moving on to the very large instruction agenda so we're going to begin this evening tonight um with an action item so PR of instruction itm is travel so this is action on the Travel agenda you will see that we have couple staff members listed operations maintenance you have board members listed on the and then we have teaching staff members who are list will be receiving training for advancement courses that's travel then for discussion and then voting at the ram instruction other I'll go through some of the the items highlight so under other B1 I'm recommending that approves curriculum changes for 2425 I had shared with the spreadsheet of CC changes be for English language arts math university science these are just standard changes so ccul is based on standards we a standards based curriculum guide back in the late fall the Department of Education shared well New Jersey districts that they are required for September 1st the coming school year that they have written standards and changes that they have to implemented on September 1st um that's a little bit challenging for districts get more time because you have to reite curriculum teaching staff approve so we accelerated that process so what you're seeing really in work that have been done by teachers during the V ear spring we did trainings throughout January through b and you're seeing final product of standard changes had also included in the bo buer AC crosswalk so across walk is where you can basically compare traps from 2016 with those current standards were into place implemented versus they call the 2023 standards um so you can see what the changes were in metrs and math and I can go through if you you want more detail I can go some what those actually look like but just know that we required to have these changes done at for September so the work is done and ready to go under item number two we're asking the board to improve paration Arts number three anything that's Ral so these things that we've done previously so item number three tools mod that's our pre curriculum we are required you have a 2K program that you have to use one of three New Jersey Cal which L is it's paid for through the P funding item number full teaching strategies goal you're also required to have an assessment platform for you presol program so this is the program that we we have been using um collect fantastic data easy to use for our teachers to train in it and it's also paid for through item number five atas crial mapping so we're commonly known as Rubicon Rubicon is online it's it's our all critic guys where it's hosted online all the work is done in this particular program so teaching staff whenever they need to see curriculum unit standard sample lesson that to host ourc uh Tak a look item number six the next these are rals of program that teaching staff for students so use those for example it's online simulations for Math and Science Ed typing is a typing program to teach K1 St these keyboard skills and have to type on your computer or laptop so that's typing that's item number eight link it so link is a renewal that's a Warehouse that we use for grades 6 through 12 which has benchmark assessments so what we're talking about some of the assessments we use to monitor kids intervention platforms 6 through 12 only system item number nine Mystery Science this is sub materials K5 for science number 10 is Ras plus as to see this is your gr K 5 special ed students at Ms ular program for guided reading materials and lesson plans uh item number 11 ISL which is an online program for math jar soci space skill reinforcement it's available teachers and students 24/7 um this great tool to use to introduce lessons to remediate skills for practice item number 12 Ed puzzle Ed puzzle an online program for secondary grades 6 through 12 it's a online technology that provides video based lessons for Content areas so this is great for students to use for Project based learning tional research teachers can use it as introductory lessons give you a great example puzzle a now graduated high school daughter um when she was taking chemistry would use edpuzzle at home to practice chemistry Concepts that she didn't quite get in school so she would use edpuzzle as a test cor so fantastic tool that students they know and they're very comfortable with it it's video base it's at their level so great great opportunity for kids to to practice a little bit more can't practice as I ready is a similar to the other platform so I ready is our K to five assessment tool so I just talked about this a few minutes ago so this is a Ral that we use as our multiple measures to look at students in their interventions um item 14 new zel um this is for grades 4 through 12 we primarily use it grades 4 through 5 and this is where you can find online articles and their assessments that are used to support those articles this is a supplement curriculum um under item number 14 they just a we'll adjust the year 2054 correct so adjust that item 15 Studies Weekly this is for grades P five so this is um social studies material so instead of purchasing and investing in a full crial package of tax BS and assessments and materials this is more cost effective to use and it allows to when we reorder each year um each up the technology up the licensing so it's easily adaptable so this this is can Mo a l of history program item 16 Regional professional development Academy they're located in eat town we can pay the cost we can have classro teachers go for a variety of topics related to Elementary secondary education i7 the M County curriculum Consortium known as MC3 uh this is for our directors of curriculum instruction and for me it's also open to teachers when they do professional development it's it's a cohort of curcum directors assistant superintends where we learn discuss about missiones related to C instructure item 18 Boomerang this is Google Adam item number 19 great body shop this is the critic that we used to deliver our health destruction for5 item number 20 Imagine Learning um this is an instructional support this is for ESL for language Pro is also a language base program forl class item 22 and 23 Big Ideas this is the curriculum that we use for mathematics high school and middle school item number uh 24 this is a curriculum that we use for archology courses item 25 is the ccul use for geometry item 26 the ccul that use Fortin 27 CJ c um so this is uh Consortium that involves administrators teaching staff students hosted by m University we participated for a number of years it's been around public since 2016 so we've been involved for quite a while where um our team goes to M they get professional development uh specifically on topics related to Excellence Equity they put together a presentation they share the presentation with other participating venders Cal assessments programs to item 28 superintend Academy principles Academy social change Academy this is press development leaders also first University item 29 similar special services Academy similar to 28 accounts item number 30 this is so it's black type phase so this means it's new it's Ral so zoology is course that we offer at the high school which is integrated into our environmental science course same thing for item one where converging marine biology mography into an side course item 32 is our Civics program for E gr social studies that's new item 33 I talked about this little a while ago dibles so dible stands for dynamic indicators of basic literacy skills this is an assessment that we use for reading based preventions it's assessment to so this is something that we talked about with features will be trained throughout the year we would implement it right away but we have access to it and item