a couple pieces there. If you look across the rubric, right, it's a 4 321. If you start at one, uh it's really saying assessments were not
075used, right? didn't use any type of assessment to gauge student learning all the way to a four. I think you have to dissect that. Culturally relevant is really connected standards and are we hitting all parts of the standard? That's how I read that. >> So, it's like like the c uh essentially based on our like what is planned our strategic plan for the district like the culture we're trying to create within the district. Is it coming from that perspective or >> I would not say that's true. I think it's more aligned to uh what the standards of that uh that content is. Is it connected to the standards and you can see in standards how um you should be addressing all students in your classroom. >> Does that make sense? >> Honestly, no. But we
076can move on. I don't know where state standards are determined. >> So maybe explain that. >> Yeah. So apologize. Uh every every uh course every uh discipline has state standards. >> Okay. >> And so when I dissect the number four here under that piece here, I see culturally relevant formative summitive and common assessments. All right. I think of two things. One is that we are uh connecting it to the standards. That's how I read it. And two, we're using a variety of assessments, right? We don't just want end of unit assessments, for example, or tests. We want a variety of assessments. So that's how I read that. Two parts. >> Okay. >> When you go on, we use to measure goals. We certainly know what that mean. Identify gaps. So certainly we want to do
077a do assessments for two reasons. One is to celebrate successes and learning but also know where each student lies and where their gaps are and provide learners with multiple means. Again, different ways to demonstrate learning. And so when I think of that in totality, I think about standards. I think about variety of assessment and I think about feedback to students on what their progress, what their strengths and what their gaps are. >> Okay. Other questions? >> Anybody any further questions, Dan? >> Well, not every discipline is the same. And when you say variety of assessments mean there's going to be uh you know multiplechoice true false in science class perhaps but in English it need may be more writing and things like that. So there would be less variety but I assume that uh the
078principles would know that. >> Absolutely. >> Yeah. >> I I think of variety is also as you know writing we we always don't wouldn't expect to have a large sevenpage paper as the assessment tool. Right? It could be craft this paragraph before the end of the hour and I'll collect that to give you feedback. Okay? >> Or uh a multiple choice on how to use vocabulary. Right? So using a variety of tools to ensure that students are progressing towards those standards that I spoke to. >> Yeah. Following up on Tammy's question on culturally relevant, I think could be wide open for interpretation. So, I appreciate your interpretation of it, but um we don't know exactly how other people are interpreting that within their any any given teacher filling this out because it looks to me
079like both the teacher and the evaluator fill this out. Is that correct? So, um, yeah, I think that's interesting interesting language because I I don't know exactly what that means. >> So, it says culturally relevant formative assessment is a formative assessment approach that integrates students cultural backgrounds, experiences, and perspectives into the learning process to understand their learning more deeply. Instead of judging performance, this process uses uh uses inquiry to understand students funds of knowledge and decision making, fostering a more equitable and effective learning environment by connecting classroom content to students life lived realities. >> I I plug that into AI just to see what I got. And AI is equally as mystified. They're like, "Well, it could be this or it could be that." So, it's it's um it's really not something that is easy
080easily understood. >> Definitely. I can definitely um >> Oh, Stan can't. I'm sorry, Stan. We're not taking Craig. Craig though, if you could get Craig in. Sorry, Stan. We're not taking comments right now. Okay, >> this is Craig. Um I guess I my question would be uh throughout this whole evaluation process um where do you feel the um the administrators the building administrators that that follow the process may be struggling? >> It's a great question. Um I think it is the um I guess it's twofold. One is first is appreciation. I think our administrators, if I were to guess what they'd say, they would say they appreciate the opportunity to do rapid cycle feedback where it's unannounced, shorter, really focused on a few standards. But the I think they would also say the sheer number
081of those and the number of people that are on cycle at any given year is is is troublesome. >> Okay. Thank you. >> You're welcome. related to that. Craig, I'm assuming then that somebody is is in the C here is saying, you know, we get that. So, we'd love for you to get all of those in, but because somebody's checking on that, I'm sure, to make sure that >> Absolutely. That's we have cabinet meetings every uh three or four weeks and we talk about educator effectiveness typically once a month. >> Yeah. and we talk about the progress that's being made, the challenges that our principles are facing, how do we navigate those challenges, we do some of that calibrating. So, it's top of mind and our principles are are dedicated to it. Um, but again,
082it's it's a lot as you see, right? It's a lot. Well, I've seen a lot of evaluation r rubrics and and tools, shall we say, for for evaluating education effectiveness. I think this is one of the most elaborate that I've ever seen. Um, I think that it does put teachers in a situation where they got to think about some of some important things. Um, goals for themselves, goals for their students. And I'm I'm I'm thankful that we're doing that on a regular basis and holding them accountable for for good purposes because we want them to be effective in the classroom. It's good for them to be effective and it's certainly helpful for our students. So, um wording like culturally relevant, it does concern me a little bit, but I think the tool looks um complete
083for sure. >> It really is. I I would question part of our administrators if they get frustrated with it, is this a good tool that's easy and efficient for them to use or is it too laborious for them? >> I don't want to speak for others, but I would say that um frontline the the my front line >> um it's not set up how I would set it up, right? It's not intuitive. there are a lot of moving parts and so certainly that's part of the part of the struggle and again what we focused on with our administrators is really being present in class in those authentic settings and the second is really having those conversations with the professionals. >> Okay, I have a question please. >> Um is frontline part of the CISA package?
