001Are you earlier? Oh yeah. Think about it. Good evening and calling the meeting to order. Welcome to the West Hartford Public Schools Board of Education meeting. It is Tuesday, September the 16th, 2025. Ammani, may you please call the role. >> Mr. Gagnen, >> here. >> Mr. Goldman, >> here. >> Dr. Harris, >> here. >> Mrs. Nesserella, >> present. >> Dr. Thomas Barkquen, >> here. Mrs. Yagalof, >> present. >> Bridgette Feny, >> present. >> Miss Maramman, >> present. Kayla Jaw here. >> All right. Thank you. And Bridget, may you please lead us in the pledge of allegiance? >> I pledge algiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. We do not have a revision to
002the agenda order. Now it is time for public communications. This is an opportunity where we're able to hear from you your thoughts, your questions, your suggestions, your concerns. Each individual is allowed three minutes to speak. We ask when you come to the podium to please share your name and your town of residence. Please also be mindful of Ammani who will hold up a yellow card when you have one minute remaining in your time. And when your time is expired, you will see a red card. We ask for you please to conclude your sentence and respectfully take your seat at that time. Please be aware that we are attentively listening. However, it is policy that we do not respond to comments as they are being made. We do have a signup sheet. However, no one has
003signed up. But we'll ask if there's anyone here who cares to make a public comment. Is there anyone here who cares to make a public comment? Seeing none, we shall continue with the agenda. Moving on to non-staff communications and reports. This is where we're able to hear from our student representatives. So, may we start with Kayla, please sharing about Hall. >> Good evening, everyone. It's great to be back with another update from Hall. I'd like to begin by recognizing three of our seniors who were recently announced as National Merit Scholar Semi Finalists, meaning that these students scored in the top 1% of all Connecticut seniors who took the PSAT last October. We wish them the best as they move forward in the competition. Sports are also in full swing. Our first home football game against
004South Windsor was a big success. Hall won 27 to 18. And it was great seeing the pep band, cheerleaders, and students all coming together. Other fall sports are also off to a strong start with boys golf, girls swimming, and volleyball competing today. Tomorrow evening is our annual curriculum night. Parents will come in to follow their students schedule and have the opportunity to meet teachers. Meanwhile, this fall also marks the start of a new chapter for student government as we welcome a new faculty adviser. In addition, the school counseling department has launched senior workshops to support the post-graduation planning process while freshmen have begun their seminar program to ease a transition into high school. Both programs will help students feel supported at these very important stages. We've also taken this month to reflect as a community.
005Last week, Hall observed and memorialized 911, and tomorrow, students will learn about Constitution Day through community lessons. Looking ahead, the PSAT will be administered on October 9th for all students in grades 9, 10, and 11. As you can see, this school year is already getting very busy. And that concludes my report. Thank you. >> Thank you, Kayla. Bridget, will you please share what's going on at Connard? Hi, in case you forgot, my name is Bridget Fenie and I'm your representative from Connard. This past week, Connor has hyped has was hyped for both our spirit week and our pep rally, the kickoff to the school year. A huge shout out to Mr. Million, our head pep rally organizer, Mrs. Casillas, our assistant organizer, and Mr. Sakorski, our MC. Special shout outs to students Juliana Ferguson, chair
006of the school spirit committee, and Neilen, our music tech, who both worked alongside our amazing student volunteers to make a success. And last but not least, a huge thank you and welcome to our new cheer coach, Savannah, for all her work in creating a new cheer and dance routine. Today, we celebrated our new mural. The event brought together students who contributed to the project for members of Rise Up for the Arts and representatives for the CT Center of Nonviolence. The celebration took place outdoors and was at the back of the school near the bus drop off area right near the mural. The event was also recorded to be shared during our community tomorrow. We invite all parents care and caregivers to Connor's annual curriculum night tomorrow, Wednesday, September 17th. The event will begin at 6:30
007in the auditorium with the administrative team. Immediately following these short introductions, student parents will follow their students Wednesday schedules and learn what it's like to walk in the footsteps of their high schooler. On October 8th, Connor students look forward to the college fair where students can talk to their admissions counselors of around 113 colleges as well as members of the armed forces to learn more about the options available to them after high school. It will be an exciting night and hopefully students will start to make and finalize their lists. In addition, admissions officers from different universities have started visiting Connard. Many seniors like myself have taken advantage of this opportunity and will start or continue attending these visits. We're excited for Yukon's visit on Thursday, and over 60 of Connor students are already signed up.
008Don't forget to save the date for financial aid night. This event is open to all Connor seniors and will take place on Monday, September 30th. We're excited to welcome Robin Ewig, senior assistant director of financial aid as our presenter. Parents and caregivers will receive a school messenger reminder from the school counseling department to ensure no one misses out. Fall sports are also underway. We have overund 450 athletes participating just this fall. The start of the season has been thrilling with some tied games and close victories. A special highlight would be our girls swimming team which remains undefeated going into their third week. The college board's national recognition program acknowledges high achieving students nationwide across all backgrounds and we are pleased to say that Connor students have been recognized. Um, awards categories include first generation award,
009the school recognition award, and rural smalltown recognition. In the 2025 awards program, Connor has first gen generation award recipients and 82 school recognition recipients. Students will be recognized for this honor at a later date. Congratulations to all. On November 16th, we're preparing for our second annual cross town showcase at St. James Episcopal featuring Connard Solo Choir Hall and Connard Cisti and Hall Coroier. Shows will be at 3 p.m. and 700 p.m. and both events are ticketed, so be sure to buy your tickets as soon as the info comes out. Connard has also recently announced the upcoming fall play, Good Kids by Naomi Isuka. Congratulations to all new and returning cast members who received the part. I, for one, is one of the many excited to see our award-winning blackbox back in action. Conrad Student Council
010will also be attending the president's symposium on September 25th. They will set the agenda for the Connecticut student council association and attend leadership workshops. While the votes have yet to been cast for our student council class representatives, our president and vice president have been decided. Congrats to senior Nilfeni, student body president, and junior Sophia Vasquez, student body vice president. We can't wait to hear from more of them soon. And finally, in light of suicide awareness month, the students and staff at Connard um thank are deeply grateful to the student counseling department and pupil services department, especially our dedicated school counselors and clinicians whose care and support make tremendous difference in the lives of our students. Thank you for listening to Connor's updates. >> Well, thank you for sharing, Bridget and Kayla. Wonderful job and you
011represent your schools quite well. Thank you so very much. Now moving on to unfinished business where we have a motion by Laura Thomas Ferguson, Jason Gagnet, and Gail Harris to accept and approve revised and new policies as a second reading. Recommend seeking a motion rather that the board of education accept and approve as a second and final reading the following revised and new policies which were reviewed by the board policy subcommittee. referring to policy 5550 revised Connecticut school climate policy and 5560 new restorative practices response policy. So with respect to policy 5550 Connecticut school climate policy is there a motion? >> So moved. >> Thank you Jason. Is there a second? >> Thank you Shannon Batoya. Thank you as well. Thank you. And uh we'll begin discussion with policy 5550 please. Thank you. Um so
012tonight is as you mentioned the second reading for policy 5550. Um as a reminder the Connecticut school climate policy is designate is designed to ensure every school fosters a safe, inclusive and supportive environment where strong relationships are at the center of learning. It's a core belief that has always guided our district's work and will continue to do so. While these requirements come from the state, they align closely with our philosophy, emphasizing that accountability must go handinhand with with opportunities for students to repair harm, learn from mistakes, and successfully navigate their return back to the school community. Um, so really, I guess since we're going to split them both, that's that's what I have for 5550. >> Thank you very much. So again teammates this comes before us as a second reading and we had discussion
013initially and this is also an opportunity for discussion before we proceed to vote. Any comments or thoughts or questions regarding policy 5550? >> Shannon, >> just more of a procedural question. Um, for the reporting form, is there an opportunity for someone to submit that anonymously >> or would that not be the protocol? >> That would not be the protocol because you would have to respond back to that individual. That's part of the process. So theoretically, I guess if someone submitted it anonymously, there wouldn't be anyone to return that for. Um, that being said, and and I know we'll talk a little bit more later tonight about it with our anonymous alert system, and that would probably be the venue if that was something that an individual felt more comfortable reporting it that way. >> Jason,
014>> and just because we we'll be voting on this tonight, I just wanted to kind of reiterate that 55, what is it? 5550 is a bit of an odd duck in that again it's mandated by the legislature but not only is it mandated to have a school climate policy but the exact wording of this unlike 5560 the exact wording of 5550 is mandated by the state >> correct which you'll see as you look across the districts you'll see the same exact language in there >> clear um so I know the policy um is can't be changed. But the reporting forms, do you foresee the district looking at the reporting forms and doing anything that might cater more to our district? Those don't do not have to be taken as is. >> So, we looked at
015that um in consultation with Shipman. They really had suggested that we stick with the current forms that the state has pushed out. It could be something that as we move forward we would want to look at but right now we felt with the first year of implementation to ensure its fidelity that we would maintain the exact forms as well as a school improvement plan will model the template that the state has pushed out to us >> other Ethan >> so I appreciate the summary and understand this is mandated by the state but I'm still struggling can is it what are the differences is what what's leaving and what's coming I guess is what I'm trying to >> or is there is there is there kind of summary somewhere? >> Yeah, I mean I can sort
016of go over the summary from last time. I mean there's a couple I would say big pieces that are coming in. One would be the adoption of this policy in general. Um but within that there's some clear expectations on the uh tiered intervention approach on how you would handle challenging behavior and that's specifically spelled out within there. Um there's also now the designation of a school climate coordinator for the district as well as one for each school. Um >> Those are all new. Correct. And and again we've already had I think I mentioned this before. We've already had pretty extensive trainings. I actually did another one today with our assistant principles and we've done multiple trainings that we did one last week with our principles to continue to calibrate because they are the school climate
017specialists. Um there's also the surveys which we've always done. So this will be a part of those pieces and then ultimately we talked about crafting that school improvement plan and so once those are created there is now a school climate committee that would look at that plan and ultimately accept it and uh we would submit that >> and that is all essentially new. >> Okay. >> Yeah, I was going to piggyback the I think the acceptance or the submission of the school climate plan that's a new policy and procedural state requirement. We've always had uh school strategic plans where often principles would be including goals and action steps related to school climate, but we never had a reporting requirement to the state. So that's something that didn't live in your policy before. It was part
018of our practice. Now it is a requirement for all districts. >> Okay. So um just to follow up on that, is there a cost in doing this whether manpower or in taking from other positions or just uh supplies or whatever the expenses that come with that? >> I I mean I think when you look at um you know with with our training and with implementing it, I mean that certainly takes time. Um, you know, I I will say as we've gone through various I mean we've probably done I don't know 30 scenarios at this point with people when you look through it how things would be handled nothing's really changing. It's just the way we have to report it and the way we have to track some of it. So you know I think from
019a a cost perspective it's probably more a time cost perspective than anything else. >> That's not not definable until you >> Yes. And so we it hasn't been put in practice so we don't know the benefits or the is there an anticipated benefit like this definable? >> Well, I I I'll jump in. I think um I mean for us I think it's a cotification of practice that we've generally had. I mean when you look at the parts and pieces Julio mentioned, you know, a new requirement to define a school-based climate specialist that we've named as the principal of the school. So no cost associated with that principal was always you know ultimately responsible for behavioral things that that occur within the school. They they utilize and designate their assistant principles. Um but in terms of
020where the benefit comes in I think the reason that the state came to this um as far as I understand is really to ensure best practices are concur are occurring consistently across all districts. So whereas in the past, you know, you had uh a state mandate relative to I think if you review the old policy that's all lined out, there's a lot of stuff in there with regard to, you know, how you approach bullying complaints from the public and and the expectations that would happen. Um the state really looked to expand upon that and set a clear-cut uh expectation for all districts. Um, as Julio mentioned, he uh, in partnership with Teresa, they've been leading uh, a lot of scenario-based training with our administrators. Uh, we've had, uh, two separate meeting, two separate large group
021meetings, and then I know they've had a number of smaller meetings with the assistant principles. And you know for us it's just looking at the practices that we've consistently routinely kind of followed and applying them to this you know to the new language that's in the statute and to any reporting requirements that might be new based on one situation might not be new in a different situation. So um so I think what will it mean for us? Uh I think for us it will really assure that we have a better system of checks and balances to make sure that you know I'm never going to pretend that our scorecard is perfect that there aren't situations that can come up within a year where we could have been better. Now it's a little bit of a
022safeguard to try to really minimize any misses because there's there's a very clear kind of regimented expectation to follow. >> Okay. So my last question is how do you define success or failure on this? >> Um in my mind there you know a big part of this uh and the metrics that the state is looking for which will be included in a plan is is the measurement on your school climate. Um so we've had those measurements through our um through the surveys that we've given in the past. Um now it's sort of like taking that measurement and reporting it to the state. So, and there'll be probably more targeted questions that are very specific to the plan. You know, we'll be very intentional with um how we're measuring school climate as it relates to the
023school climate plans that we need to submit and it'll be the opportunity to measure the impact and success of our efforts through those ways. >> There are targets you want to hit. >> Yes. So, and I'm sure you'll see we have to we have until December, late December to develop a plan and submit to the state. So, uh we'll be able to review some of that with you at a later date. >> Okay. Thank you. >> Other questions? Claire. >> Um so, two big changes that I I do see is the definition of bullying and the challenging behavior. And I'm just asking um on behalf of the community, those definitions changing can make a big difference. Um bullying was a term that was used whenever anybody was mean to somebody and then it was you
024had to do it multiple times. Um repeated acts were what bullying used to be considered and now bullying is broader. Um, and there's a whole lot of different things spelled out about it, as well as the challenging behavior is a new phrase that um, most of the families aren't as familiar with. So, I'm just whether it's in the handbook or however we're going to pass it on to the the public, I think it's really important that the changes in bullying and challenging behavior are defined or explained. >> Yeah. And so as we move forward in the agenda, you'll see that that's that's one of the key components of 5560 is where they really outline the definitions um and and just to for your FYI once this is officially adopted by the board, I will go