number 34 foundations foundations that concludes before we go through the rest of the questions I just wanted to call attention for those who are on the Travel policy and might have done the math and realize oh my goodness there's four of us on the Travel um not travel policy the travel uh agenda um I've been told that we can stain just from the line our our own line on the Travel agenda and still vote for it so that it can still pass tonight PL people now are there any questions about the I have a question item um 34 foundations is that a one time Fe or is that annual so it's a one time be to purchase materials so once we have the materials we're good to go so this actually number is much less since we have the materials uh then there's a professional development cross which will be materal test just a a quick statement before we move on to Student Services again uh we modeled this agenda after agenda from May where you see purple is renal black is new there are a lot of programs we did not Rie for this upcoming school year there were six programs that uh we invested in previously that the value usage was low uh feedback teachers was not positive just used uh so there are things that we that you're not seeing that have been cut out um we have I se that I have a binder public six is uh usage reports that we do each year so the items that are being renewed we actually have data for each of that show even what it is number of hours we number of downloads We number of unique lessons so we have the data that supports why this is going to be on the agenda so just to share before we we are being Pally responsible with what we're presenting to be improved there's a need there's positive usage positive feedback and as smart and as responsible as possible with just to add additionally so support members have to notice so if you look at the account mbers we also are using several account members to be able to support the buet so you see title two you see title three those are not local accounts those are all um account numbers that are funded from different BRS as well so that has helped us so it's not all coming out of the so I just wanted to point that out and then under item 27 I did want to point out that for the Central Jersey cons for excellence and our students presented um just a two I think it was maybe two we ago on a project that they worked on at the high school and they were awarded um and acknowledged as the high school social justice Warriors for M count um I just have two questions for comment question I know you guys said which was awesome that you're going to orss am I right to say that Alice it's Alice oh okay um and I know that you guys um thank you for cautious MoneyWise and they're going to cover it but I I saw that there's 500 on there that's just for the actual registration they're cover travel correct they're covering all the other expenses travel expenses just responsible and then yeah and then lastly I know I said this earlier just um and I had asked the same question just making sure we're tight enough what we're ordering and these are obviously things that you said need and use and then so when when a teacher uh a new teacher comes on then they're given um packet or how like how do they know what is available for them to use for the grade that they're supp G so depending on the teacher and what their assignment is so Prett school for example if they're new we're required to do year one of tools ofine tools a year of go that's requir so PR teachers no question about it training uh other programs that foundations where we try we try to do we anual Refreshers may people jumping on on that piece of it and then if it's not that we're actively training on through their they brand new and through Mentor helps them with that the principal helps them with that LEL Ms instruction we all know who the new hirers are what they would need and so they that data kind of goes back to that concern the brand new teacher without a doubt they're overwhelmed there's no fing that they are we get that try to F can terms of better better so the mentor teacher thing I know I've heard it but that also um is reassuring when do we not went at what point do they stop having a mentor teacher do they always have somebody that there is their goto so it's a it's a twoyear process because teachers when they come out of college they come out with a speci eligibility interview they get hired they're given a provisional which a 2-year process to a provisional to SC certificate so that year one is heavily driven and outline and you you Pro Mentor plan you can see a c required for fut so that year one tens and then it's a gradual release for year two the mentor they made that connection so they Le had that but structural lessons after year two and we do a new teacher Academy so once a month weing new teach after school and we have different staff members administrators present on aing topics so that's something aw thank you just one um comment to um confirmation in terms of the programs I think you had answer board questions but I think it's important for the public to know too is when you go through all the programs it's not just getting rid of certain programs that aren't being utilized as much but also you look at the components within programs we may R do the same progam that you may not purchase the whole piece of it you may do certain pieces that are effective teachers are using students are using and not the whole essentially you know that's being very physically yeah that's the data reports so handy and so at the end of the day we're trying to make decisions that are best in terms of assessment collection assessment anization CC what's best but they talk to make those decisions so how do we pull together the right right parts to make yes and I i' also put there's a couple examples if you question we've also negotiated with some of the expeditors we negotiated down the price the price that you're seeing here was not the original price that was quoted but customers utiliz them they like what we're doing we're going out to present on their behalf so we do things like that that's find at the next part of the agenda there'll be another example ofs the things that we do negotiate the down without losing quing or services for kids but yet still be his responsible and some of these programs like we actually benefit greatly because rather sending students out of the district we save the district Millions questions or oh yes we have a motion a second to accept the oh I'm sorry a excuse me except the travel motion I'll second sorry of days moving on to Student Services student services item number one we're asking no action for consideration discuss action R uh American Sign Lang this was for graduation item number two is not a district item number three providers for bedside instruction item number four rebuild item number five so we're making recommendations for the upcoming school year for ad District placements so that's on page two page three page four on page four TVD will be filled in for the ram we don't have to item number six this is transportation agreement for student students I items number seven this is nursing services for next school year item number eight is Handle With Care to reove staff to receive trading turkey this particular program item number nine is for students in 69 provide that with c train something um item number 10 Teachers Pay Teachers TPT is it's an online program where teachers create lessons and upload them and other teachers can p them and download use them we specifically to supplement special programs which on this region instruction item number 11 R teach town so teach town is a curriculum that use in specific special classes that