084So, Frontline is is not CISUS product, >> but CISUS supports Frontline. >> Got and I have a followup question. Um, what did you use? You may not know this because you may not have been here, but what did you use before you used this package from CISA? >> I believe the same >> CISA CISA partners with um Frontline on certain components of their software. And then when we enter into an agreement with frontline, >> we enter into a partnership. >> That's not what I was asking. Okay. Sorry. >> But C the CIS 6 and frontline interaction. >> Yeah. >> Um like kind of a package so to speak like so CISA 6 has always been part of the my learning plan component of frontline. >> So we've always used CISA 6. >> Um Jenny, >>
085I knew you were going to ask me. What did we do before? Not mine. That was honestly so long ago. You talked about the debate between the Danielson and the strong model. I honestly don't remember. >> I think we've had it in place since 2012 1213 or 13 1213 or 1314 is when >> And how long have we been using these templates that are in this packet? >> Um that I don't know. I know that we've revised a few to match that rapid cycle feedback. >> Okay. >> But the lion share of them, I'm guessing, is the same time, right? Like student learning objectives has not really changed since educator effectiveness became a thing. >> Oh, yeah. No, I'm not saying how long have you been doing that. I'm saying how long have you been
086using these templates? >> Yeah. Yeah. So, for example, student learning objective, the template has probably not changed much over the last 10 years, right? or 12 years. Um, some of the templates um like specific to rapid cycle feedback are new because we went to that model, right? But the majority of those templates probably have seen some revision but not a lot. >> So the followup to that though is is it um editable for you know that our district could go in and make refinements that would be specific to WUSD or is just what we get from CISA is what we get? Okay, >> we can we certainly we have a great partnership with CISA so we you know partner with them about could we try this they're open to that. Um there's also you know
087opportunities for us to link documents it just the further away we stray from the actual templates it becomes more troublesome actually more difficult to navigate. But there are some other opportunities like link documents or things like that. And you'll see some of that with our principles as they they craft um really six goals. I don't want to give you too much for next month, but we really ask our principles to write six goals. Three around students and three around professional practice. And so that is not really pure to the templates. So we've asked them to use our template and then they upload it as a document. And and this is a totally just a personal comment on this. As a former teacher and a former administrator, I love drop in observations. I think you really
088do get a better picture of what's going on in the classroom and especially if you do multiple ones over time. >> I totally agree. >> And um they can be so helpful to teachers to help them um you know get better at what they're doing. And good and most teachers want to get better. You know, they really do. I think that's what our teachers are saying. I think our data is saying that right feedback >> and I hope we keep improving on that because I think I'd love to see it at four or five that they feel like man we're getting everything we need to improve our professional um work and our educator effectiveness. So, okay, I'm I'm stuck on this culturally relevant Is it that the administration is assessing if our staff is being
089culturally relevant enough and that's the only way they could hire because based on what I guess I want a definitive definition. I know you can't give it to me right now on how exactly administration uses that cuz based on everything that I am seeing it's almost like you have the expectation of teachers not putting uh like a pass or fail situation in and um and I don't know this is just what I'm finding online here where we're going to adjust the learning standards to the student based on their demographics and I'm I I'm I guess I would like a thorough understanding of how teachers are assessed on their ability to culturally relevant >> teach their classes. >> I can I can get some guidance from uh John Schlender specifically what you would say. >> Okay.