025and I'll have some statement that'll go out through the principles to to all of the various stakeholders that they can sort of know what's going on and to know that this went through and that was also part of the legislation that is a requirement that we message that out for folks because yeah, I appreciate you bringing that up, Claire, because I you know, the definition of bullying does um has changed significantly. And so we just want people to to know that as well. >> And I just want to piggyback one fast thing. You know, this this term challenging behavior is I think is it's a catch-all for any behavior. Any behavior that would that would sort of give you some attention of the administration um fits in this universe of challenging behavior. just the phrase
026that the state has chosen to kind of address any behavior for which there might be, you know, the need for some interventions, but and for which bullying is a small subset. And and to your point, the definition of bullying did change more or less to remove that frequency requirement. >> Gail. >> Yeah. I just um I just have one question. I really more procedural. If this is um a policy that is being mandated by the state that we have absolutely no ability to change in any way, I why are we actually voting on it? I mean, why what does it matter if we vote on it? >> I I'll I'll take that one. I mean, that's really a function of your bylaws. Um the schools, my responsibility, as you know, as your superintendent um and
027obviously to protect uh to protect the board, to protect our students, we have to follow the law first and foremost. Um the expectation is that this would um that this would become a board policy. That's a mandate from the state that boards of education pass the policy. Um there are lots of legislative requirements that must make their way into board policy. Um many of them don't really have a lot of wiggle room. Um some of them do where you typically it's additive. You can you can um add a constraint potentially. Um this one I think is kind of unique. Um why you need to pass it. It's a bylaw piece for you. You are the legislative um arm who's who sets policy and it's just like sometimes you're told what you need to set. >>
028Yeah. No, I appreciate that. I just when we vote on something, it implies that we could actually vote against it. And in this situation, I mean, this is like you say, it's a pretty unusual situation where it's like mandated, but then we're being asked to vote on it. So, it just a little >> understood. No, thank you. Now, I better understand your question. You know, one of the things that was brought up several years back, and I'll I'll I'll share it just to be a topic for reflection or consideration. There have been times when um you know you could consider as a board if there are legislative mandates to to just sort of pass those um you know but typically the board has felt like well we want to have an understanding of them we
029want to have the ability to talk about them in public so the vote maybe is more pro-forma um but there are different approaches that different boards use and so it's a matter of you know I think there is benefit to the public discussion so that they can see here understand it Uh at the same time, to your point, um you know, you can you can look at how you how you choose to to pass these um things, but it it would start to get complicated. You need bylaw revisions. Right now in your bylaws, everything has to go to a second reading and a vote. >> Claire. >> Yeah. I'm just curious for the the training. Um it just seems out of t out of sync because it says for the school year commencing July 1st
0302024 in each school year thereafter. So we're talking you know a year and a half. >> Yeah. So it was they essentially had offered the 2425 as a year for piloting and implementing if districts wanted to the 2526 as a requirement. And so although we didn't put this into board policy last year, Teresa was doing a tremendous amount of work already sort of with uh what setting us up for success for this year. And so that's why at this point though, every district must have that in place. There were some districts decided to do it a year in advance. Um but we felt it would be better to sort of go through the pilot stage and then now be here at this point. But if this is mandated and you can't change the wording from
031the state, basically it came out in July of 2024 and we were given some time to put it in our policy. >> That is correct. Yeah, that is my understanding. Yeah. So again, it was we could have put it in place the 202425 school year or we could have put it in place to start this school year. And so that's where we are now. Other questions or comments? Ethan, >> just to follow up since this is mandated, we can't make it 25 since that's when you're starting. So, I think the line, it's important to look at the line because I was, you know, I'm looking at the whole thing and, you know, everything that I I'm aware that July 1st, 2025 this school year was the mandated start date for this. Um, the the line
032that Claire is referring to is on page 14 where it's talking specifically about training and and it's basically saying um, hey schools, uh, beginning beginning last school year, you need to start training on this. We did start training on this um during that school year and and it also indicates that um you know I think this the the state started talking to us about it at the time. We've been talking about restorative practices obviously for several several years uh as we have social emotional learning and uh the school climate culture evidence and research-based interventions have been pieces that uh we certainly have had but we've been we've been having more deliberate conversations in anticipation of the passage of this. Um we were waiting before we made it an official policy because there was some question
033as to whether or not the legislature might make minor adjustments to it. So before we before we brought it in front of you, that was the conversations that that we were having internally last year. >> That's good. I thought I'd seen 25, but I figured I screwed up. >> Yeah. Everywhere else you look when you look at like school climate survey or committee or everything else, everything is 2025. It was really just that training component. >> Okay. Thank you. Sorry. >> I have a question. Bridget, sorry. Um, since it's the school year commencing July 1st, 2025, it's technically already in play. Yeah. Okay. I just wanted to make sure that that's what I was >> Yeah, we are we already operating with operationalizing this and and it was a big uh component of our back
034to school of professional learning with our administrators. >> so right now we're just going through it and making sure everyone understands it. >> Correct. >> Okay. Thanks. >> Other questions or comments? All right, with the motion on the floor pertaining to policy 5550, all of those in favor say I. >> I. I. >> Any oppose? Any abstain? The eyes have it. Thank you. Now seeking a motion that the board of education accept and approve as a second and final reading the following revised new policies which were reviewed by the PO board policy subcommittee referring to policy 5560 new restorative practices response policy. Is there a motion? >> So moved. >> Thank you Jason. Is there a second? >> Second. >> Thank thank you Gail and Claire as well. Thank you. discussion and so passing it
035to you for a moment as well. >> Sure. So 5560 really is taking a look at strategies to improve school climate. Um it outlines the definitions as Claire. Sorry Claire, every time I look over at you I see the name that says Jason. So um so Claire I pointed out the definitions are highlighted there. Um, I did want to just also note that if you would look at page 23 in your board packet based on the feedback from the policy subcommittee as well as from our board discussions that you'll see the last sentence in there was added which essentially aligns with the board's desire to have uh a report out on the data. Um, you know, I think we went with subanual semiannually on here. So um sorry and the last piece I would say
036again as we mentioned in short both of these policies are state requirements um and so I would really advise the board and recommend that we pass both of these budget or both of these uh policies as presented today. Thank you. >> Thank you. All right, qu discussion, questions, comments. Shannon, >> um, so I think this is the, you know, the additive piece to the former the the policy we just discussed that breathes life into it and change, you know, I think new wisdom has arrived around what we know works best in terms of addressing challenging behavior and that's why this policy was created at the state level. So, I um think that we just have an opportunity to do a lot of educating and informing people of what restorative p practices even are. And I
037think that's still really fuzzy and unclear for a lot of people. And I had uh asked at the first reading about just more specificity around the deadlines for this being codified somewhere. So specifically the second to last paragraph on page 23 that the board directs the administration of the district to develop a continuum of strategies to prevent identify and respond to challenging behavior. And then continuing with the last sentence, those strategies will be shared with the school community including but not limited to through publication in the relevant student handbook. Has that hap have those strategies been uh finalized and have they been published in the handbook? >> Let me take a part of that. In terms of a of a timeline for that, um I would I would be suggesting that um we have to
038have December the December time frame and again was it 31st or 1st? 31st December 31st is uh is our requirement to have our plans uploaded um and presented to the state. So I would I would be suggesting that you know we can share that compendium with the board and and with the greater public in that way during that time. I would also point out um you know we in fact just was it Thursday we had a great meeting um where we were looking at the typical responses that we would have and and and how they fit under an umbrella um for what's a safety plan, what's a restorative practice, what's what's a this, what's a that. So that work is ongoing where we sort of it's it's not necessarily that we have to reinvent everything,
039but I think with the with what's happening with the state, it's kind of it's kind of fitting things into the appropriate um boxes, aligning them to to the updated language that exists here within the legislation. Um and then ensuring that those practices are are then more consistent across the district. And um I'll let Mr. Dwarte handle the part about uh I apologize I don't have the down and in details on the student handbooks but certainly as we go through this you know we we we recognize there's a need to you know provide continuous communication with all the different stakeholders about it. A big piece of that will will occur if you if you go back and and review in the first policy, there are these uh committees that the principles have to assemble and they
040include, as you'll recall from last month's discussion, they include um parent groups and student representatives. So, you know, that's that's certainly going to be a means by which to gain input from those stakeholder groups. And then following that as as we do things, there'll be presentations that happen with students in the school. >> But I don't know if I missed a part of that that you want to hit. >> No, I would just say, you know, one of the things that's actually been really exciting about this work has been getting our leaders in the room together and we have so many great leaders that, you know, I like to refer to it as like your toolbox, right? And everyone brings their own tools. And so what we're creating is sort of a document and having
041people say like, "Hey, tell us like things, strategies you use, tell us some of the different interventions that you use." and really logging that all in so that when administrators run into some of these challenging behaviors, they can go on there and sort of think and not have to just think outside, you know, their own sort of piece all the time. They can look and see what are some of the things my colleagues have done. What are some of the different things that have worked? Um and and I'll just piggyback on like Teresa's done a lot of work with every with different subgroups, different groups, just to look at like, hey, here's some different ways to continue to think about that. Um, but there is a piece, as Paul mentioned, just really continuing to educate
042on that restorative practices component and really looking at what's that goal of that. Um, as far as the language that went into the student handbooks, it was a little bit more generic because we wanted to ensure that the policy went through and I didn't want to get ahead of the board and put anything out there, but certainly it's something that we've looked at and it's why we encouraged our schools to really do more of an electronic handbook so that now when policy is put in place, we can modify um, and it it's easy to do that since it's all online. So is it possible it would be a different set of strategies in each school's respective handbooks or you're trying to universalize it? >> Yeah. So we have a universal statement that goes in like
043our elementaryaries may look different and our our from our middle school and from the high school fields but the language is pretty consistent. >> Yeah. I guess I just feel more confident in having a date certain by when the strategies would be like clear like so we could see them because I don't think we've seen anything that's specific and written down of what that even looks like in at practice because I think we can be advocates for explaining what this is when people scratch their heads and try to understand it. So having that language by a certain date and then knowing it will be published for the broader community by a certain date um just gives us more teeth. And so I I would like to propose an amendment to add dates like if if
044December 31st is the date by when the strategies would be created by the administration and then published by August 2026 for the handbook. I would just, if I may, I would I would recommend because this is a policy that's going to live past this year >> and and the date that you're looking for is a this year date. So, I would just recommend, you know, we ask for that as a an agenda item. I'm looking at our calendar. You know, we've got uh December 16th as a as a regular meeting and just establish that locally to put it it in my opinion like to put that in as a you know, as a date. It's similar to what the state did. Hey, this training is available beginning in 2024, but you know, three years from
045now, we're not going to really um care when the training necessarily started. We, you know, likewise here. Um I think I think I would just recommend, hey, assign us when you'd like us to report to you and we'll report to you, >> Jason. So if we did December 16th, would that still be a draft policy that we would have a chance to review before it gets sent to the state? Because this is really, you know, this is where the rubber meets the road on on all of this is going to be that policy and how it gets implemented. So the pol you have to remember the policy is at a high level. Like for instance, you guys are not setting policy for what the restorative practice andor consequence needs to be if a student is
046targeted to class three times. That is not the granular level that you're at. Um, so what that that's a procedure. Um, the procedures would be something that would still be in draft form on December the 16th prior to us submitting it to the state and would be have would have the ability if you know if there was input feedback that you wanted to give. Um, but it's, you know, that's the difference between a policy and a procedure. The policy is that the school needs to um be utilizing restorative practices in response to challenging behavior which um we you know when we look at it we can codify exactly and we can look at our consistency but that's not a that's not necessarily a new concept for us. Um I wouldn't say that we're you know
047expert best at it in the world. Um but I would say that we're you know we're well past first base. Um, and so I think that's just a question of um, the opportunity by which you'd like to hear more information about how we attack this. Um, to Ethan's point, the um, you know, the measures of effectiveness that we're finding and any then further discussion that you'd like us to have in open forum about it. Yeah, I I think there's a real and I understand the distinction between what our role is and what you know the nitty-gritty of of actually forming a policy, but I think there's a benefit to us having it in front of us in a public forum to be able to take a look at it to discuss it while it's still
048in a draft form because I think there's something that, you know, we could all probably add to it just in terms of of a larger conversation. >> Yes. So that absolutely that could be I'll just go back that could be put in front of you in December. It's just what's put in front of you would be our would be our draft school climate plan. It's not the plan itself is not policy. The plan is in response to your policy. But we can easily put that in front of you. I mean that that would be my intent regardless. >> Just look pulling up the bylaws. The admin so the board sets policy. The administration develops regulations to carry out said policies. The board may review regulations at its discretion. So, I think these are regulations we
049would specifically want to review because it's just a new topic. I think we all just want to understand it and have the open conversation about it and it's an educational opportunity. >> Yeah, I think we're in agreement on that and I'm and I'm suggesting December would be a relative to the question about timeline. >> Claire, let me Latoya and then Claire. Um, sorry my throat was a little sore today, but um I wanted to move to a different part of that the policy if that's okay or are we still >> if I may cla was your piece of the first this paragraph we're currently on >> the report. >> Okay. Yes, please. So um one of the benefits I think for the public is the reporting out if it is in December. I think anecdotal
050stories and and somehow explaining how some things were implemented is very beneficial for the public to understand because a lot of this is new. So, it's great to know the plan, but it also it's nice to know in a report out some of the successes, some of the different approaches that have been used for discipline. >> Yeah. And you know, I'll just say also when you take a look at the the definition right on page 22 of school climate improvement plan, that's essentially what each school will be submitting. So, folks will be able to see that for their own specific school and get a sense of what is it that that committee has identified, what they're looking and how they're going to target those different pieces. And they're not all um connected to behaviors, right?