based on BH Behavior Analysis I gave a description in the board questions but basically it's a curriculum for teachers to use with students in item number 12 to see colors change this so it number 12 we asking were to proove qu providers school year so providers are listed quick summary is uh uation for Consulting therapies for testing services so that starts on page six continues on page seven and as through C descriptions near cost continue on page be AG n age 10 age 11 so these are all through I or students 5 item number 13 is ask you improve the Rise program item number 14 is the second part of to staff number to chained so two staffers one is a Ral staff who's already trained this one cost as less the previous one that I read is a new staff train first time this allows us to train all staff members hand we train our own staff to train the trainer to turn keep CV from having St out item number 15 this is a r an commital regulation Drive students number 16 is a service contract provider dis effective School Solutions page on top of the page so this is an example of where this pres has taken the Le to negotiate at this SCH know the program works you've heard us talk about it for a bit so the fact that we know it works and we do not want to eliminate any services or change any services and it's a investment it's really important this is touched on this that didn't have this program three or four times that cost 7 students out of District Mrs pres I have the opportunity to pop into the end of the year breakfast with the students in the office uh they were a walking commercial for the program explaining to they had no idea you were coming in how much they counselors they love the program it was AAL we two individual s and they said ESS saved my life I would not be here tonight for not es so I that doesn't me really give us to continuing on item number 17 is our partnership with the YMCA for counseling um T 18 video platform for speech therapy that's professional development speech therapist 19 Learning Ally uh this is program for Road uh item number 20 the reing program which is training curriculum Data Tracking your teachers special student number 21 this is reg Behavior technicians question how many staff members participate rbts so we had 11 staff members who trained in this particular program if we did not have those staff members training we had to hire an outside service to come in, 1400 downloaders we had a couple of zeros to that so the $1,400 is well well worth the investment on this we other staff members who are interested the upcoming participate Services I a question everyone else um there was a Bo question obviously they were asking about the um out of District placements if that list is longer I mean is it growing is this is Prett stable or is it it is an increase um partly there's two part um first is moving few that were already place there we were out toam student that the district to not appropriate um and then we' had um this particular year we have um sent out students I'm I my was just about um and I forg me I didn't ask this one earlier but um on ESS um the the contract is Corr up in 36 students do we typically Mach that out max out and we um they help us [Music] with yes thank you for um so the staff are very very our staff are very good when they say we need you um to Advocate um so that that's um and they've been great about that um there also just to point out in terms of the reduction that Mr was talking about it's a reduction of $60,000 from next so that thank you thanks um so just on di ask um the it's obviously hard to project you talked about this um so kids moving in September all the way through the year that come in the need services that money is not budgeted for so there's that piece um and and I know that that's have to make up now moving forward since this is long do you feel that we're seeing things that are different from the norm and that may we are going to have to visit adding more programs for different types of issues or is this just happen to be or or kind of in all the progam that so you expanded programs for 24 25 additional classes at elementary and also actually at school which um we will have a program which is known as a program so that will be at the goal is to bring some students back um but they do have to the requirement in order for them to so like so for example any student that we may have sent out this year they may be on contract and then may return but we also have to make sure that they are successful and that they are ready and they're going to um meet the expectation but but yes then mve that is a little challenging that um the team Works closely with um this case um sometimes you know more accuracy somebody moves out and then we patch it and like they don't here anymore and then we Grove money and then so we we are hopeful that those things happen I GL but it does happen you know and then we're like okay we save then that kid is a wash and then somebody else came in just Tak so it does sometimes happen so there's not necessarily um a specific behavior I don't know however circumstances you're seeing that we is newer to what our Norm is in our programs meaning that oh well this isn't something come come to us before and other districts are saying it we're going to so the the trend right now is that we're sending out a nor for behavior um so years ago when I started it was for um for autism like specific programs so now those so that's why we're trying to work as a team to see how can they come back and be part of the community um but it requires number one parent involvement parent commitment reques also teacher training um counsel there's a lot of things sometimes it's substance abuse counsel so there's a lot of different areas that we have to monitor and make sure that we have place because we don't want to set the student up to be unsuccessful but also for we're not a not thank um M on personel personel we're going to begin with an action item this evening so the bo you have in front of you a walking item so we're asking the board to approve the recommendation of the retirement as listed walk actioning under Personnel for discussion and at regular Action meeting item a reservations retirements two staff owners listed reservations dates is listed Item B this on the bottom page one concludes on page3 be of absences will be ra part of this school year and then school year typ and is listed on page two item number c item number one we hir there two staff two recommendation listed us to cover Needs school year item number two the staff rehire lists uh Boulder item number three the staff R for 2425 school year board item number four the extracurricular activity approval item item number five these are recommendations for the 24 25 school year under summer this is for on top page three item number six on curriculum instruction speaking about some curriculum Developers there's a lot of curriculum writing so some curriculum updates and some revisions deeper than just the standards which we talked about earlier so that is on the bottom of page three it continues on page fourage five six and top 7 13 item onage seven item number seven critical instructs for for for the past school year this is NL teachers to you saw on presentation of assessment use for language Learners St summer item number eight is to back and finish out the school year for student home instruction with a number of hours and dates is listed on the bottom of page seven continues on page8 continues on page N9 and concludes in top page 10 13 item number nine staff already changes two staff numbers as listed so one staff number this this is to change assignments which F foration and then item second person listed and this