090>> But the we are expecting the principles here to assess our staff on that. So, I think the principles in the building, if they've been using it for the past couple of years, should have an understanding of how we like I I guess I don't want to know John's view on how it should be used. I actually would like to know the principle, how the principles are using that curriculum to assess our staff members. >> Yeah, that was my second part was I think it's important to get some guidance from John what he would say. He's I think an expert. And then we'll have a conversation with our principles about what how are they implementing it. >> Okay. And Margaret, you were gonna say something. >> Mr. Stan is still requesting u comment. >> I
091I'm sorry, Stan. We can't have comments in the middle of the meeting. Stan, >> I can bring that back when I join the team in October. >> Okay, perfect. Anybody else? Any other questions before we move on? >> Just tell Stan to send us an email. >> Stan, if you could send us an email, please. >> Okay. >> So, October, we'll do a similar piece around what we're working through with our principles and then through directors as well. >> Okay, perfect. Thank you so much, Jason. >> My pleasure. >> Thanks for your help, Margaret. Okay. So, now we're on the calendar workg groupoup planning. >> Yes. So, um I have in board docs a draft for discussion only purpose calendar um for 20 thou 2027 through 2028. And just because we have all new members
092of the HR committee, I included the this year's calendar and next year's calendar, both of which have been approved by the board and posted um for parents and students. So, so the district has a process of working two years out. So two years from the um year in which we are currently living. And last year when when the 25 26 and 26 27 calendars were developed uh we had surveyed parents uh we had considered the HR committee committee had considered two other potential options for calendar uh development. one being uh something that is referred to as year round school but really it isn't fully year round and then the other which was a 4 day a week calendar. Um after surveying parents both of those options were taken off of the table and the options
093that were developed reflected the desires of the parents that responded to the survey. So this became known as the traditional model and in some ways there isn't a lot of variation going back to 2011 for this particular calendar. There's some similar version of this in one form or another since um 2011. Um the most notable difference uh for a few years there was a full week off at Thanksgiving and now it has gone back to a three-day break at Thanksgiving. And so when developing the calendar, we form a we have in the past formed a calendar workg group that consisted of staff and administrators. We collected information from the parents like we did last year and then developed um models to uh bring to the HR committee. But before the workg group got started, the
094HR committee set certain parameters for for um the calendar work group to work within. And and so I mean in general the the contract year that we have is a 191day staff contract. We have 176 days of student contact. Um the hours vary at each school depending on whether they're trimester or or um semesterbased and also obviously based on the the um the level that they're at. But the um contract parameters that were set by the board's committee last year were that um we wanted to be done no later than June 10th that including graduation and um I think that was pretty much it, wasn't it? There was like a dis there there without coming out and saying it, there was a a dissatisfaction with having that full week off at um at Thanksgiving, which
095was incorporated into this year's calendar and the next two years or the next year's calendar. We are required by um state law to start classes with students no earlier than September 1st. And so all of our our um calendars reflect that. And so before we start working with a staff group and an administrator group, we wanted to see if there are certain parameters that you are all as a committee looking for when we start working on the 2728 calendar. The one that is posted that is for 20 is purely speculative. I what I did with that was I took last year's or the 26 27 and I more or less colored the boxes in in the same way to make it fit by you know um by um se September 1 start and no later
096than a June 10th end date. I will say the only difference in this proposed one for 2728 from past years is that if you look at graduation, it's tenatively blocked for June 3, which means that the student contact days, the two contact days after June 3rd would not be included as instructional days for seniors, for graduating seniors because we can't once the seniors graduate, we can't count days after that as >> I don't think and they wouldn't want to come back. So, so those would be days for um elementary and second or middle school only at this point. So, um what I'm really looking for is like what you you would like to see in terms of the work of the calendar group as far as options to develop if any and um any type
097of parameters that you want us to keep in mind as we go forward. >> Can I ask a couple clarifying questions? So um and this Margaret this is just catching me up so please please forgive me but >> um it used to be 180 days with standard. I know the state then went to a point we could do number of student contact hours. Is that what we actually do now? >> We do still have a um like an hour and minutes calculation that goes into that and we are um we are over the state minimum. I figured we were I just wanted >> accurately action. >> Yeah, the September 1st date. So I thought >> and so it's not tied to Labor Day. It's tied to the first >> September 1st. Okay. Right. >> And