051There's a lot that goes into school climate. So, I know that we're sort of looking at it and maybe thinking of that piece, but there's so much that goes into school climate and the work that we do every day. Um and so I just don't want us to lose sight of that that it's all about the behaviors behaviors because it's there's there's a lot that goes into that. And you know, I think to what Ethan's been sort of messaging is that you know, this is one of those where we do have some data that we can look at um and start to think about, okay, how did our stakeholders respond? how did um students respond compared to caregivers compared to staff and started to identify what are some of those things that we want to
052highlight and then you know to answer your question I think the reality would be we'd hope when we'd reservey the next year we'd see an improvement in that ultimate um response and and like I said they're interesting because I know as a principal I'd look at things sometimes and the kids would be like hey this is so great and then I'd read the the caregiver and they'd be like this is a disaster here we got to fix this and I'm like trying to figure out and then you realize oh they're looking at it from different lenses right and and or vice versa. So, you know, I think it does allow that. But I think what's exciting is it allows each principal to look at their school individually and to think about all right, what is
053it that we want to do for our school um and to think about what are are the big pieces and and maybe some of the maybe what is the little thing that we really want to look at improving and and then be able to measure out that gain so that we could sit there at the end of the year and say, "Hey, great work. Look at the growth we made or man, we did all that work and we still didn't see a change. Like, what do we need to do now?" And I just want to piggyback because Julio said it so well. Um it's a both and. I think we can do that here at the board table in terms of the district look. But at the same time, as Julio just sort of mentioned,
054um there's a requirement in the uh school climate committees to do that at a school level. And so our principles will be doing that um and talking about it at those at those meetings that they have uh with their constituents. And they'll give notice to that. So, so the public can kind of have, you know, a crack at it here. Kind of the what's what's the mile high look at this across all of our 16 schools. But then, hey, if I'm really curious about what is how did that translate this year at my child's school, I can attend that meeting and get that information. >> Latoya, thank you. Um, and yeah, so I wanted to talk about a different uh part of the policy, that last paragraph um that goes into the data collection piece.
055Um I know the district has put some some practices in place around restorative uh restorative justice and that you know before this policy came forward that we have made some strides. Um but I do want to point out the fact that um in 2022 the office of the child advocate did ding our district for disproportionality um specific to students of color and students with disabilities. this policy came forward at the state level to address those disparities. Um, and so I think that we need to um do what this policy was intended to do, which is also address those dis those disparities. So my suggestion is where it says here, the board further directs the superintendent or designate to collect and maintain data regarding types of challenging behavior address using the restorative practices response policy and
056data concerning the implementation and outcomes of restorative practices in addressing disparities including but not limited to students of color and students with disabilities. >> I I'm sorry. I I would want to add that. So after where it says practices. So concerning the implementation that part I'd want to add concerning the implementation and outcomes of restorative practices and then add in addressing disparities including but not limited to students of color and students with disabilities. >> I'm sorry Latoya. Can you just um be more clear where you're wanting to add that in? >> Yeah. >> She's on page 23. I think the final paragraph. >> The last paragraph. Okay. I'll I'll read it from the top too and I'll do it slow so you can see and I'll tell you exactly where it comes in. So, the
057board further directs the superintendent or designate to collect and maintain data regarding the types of challenging behavior addressed using the restorative practices response policy and data concerning the implementation and this is where I would add in concerning the implementation and outcomes of restorative practices. And then I'd add in in addressing disparities including but not limited to students of color and students with disabilities. >> So I I have one question and one comment. I think as as you see with our presentation tonight we do on our uh state assessments. You know we're we're always um happy to disagregate data. So I I don't know the inclusion of that language. If if you have an opinion there, Julio, the the bigger question that I have is I you know I don't I don't know necessarily immediately and
058I'd have to think about it for a little like when you say outcomes of like I'm not sure what outcome means um what your intent is. Um but at the same time I'm also you know we're all we're all making sure we understand uh the requirement from the state to talk about implementation. Um we can always look at how data is disagregated but just just like anything else that you see on the public facing websites. If the N is small below a certain level um you often you know you have to be cautious with whether or not you can report it because it can it can potentially inadvertently identify and be be a furpa violation. But um I'm I'm just >> I mean I get it but and and and an implementation speaks to how
059something's done and outcomes is is the result of that. And so that's >> I know but what does that mean? >> Well, what it means is that >> in this context, >> right? So in this context like these things have to I think they need to specifically be um be measured in part of this policy. Uh we did get dinged for this as a town and our recent data um from the state department of uh education 23 24 we're still in tier three still having high uh disproportionality with students of color. So we still have a problem >> certainly. So by by that example and because that's helpful. I'm trying to understand what you're asking for. By that example, the outcome, the measure of effectiveness is therefore translated into the frequency of behaviors and trends
060over time. I mean that's because my other concern was like outcome like do you want do you want us to report on absent names? You know >> Julio got in trouble. What what was the outcome for Julio like that? No, but we want to know we want to know how students of color and students with disabilities are being handled compared to the rest of their peers. If there's still a disproportionality, we know that's not the students. We need to know those things. And so I I think, you know, it has to be a part of this policy because that's what this policy came that's why this policy came forward. I was one of the people at the capital help bringing helping to bring this legislation forward and and it was stu uh students of colors
061families um and families that come from marginalized communities that advocated for this and these disparities are real and it just so happens that West Hartford in that same time frame was being dinged for these very things. So, I think when we bring this policy forward because we've already been we've made a commitment to the work, we're we're being leaders in the work that we can push this policy a little bit further to be in alignment with our equity statement and all of the wonderful work that we're already doing. And I think when we put that language in there, we hold ourselves accountable. the state's already going to hold us accountable, but we hold ourselves accountable to that and we measure it in a real way so we can really look at our practices not at
062the students per se, but at how we're how we are dealing with different students. And so I think that's the purpose of it. It's not a like we're trying to get you. It's a like we we are leaders and if we can step this up and be an example. Other thoughts or comments? Excuse me. Other And before we proceed, other thoughts or comments. So, thank you for specifying the lang the language. And so, the suggestion is for this language to be added to what is here. >> Yeah. >> Okay. And if if that proceeds in that way, that would mean amending the motion on the floor. But as we're still in discussion, please other comments or questions? Uh, I was just going to say that I think that, you know, I not necessarily in favor
063of adding that language. However, um, if we are to further change this policy, I feel that, you know, it has to go back to policy committee. So, cuz I I appreciate Latoya reading it out, but it's too much for me to sort of uh without having it in written, excuse me, in front of me. I I feel like if we're going to be making substantial changes, there has to be two readings. And it it really should go back to policy committee so that the policy committee can look at it before we make make amendments to a policy that we don't even have the language in front of us. That's just my feeling if we're going to keep our go by the laws of what we usually do here. >> If >> I had three comments
064or three questions, >> it's kill me. Uh three comments or questions. You mentioned the toolbox which is there like I realize it comes up at the meetings but is there like a collection or being like as a reference that uh administrators can look at for each of the schools because I'm certain they're not at all the meetings. >> Yeah. So that's been I mean everyone's got what they've got already and what we've been doing is really trying to create one central document where people can put all their things there and hopefully make things a little bit easier too for people and also allow for us to learn from each other. >> That's great. That's what I was going to suggest. On page 22, it talks about the school resource officer not being part of the
065solution or the process. >> So that's not part of a restorative practice. So our school resource officers are, you know, obviously they're phenomenal partners for us. They're obviously involved um anytime there's a need in terms of a law, something like that. But I believe this policy kind of kind of specifies just given their role as a law enforcement professional. Um if you're if you're if you're doing a a conference with children following an incident you're trying to restore and repair, they they don't want in the same way, you know, they're that we send our educators to training for that. um and and not necessarily have to make it like the principal that's going to be there in a position of authority where where all of a sudden you feel um not that the principal or
066the SRO or anybody else would be intending for their authority to feel a certain way but but if I'm there it could it could have a different feel. So typically we have our we have our trained staff that would might be doing something and I think that's the intent of this legislation. That said, our, you know, I I just have to take a plug and you're going to hear them come up. Um, our school resource officers are an amazing asset. Uh, they build incredible relationships with our students. And so, that's a piece to this legislation. I think I understand its intent, but I want to make sure it's not misunderstood by the public or anyone here, of course. >> So, I assume that this is a mandatory in the document. >> This is another piece
067that was provided to us from the legislature. >> Yeah, I I understand. Um, it just seems to me you're isolating them and you're sort of saying they're not the legislature isn't saying they're not wanted. I have a problem with that. Just But that's fine. It's it's >> I I I would agree that the optics of it aren't necessarily the best. Uh, but at the same time, um, you know, where we've had restorative conferences, you know, typically we're doing that inhouse anyway. So I don't I don't know that it's necessarily a big shift, >> right? Let me redefine. So it's like an absolute. So to me, I understand certain situations it's not applicable. Certain situations you can do better without, but it just seems to make it an absolute I had a problem with. And then
068the final thing is, and Latoya uh suggestion or comment, if we could see statistics, and I realize we don't have the statistics, it would be very helpful because I'm not sure. I like to see the numbers. Yeah, this clearly defines a uh reporting requirement and uh you know I think I think the uh the points that that are made are well taken. I I don't know the specifics. I don't you know I'm not prepared to give anybody legal counsel on what it means to change any of this but um you know so I think that's a separate question for you guys to continue to debate. Um, but at the end of the day, you know, our intent would be to be as transparent as we can be without violating Furpo with the board, with the
069public, with everybody. So, I'm, you know, I I'm not opposed to the question. I just don't know the the finer points of the legalities and what, you know, what we'll be able to produce at any point in time. We will make sure that that we can provide as much information to the board as possible without violating the privacy of any one student. >> So, if it doesn't happen, it doesn't happen. But if we do look at it, I'd like to see the statistics. That was just for future. Thank you. >> Other questions or comments, Jason. >> So, I I really appreciate Latoya's comments on this and I I I see exactly what she's trying to do and align this with essentially our core mission and and I think it recognizes, you know, that we've come
070a long way in this district. We really have and and I think we should be grateful for all the work that everyone has done. Um, that doesn't mean we can't get better. It doesn't mean, you know, that reaffirming where we want to be is a bad thing. Um, but I think Gail's point's also right that if we're going to do this, if we're going to amend it in this way, I think one, to Paul's point, we need to know what we can do within the bounds of kind of legal counsel on on this because I think there was a question as to how much we could edit this. And then two, I think it's only fair to have the exact language in front of us that that we're voting on. So, I would not be
071opposed to sending this back to policy to get that language right. If we're going to do it, we should do it right. >> Clear. Um, so in reading the whole paragraph, it's hard to understand, but if I understand correctly, you're adding the word outcomes. >> Implementation >> after implementation. You're adding the word outcomes after implementation >> and outcomes. Okay. And then after restorative practice, you want to say including but not limited to persons of color and individuals with disabilities. >> Yes. >> And so that that part at the end is basically tying it back to our equity focus, our commitment to these areas. I mean, we're strong in many areas, but we had a problem there. And this is a problem nationwide. It's a problem everywhere. that the um prevalence of people with disabilities and
072and people of color are often um finding themselves in in difficult situations more often. And that those statistics are things that the child of the of the office of the child advocate monitor, let schools know and say, "You've got to relook at these numbers." So, I appreciate what you're adding. If it has to go to back to policy, I would hope it would come for a uh reading at the next meeting and then we can vote. So I were you going to say something? Okay. Oh, Gail, please. >> Yes. I just want to say um if it were to come to the next meeting, I think we would have to have we don't have a policy committee before the next meeting. We have Yeah, I sent the agenda out for our Thursday meeting. So, I
073would have to um look at adding this to that agenda. Um >> Oh, I'm sorry. I thought the next pol No, I thought the next policy committee was in October. >> September 18th, I believe. Correct. >> Okay. I apologize. >> It's f one of the things I'll just throw out there, too. I don't know the board's comfort on this, but um is approving as is and then bringing it to back to the subcommittee for revision. Um because if we do would if it sounds like the next reading would be a first reading and then we'd have another reading. We probably wouldn't be able to get this in our books for maybe another month. Um and I don't know if that will start to create some issues with the delay um and having this as a
074board of ed policy. I just want to throw that out there. So, >> Claire, um, but could we make this a first reading right now? If we read it, >> there's been a first reading. Now, this was a second reading with a revision, the second reading of this revision would be next time we meet. >> So, if I may, if I if I So, first of all, thank you all for your suggestions, your inputs. Thank you for the suggested language. That is the purpose for this board. Again, our primary purpose is to issue policy and it's important that we understand what said policy is. And so with this specific policy 5560 coming before us as a second reading that presumes that the first reading was successful, the second reading is approving it as is. However,