is a change in terms of the vacancies administrative level I ATT TVD will have information translators item number 11 would be specifically for nurses for 2425 school year item 12 is the affirmative action officer and team MERS for 2425 TVD will be fil in the random item number 13 these our district holding coordinator the schooling Specialists for that school year item 1 couple of college student observ for year with their assignment is listed page 12 item 15 volunteer for athletics for next school year item 16 instructional assistant substitute teaching certificates I mention this isation item D is hand report from the previous meeting item number two under other is our treasure monies three is subtitute administrator Keys item approval administrative contract item five scho I motion a second to AC the we have discussion I just wanted to say that I I can't spend enough time on the constition Dr has given to our district um but I I will say that he he's brought he brought stability and strength in this District recruited solid central office leadership you still have with us um and and just brought a warm and fun approach to to our the district leadership that um you know was just as a parent when I you know my kid started here he uh uh you know they he he moved in pretty soon after but they were very very low and it's just unusual for parents to have such a close relationship with a superintendent um and so I I say congratulations I'm going to say I'm not prepared to speak about this today because it was last minute so I'm sure I will have some ly upset thing to say at the next meeting um but you know there's J I was here when we hired him um and he's you know just just been um the best and uh thank God Administration that we kind of just kept moving um so I'm grateful for that but yeah so I'm sure questions coms I'm comments um of but I do agree with everything that's said um one agenda that I just wanted to point out or confirm as well is on home instruction um that has also been growing I believe right over the past year or so um and if you actually look at it it's all high school and middle school um but it's I feel like each meeting is getting longer and longer so just to think about to potentially like I don't know what be done about that I think most ofal so it's on the agenda you can't say specific so what under that is medical comparon to probably last and one thing to know too um I know one of the board members had asked Dr PES is not one person so it's it's a group because it just sounds like he's the busiest [Music] person I think Danielle had answered like how much can this guy do start cracking up but it was a really good question because I'm I'm like no it's actually a group but it just happened to be that name so yeah any other questions or comments about Personnel okay moving on to policy motion I don't think these are action items so under policy agenda we are Rec for first read so be discussion this evening first read Ram policy as listed on the agenda that's policy regulation 1530 regulation 2200 policy 2411 policy regulation 24314 policy 4324 policy 570 um it's not noted will have this liit clear break in this there's abolish policy 57 I asked the question previously um before this meeting about why categor is taken out of descriptions some of the policies and the answer that came back which I appreciate is the recommendation of stra Esme but we've all said that sometimes stra Esme doesn't do the right thing and sometimes it's not right for us and the things I saw struck for many of those Poli to me um I know I am a newer board member um I've learned a lot this year but one of the things we talked about is we are in charge of policy and we want policy to be as clear as it Poss we need to meet our staff to do the best job they can do and I feel like so much of what was being struck is taking out the ability to know what categories and what specifics we're talking about so we don't have them in front of us right now to look at but I'd like us to reconsider that just because St Esme is potentially telling us things out that may not be in the best interest for us and what we're choosing to do so I'm not sure what we do between now and next time we're together and have to vote on them but I be I'm very interested in keeping some of those pieces in for PR safe sorry speak but um so yeah yes we take the recommendation recommendation by policy writers their legal consultant policy ultimately it's the the decision discretion on what we want policy so their recommendations are strike are strikeouts for certain techic classes so their their fall back is well under Tel 6A which of educational law and it's much more specific so I can print it out I can share you I can read through if you like so 6A has a much more comprehensive list than what's in the policy so if the board decides that they want a full comprehensive list I can share that with the board to see what this looks like and the board wants to have what's currently in our polic was there up for discussion up could there be anend with a new list that's more comprehensive rather than taking everything out yeah to theard how you so and I has actually sent in the exact same question in terms of why are we removing them because it's staff can look at these policies students the school Community um parents can look at it and to me just referencing a statute no one's going to do that so I for for me I think clearer we are for people the better like we're lucky to they actually go and look at the policy let alone then go step two now you got to go find the Statue so CU I did that I actually plugged in the Statue and I'm like oh my God this is so much work for someone if they're just trying to find the quick answer poliy so I agree 100% just a qu um on the fly perhaps one solution would be to both keep the language and refer to 6 day 6 day is a very long list you can say you know all of these plat and uh anything else that's listed in the 6A which also might be get a little future added to so we could dohare theard so have have in front of me so the Bold from in addition adding to so the B says without discriminating on the basis of any protected categories listed in 6 and strike are classes you just I remove the strike so you can see at the next meeting what it looks like with the B minus the strike throughs other there really are no changes the strike throughs are the biggest changes to policy so you could either do that say policy thatr so I'll Prov we work with what that would look like so that we for the actual first um thank you um Mr I I too ask the same question why are we striking all that through um I firmly believe that it has to stay in there in in addition to that I agree with these guys nobody is going to refer the statute we want everything that they need to see in that policy be available so my thought would be to take the statute and add it to the policy if there are some extra categories that we can just make that list a little longer no less get rid of it so I'd be willing to do that um you know whatever you guys think um are are you able to share the statute with us yes there y so I can include the the statute I I'll I won't embed it language I want you to to see it separately so right to avoid confusion we'll label it as 6 a you'll see it's ly in terms of this is not more comprehensive at what's currently in our policy it might add to some confusion but maybe it'll add some fire I'll let be able to have about the tool to discuss it so 6A happens to be really the the changes through a lot of policies that are listed on tonight's agenda all tie back to this particular part 6A so if you want to go through some other really the strike throughs changes all time after this