098you have to have state permission to start earlier. >> You do and there's only a certain set of conditions under which you can um apply for an early start. It's usually most early starts have been related to facilities issues or building issues or um construction issues. >> I always thought it was funny that you could go play football and do all your sports report. >> Sorry. >> To do that. Okay. Thank you. >> Um knowing that we know of at least one district that's saved 1.2 2 million by finishing uh before Labor Day. >> Memorial Day, I think. You mean >> I mean Memorial Day? Yeah. That um it's kind of hard to give up on 1.2 million. Of course, we have to add 15 minutes to the school day, but um I think we
099have to consider that possibility. >> Okay. Can I just ask a couple clarifying questions which I'm certain are going to come my way once I say that. >> So when you talk about finishing before Memorial Day, are you talking about um an interest in exploring something less than 191 days of contract time? As I understand it, this school district added 15 minutes to each day which would increase the teacher pay per DM but not in total, you know, for their >> right. It would it their annual salary would correct would stay the same. It's just that their PDM rate would go up because it would be a num reduced number of days. >> Correct. >> And then we would extend the the requirements for the workday. >> Yes. Okay. I just I'm just trying to
100get a because you can work out models either way. You can either say we're going to do 180 days, we're open to reducing the number of days and then that comes with the questions associated with um salary reduction or is it the idea of um maintain the current number of days but get out earlier by extending the school day of the from September 1st until um like in this case It would be May 26th. >> Well, >> I think that's like 11 days. >> Yeah. I think there we should discuss that. I mean, I don't >> Okay. >> You know, I don't know about that. But just one more thing, Joan. The um Go ahead. I lost my train of thought. >> Well, if you get it in the middle of my question, how does
101it My question is for you. >> Okay. by gaining that 11 days or whatever it was for the school district. Where was the savings facilities? We think we think transportation transportation >> transportation maintenance custodial >> by not having as much. >> Thank you. >> Go ahead, Craig. >> Yeah. Um I along with the calendar considerations you will notice um that uh in 2026 2027 as well as 2025 2026 I call it the loose ends model we don't have loose ends like we did in years past in those two calendars and the loose ends being you know you come back for one day And then you go on a weekend, you know, and usually like you start like, you know, right at that Labor Day weekend and uh then you got a three-day weekend and then
102you come back for another four days, you know, in previous years. And then and then at the end of the year you come you have kids coming back for one day or two days and then you have graduation and it you know it was it was clunky and I I do feel that um the parents didn't necessarily like that particular model and it was somewhat counterproductive um in the classroom as well by having that type of a a calendar. So, just my two cents. Uh, it looks like the uh the draft calendar for 2027 2028 does have some loose ends. >> Aren't those really functionally hard to get around though? Because >> I don't I I mean, I'm just looking for guidance. the guidance says that a week ends no more than I mean a
103two-day week is too short to con consider then I mean that's a parameter I would need to take back to the work group and say you know any calendar with a two-day work week isn't going to be considered or a two-day student contact week is not going to be considered >> well I I I I think it comes down to some of the points that Dan is making when it comes to, you know, being very intentional with the calendar when it comes to savings within the district. You know, um there may be other uh transportation costs that we may not also take into consideration in the prochial schools as they need to utilize our transportation needs there. um and they might not like to adapt the same type of calendar as a district. Um so
104if we're coming back for one or two days in a particular week, is that costing us more or is it saving us? I mean, do we we have a gauge on that? I I just I think it being intentional with the calendar with with cost savings in mind is is pretty important at this point. [Music] >> And I I'd like to bring up another option too that we've talked about but never came to resolution. The early release on Wednesdays. Um perhaps not every department needs to meet every week like that and there may be some wiggle room there. >> Is that why the early days is that? >> Yeah. >> Okay. Well, there is a possibility of instead of extending the school day every day by 15 minutes that maybe the district looks into getting
105rid of the early release every week um to make up for the time on the calendar starting after um Memorial Day and getting out before Labor Day. I could have those backwards. >> Yeah. Um, I'm not saying that's the way it should be, but that is a potential opportunity for us where the day wouldn't need to be extended. Right now, they get off at 3:30. So, they would get off at 3:45 every day and then 2:25, I think, on Wednesdays cuz early release is 2:10 for the high school anyways. Um, but that's a potential opportunity to make up that time in that week. But my understanding right then is we only want to even consider moving to a model like this if there is a cost savings >> the model to end by Memorial Day.