075we have some suggested edits to it. And so for that purpose, I think we have a two-pronged approach to take. One which includes what you mentioned, but I'll start with the former that being for an amendment to be suggested to add said language. So we would have to make an amendment to add said language first. Someone makes the motion, someone seconds. We discussion and then we vote on if we want to add that language. If that vote does reach majority vote, then it is now part of the language and it kind of starts the clock again if I'm not mistaken as this being a first reading. What we're having now is the discussion of the first reading. To your point, Gil and Jason, it would then go before the policy subcommittee again to review and
076it would come before the board again for a second reading. So, I think this goes to your point of the timeliness of when that could come before the board again for a second reading. And also want and to be clear the reason why we have the policy of a first reading and a second reading is not only for the board to discuss and be aware of but for the public as well to be discussed to be aware of and we have public comment. So if there are public comments to make in regard to what policies are under review those opportunities are afforded to them. And so that is one place we can go. Another one is what was suggested is to pass the policy as is. However, recognize that we will review it in the
077policy subcommittee for revision and then it will come before the board again to revise. But at least at that point in time, the policy is already in place. It's in practice, which again legally it is uh to has already occurred. I see your hand, Jason. Yes. Just timing wise, I I actually think I'm leaning towards the the latter. Uh just because the other thing to consider is we will soon be sitting a new board. Uh which will complicate things if they come in and they're getting a first reading and and then want to amend from there. So I think it makes a lot of sense if we pass the policy tonight as written and then we can send it back to, you know, to do a revision in the new policy committee, whoever that's made
078up of, and and really get it right. >> Gail. >> Right. And um I want to um yeah, I appreciate Lauren and the two uh suggestions that you're making. Um I want to um echo Jason's thoughts over there that I if there is seems to be um a need to pass this you know quickly I would also recommend that we consider passing it the way it is tonight and then we have as Jason stating there'll be some new members on the policy committee shortly and and they could potentially take this up and revise it as needed. Um, but I I think it's very hard to, at least for me, to um pass something that I don't see in writing and I I need to have it in front of me. So, I would be in
079favor also if you're of the second option. >> Other Claire. So, the policy meetings Thursday that gives time to look at it. October meeting could be a first reading and November 4th or 5th could be the second reading. That way it is passed with this board. It's not brought into a new board. We have enough time to do a October 1st reading and vote on it. It gives the public enough time and on November 4th we can have our second reading. >> Ethan and then Latoya. >> Two things. Uh, one is I think there's still the question of can we change it? I thought that was the question. >> We can change it. >> This one we can. >> I think that if you're bringing this back to policy subcommittee, >> I thought the state
080>> Oh, that was the first one. >> They were both that way. >> No, not this one. >> Okay, then fine. Um, what I would like to see is statistics. We're assuming they're there. They're probably there, but I'd like to see statistics. >> Latoya. Um, yeah, I agree with Claire. I think we can get this passed. I think we have the time to do it. I think it's a high priority. I think it also sends a message to the commun the very communities that were addressed in that concerning article um and that continue to be addressed um regarding the disproportionality that we are taking this seriously. Um, if in terms of statistics, you can look up uh data at the state department of education. Um, and you can also Google the office of the child
081advocate article west Harford uh public schools and just type in disparity and you'll find it. But also again with the state department of education, if you um look at the uh data around discipline, they have it broken down in tiers. They have uh districts broken down in tiers. Tier one, tier two, tier three, and tier four. and it tells you what each of those um what each of those mean. And we are in tier three, which says um we still have a high disproportionality around um discipline with students of color. And so it is out there for the public. Um just to just to put that out there. So I do I do think we can get this done. And again, I think um it's critical that we do it for these communities and show
082them that that we're serious and that we that um there's a sense of urgency around how we're caring for their kids um and these community members. That's belonging. That that that's what belong that's a big part of belonging. We're taking this serious. We're putting it in our policy. We're going to make sure we pass it ASAP because that's how much we care about you. And so I just I want to leave us with that, >> Jason. >> So it sounds like some of the the first proposal for for plan one would depend on if we can even get it on the agenda for the upcoming policy committee meeting. >> Do we have time to do that? Can we update the agenda notice? >> If I may, um let me lead with because this is important
083for me. Uh I don't have any opposition whatsoever. Very excited to uh ensure that whatever we're doing um in terms of how we're reporting to the board, how we're reporting to our public um is as transparent as we can be and in support of um improving any disproportionality that might remain. Um and I know there's some that and I know there's stuff that remains. So I just want to lead with that. Um the question that's being asked is how do we get there? What what's the process? That's important because I would agree with many things. There is a potential um there is enough time theoretically for this board and this existing policy subcommittee to have two you know to have a meeting and get two readings in before the change in in the board which
084will occur November 18th. that's that's theoretically possible assuming that conversations at policy subcommittee are you know go um and there's enough agreement and all the rest and that's also assuming you know the input which is I think why it's important to to bring it to your policy subcommittee to get you know to get the legal advice on on anything that we're doing um because once it's policy it's you know it's it's it's a tighter bond versus um what you can also accomplish just by you know saying, "I'd like I'd like to see this specifically." You know, we we can get there multiple ways, but I think it's a public statement when you set it to policy. So, I so I understand the intent and I'm I'm uh you know, short of the legal ease and
085all the rest. Not opposed to that in the least. Um so, I think what the what needs to be decided right now because I do think that there is a potent first the board subcommittee needs to agree to what that language is going to be. Secondly, uh the whole purpose of a first and second reading is that you have a you have a legal responsibility under FOYA that whatever it is that you're voting on has been has been shared publicly, is up on our website, um has been put up on, you know, is available at that table. So, you you know, you don't really have a means to um to make a big substantive change if it was a if it was the inclusion of one word or something like that. um that would be
086that would be small and that doesn't sound like a lot in terms of the language you're trying to add. I appreciate that, but um I think there's some legal pieces that you wanna you want to make sure that we have right. Um so you would need a first and a second. We have the time to do that. It's a question of to me the only question is how do you want to proceed from here? And and I think you have two choices. you could operate from passing this and then putting revision on and fasttracking a revision. Um that would and I'll and I'll tell you my humble opinion on pros and cons of both approaches. Um or you could table this which essentially means it doesn't get a vote at all. Um and then you
087bring it forward as a new proposal from a first reading. You It sounds to me as if you're going to bring it forward as a new proposal from a first reading regardless. So, it's just a question of how do you want to get there? Um, the one pro to passing a policy this evening is it gives you a little bit more cover that should something happen between now and the eventuality of when something gets passed and there needed to be an investigation and all the rest, someone come an investigator comes and says, "What's the board policy on this?" And if you don't have a policy, um it's, you know, hey, we can all go to the tape. We can all see it. Um it's not going to necessarily be the end of the world because
088I think we've got a good record of what's happening, but it gives you a little bit more cover. Um otherwise, you could just say, "No, not comfortable with that. It's more important to me to have a public statement that we get it out there right the first time." Then you table it. To me, that's the debate you want to have. Is this a table or is this a passage with a subsequent requirement of a revision? To me, those are your those are your questions to to debate and decide. >> All right, teammates. Lots to process, discuss, digest, but we will have to determine a path forward. Other questions or suggestions or thoughts regarding where we are at this point in time? Claire. Um so within the policy meeting there's limited board members and not everyone
089can speak. Non-policy board members are not allowed to speak. So there wouldn't be a discussion at the policy meeting. I I I agree that it might need to be drafted and seen in written form at a policy meeting and I would love to have legal advice on the wording, but I'm not comfortable with a few representatives of the board on the policy committee being the sole authors of what comes forward later. Jason, >> I don't think that's how that process would work. So, for instance, I would ask Latoya to get a redline version of exactly what she's thinking over to Julio so we could have that for the agenda. That's as a starting point. Then we can discuss that. Ethan, you can do the same thing. If you have language that you'd like to propose.
090So then we have the text from from the two folks who've actually, you know, recommended amendments being made. Those would be on the table at the policy committee meeting. We certainly among the three of us would debate that with our own ideas and then it would come as it should to the first reading where the entire board gets to to look at it. I mean that's that's the process for everything that we do. >> Other thoughts, comments, Shannon? Um, so you know, I think we're it feels like we're probably over complicating some of this, but I do agree that I had I was very interested in adding outcomes to the mix because I feel like you can implement, but if you don't get the result you're looking for, so what? Like I I couldn't, you
091know, having worked at the state level on a lot of policy, we implemented a lot of things that did not get the intended result that we wanted to see. So to Ethan's point about what does success look like? That's the outcomes piece that I think is really critical. And then the part that Latoya I see as modifying is we were going to get disagregated data anyway. she's just putting a finer point on the disagregated data that we'd be looking at maybe a little more closely would be with um discipline data relative to students of color and students with disabilities which is where why this became into being in the first place as a policy at the state level. Um so I'm very supportive of the change you know would like to follow the proper process.
092So, I'm if we need to pass something to be on the record with the formal policy, I appreciate that, but I would want to insist on fasttracking the change, you know, adopt this tonight if we can and then get the change in motion for the Thursday meeting so we could make that change really quickly and make sure this is reflective of what seems to be something pretty straightforward um in relative to tightening it for what I think we want to represent as West Harford. So from what I'm hearing, thank you. I'm hearing a both end there. A both end being to vote on said policy as is 5560 to vote on it as is. However, to impress upon us to have this as an agenda in our upcoming policy subcommittee meeting to discuss the revisions
093as suggested by fellow teammate Latoya and for that to be something to expedite coming before us again as a revised element to then apply. Okay, Latoya. Okay, just so just for clarity, um it would go it would go on the agenda and the revision would come before this board and we would have an opportunity to vote on the revision. >> Yeah. If it uh if I may, if it gets on to the policy subcommittee meeting for the 18th, Julia, you could discuss it as a first reading on October the 21st and then um you could have a vote on it on November the 5th as a second reading. And so just for clarification purposes because I want to be transparent too is that you would just need to get me a red line, you know,
094first thing because I would want to make sure that it's up on our website um because we'd have to modify it. The agenda has been posted already and was emailed to our subcommittee members today. So obviously the folks here know it's coming, but I'd want to be able to get that up there for the public to see, too. So if you can get that to me, I'm not going to say tonight, um, but first thing tomorrow morning. >> Oh, I can get it to you tonight, Julia. Yeah, Julio, you what time is your meeting? >> Uh 12:00 on Thursday. >> So, we have a >> I'm looking at Gail. >> We have a we have a 24-hour requirement. So, um he needs to have any amendment to the agenda posted before noon uh tomorrow. >>
095Kale, your hand was raised before, was it? Um yeah, I just was clarifying so that we we're going to vote on this tonight as is and it will be on the revisions or the um revisions with the red lines will be on the next board I mean policy meeting. >> Okay. >> All right. So once again, the motion on the floor pertains to policy 5560. And what we are proceeding to vote on is this motion as is again with a caveat that this will come before the policy subcommittee and will come before the board once again as a first reading for our October meeting. So again, we're voting on said policy as is. Any other discussion before we vote? All right. All of those in favor say I. >> I. I. >> Any oppose? Any
096abstain? >> Oh, let me start once again. Pardon me. All of those in favor say I. >> I. >> Any oppose? >> Opposed. >> One oppose. Any abstaining? All right. The eyes have it. Okay. Thank you. And so, thank you, Latoya. You will share the redlinined version with Julio and we'll take it from there. All right. Now on to new business where we have revision of the 2025 2026 board of education calendar by adjusting the November 18th 2025 board meeting start time to 6:00. Seeking a motion that the board of education approve the recommendation to adjust the November 18th meeting start time from 700 p.m. to 6:00 p.m. Is there a motion? >> So moved. >> Thank you Jason. Is there a second? >> Second. Thank you Claire. Discussion Mr. Venus. >> Yes. If I
097may uh direct you in your board book to page 25. Um and I would ask you to look specifically at uh that's just a you know your listing for reference. I would ask you to look specifically at November 18th. So November 18th um will be the meeting where we traditionally will have the election of new officers. We will have the farewells to departing board of education members. We will have the swearing in of new board of education members. Um, it also coincides with the same night that the town council does uh does the same thing. And it was just a miss on our part to not have that meeting when we originally published your calendar, not have that meeting start earlier at 6:00 p.m. because by I don't know if it's by bylaw or by
098statute. The town council has uh has to be done at a very specific time. Um so and they follow us. So, we have to kind of get in and get out um in order to um enable them to be able to do the same thing. And I certainly don't want to short change um the opportunity for us to celebrate those members uh who will be coming off nor welcome those members who will be coming on. So, the request would be to just simply start the meeting at 6 PM. >> Thank you. Discussion, comments, questions. Ethan, >> what time are we supposed to be done by? >> The goal would be for us to be out by 7:30. Traditionally, that's the only item on the agenda absent anything, you know, super routine that doesn't take more
099than a couple of minutes. >> I just curious >> other questions. Bridget, are we permitted or are we supposed to attend this meeting? Yes, >> students will student representatives will generally attend. >> Perfect. Thank you. Other questions, comments, suggestions? All right, with a motion on the floor, all of those in favor say I. I. >> I. Any oppose? Any abstain? The eyes have it. All right, moving now on to staff communications and reports where we shall have our superintendence report. Passing it to you, Mr. Rice. >> Thank you very much. and our two very capable and astute student representatives have taken some of my fire, but I'm excited for that. That's not a problem at all. Um, I'll sort of reiterate the uh the sentiment that school is really in full swing at this point.