so would you like you to do the same thing with other policies that reference um being on the policy committee that would be helpful um it's really it's really the same language as different policies correct the stri is all the same right so and the statute is all the same for all policies so I mean if if you sent us the statute once you would know it applies to which you policy um the only one that was different that I had asked was the concussions and stuff I didn't notice there was any difference there was just okay we're it's a renew but we're not nothing's new as far as the information I didn't know like TRS would do that if there was nothing new I didn't know they s It Forward again there was through njs IA which is the body that governs Scholastics Sports some changes to their dats nothing has changed in terms of how we treat students nothing has changed the policy itself langage has not change but any time uh body of work that affects policy if that changes so example if say a happened to change you have to change every policy thata njsia change their protocol their guidance which means that the policy reflects that change and the change that njsia made was distri must have his policy we've already had it so we're we're to be compliant policy else be comp bring it back attention to have it that would one of them and I'd like to ask one of them took out a bu of specific language too and then said under the discretion or something of the superintendent how did you feel about that change and not having be specific any longer so I can just p in the right direction that that's for regulation 2200 which is curriculum content this is a perfect example like that ties back to 6A we're all strike through the back to this so the answer to that would be the superintendent doesn't me in terms of looking at curriculum so that it would be be working with Dr RS and working with our two directors CRI instruction so the four of us are part of a committee that would I do we look at cric instruction along with principles and staff members so we're the ones that go through that process if the board decides to embed 6A in the process actually be much more effective for us give us more of a tool to utilize so what is they looking at you're correct 6 68 doesn't mean anything the four of us all of a sudden leave and someone put the poliy the whole project so that would be helpful so I have question um so policy 5570 we um sport one um the point that talks about uh not allowing public criticism um with the opposing coaches and players I think we should include our own coaches and players as well because it does happen um there is public criticism that happens on the field or right after games or tournament whatever it is so I I just think it's important that nobody should be publicly criticizing a student or coach or anybody else not just the team is this who you have it in front of you no so I'll read it for for so it's on sportsmanship policy to page 22 it's item number five so it reads like this any school or athletic staff member who is publicly critical of a game official opponents and were opposing coaches and players to part of our l so what would you like to add to that addition it already covers School staff memb so step but I think it's also so we we point out players from cling teams but we don't point out our own players so I think it's it's everybody basically it's all the players all coaches all you shouldn't be criticizing the Reps you shouldn't be like the public criticism shouldn't be happen so I movie and or po all and I know I've seen this display at athletic venues I mean I don't know if that's a consideration of actually putting the policy well the field like yeah I see away right yeah not sure see it ours is it posted in the stadium I don't think so maybe in the gym and I know when football game for example a statement has a statement that let the players play Let the coaches coach be respectful that's it stems from this policy um we have a conversation with our supervisor experience that um another one is policy 2411 um just lay out a number of Alternatives um I'm guessing the next meeting we will put in your recommend it recation so I can I'll share so we currently have this policy it's already approved the option that we have had for a number of years is the fourth one down so here our option is involved the coordinated efforts of all teaching staff members under the leadership of certified guidance and TR Personnel so that's the option that we've been working under that's our continued recommendation so in this policy this actually not one of the changes in the policy but anytime Strauss makes any changes and there happens to be an option option so we and in a first or second PR see we can remove all the other options say optional anymore it'll just be what our recommendation is and the remaining changes uh just a couple of language changes on the second paper okay and then I promise last question uh policy 4324 this is the right of privacy um the lons uh you have person versus no I'm wondering should it say any person versus support staff member when it contains to violating the policy who will be subject to dis so right now it says if a support staff member violates the policy they'll be subject to discipline I feel like because the policy more than just support sta it's potentially any person that but it's in the support staff category isn't that right but the policy itself I feel like there's so much other information in there about reporting staff members so if we're just saying if support staff members you know they if they violate they're penalized what about the people since the rest of policy does get into nobody should be you know reporting a s m um I just feel like maybe we should say no that's fine um this was this was actually language and I had real D push you were talking about that last sentence and have any support staff member so it should what what is in your just any staff sta or is it students to or this is strictly staff well this one is under support staff this is not just this children so just so should we just say any get support because do we have one specifically this is just supp we have one there is there is children and has I should so this is the one we pulled forward just because of um theing in the classroom so this was the first um so I would say here support just be consistent like we St stud assist and um we're revisiting uh some other policies that are in the bo this one was once Mr looks at it then send it to you guys for any questions so this would be I guess considered first reading all right Mar would you make those edits I have a copy but it's not one that's edited well yes the the policy committee is we have a little complaints on the Google jez for whatever reason some whoever owns them sometimes they can change them but they can't forward them if they forward them they get lost the bread and it's like oh my God so it it's like so sheo had this one and I said I can't get in there can send it to so this is like we do this in our little TS all the time so somehow somebody will change it again thank you any other questions or comments that policy can we Finance so payroll for the month of May bill for the month of June so this will all be for AC the next meeting transfer funds for May as long as well the board secretary's report and may your fund status 5 6 and seven all speak to the excess Revenue that could potentially go to emergency maintenance in capital as we're finalizing our year end however the Auditors need to see this that's what we do it up to however our main goal this year will be trying to push as much as we can towards uh Capital due to the fact that we do have broad grants and they