106>> Yes. >> Okay. and you want the cost paid. You you are, if I'm understanding correctly, you you are seeking to retain the amount paid in teacher salary but revise the PDM rate by extending the day. >> And I know that Jared had brought up that we what do we have seven years left on the contract with the transportation. Is that all right? I think right around I think we had a 10 what a 10 year contract I think was my understanding I'm not so on that >> Craig is your hand still held is it so from last time or you have some more >> I have something new you know the the one thought I have is um before you consider um ending uh you know early release time uh you might want to
107explore how that is being utilized and and weigh that against uh you know productivity and loss productivity in that particular situation because um my understanding it's a very valuable time for staff to utilize and um >> yeah I don't know it it just things to consider. >> Oh yeah I'm with you Craig. I'd prefer to see a calendar option with the early release there and a calendar without the early release if necessary, right? To make up for the time that we'd be losing, the hours we'd be losing from shortening the school day. Does that make sense? I just want to make sure I'm being clear, Margaret. So, I'm hearing a calendar option that starts at Labor Day and ends no later than Memorial Day that the committee is open to considering options to extend the
108school day. Mhm. >> Um to avoid two day weeks um and to review the um possibility of changes to either the frequency or the existence of early release. Um and then um all of these changes would be evaluated within the context of a cost a cost savings model. So you would want to know what changes to this what what cost savings would be achieved through these potential changes that you would consider. >> Yeah, >> correct. That's my understanding. >> Do we have data on on the success of and the use of the early release date? I collect data on everything. So I've heard people be very positive about it. I've heard people be ambivalent about it. I don't know where people where parents and or staff >> I think parents did weigh in um anecdotally
109with anecdotal comments about early release both pro and con. Uh staff have weighed in for the most part um in in support of early release. >> Um but I don't I the data isn't sufficient to say that it's like yes. >> Thank you. So, we would just be waiting on the numbers, right? Isn't that where we're at? >> To see how much we would save. >> Yeah. Right. >> Okay. So, um I think that provides the guidance that I need to go forward with the central office team and with the um calendar workg group. And um so the process then is that we usually bring a draft back to the committee to review in October to provide some feedback, send it back for fine-tuning or um if you're happy with you, just say hold on
110to that until November and then bring it back again in November so that at the November board meeting it can be approved through resolution. So it'll be on the topic of the agenda for the next couple weeks, couple year, months. >> Okay. Anybody else? >> All right. So then we have update on scheduling negotiations with the Watertown ULE. >> Yes. So, the Watertown ULE as as you saw from the email that I had sent um has requested uh negotiations with the board's a with the board's bargaining team, which is all of you. Uh typically, it's the HR committee and then Sarah Kelly, the business director, and I also attend as um part of the negotiation team. We are looking for some potential available dates. I know I'd sent out the 22nd. There's some concerns about
111whether we would really be able to get negotiations squeezed into the 22nd given that there is uh um a board meeting and and so we would have to like rush in get our things done and and get out with the potential for scheduling another bargaining session. Um I I can certainly do that if everyone is available. I've only really kind of had two out of you, two of you that responded to being available and I don't know if there are other dates that you want me to propose to the union. Typically, it takes maybe an hour and a half, two hours because we're only bar, you know, we're we're talking about the only legal permissible subject of bargaining which is CPI. Um so the you know it it hasn't been like the longest process um
112like probably you remember Dan when um before act 10 but I do need some dates and to provide back to the U water ulle and once we get to the point where we have a mutually acceptable date then we'll notice the um Um the ne the bargaining session it does does start in open session and then the actual for the initial exchange of proposals and then it goes into close session for the bargain. >> Lynn Lynn sent an email asking for dates when we'd be open. Was that this or was that >> No, that was for a board retreat. Margaret had sent an email out. I think maybe just Well, you were included on it. It was >> theth >> the fifth >> um requesting the 22nd >> or the 16th or 17th or the
11322nd and um I believe I responded to Margaret. I can't concerned with the 16th or 17th because there was already meetings scheduled that day. >> There's many meetings this week. Um, and then I think I might have commented that we could do it the 22nd, but I would be late because I don't get off work till 4:30. So, I wouldn't be able to get here before like the soonest I could get here would be 4:40 on the 22nd. >> But I'm assuming >> this month, this month. >> This month. >> Okay. >> There's also a board meeting on the 22nd. >> Okay. That's Monday, >> right? At Well, I I can do it. >> So, I need at least a quorum to propose the 22nd. So, we're saying that that I was just looking at