100Um, September uh will see a number of themed uh celebrations, not the least of which to include Hispanic and Latino Heritage Month, which uh just began on the 15th. Uh, as you know, we're also in um suicide awareness and prevention month and and heard a nice thank you and shout out to our school counseling department as well as uh our clinical staff for all that they do. And I think I also heard uh mentioned about Holland Connard's curriculum nights, but across all of our schools uh even some some there might have been one late last week and uh throughout this week and into next week we have curriculum nights, fall fairs across all of our elementaryaries, middle schools, and high schools. Opportunity for our parents to uh to meet the teachers and to learn a
101little bit more about it. Um, I did want to make a reminder out to families while I have the opportunity that our schools are closed on Tuesday the 23rd of September in recognition of Rashana. Um, I know it was already mentioned um it was mentioned I'll I'll throw the shout out to our Hall seniors Allison Chen, Sam Lewis, and Ian Wolf who are those who were those u National Merit semi-finalists uh that Kayla mentioned. But I wanted to share a little bit of the story that Bridget shared about the unveiling of the mural over at Connard High School. Um, this is a mural about uh belonging spaces and it's something that was co-created by a local artist by the name of Julie Berseron. Um, we had a huge thanks and shout out to the Rise
102Up for the Arts, uh, Matt Conway, uh, as well as the, uh, Connecticut Center for Nonviolence, Gabe Boyd, who who partnered with the students and all the students that were involved. But the inspiration of it was shared by Lindseay Tringali who's assistant principal over at Connard and she she kind of told the story um about a student with permission from a former student uh who I'll just identify by first name as Agatha because I think it personalizes it. Um and Agatha was a new freshman to Connard. Um had come in in tears to the office one day was having some struggling and and shared with Lindsay that no one cared for her. no one at school had ever cared for her. Um, Lindsay didn't know the child very well. First meeting, beginning of a school
103year, new assistant principal. Uh, but she said to her, "Uh, Agatha, I care for you. I care about you, and if you give me the chance, I promise you over the course of the next few years, uh, the school will prove that to you." Um, fast forward, um, two years later, uh, she shared with Lindsay that, um, that they had already come through on that promise and that they that she had found a place for the first time in her life where she felt that she truly belonged. Um, fast forward two years after that and she was uh the graduation this one of the student graduation speakers where she shared that uh that same story, that same sentiment um on stage and I'm looking for the specific quote that she gave. Uh she shared, "Nothing
104has ever come easy for me, but there are people who help you feel like life is not so hard after all. I'm glad that I gave those people, those amazing teachers, the opportunity to walk along my path and show me that I belong here. It was such a touching and moving story that I I I with permission asked Lindsay if I could share that at tonight's meeting. Um, and I'm just so very very grateful uh to those organizations for supporting our kids. I'm grateful to uh the students and their vulnerability and I'm and I'm grateful to the amazing teachers and administrators that we have across the district who who let all of our children know that they belong here. So, wanted to share that with you. Um other than that, I don't know if I
105can I can come come better than that. So, uh you heard about uh Constitution Day tomorrow. Um I think the only other thing I want to share are some quick announcements of some some things to be on the lookout for. Uh, Charter Oak International Academy will be hosting its annual peace day celebration on Friday the 19th. Um, an invitation has been sent to ford members to your email. Um, the West Hartford Prevention Partnership and Rise Up for the Arts is hosting another community mural dedication. This one will happen at Blueback Square on uh September the 30th. And there's a shout out to artist Katherine Tolva. Um, and then lastly, uh, on November the 2nd, early notice, and I'll remind you again, uh, our very own Office of Equity Advancement in partnership with the Town of
106West Harford, we'll be hosting our second annual West Harford community block party, uh, where we will see schools, local community organization, town leaders engaging with the public to share resources, uh, to build awareness and really to build connection in community. So, we're very excited about that. That event takes place at the town hall uh from like 11 in the morning till 2 in the afternoon. So those are my updates and uh I'll turn it back to you. >> All right. Thank you so much teammates. Any questions or comments regarding our superintendent's update. >> All right. Good things happening. Thank you very excuse me. Thank you very much. Now moving on to staff reports and board discussions where we shall have our safety and security update and as teammates come to the table, we'll pass it
107once again to our superintendent for introductions. >> Absolutely. So um as Mr. Dwarte and the team uh come forward and I'll and I'll ask Julia to introduce everyone, but uh we're joined uh obviously by our uh great and amazing uh partners with the West Hartford Police. Um and so uh very excited to have this joint presentation. Um but Julio, I'll let you do the formals and uh and take it from here. >> Sure. Good evening. I am pleased to provide an overview of the steps we continue to take to maintain a safe and welcoming environment for our students, caregivers, and staff. I want to start by reinforcing the notion that the safety and well-being of every member of our school community is our highest priority. With that said, we recognize that safety goes well beyond
108physical measures and relies heavily on the strength of trusting relationships that we work to build every single day with all of our stakeholders. As you can see, I've brought some friends with me today. Um, so Eric Duny, our director of security, uh, Sergeant Hopkins, who was also, uh, back in the day my former SRO um, over at Connard High School. And last, but certainly not least, Assistant Chief Rickam here tonight to help present with me. I did want to take a moment to recognize the incredible work that Eric and Joanna Blumeetti, who I know is sitting out there in the audience and wanted to sit with us, but we didn't have room for. Um, and the work that they do every single day. Um, you know, as I've transitioned into this office, I I don't
109actually I think Eric's probably the first person I talk to every single morning. Um, and perhaps the last person I talk to every single night. Um, and so and I know Joanna as well. And so they often are the people doing a tremendous amount of work that are behind the scenes. And so I did want to just publicly thank them for um all of the hard work that they do to ensure that our schools are safe and great learning environments. Um I also wanted to take a moment to just thank the amazing partnership we have with the West Hartford PD. Uh again, that's been something that's been really interesting for me as I transitioned into this role and to get to to know them a little bit more and see them in a different light.
110And I had the benefit of um you know, like I said, working every day with uh Sergeant Hopkins and I'll say the conversations that we had and how much he cared about kids um and really just helping them outside of school and connecting them with partnerships and and talking to them about all these other things that weren't related to I think sometimes what you might think an SRO is doing. Um was really just important and I can't tell you how many kids came to see me and would say the amazing connection they had with him and certainly off with officer Martin too when she was there. So, um, did want to just highlight that partnership. So, I'll start off by highlighting a few items related to our safe school climate. We'll go from there. So,
111one of our important focuses is certainly continues to be the mental health support. Um, I think, you know, it doesn't sadly perhaps it doesn't take much for us to just look in the paper and see all the different struggles that folks are having. And we know that that's critical for us to continue to support our students um, every single day. Our counselors, as I know Bridget mentioned, really, I mean, the work they do is phenomenal. Um, and they're they're meeting with kids, they know their students, they know their families, they know the struggles they're going through. Um, and so I'm always just so impressed with them, as well as the other, you know, clinical staff that we have. And, you know, when I'm in the buildings, it's I don't know that there's ever a time
112where I walk into our school clinical office and see them just sitting there alone, right? They're always with students. and if they're not in their offices, they're out in classrooms delivering lessons and and really looking at those pieces. And so, um, in addition to that, we've done a lot of training with traumainformed practices and and we know the impact that trauma has on students and and all of those things. So, really wanting to make sure that we're doing that across the board and as well as restorative practices. And I did want to highlight that we continue our partnership with the bridge and they continue to provide services to our students alongside with all of our clinicians. And that's been a wonderful partnership. Um, and I believe the bridge breakfast is this week, tomorrow. Tomorrow. >>
113Um, in addition, we follow and and I think there was a more extensive presentation in the past, but I did want to highlight we continue to follow the comprehensive school threat assessment guidelines. So, this is really a proactive, structured, and researchedbasedbacked method that helps schools keep students safe. Um, but also it really helps to look at providing supports for our students when they're struggling. Um, and so I think those are one of the things that we always want to make sure is that we're identifying those two different pieces and then making sure that we're providing the support for our students. Um, and whatever is the most appropriate way to do that. I wanted to highlight our partnership with the Sandy Hook Promise. Um, you know, I was able to attend a training last week. I'm
114excited to attend one next week that we'll be hosting over at Connard High School. And they really have these two programs. One is the start with hello which is really looking at you know how to promote social inclusion and connection among students and what are the various things and we talked and shared a lot of different things that schools could be doing that aren't um truthfully they're not high cost they're not a lot of work they're just things that are small and really meaningful in people's lives right and and really just the work that we want to continue to do in that and I think Paul was a perfect segue to that whole model that you know you never know right we say you don't know what someone's going through unless you can stop and
115listen to them and and take the time and you also don't know the impact your words have. Um and so those simple like hey how's it going? What do you need um in doing some of that and then also with say hello which really teaches students to emphasize to seek help identify problems and respond ethically and responsibly. And so we continue with the the old model of say something, see something. And I know Eric will report on our our data with the anonymous alert, but that continues to be um you know, I think when you look at all of the various structural physical things that we put in place to keep buildings and keep students safe. At the end of the day, we know that the most important thing is those relationships and students being
116able to come up and to say to whether it's the SRO or security guard, um a teacher, whoever that trusting adult would be, a parent, um that can then submit that to us and and and again, I think having that model where people can feel safe and do it anonymously if they want to um and be able to do that. And again, Eric will share that that is certainly something that continues to be heavily utilized. Um, and then the last piece I'll touch upon is just the powerful social and emotional learning programs that we keep doing and lessons that we keep implementing, which really are targeted lessons. They help students develop emotional regulation, self-management, and conflict resolution. Um, you know, the other day I was in an elementary class, which is always really exciting for
117me as a secondary person to get in and see, and I watched the teacher hand out um cards up. They were flipped upside down. the student would take it and it had a feeling on it and then the student had to act out that feeling and then the other students in the class had to pick like hey what is what are they showing you're sad right and then they talked about well what did you see that made you know that's what they were feeling um and really just harping on those things that hey we should be looking we can look at our friends we can look at people and try to figure out how they're feeling and then what can we do about that um and so they talked about hey if they're feeling sad
118what would be some things that you could do right and the kids were hey I would share my lunch with them and my snack And although I thought absolutely that would make me happier, right? They talked about things that they could do at recess or how to include them. Um just stuff that was really really relevant to them. And so again, those are just some of the amazing things that we continue to do. Um you know, we spend a lot of time and and certainly a lot of uh messaging up here talking about teaching and learning, which is obviously at the heart of our business, but we all know that if students don't feel safe that you can't get to that point. And so, um, you know, I've done a lot of work and a
119lot of research and I will say that we are really doing some really, really great things. Um, and and I will give a lot of that credit to the team and certainly to Eric and some of his innovation. Um, so I will turn it over to him at this point. >> Thank you. And, uh, good evening. As Julio touched upon um our anonymous alerts um program, this technology is accessible on both computers um and a mobile application, allowing anyone um who sees a dangerous situation to alert school staff anonymously. The technology is designed to provide two-way communication, enabling school staff to acknowledge receipt of the message and request more information as needed. At the start of the school year, all school principles make students, staff, and caregivers aware of the tools and educate students about
120the importance of reporting safety issues. Flyers are posted around the schools to remind students to report situations of concern and the anonymity of the um of this approach encourages those who feel vulnerable to speak up without fear of reprisal. Um there's QR codes that are up at all the schools so kids um can scan right on their phone and get uh linked directly to this anonymous alerts reporting system. and the success of this program. I mean when this program first rolled out um we started in 2018 uh roughly 70 reports started growing to about 126 reports and since roughly uh um we had 474 reports and last year last school year 2425 we had 434 documented uses of the uh anonymous alerts reporting system. So, um it's great that students, staff, and parents, you know,
121are using this program. Um I'm happy to report, uh we talked about our Informiccast, uh lockdown system. Um our IT department's been doing great work over the summer. We have all 16 of our schools. Um the system has been installed at all the schools right now. Um they're not all currently online. We're slowly bringing them online because we have to test. So, we're doing that in conjunction with our school drills for the start of the school year, which will be starting at the end of this month and October as well. Um, just to familiarize, refamiliarize yourself. Um, this um, you know, initiates a lockdown, activates several other building emergency, um, protocols and procedures such as secure the school and secure the uh, classroom. It's a mass notification system that not only has an audio and
122visual alert to inform people of an event. Um the key advantage that it calls 911 directly um and goes directly to the West Hartford Police Department. Again, um as Julia talked about earlier, we're thankful for our um continued partnership with the school resource officers and community resource officers. Um their role in the the school. They're an integral part of our school community. Uh there our officers are trusted familiar faces who provide lessons, safety and support at all levels within the school. Um at the start of the school year every year, we've been doing this for years now. We have officers assigned to every one of our schools at the beginning of the school day um and at the end of the school day. and without hesitation um just the type of communication we have when
123the tragedy uh took place you know unfortunately at the beginning of our school year out in Minnesota by the time I reached out to the police department they were already assembling the troops to go and you know have an officer in every one of our schools all day um just to help reduce that anxiety with students staff and parents just to see you know a police officer inside the building which uh was was phenomenal. We thank them for that uh that work that they did out there. Prior to the start of the school year, um the West Hartford Police Community Resource Officers and SRO's and our guards uh conducted a joint training as we've been doing for several years now. Um with in conjunction also with the West Hartford Fire Department. Um it was held
124at the police training room. The multi- agency training consisted of updates to recent active shooter events, including lessons learned from recent incidents. We also received updated medical response training on bleed control, tourniquet application um with the West Hartford Fire Department. That was some great training that we uh received. Um we continue to um you know abide by the state mandates for our safety drills each year. Last year we um submitted our drills on time to the uh the state of Connecticut. We work collaboratively with our guards, the West Hartford Police Department and the West Hartford Fire Department to evaluate each and every drill um and provide feedback for improvements. Um, we're currently in the process of uh finalizing our all hazard operational plan and other state mandate which will be submitted prior to November 1st
125to the department of emergency management and homeland security as required. Um, this is a collaborative effort working again with the West Hartford Police Department, uh, West Hartford Fire Department and emergency management. This year our school-based threat assessments are done. That's a physical safety audit of each and every building and those will be submitted as well with uh, with this plan. Good evening everybody. Um, no, I just wanted to echo what Julio and Eric already said. You know, I think, you know, uh, agreeing with Julio, I think my first and last phone call is probably to Eric before I leave for the day. Um but the uh constant cooperation that we have with them, the constant uh collaboration, um you know, we're always trying to think of different ways to improve uh the fivep person team
126that I have between the two SRO's and the three uh community resource officers and the 11 elementary schools and three middle schools. Um you know, we're always trying to brainstorm ways to interact with the kids um and to, you know, get out into the community, do more community outreach. um you know and that starts within the schools and so you know I thank them all the time and you know thank you guys for for having us obviously in the schools [Music] I guess I'll end this I just wanted to say thank you thank you thank you because you do get push back sometimes with having SRO's in the school um we've been in the school since the 70s but the support that we get from the community from the board from the students is is
127very very vital to us and it's important to us. Uh the community relations falls on my side of the house. I basically tell them anytime they make a decision. It involves the three C's that I say it has to be community oriented and that community is not only the schools but the police department, the town of West Hartford. Our communication has to be outstanding, not good. It has to be outstanding. And then the last thing is let's use common sense. They're kids. They're growing up and we have to use common sense. And as long as we're using those three C's, every time we uh make a decision uh from our end, we're going to we're going to make a very good decision. Uh but again, your support, the support of the uh the team members
128that are up here on the front is absolutely outstanding. And I can speak with that because before I got to this position, I was in the schools for 5 years as officer friendly and I loved it. And the the amount of time and effort that's put in to the safety and care of our students each and every day and again each and every day and the community needs to know that there is some sort of conversation going back and forth between the board of education and the police department. It's it's it's important. When we had that unfortunate shooting in Minneapolis, we did we put officers in the schools for two days straight, pulling people from divisions, cancelling other events because it was important to the community. It's important to those parents and those students to
129see that they were safe so they could go and learn. So again, appreciate everything that you do and the dialogue we have back and forth and for again for the community to know that when their kids go to school, there's a lot of people that put thought into making sure that they're safe. So we appreciate everybody. >> Again, I want to just echo that. You know, I think in in all that I do, I try and and sort of reflect on, you know, I think Lorna, you say this all the time, the many hats that we all wear, right? And and this is one of those avenues that anytime I'm walking and thinking about these things, I I can't help but put my dad hat on, right? And that's something that every day when I
130watch my kid get on the bus or whether however that goes, like it's just the world we live in that this is something that unfortunately like I'm thinking about. And so I can tell you that the work that this team does and I hope and feel that you can feel it from them that it's not just their job, it's it's what they believe in. And and like I said, I don't know too many places where not only could we call and say, "Hey, we need some support." Just to make sure people feel comfortable that and there's no push back at all. They're like, "Nope, we're on it." Boom. Right? Because that then lets kids go to school. It lets our teachers, right, look and say, "Okay, I feel safe." Um, you know, and so I
131do want to just thank them. And the last piece I'll leave you with is just that while this report certainly highlights some of the actions that we've taken, um, there's no report that I could do that would encompass everything that we're doing. Um, and I think that the most important thing is our daily interactions that we have every day that really look at positive relationships, continuing to ask students, um, like, hey, who's the do you have one adult in this building that you feel comfortable talking to, right? And just really making sure that every single student feels that way. Um, and that really has to be the foundation of the work that we do day in day out. And I'm confident that when we do that, that our teachers can do the great work that
132they do and teach kids. So, thank you. Thank you teammates questions or comments regya. Yes, >> just a comment just thank you for what you do. Um you know just doing this this restorative justice work and talking to a lot of different folks that work in schools and in communities. Um I get excited and I feel confident about sharing how we our district has such positive relationships with our police officers, our school resource officers. um and that it's because they're such a um a priority to have those relationships and and they go um be they go beyond the schools. They're in embedded in the community too. And so I love to share that and um I don't know. I just I think I've said it many times up here just knowing that y'all get, you
133know, trained in restorative justice that you're just in the schools building with kids, building with family. I'm like, "Yeah, I hope like maybe like West Harford could be like a training ground for SRO's, you know, around the state and kind of show them this is the model. This is how you do it. This is how you're like part a part of the community. Um because you guys are doing such a great job." And thank you, >> Jason. >> Yeah. Really, I'll I'll just echo that and and just um you know, from a father's perspective, I mean, it's it's the sad state of the world that we live in that you know, when you drop your kids off at school, you're you're not just dropping them off at school, right? You hug them a little tighter.