do need to see that money in our capital reserve account in order for the state to fully approve the project and then six is our insurance renewal premium rates for the next year seven is our agreement between Z Clem El to continue at hous eight is the agreement continue to park their buses over there nine is the agreement for L bridge for pre program the shared services with pburg 10 11 will be the share of Shrewsberry 12 is our recruitment with MJ Pride 13 is the shared services for a Township in regards to their summer Recreation program and US providing uh whatever they do use we would build that and then the district organization chart will be updated and place in the agenda F through before the next meeting routine travel reimbursement needed to be increased for the remainder of the year the 16 for sell install monitoring is fast that is our um buyer company and if there was ever an issue they need to be able to get access so go over service same thing for the burgy and alarm and then 18 19 20 and 21 uh we will be changing accounts we did rewrite our rer grant so that we can incorporate These funds so we'll using theer of those for student chomebook replacement staff chomebook replacement classroom computers and audio video throughout the district 22 is the security camera andall 23 is the security camera management that will be adding replacement of the server so that it can handle all the additional family and then 25 is the fire and evacuation DRS for the month and 26 is the best evation are retire tce a year there any questions or comments about the finance um just real quick I just um can you just explain Theo so sure so we went out um to the state for Rod grants and we were approved for partial root Replacements throughout the district our main goal would be uh the high school the middle school at Cliffwood Our Roots have no warranties left on them um when we put our roots on the last time they had a 15-year warranty they now come up to 30 uh so we are looking into seeing our options we have them working with multiple vendors to figure out we're going to do next steps will be an infared um but again in order to get any of the money that you put out replaced by the broad Grant you have to do a final approval and we'll need to show that that money is in our capital reserve P than I just have um two things one is the student cromebook I know I had asked a question just shared curiosity how long rep so we started a replacement program um so everybody pretty much it's typically on a 4year rotation some beeting quite before that so sometimes it's less thank you um and then the last thing is the shared service with the facine um I know I had asked a question about that one because they also have a recreation um summer Recreation program I know it was mentioned they hav't asked for it yet but I know they are planning they are we did reach out they are looking for alternate bu is they have the new um Recreation correct so just don't want to lose sight and then it's too late and the kids don't have we we did offer they know it's here however they are for now perfect thank you any other questions yeah I this this isn't for Action tonight right I have questions about the shared services AGS with the other districts but I don't know that it's appropriate for public they're personal so executive session thank any other questions coms see n we will move to public comment Board of Education recognizes the value of public commment on matters of interest to the school Community individuals wishing to speak must State their name and Municipality of residents comments are limited to 3 minutes duration but an individual may speak a second time after all others who wish to speak topics have been heard all statements should be directed to the board president and no participant May address or question board members individually all speakers are requested to express themselves in a simple manner with due respect the dignity and privacy of others whose legal rights may be affected please note while it is not the board's intention to stifle comment on matters of legitimate concern the public should be aware that if their statements violate the rights of others under the law of defamation or invasion of privacy they may face personal liability to be injured party speaker are uncertain of the legal ramifications of their comments the board urges them to seek guidance beforehand from their own legal advisor well okay AC Mor um the sportsmanship policy can you just read again what the language is about critiquing players I I just need to make sure I understand so add a little more context this part of the policy there there's a header to it so there's underneath the header there's eight different subtopics so the header is unsort like conduct shall include but not limited to the following so they list out what would you consider unported we're commenting on one of the pieces that says any school or athletic staff member who is publicly critical of a game official opponents coaches players and then it gets into the many pieces of it so our line was change would be any school or athletic staff member who is publicly critical of Team official opponents for all coaches and players okay so my viewpoint on that is um I don't support that and I don't support that for this reason um I I played High School baseball and it was not uncommon for a coach to say hey hum that's low that's a low pitch that's out of the strike Z that's public critiquing but that's part of the game if I'm a coach and I have to yell something to a right fielder to move over or a center fielder to move over I'm publicly critiquing them so I I I get that nobody wants children to be abused or officials and things like that but critiquing could be something as simple as I pull a kid over to me who gets thrown out trying to go from first to third base and I'm talking to him that parent could say you're publicly critiquing my kid about what they did that's coaching that's that's what coaches do they give constructive criticism so you get better um so that's a concern for me when I hear that because I don't know if that policy then opens us up to parents coming out and saying well your policy says that you can't publicly my kid I don't know how as a coach you would never do like a basketball coach stands up and just basically shouts out things all game law watch this what I mean it's constantly happening so um I think we need to distinguish between what would be abuse versus what is constructive criticism that's all that's under I just look at it that's that's under um those things that that Mr L said you know what constitutes it and doesn't say critique it says publicly critical so I guess that could that could require further definition because I mean coaches get heated and you know I think that's part of being a coach so um and then in terms of it does say harassing verbal or physical conduct and includes um the protected categories so I mean I I think that's a valid point I think if you look at um what what is considered critical versus Str because in my mind what you're giving as examples not what I was practicing I think that is a coach's job um for me more the if it gets abusive because I know even this year we had issues withing teams um and it can get abusive um and so to me it was more that not the typical coaching being I think that it's normal yes agreed so maybe it's a language thing and we were just saying maybe it's getting um our new um supervisor of Athletics their opinion in terms of how that should look but agre yes right okay thank you thank you we'll sh'll share with [Music] um so moving on to voting um we have two items for action on the agenda um so we need to vote on the uh Travel