114what I had sent to make sure I I knew I said something but I couldn't remember it. But so, if we did it on the 15th or 16th or 16th or 17th, we'd still have to do it on the front end of one of those meetings, >> right? Yeah. And I mean, the teachers are teaching till a minimum of 3:45. We usually don't start, but 4:00 is a really rush rush time and hasn't always been most successful. So, we've usually started the earliest has been around 4:30. We do have to notice it. So, we have to put a couple days notice out for the board meeting notice. Um, so the 16th and 17th in my office, but yeah. >> So, we did on the on the for the 22nd because we don't start till 6,
115right? So that would be helpful. >> I didn't I maybe I'm just having scheduling dreams or something, but um was there some discussion of some group getting together before the board start of the board meeting on the subcommittee or >> anything? >> I don't think there was any discussion about a subcommittee meeting before. I know that there's one tomorrow. There's a subcommittee tomorrow at 100 p.m. But I didn't hear anything on the 22nd, but I wasn't at ED services if like that's where it possibly had come up or something. >> So, I mean, I can certainly check and we can get started on the 22nd and see how far we go with with that hour. But I would have to let the union know that we'd have a hard stop at 5:30 just so that
116the room can get switched out. >> Okay. And I know that if it starts at 4:30, I will not be be here right when it starts at 4:30. >> Are there other dates you would like me to send out to propose? >> I can't be there after the 22nd that whole rest that week. >> Okay. How late when can we go and not mess up everything? >> We can go when everyone is available when the bargaining team has some dates that we can propose. So, we could go into the week of the 29th, that first week of October. >> Well, though we don't have right now, at least I don't see anything scheduled for school board the week of the 29th of September. >> Yeah, >> I'm with you. I don't think that we do.
117Yeah, typically after the main board meeting, we're off until our services. >> The only thing I couldn't do is that that week is the second that it's out >> 29th or 30th. >> I say sure. >> Yeah, I could. >> I'm not on HR, so it doesn't matter. >> Yeah, I can do the 29th or the 30th and I can I can reach out to Carl or you can reach out to Carl. Doesn't matter to me. um to see if he can do it. I'm happy to like reach out to him to let you know if he'll be available those days. Whatever works better for you, Margaret. You >> want to do that? That'd be great. Work for you, Dan. >> Well, depending on when Lynn schedules that other meeting, but we can picky back
118>> that day as well. I would >> I could talk to Lynn in the morning on that piece >> and just make sure that she isn't holding those dates for something else. And then I do have to change, you know, I do there's this is a >> back and forth process. I'll have to propose it to the union and see if they that meets their availability. And um >> I know they are intending I believe to have their rep attend um negotiations as he did last year. So, um, okay, that gives me what I need for some potential dates to throw out there. And if not, I will send an email out just letting you know if any. >> So, I just want to you're going to shoot out the 29th and the 30th or
119are we going to try for the 22nd and then the alternatives are the 29th? I was going to go. >> Okay. Okay. Totally fine with that. All right. Um, are you good, Margaret? >> I'm good. >> All right. And then we have future meeting planning. And Margaret, this is just a standing docket you normally have. >> I do edit it as I go along. So, um, like for next month, I added the administrator review. We did not talk about the employee handbook update which I will bring that plan to all of you next month. And then also we will um tenatively uh if we hear back from some partners we may go into a close session to talk through that administrative benefit uh concept. Okay. I also am um I um distributing a substitute survey
120that will refresh the data we have on substitute the substitute survey that we've done u to kind of gauge the level of interest and any concerns that might be emerging. We'll do that before the flu season sets in and we start experiencing a high need for substitutes. So, um, so I'll I'll provide some information about that survey and where we're at and, um, if I have feedback by that point. >> Okay. >> So, um, and then of course the consent agenda. Anything else? >> Not that I can think of. Anybody else? Anybody else? >> No. Okay. All right. And then the action item summary >> taken care of. Give you a minute. >> The things that we talked about last month were all I won't read them all. Uh we're all accomplished with the exception
121of carrying forward the u admin the employee handbook update. >> Okay. >> For October. >> All right. All right. Then um I'll go ahead and call this meeting adjourned at 7:19 p.m. >> Just one. >> Okay. >> If we go over um number four, the September action items. >> Oh, well I have those as scheduling bargaining >> and I have those as um setting up the um the parameters for the calendar workg group that we talked about. and um reviewing those with the central office. >> Okay. >> And then did we need followup on the educator effectiveness model? >> Yeah. To get um >> culturally relevant. >> Yeah. Culturally relative def definition from John >> and how it's being implemented by each building >> and being interpreted. Yeah. Right. So those are the three action
122items. That's all I have. >> All right, then it's officially adjourned at 7:20. >> Thank you. Thanks, Tim. Yes. Thank you, guys. Jason