134You always have that thought in the back of your mind. So, I don't think we can say enough, you know, how much we we appreciate you, uh the work you do. Um, but also I'm very heartened to see that the community building that goes on as well because I think that's really the key, you know, the the seal work, the, you know, say hello to someone. I mean, that's important stuff that builds that sense of community that you're not just sharing a building, you know, with each other, right? There there's almost a family aspect to that because if we're going to find our way out of where we currently are in this world, it's going to be that generation that that learns that and and holds on to that as they go. So, um, what
135you do, I think, will have long lasting repercussions. So, thank you. Gail. >> Yeah, I just want to echo what my colleagues are saying. I really do appreciate everything you do for our students and keeping our school safe. We really, really do appreciate what you guys do every day. [Music] >> Shannon, um, first of all, definitely want to thank you. I work in a lot of school districts across the state, and I think what you feel here is palpable in a way that is not always the case. And so just know that that is recognized and very very very much appreciated. Um technical question just the information it said nine of the u 16 schools seven have been installed or fully operational. When what's the timeline for the other nine? >> They're all the um
136the equipment is all in there. It's just a matter of um getting the hardware and testing it and bring it up to speed. Um so our drills are due within the next couple weeks. So, what we're doing is as we're um doing the drills for the our first lockdown drills of the year is is when we're starting to do that. So, probably within the next couple weeks is when they'll all be coming online. >> Claire and then Paul. Um again, um I don't know if the off FSRO officers knew they would be having careers in schools with kids when you went into the police force, but um it's very needed and those relationships you build give a perspective on what a police officer is that they might not have growing up. Um the um I
137have a couple technical questions. Do you know offhand what the typical evacuation time is in a fire drill? >> It's it's usually under two to three minutes that everybody's out of the building. >> Okay. And then um as far as police response time to a school without an SRO, is it five minutes or >> I I would I would like to say that's probably what not for public discussion, but I would just say it's very rapid and I'll let them uh you know highlight that. >> We're going to get there fast. >> Yeah. Well, okay. And then um um the anonymous alerts I think is fabulous. Um and when a pre a presentation a few years back um it it was stated that um it was available to elementary schools but in going on the
138website um safety issues are a lot of things um and the on the website for the elementary schools it's only about bullying and I just don't know if there's a possibility of a safety question being part of that. If I were a fifth grader and knew of someone who was playing with matches and wanted to have them stop, it would be great to be able to do an anonymous alert um and go to the site and instead of it just being a bully issue to be a safety issue because it's not always telling about somebody. I mean, it's it's not always bullying, but there's safety issues that are, you know, I I wouldn't want kindergarteners using it, but you know, there are third and fourth graders that know when things aren't safe, and it would
139be nice if they could have it. >> Yeah, took a note. I'll take we'll take a look at that. Um, I wanted to just take an opportunity to, u make a public thanks to, uh, certainly I'll begin with Chief Riddick, um, Assistant Chief Rickaban, uh, Sergeant Hopkins, um, you know, just amazing partners. We've talked a little bit about Minnesota. We talked about our opening, but we also had a, you know, a fair a fairly scary uh, student safety incident with um, a student that, you know, was in a was in an accident, a motor vehicle accident. um on their way in and the the communication um and the response, but just the communication with the West Hartford PD was so amazing. Um and um and I'm just grateful for um for these folks and what
140they do to, you know, support our community at large. So, um just wanted to give that public acknowledgement and thank you, >> Ethan. At the risk of restating the obvious what everybody's already stated, um I do think it's incredibly important parents feel safe, but more importantly kids. I know I had one of my daughters used to worry about everything and it was great that she feels very comfortable now. So thank you. >> Other comments, questions? All right. I thank you as well for what you do and for being here. I'll be fully transparent and whenever you all come this time of year, I don't always look forward to seeing you only because it's a reminder of the reality of why you're needed. And not only locally is it a reminder, but unfortunately what we are
141exposed to outside of this town and this state as well. And we we know that unfortunate reality. So, thank you for the seriousness for what you do. Thank you for practicing the three C's. And thank you for remembering that we're talking about children. We're talking about our babies. And thank you for being responsive and caring for them. And this is me speaking as a board member, but also as a mama bear who firmly believes in the essence and the need to protect all of our children. So, thank you for taking that seriously as well and thank you for all that you do. All right. Thank you. Now moving on to personnel actions and I you know I said wait where's Julio going but no >> I know he gets a little break for a few
142minutes. >> So pardon pardon so good to see you Miss Shannon and so passing it to you. Welcome again. >> Yes thank you. Good evening everyone. Um, so the information I'm sharing starts on page 30 in your booklet and a lot of this I really covered in much more detail at the last meeting. So tonight I'll really just give a brief update on some of these key numbers since June. And this is something that I'll um do often throughout the year just making sure that you're informed and have regular updates related to our certified staff, our teachers and administrators. Um, so this summer we hired 51 contracted professional staff and in addition we also signed 13 interim teachers. If you look through you can see there's a very wide range of experiences um that people
143are coming to West Hartford with. I truly enjoyed every single meeting. And whether there was excitement over someone were signing their very first professional contract and starting their career or people that had had extensive experience in other districts and were really looking to come to West Hartford for all that we offer. Um it was really interesting for me just to hear their stories and see where they're coming from. Um, just as a reference point, interim teachers, those are positions where the teacher is anticipated to either return at some point this year or some point next year. Um, as I've been visiting schools, I've been checking in with all of those new employees, and it's been really neat to see them up in front of students, making those connections, and really becoming an important part of
144their school communities. Um, we also have three teachers that are on a year-long leave of absence. We had 18 resignations. Um, we always look at those numbers. It is down slightly from last year where there were 23 and the retention rate yeartoear for the last four years has been steady at either five or 6%. Um, and then we had 16 retirements um that happened over the summer. Any questions about anything? >> All right. Thank you very much, teammates. Any questions or comments regarding our personnel update? >> All right. Thank you. >> Thank you. Now, moving on to state assessment results regarding literacy, mathematics, and science. And our teammates are coming to the table once again. >> Hello. Passing the mic over to Miss Anne. money, you drop that screen, I think. So, as Ann um
145sets up on that computer, I'll just uh introduce um obviously you all know Ann McCernan, our assistant superintendent for curriculum instruction, and welcome to the table once again Eileen Eustace, our director of secondary education. Um and I know that Ann is very, very excited to be able to present this year's >> I always am. grade three through eight uh literacy and mathematics scores as well as the science scores. Uh and to remind the public at home that science is tested in grades five, 8, and 10. Are we up yet? I see it's warming up. So, just to be one minute and you all know Miss Mrs. Eustace, who's a great right hand to me in our office. Miss Barren couldn't be with us tonight, but she sent her regards and certainly helped us with preparing
146the presentation. You know, one of the things I have to always Sometimes they There you go. All right. I think she does. Very helpful. Thank you. All right. Well, we are uh we would like to share with you the uh state assessment results for last uh spring. And you may know or you may remember that these assessments are given usually in the March or February for science and then the March to May time frame for um our students and there's a long window of time where the stu the assessments can be given. Uh our our students generally take them in April and May. So tonight we'd like to uh talk a little bit about the background of the assessment. Uh give you the overall results for the smart balanced uh look at some how we
147did in the our growth areas uh review some key uh from performance of some key subgroups look at our science results and then talk about our next steps and open it up for discussion with all of you. So, just as a reminder, federal legislation requires assessment of students in literacy and math uh for grades 3 through 8 annually, as well as the science assessment three times during their K12 experience. So, here in Connecticut, we actually use the Smarter Balanced Assessment for literacy and mathematics. and we use the NGSS, the next generation science standards assessment for science in grades five, eight, and 11. There's also a grade 11 uh literacy and math assessment, the SAT, and we will give those updates in um our next report. >> Okay. So when students actually take the these assessments
148um and they receive their scores uh they basically use these achievement levels these levels the levels one through four and for students that score in level three or four that is considered reaching benchmark. We just want to point that out because that is uh for frame of reference as Ann discusses the results um through the presentation. So, our overall results in literacy for grades three through eight combined for the last few years are shown on the screen. We had a slight uptick in literacy results last year with some of our greatest gains coming in the middle school years in grades six, seven, and eight where they averaged approximately 2.2% gain. Uh this is uh as you notice this pattern. And you're going to see this pattern throughout the report where there were some higher scores
149prior to the disruptions followed by some lower scores and now a gradual return slight slow return up to um the higher levels. In mathematics we see a slightly different I mean a similar pattern but a slightly different pattern in that I'll go back one slide. In literacy there was very flat results from the 2015 to 201819 time frame and then a dip and now we're a slow recovery. In math it was a little bit different and that may be because our district had named uh an area of focus as math. So you'll see in this slide the bar graph shows that we were moving in an a steady upward pattern prior to the disruptions. we had um you know lower scores immediately following that and now we are on a steady path back up words
150in all of the grades. This year's gain was a smaller one at only 04% so basically flat but we are seeing increases each year so we are pleased to see even slight increases getting us further and further towards our goals. Again um the greatest increases were in grade six with a 4.2% 2% increase in grade eight. Oh, I do want to point out, thank you Eileen for reminding me these are our highest results ever with Sback. Um, just a slight higher with three, but we we like to take a pause and say teachers work very hard on this. We talk constantly about many factors. I'll talk about them at the end when we wrap everything up. But this is uh our our outcomes, closing the achievement gap. is our daily conversations in our office. Um,
151uh, strategies, better teaching strategies, uh, decisions about classes, levels, courses. This is ongoing in our office every day. Um, so when we even see a three, the best score by.3, we're very pleased to see our highest scores ever in math in Smarter Balanced. Um, last year, I think it was Mr. Dr. Goldman asked me for a breakdown by level, which I thought was a clever way to look at it. And I was also pleased that you asked me because last year I gave you a supplement, but this year I put it right in the report. So, thank you for that. But this uh chart shows us, and this is the one I had it correct for you that I handed out to you. Um but what we were pleased to see when we looked at
152the performance levels are that level one where our students are furthest off grade level there was a decrease in the number of students uh scoring at level one in literacy and a decrease in the students scoring at level one in math. At the same time if you look at level four those students are scoring above grade level. So they're meeting and exceeding expectations. uh we see an increase in students of uh 60 students scoring uh in the highest band and also an increase in the number of math students scoring in the highest band from last year to this year. So the good news is we're seeing a decrease here in level one and an increase in level four and um that's you know really important. We certainly even if you're many if you're several years
153two or three years below grade level making that progress towards that grade level standards is really important and needs to be celebrated. Um uh so thank you Mr. Goldman for asking for this last year. Appreciate that. Um going on the state not only reports performance by bands they also report um growth student growth. So, Connecticut Smarter Balance Assessments, as I said, they not only report um performance, but growth. The growth model is designed to be an ambitious but achievable target. And the state sets that target at 60%. So, what they're hoping is that students achieve at least 60% of of the target. Uh 60% of the students achieve the target. Um the target is uh based on their actual student growth data. So they'll look at a student's performance in the prior year on the
154scale score and they will look at the student's performance the current year on the scale score and look at that growth. Each student has an individualized target to meet and the percentage of the target they do meet contributes to this score. So Connecticut sets this ambitious target at 60% and you can see that each year we do achieve that. Some years very close to it. This year was a was a good year in literacy in that it was our highest growth target uh our highest percentage hitting the growth target. Um and in mathematics it was a little bit lower than last year but well over the 60%. Um moving on to how we're performing relative to other groups in the state of Connecticut and our derby schools. Um I might want to remind you just
155before I move to this side uh we like to look at how we compare to the state but also to similar districts. Now the state doesn't use derby any longer as a comparison but it is a good group to say well there's 160 towns in the state. How are we doing versus towns that are more like us? And that's what we like to look at. So we look at the old derby schools and then we uh average uh their results as well to see how we're doing relatively. So this chart shows our literacy results for uh several years and you will see the pattern I described before that for the state for West Hartford and for Durg the state is in blue, West Hartford is in orange and DRB is in green. The results for
156literacy were relatively flat from 201516 to 1819. Durb B saw a decline. We saw a decline and so did the state. And now we're seeing the recovery towards that. um in literacy uh West Harford has traditionally performed 15 to 16 points higher than the state and we're maintaining about that same uh distance. Um, in terms of DUI B, our our gap has been from about four to six points throughout the time, never really exceeding less than seven than the seven points in DUI and never getting much more closer than four. So, it's been a very consistent pattern in the literacy in almost every way. We haven't seen a real closings. We haven't seen real openings of the gap. a lot of um several years of flat then down and then slowly returning. Um, I'm encouraged
157by this. Um, even though it is, uh, you might say, "Wow, we're six points below the DUI," but it's important for me to let you know that DUI B schools um, West Harford is probably a significantly different than many Durk B schools. Our composition of students with free and reduced lunch and ELLL students is much higher than the average for all of those schools. For instance, in free and reduced lunch, Durgby B schools average 17% and West Harford averages 28%. So we have significantly more students who have, you know, some needs when it comes to their education and some additional supports. Uh we have higher ELELLL population and higher um free and reduced lunch population yet we we are maintaining u very close to the Durk average. In math, the story is even a little
158more encouraging. You see that the state was on a an upward trend before um the disruption as well as the durg and we were there was a slight decline and now we are up to 62.7% and that is actually really closing the gap. So the difference between our schools and durb back in 2015 16 was 8 to 10 points and now it's approximately five points. So, we are starting to close that and I do credit all of our all of our very um named and thoughtful efforts uh to look at our mathematics instruction through many lenses that I could talk to you about for for a very long time. Um but we are seeing our highest results a closing of the gap with the DUI and um and growth measures that outperform that that meet