section curriculum instruction and the personel walking item don't forget you can line item stain from travel without actually the entire traicy or traic Miss yes Miss Martinez yes Mr Monon yes Miss SC yesing fromel so noted Miss War yes exing from line six onav so noted Mrs FY yes could abstain from L on travel thank you um do we have any unfinished business any new business um I would like to put it out there again so first of all we know we have a something to address with enforcement with in particular home policy about small small conversations um I am first of all I think we need to make sure that that isfor properly secondly I would like us to consider a policy that grandfathers in eliminating smartphone use in the classroom just your so we could say starting from the class of 2030 or whatever class we decide we create there now third grade fourth grade fifth grade you cannot have a smartphone in the classroom because I believe the policy reads right now that it can't be visible or something about maybe say something that's not on test days or I don't I have to look at Poli again but um I I really really feel strongly about we've seen it today the surgeon who was it Health Human Services Surgeon General Surgeon General he said it before it was somebody different today there is so much evidence that this is just not helpful the smartphone forgetting even about social media and it's I I mean if we can start with the third grader they they're not Happ they don't they don't have them right most parents are not getting their you know not all but most so if they don't know a world where phone is allowed in the classroom it will be a lot easier to enforce it as they get older rather than having to like you know have a teacher pick battle so that they can win and just looking the other way which I kind of don't blame them but in certain circumstances I think we have to look at it um I I think that is the best way to address it so we get to a point where the district is not promoting it or advocating or even just H so I appreciate you bringing that up my [Music] last and some of the other superintend brought up policy so they are at so talk about as a small group like just to see if we can work together to see what other districts are doing to kind of go at it as you know okay this is the B School area Park maybe that's something so we have something plac simar to say Middle Town or pre whatever keboard has it then it's easier in terms of all Us in terms of enforcing but also just also you're policy it's also supportive of the board members this is something that we work together so I'll keep the board AR of that but it isearch that's so for clarity will students be a speak have in their backpack and it's never coming out in the classroom or are you saying they can't bring it to school I don't think we can tell a kid they can't bring it but I mean so think about before smartphones if they brought a a handheld video game in would they be allowed to have access to that the way so there has to be I mean this is a it's just I I'm so I just wanted to clarify that we weren't telling them that could to school because the safety issue I don't think we can do that but I just I feel extremely passionate about this issue and there's one thing that I can do it's I me there's just the evidence is overwhelming it's not it's so extremely detrimental versus any positive benefits that my have just to add to that pce real quick I know um Danielle had sent an email about loer kind of same idea um and I know that we had the last I left it or that I had asked Daniel she left it that amand the head of the head Foundation was going to reach out to our P to try to coordinate um working with them as well like an initiative um so in my mind I don't even go to the to this part of it my my thing is that it to me it has to be a directive coming from the superintendent stays in the locker and then admin has to make sure building admin has to make sure that the staff understands and then the staff have to understand this is the expectation moving forward um just for the very basic of cheating I mean it's absolutely hilarious how ridiculous we look that kids are taking pictures of tests and exams and forwarding it and I mean listen they did this when my kids are in school so and it's only gotten worse and I know other board members have talked to about so my nephew I two in high school he's the nephew and you know they joke about it because they're like oh yeah well so and so had in last year so we took the exam so I'm like just at the very basic thoughts of can we not change the exam or just change the numbering of the exam anything to just throw the offall but but yes at least if nothing else leave it in the locker or if we don't even get to that point when they walk into a classro somewhere the phone um so and then just knock down the social media you know bullying and the abuse between the kids during the day it's just it's not necessary and we're going to hear it from the parents I already know they're going to hear it why my I need to get to my child don't care back at the end of the day remember call the office the office called me I knew I was in trouble it's ridiculous you need your child during the day we call the office if there's an emergency and that's it so I just feel like we always say we're going to do it and I'm glad that it's making you know other areas are seeing it too and that maybe we can push it out somewhere so it was the Surgeon General but this is the second time first time was that report study that said basically there is a link between social media use and mental health and kids today he said he wants warning labels on social media like they did Surge and D with cigarettes but that's not going to I mean you know see how many people are reading those morning rules but yeah I think the key is I know that kids are going to resist it if we do this now I think the enforcement is going to have to happen though especially with the cheating I think the key is you don't know any different you start them when they're at an AG before they have those phones really like wipr access to them and they just never have an experience of having it in school I totally agree with what I'm going to say but I'm going to add delay that it's it's parents it's the kids are not the kids are not dis they're grown and they're coming through C all the way through Middle School without so it's when they're given the and then also putting restrictions that is where we are seeing is the m so we have many parents that say that they will not call the this and they expect their child to answer their now but now but I'm saying that's happening now but when they know that starting from the time then that's the expectation right there's nothing new that all of a sudden they have to follow this can this is just how going to be and maybe there's an opportunity with some of the I don't know this came from the changes in leadership but um the experience for from at the middle school now is that you know good luck getting P your kids through their phone at the middle school because they're terrified to have it go off and so I I have got more calls from the office at the middle school this year where I thought I'm bracing myself to the adult that's calling and then it's like H it's like oh I really glad that you use the office number because that sounds like a good thing um so I I think changing so that that maybe an opportunity too that as that cohort transitions to the high school be For Better or Worse the district is training the parents to not expect it I don't just a potential no we notic the and so just the found um how did how would that work leadership reach out to Amanda or to see where