159and exceed the state expectation. We are continuing to keep um about a um 15 to 18 point difference with the state over this time period. I'd like to talk about our high need students and how they fared on this assessment. Our high need students just as a reminder are defined as students who have anyone of the following three who fall into any one of the following three uh designations. They are students who um have disabilities and are being serviced by our people's services department. They may receive free and free or reduced price lunch or they are serviced in they have uh English language learner needs and are in our ESOL program. Um when comparing our students our high need students with the state, you'll see that West Harford students do outperform students with high needs
160throughout the state in both math and literacy. But this is just one way of looking at the data. There's many many ways. Um we also look at our gap between our non- highnee students and our highnee students. And that gap is much more significant. So the state gap is approximately 45 points between highnee students and non- high need students. And West Harford's gap is approximately 49 points. So we are still struggling to close gaps between our non- high need students and our high need students. So the non- high need students have none of these um designations. Moving on to um looking at our data through the lens of race and ethnicity, we see um you know that same pattern, a a higher mark, a disruption and a lower mark. Um I had to only do
161a few years here because of the way the data was presented on um Ed's site. So I couldn't do as many years uh there. But um we are seeing um in literacy the um the groups are showing modest increases much like the the trend for the whole district. Modest increases after higher scores back in u 201819. However, one um one we are starting to we saw we saw last year and again this year a slight lowering of the achievement gap for students of color with the all group by about two two points over the last few years and we're hoping to continue that trend. Read literacy has been the tougher of the two uh assessed areas um to make gains. So we continue to look at our approaches in literacy although it is certainly as
162you could see on all of the uh graphs the state is struggling with the same and and so is the dur so it's not it's definitely uh a challenge we are all facing and working uh very hard to u address in mathematics the same general uh pattern although we have since 2017 shrunk the achievement cap for students of color with the all group by about three and a half points and we want to continue that effort. Um as well uh we do uh see about a 20 point gap between the all student group and the students of color. Again an area of focus that we continue to work on and will continue to look for and find solutions. I'd like to just flip over to science was which is the other uh assessment. It's called
163the next generation science standards test. And this test uh there's no growth data because it's only given in grades five, eight, and 11. So we can't give the test every year. So you can't measure growth like that. But the next generation science standards um we saw increases in grades f I'm sorry, we saw a slight decrease in performance in grade five. we are well we're performing well above the state average um there in grade eight we saw an increase of uh 1.5 uh percentage points and in grade 11 we saw an increase of 2.8 8 percentage points. And as I dug into the data a little more, there are two other interesting pieces I wanted to share with you that I thought were you might find um not only interesting but encouraging is in um
164looking at our students uh of color and our I'm sorry no looking at our student our high need students uh no our students of color. This is the area we have the the the narrowest achievement gap. So our achievement gap might be 20% in literacy or math and it's it was 17 and 18% for these groups which I thought was encouraging and interesting. There's a lot of content in science that relies heavily on vocabulary and I would think that tracking with the reading is it may I was surprised but interesting to see such a heavy reading test thought it might be very similar to the exact reading scores but it was actually narrower and then real point of celebration I don't even think I've told Paul about yet is uh at one point I I
165downloaded all the scores from all the districts in the grade 11 test um just to see how we were doing because our high school score is quite good. And I remembered a few years ago we looked at this um there were 128 districts I could compare to. Some districts are so small they have suppressed data and you can't get it. Um they don't release it um because they're they have fewer than 40 students. Um so they in any level so they don't release it. But of the 128 districts that had science scores in grade 11, uh West Harford had the 18th highest performance which is the top 14% in the state. So, I wanted to take a moment to thank uh all of the people who work with the children, but maybe take an extra
166moment to thank our science team who um has very specific content. They work with the students and I thought that was a real point of pride. I think in the past we've been in the top 20% but to be down to 14 I thought was quite good. It was a happy note. I actually saw that statistic. Well, you know, you can spend hours doing this as you can imagine and and we do. Um but I I found that one later on. So our focus for 20 uh for school year for the upcoming school year. We have really put a lot of effort into training our leaders in effective professional learning community strategies and approaches. Um we've sent several people this summer and we continue to send them the fall. They're coming out very energized because
167they um they they understand very clearly through the PLC process all students means all. All means all. In PLC, you look at student work, not in isolation, perhaps in your teacher office correcting papers by yourself, but with others where you get conversation, you have brainstorming and you hopefully change instruction to meet the needs of the students. So, we're very excited about that effort. We have worked hard with Melissa Cabalero and uh Kelly Browse's office um have been huge proponents of trying very hard to work with schedules and help us get people services staff and ESOL and also on the ESOL department into PLC meetings um as often as possible and certainly when needed. if they can't be at all of the PLC's, they can be when needed. So, they can uh be another expert to
168talk about uh strategies on how to pull small groups to address concerns or how to advance student learning when students are soaring. Um we are focusing of course on a student's sense of belonging, encouraging them to think about their personal growth, their personal success and how they feel in school so that they can be successful. We talk regularly, the high school principles and the middle school principles are very, very committed to talking to students individually about, as Mr. Dwarte was when he was a principal, about enrolling in higher level classes, challenge yourself, take a course, have you tried this before? We can help you. We've also looked over the last few years, especially in the middle school, uh Melissa Cavaliro and I have looked at collapsing course levels where appropriate, encouraging students to be in
169higher level courses, specifically in the developmental math courses at um the middle schools and in a reading course in the middle school as well. um con consistently looking to address the literacy issue at incorporating highinterest text that resonates with who they are as a person and also their interests. Um we are trying very hard and have found so many pockets of success all over the district. So in looking at the data, you'll see classrooms where the achievement gap is half of the district for any particular group, students of color or high need students. And so I talk to those teachers. I call them, what do you think made the difference? What did you do differently this year? Can you help me figure this out? And they've been really thoughtful and helpful to tell me how
170effective professional learning communities are or what else they need. And I think when we identify promising practices, we have the teachers right here to talk to. They were so great to talk to. I identified a group out of King Phillip this year and called them up and when I saw the results, I said, you know, your results for high needs kids, the gap was half it was for the state and for the town. What do you think it was? And they were so thrilled to talk about it. Um so thrilled to tell me what they think it was. But what I was most encouraged was they said, "Call me next year because if I can replicate it, I'll know it's really real." So I really like that. And finally, we have uh worked hard to
171bring coherence of efforts across all our departments and um we will continue to focus on these areas. So with that, I open it up for discussion. >> Right. Thank you very much. Teammates questions. Yes, Jason. >> So thank you so much for this. I mean it seems like we continue that rebound from COVID. Um, I'm just curious though, and I know it's a statewide, probably a nationwide issue, but what is it about the literacy that makes that so much harder to to rebound? I mean, it looks like that the dip was longer and then the climb back has been much slower. >> Yeah. I mean, I think that um there there's a variety of answers that we can't prove yet, but we certainly believe students aren't reading as much outside of school at all. In
172fact, you know, this is a little bit of just um anecdotal observation, but um you know, reading has always been like one of the activities you could do at home. And um I don't think extra math problems except for Paul was an activity you normally would do at home when you were a kid. But reading, you know, obviously the very talented math children might want to try, but you know, you always said to the kids when they get home, well, you know, you yeah, you can watch a little TV or you can finish your homework or go out and play, but you know, you know, then maybe you should read before bed or read here or there. And I really think that has is definitely fallen off. And if you look at what the Common
173Core State Standards are really asking on these assessments, they're really asking um for reading on grade level and having wide vocabulary. Those are two of the most important things it asks for is to uh expanding vocabulary at every grade level and reading text on grade level. And I think that is one of the of the biggest pieces. Uh another piece which might have contributed some of the flatness in the scores prior to the disruption. Um you may know that the state has talked a lot and has made great efforts to change the early literacy approach through the science of reading instead of through other methods that we had used in the past which really relied on leveled text. So your child might come home with I'm a G-Level book and I'm going to keep reading
174at a a just right level which was had some merit. certainly don't want a child to be frustrated reading above grade level where they get stopped and they don't want to do it anymore. But there's new thinking about um there's definitely new thinking about more emphasis on the five elements of reading and more emphasis on not leveling children into certain categories but um allowing them exposure to more um complex texts. So I think that that um exploration of the science of reading was long time in coming. It wasn't a reaction to anything. This was from the early 2000s. People had been saying we need a more of an emphasis on some of the basics of reading the f and I don't mean swing back to all basics by any means because it can be a
175pendulum swinging this way or this way but a more of a balance. And um so the state the state has you know launched that about two years ago now and we are implementing. So I don't know if I can completely answer your question but I think that I do think that some of the flatness you saw it across all groups prior was was an inability for some students to really reach that and and I do feel that the drop off in recreational reading and and and challenging reading is a big part. So I think that the PSA is kids need to read at home. Parents need to be reading to their kids from an early age. What do we do to message that? Because we've talked a lot about, you know, the the anxious generation
176or screeners and the anxiety caused by screens. We don't often, at least I haven't heard it as much of this drop off in in literacy um because of the fact that, you know, everybody's on screens. >> Yeah. I think we have a lot to do. I think we have a lot to uh think, rethink. Um we have great ele uh library media specialists who are tremendous at promoting reading, but Eileen is working with them this year. Uh I'm sorry, the secondary folks and Melissa Baron works with the elementary folks. But I think that they're key to it. I think giving permission again, reemphasizing the importance of reading at all times, re-emphasizing the important reading at home. Sometimes you're reading in learning lab, let's say in the middle school. Um, we've had an effort this year
177in the middle school. I think Paul shared with you that students used to pick up their Chromebooks and walk around and have them with them all times. And now we are gone back to you'll use it. You'll have one an assigned Chromebook from your teacher for every class. Um, but you don't pick it up and use it until asked. And I think that might give the opportunity to say we're not going to pick them up in language lab or learning lab today. Maybe it's time to read. And so I think we have to reme message and commit to that. Um, that's just one step I think we need to take. >> Latoya. Um, yeah, kind of to to add on to that a little bit. Well, one, I'm excited to see how relationships impact some
178of these outcomes here. I'm really excited, especially with this push to really um view the relationship building from a tier one level and like go hard on that. So, I'm I'm I'm excited to see how that reshapes some things. But thinking about the reading because it is so critical. One of the uh things this summer we had the back to school um book bag giveaway and um I have a used bookstore slash community space in town and put out a table, gave out like 200 books for free to all pretty much all community um communities of color. And it was like uh families and their their students got books. It wasn't just for the kids. I told the parents they get books, too. They were so excited. So many families, so many students were like,
179"Oh my goodness, like you have Spanish books." They're pointing the characters on the books that look like them. The parents are like, "Besnes & Noble's right there, but we can't afford those books and we don't have time to go to the library and you know, like there's no place where we can just get free books." So, I think one of the things is access. Um, yeah, people are on screens, but if you're in a household where your parents working, you know, two jobs or and you don't have a library at home, um, that can be difficult. And so I thought about just at that event how I I was not expecting like all of the books to get taken. And just because I said these books are free, I mean students and their parents were
180taking books and they were so excited and parents were like, I'm excited to read. I never get to read and here's this free book. And like so I it just made me think a lot about access and wondering what what we can do about that. I'm going to keep giving away books, but we can think about this from a community standpoint. >> Thank you for helping. I appreciate that. Um I I I often think and these weren't free books, but I often think of how excited my children were to get to the the book fairs that that the schools have. And I remember during um when we started to shut down, some of the librarians had outside um outside tables where kids could come and check them out because they weren't in school. So I
181think we we do have to look at every aspect, but I think I hate to say a good oldfashioned push on reading. Um I don't think that would ever hurt us. Even if it never results in one more point of score, I don't think it would hurt us period. Um and I do think we want to rediscover that. And um we'll be talking to folks about it. Um I have a colleague in another district that um had a particular push in her middle school classroom and involved parents called them and said, "This is why I'm doing what I'm doing. Please support me." So possibly some of those efforts as well. >> Other question? >> Yeah. Couple questions. The uh first one is I understand level four. I understand level three. What is level one? How
182how is how do you define that or how would I understand that? >> So um this side would say that the child is not level one is they're not showing signs of doing any of the grade level work. They're not showing signs they're approaching the grade level work. >> Level two >> like two grades below or >> uh they don't give you a really clear distinction, but I think you can assume they're definitely at least one grade below because they're not showing in all of their work. they're just not indicating that their work is on any is on grade level or even approaching it. >> And um the state doesn't hold true that approaching is one below or not approaching is two or more. But I think that in general you might be able to
183think like that. So uh approaching grade level targets is two. It might be you're showing some of your answers or some of your work seems to get there at times but on hold you're not really meeting the target. But grade three is solidly in the target and grade four is exceeding that. Okay. No, thank you. That was helpful. Um, I remember a couple years ago it being mentioned with I think it was during COVID, but maybe after COVID, you all were doing something special for math that was successful. I I thought was the impression. >> I didn't know if you could do something like that for literacy. >> Well, we this and I'll let Paul take it because he was here for it, but it was a named area of focus. So, >> yeah. I
184mean, literacy we've been talking about for a while. Um and I think you know Ann's point about ensuring that reading is still happening to the degree but one of the things I looked at you know one of the one of the confounding variables um and it's just our challenge you know uh as Ann mentioned you know DRB and West Harford we you know it's the group we it's the group that we like to compare ourselves to but we really look nothing like Durgby especially when you consider as an one one statistic Ann mentioned was the percentage of students uh with socioeconomic need. Um that's part of our high needs population. >> Um we've talked about our growing um students with specialized learning needs within special education. And we've also talked about our growing numbers of
185um multilingual families, students that are learning the English language and therefore a grade level test especially set at a high standard. Um it's it's a high one-year benchmark. And where we really look at the effectiveness of those programs um is looking at those students over multiple years um over the the period of performance where our literacy scores have either been flat or certainly had this slow rebound um coming out of coming out of COVID. Um those are the years in which you know year over year over year we're increasing our students with high needs. Um, so we have a greater density of them. When you disagregate it, what's what's promising is that our high needs population this last year had the second highest uh growth that they've ever achieved. And it's interesting Ann, you know,
186showed it in the aggregate for math. Math didn't the growth wasn't as strong. And yet for math, what was interesting to me on one of the slides and uh if you go to the next slide actually with the DUI, you know, West Harford's the only district, the state hasn't achieved uh its highest ever. The state's highest ever uh performance was in 18/19. They haven't yet come 100% back yet. The DUI B highest ever was in 1819. Um for us, we were essentially tied with our highest ever last year and now we've slightly we we've done slightly better. So, so it's interesting that our math achievement is the highest we've ever had, but we actually had slower growth in math than we did for literacy overall. And for our high needs population, our high needs population,
187they had their second highest growth ever, but they're the group um that we, you know, when you when you disagregate it, um that I think we want the most focus and attention on. And the trouble, of course, is it's not a one-year measure. I'm not gonna I'm not going to take a child who doesn't yet know the English language and make them proficient at the grade level test in the single year and and truthfully often by the time they're they're achieving that proficiency we're no longer getting credit for them in the high needs population because they've exited out. So um you know so so the so the aggregate's a tough number to like necessarily look at and expect that it's going to tell the whole story. Actually, I thought the best number was the number
188how level one dropped. >> Yeah. And I think that's evidence of some of the some of the real growth both uh the level one dropping. That's that's evident when we're getting students who are struggling to reach grade level and we're getting more of them out of level one, which is sort of saying, "Yeah, you're not there to okay, you're now approaching." >> Yeah. Um that's that's one of the ways that you manifest sort of the the picture of some of the growth because um as an said the growth measures are really hard to um get the you know I remember when I was in an seed I had to really look at how the state defined it and um it's that 60th percentile which really means this if there are 10 of us if all
18910 of us took the took the smarter balance test two years in a row and we looked at how each one of us how much we grew. What they would say is, well, rather than take the average amount of growth of the 10 of you, what we're going to do is we're going to we're going to put you in order from highest growth to lowest growth and we're going to take um the 60th percentile. So, we're going to take the person fourth from the top and say everybody needs to achieve at that level. Well, that's kind of crazy because you've got 60% below you. Um, but that's the level of growth that we want to set. And so that's the target that the state uses. It's an it's it's it's an aspirational and aggressive uh
190target. And so I don't we don't shy from it in the same way that we don't shy from Durg comparisons, but it but but it's the recognition of of the of how high that bar is. >> Yeah. I I just thought somebody getting out of level one is like more important than >> Yeah. I Yeah. I really have to thank you again because you you asked for that and I gave the information last year in a supplement. Um and then I thought this year when I was putting together that that would be a good thing to include. Um I'd like to see you know I don't like to see 700 children in year there are there are over 4,000 test takers by the way. So um but uh I don't like to see 700 but
191I see us going into the 600s now. So okay let's keep let's keep moving our level ones to two to three to four. That's really the goal um is is growth. Um and that's why the growth measures are so important. Um >> but the level one going to level two could mean a whole difference in life. >> If students make their growth targets each year, a student who started in level one, if they make their individualized growth target every year, um they would be on grade level by I think by sixth or I mean it's not going to happen a third grader on grade level by fourth or even fifth. But if if you're starting in a low one, but by sixth if you made it every year, you could get to uh level three
192I think by I have to look at a chart, but like I think sixth grade. >> The last question I had unrelated to that is the science results. >> Is there something that happens with the eighth grade because that score I think it was eighth grade. Yeah. You went from 73 point or 66.3 to 59.9 and then 73.5. Is it test? Um well they they had an increase this year and they are certainly off their highs of prior to um >> it's just it's so much down. >> Oh from fifth grade. Yeah. >> Yeah. It's a harder test to compare because not only it's not the same cohort, it's several years. >> Um but the general trend of the the six the fifth grade performing better and then the and then the uh eighth grade
193a little lower and then the high school is really really high. I can't I can't emphasize how how much that's a great score. >> Um but that's actually a somewhat of a trend in the reading and literacy too. You see higher performance higher percentage of students perform at grade level in middle in elementary school generally in reading and math as well. That dips a little through the middle years for a hundred reasons we could both research and and and think about and have experienced and then >> they go up. One of our our discussions in our offices quite a bit is how do you even out that dip, right? How can you what can you do to make that dip? Maybe it's a natural consequence of going to a bigger school and going through puberty
194and all the things we think it could be, but how do we still intervene and at least make that a little flatter, right? Um they are going through quite a bit as at that age. they are going from a small elementary school with one teacher to a a fairly goodsized middle school with seven, eight teachers a day. Um, so our goal often is to we look a lot at the fifth to sixth grade transition and and see if we can smooth that dip a little bit because I think that's really successful when your sixth graders are performing very close to your fifth graders and then they can start moving back up. >> Okay, thank you. We also by the way on another note there we also have about a 10% change in the population between
195fifth and sixth grade with students some students selecting private schools or it might be an opportunity to move because you know oh just complete I was waiting until the child finished that level you know completed and we also get about 10% new kids at that level too so it's um it's a that's probably one of the places you have the biggest change in actual population so it's hard to say those fifth graders are these these eighth graders. >> All right. Thank you. >> You're welcome, >> Claire. So, um, one thing just wanted to point out, the score of one includes kids. There's no zero. So, you could freak out, answer two questions, and that's it. You also could be your first year in a English school um, and then only 1% of our population is
196exempt. So you've got >> alternate >> Yeah, the alternate test. So with a 20% special ed population, you've got 19% of the kids taking the test have IEPs and and so that really will impact that group. Um the other thing is uh I love how you keep comparing the DUI um and even though it's not really a measurement, but but I think it keeps the bar high. Um, it also points out that we're at almost 20% special ed population. And if I'm not mistaken, they're in the teens, you know, I think it's like 15%. >> I can't I didn't do their average. I did it for just because I just know that one is stand out. And I could have done it for Yale. >> I did not do it for special education, but I
197I did it for free introduce lunch because um I I I just know if you look at the towns, you'll say, "Oh, this town is not an inner rig suburb to um to to a city. Um it, you know, much more rural or suburban. You see the names of the towns. So, and they're lovely towns doing really great work. Um but they're different makeup, right? And uh I know the Esau population we have is double most of those. >> Exactly. >> So I just shared that one statistic, but in all three statistics we have a higher percentage. Um I'd also be curious about whether you can separate um girls and boys in the eighth grade because there is there has been a trend and I don't know if you see that trend but um typically
198u girls in elementary school are still gung-ho working really hard in science and then for some reason there's this falloff um in in middle school where they don't have as much excitement and then they get it back in high school. And I I don't know why that trend happens, but >> we can absolutely disagregate every factor. Um I haven't on gender just because there's so many choices >> to do, but I could look. Um but I uh >> I I definitely could look at that. >> Yeah. Um and then just wanted to say that identifying the promising practices is so important and I'm glad you look at that because we have great curriculum. There's a lot of good curriculum writers. You know, the state sometimes uses West Hartford staff to help write good curriculum, but
199then there's things that teachers do and there's unique tricks and and to look at that data, look at teams that work well together, all that stuff. Um, I think it's really important to see those trends because there's there's little secrets and and things that people are doing that are getting good results. >> Absolutely. And um we have really talented people out there. And one of the challenges we have, Eileen and I and Melissa worked on it a lot is when you have promising practices, how do you how do you scale that everywhere? Um that that's a challenge. Um there's turnover all, you know, there's constant turnover. Shannon was just up here talking there 51 new teachers, right? So sometimes new people are coming in. You have changes sometimes in leadership. you know, real steady uh
200leader has moved on to uh their rewards and um so, you know, you're resetting messages, but our job is to try to even out as much of that as possible. Make sure the curriculum solid, that our messaging on instruction is strong, um that our professional learning is supportive, and that we have a vision for the future. And I'm very much right now is focusing on getting teachers to collaborate together around the PLC table with student work at the center and a very clear picture of what students should have, you know, what the target was to learn in that unit and then to what extent did students master that and what are their plans. That's the probably the heart of our improvement efforts. >> Other questions or comments? Yeah, >> thanks. Yeah, thank you for the
201presentation. Um, I had a question about the testing that we're using to make these assessments. Um, one I think is called smarter balance and next generation. Um so my question is are these are these testing that is um sort of coming from the state of Connecticut or is this federal or >> there's a legislation Eileen started with that in the beginning that the you know under in 2015 and and for years before that there was some form of of legislation that said you had to test students x number of times per year. Way back when I was first a teacher, we tested students in grades four, six, and eight. Um, you may remember those. You're probably all students at the time. So, grades four, six, and eight, you tested students and then once in high
202school in 10. And that was called the Connecticut Mastery Test or the Connecticut Academic Performance Test. >> And then, uh, lots of iterations on law. No Child Left Behind, as you were famously heard about, brought in uh, yearly testing in grades three through eight and once in high school. Connecticut famously actually sued the federal government. said we we like our every other year testing. We lost um and then we tested every year. So yes, these are the the federal government says you must have a test uh in the and it must be in these grades in these subjects and um once in high school you can pick where and then the states choose which test they think from obviously they don't they may have a consortium that makes their own test. Smarter Balance is a
203national consortium that made assessments based on the uh common core state standards. >> So I think what I'm asking is is the state mandating that we use >> Yes. >> So every district in Connecticut uses these tests. >> That's why it's such good no comparison information >> federal requirement to test and then and then Connecticut has selected the tests that it uses to meet the federal requirement. >> Okay. Okay. I you know one of the things that we used to talk about in testing was that sometimes testing depending on the child can be um you know there could be cultural differences where kids have trouble like understanding testing and um you know I was just that's why I was interested in the testing because could that in any way skew our results but if you're
204telling me that everybody you know we're all using the same testing then maybe it's They've also um I will say since they've gone to a digital platform, there are many more accommodations that are available for students. Every year they're coming out with additional accommodations, particularly because it is in a digital platform. So there's opportunities for um student a student to take the test and toggle back and forth between English and Spanish. Um there's, you know, all different types of other um you know, for a student that has print disability or other types of disabilities to uh actually accommodate for that. Um and I will say the digital platform has really helped with that. So there's speech to text, there's text to speech, um there's the opportunity for um it's unlimited time and we also have
205a very large window with which to give it. While we each school will designate certain days, the nice thing too is that we have a window of time to be able to give it. So if students need more time, they can test over a period of time as well. And I'll offer that I've served on the the state has a committee for assessment and accountability, but I've gotten to meet some of the people from like Smarter. Um, it's uh, you know, they have psychometricians. They they they do bias reviews. You know, it's it's not a couple of people in Hartford that have taken a few hours to write a test. It's like it's it's a whole scientific approach to it. >> Other questions or comments? I will just say thank you very much for the
206information. Just two points. Um I would like to to make one I appreciate Gail very much your your um insight regarding testing and and how it impacts those who are taking the test and and the challenges that may be. And I think what we certainly know there's always area of growth for how the tests are implemented. It's not so much the students themselves that have difficulty. It's how they're constructed and that's where the cultural bias can come into play. So that's why who is constructing the test is so very important which brings me to the point as well I so appreciate when you present this information in talking about the achievement gaps slash opportunity gaps how that continues to be highlighted because appreciate from the information when you look at the reporting out based on
207race and ethn ethn ethnicity but when you disagregate in terms of socioeconomic need that there is an improvement in the results and that again just shows the opportunity gaps and how that is certainly something that will benefit all. So my oh my to have an opportunity to receive free or to receive um additional ways of expanding your reading um is one way of many ways to support growth of all students. So thank you so very much for thank you for yours. And with that we shall go on to routine matters where we have approval of the minutes. seeking a motion that the board of education approve the minutes of the regular board of education meeting of September the 2nd, 2025. Is there a motion? >> So moved. >> Thank you, Shannon. Is there a second?
208>> Second. >> Thank you, Latoya. Any suggested edits? >> Seeing none, all of those in favor say I. >> I. Any oppose? Any abstain? The eyes have it. Now moving on to information and reports. Board members, do we have any communications and reports from other boards or organizations to share on? Seeing none, do we have any other information and discore discussions? Seeing none, looking into future business, announcement of future meeting dates. Our next meeting will be on Tuesday, October the 21st, 2025 here in room 314 at the town hall. Again, we just have one meeting in the month of October. That once again is Tuesday, October the 21st. Followed by Wednesday, November the 5th. Again, that's a Wednesday, November the 5th, 2025 here in room 3:14 at the town hall at 700 p.m. Then followed
209by Tuesday, November the 18th in room 3:14 at the town hall at 6:00 p.m. Again, the meeting on Tuesday, November the 18th will be at 6:00 p.m. here at room 3:14 at the town hall. Do we have any requests for future agenda items? Seeing none, do we have any visitors who would like to make a comment? Seeing none, do we have an We do not have an executive session. Pardon me. Therefore, seeking a motion to adjurnn. >> So moved. >> Thank you, Ethan. Seconded by Shannon. Meeting adjourned.