she's at or how that's all working we can we can reach out um okay I don't even know if they have presid yet or know they transition so yeah there's a really good education piece that she talked about um that I think would help parents realize that it's just to you know their kids benefit half of them are also on I I was at the post office recently and I watched it must have been three or four years will in line with his mom never toiz off the phone and kept saying watch this Mom watch this and I just broke my so there is an education that needs to come and any other business be resolved that a Clos session be convened for the purpose of discussing privacy personel and legal matters matter of these discussions will be disclosed to the public when the reason for confidenti subsides although the board cannot guarantee it the length of the executive session is estimated to be an hour uh after which the public meeting of the board shall reconvene and proceed with business action will not take this have a motion second to go into motion second --------- meeting of Regional School District is 631 apologies um the New Jersey public open and public meeting law was enacted to ensure the right of the public to have advanced notice of and to attend the meetings of public bodies at which any business affecting their interest is discussed or agreed upon in accordance with the rision of this act the Manan abue Regional School District Board of Education advertised this meeting on May 15 2024 in the Asbury Park Press and the Star Ledger these notices were sent to the municipal Clerks of The Bu of madaan and the township of avue and the madaan avue public library these notices were also placed on the district public website you please stand for the question to of the United States of America and to the stand andice thank [Applause] you Miss B here M Martinez here Mr MC Mr mon here miss Scot here M BR Miss War here mrsy here M here thank you everybody um we're going to have a short executive session be it resolved that a closed session be convened for the purpose of discussing privacy personnel and legal matters the subject matter of these discussions will be disclosed to the public when the reason for confidentiality subsides although the board cannot guarantee the length of the executive session is estimated to 15 minutes yeah after which the public meeting of the board shall reconvene and proceed with business action will take place have any motion and second to go to Executive session MO you're in executive session can I have a motion in a second um to approve the correspondence to the board I'll second do the board presence report oh that's me um um I here at the next meeting I'm going to do presentation of the uh update of the final for our board goals we did this year um I I had plan that for tonight but we have a lot on the agenda so I thought perhaps we would just move on to the super tens report but wanted to say congratulations to all of the graduates at all of the levels and all the people that were promoted and moving up and um last week was a whirlwind but it was fun too and um uh now we get to be in the relaxed mode for a little while while everybody all the business Happ behind the scenes um and and thank you for everybody who make it Sor those that couldn't that's okay too um and I guess that's about it um I really I'm eager to hear the superintendent Report with the ntss updated thank you good evening so we are going to use the uh slide that the screen so if you need to adjust see the screen do that right so this evening we're going to talk about mtss multi-tier system of supports and so the the purpose of this evening is to educate the board on what we're doing in terms of program delivery for interventions and our primary focus when we talk about mtss interventions the the primary audience will be elementary students P to five oh we do have interventions in secondary 6 through 12 really the focus tonight is on Elementary so the the first slide that you see is the Pyramid of mtss so this is important to understand in terms of what are we responsible what are required to do so the Department of Education state of New Jersey says school districts are required to have some type of intervention process it should be data driven there should be a backbone of Assessments that gives us that data and it should be done in tears that's pretty much the the three requirements the state gives the district from that point it's up the district to decide how they're going to deliver those interventions so what we do in m is that we follow a tier model approach which again is best practice and is recommended by New Jersey so you take a look at the slide you see the pyramid so starting at the bottom in green all that students at the bottom it's saying that between 80 to 90% of our students on any given day any topic receive some type of tier one intervention and I'll get into the definition of that looks like right so 80 to 90% of the kids tier one intervention that's a universal intervention moving up the pyramid in yellow so tier two is a targeted group of interventions we looking at 5 to 10% of the students called that category for us it's closer to 10% then moving up to the pyramid again it's a red tier three as more intensive individual or small group that's how we model it um it's 1 to 5% uh typically in the lower elementary grades it's 5% of the students As you move further up to grades four to five it's usually about 1% of the students need that high intensive if you notice with this particular P bit on the left side is academic on the right side is behavioral because the the tier approach works for both academics and behaviors often not always but often when a student is struggling academically they're may be a behavioral component sometimes we see behaviors because they're struggling with academics so we included both sides of pyramid gives you a pretty good picture that we offer interventions for both whether it's exclus to one or a combination so the first appropriate question so how do we know who belongs to a particular tier how do we place students in the tier so all students grades p through five take a universal screener each year so in September students are welcome back and they take particular test for language arts and Mathematics that information is then collected analyzed by teachers and by principles then students are then identified either for a particular tier and then based on on the skill in those content areas he us some direction besides the personal screener there are ongoing assessments so we have the beginning of the year screener then we bench par again mid year and then we bench par at the end of the year to measure progress with the idea that we're hopefully seeing growth and we students incl years we've included we do a lot of different assessments besides screener so just some that we put up there students enter the kindergarten our entry assessments to the fall to winter we do I ready for ELA and math my view which is our English curriculum has Benchmark assessment math some math curricul has benchmark assessments njsla that's the Statewide assessment that students take they take it in third grade for the data is for GR 4 five we is forl class for m Learners and then of course there are curriculum assessments that are given in class by teacher report card grades all this information is used to help us make decisions for placing kids and te back of course we analyze the data using so the take away from this is that we Benchmark often and we several different forms of assessment clear picture so tier one again this is that bottom of the pyramid it's 80 to 90% of the kids there's a lot of stuff happening on this particular slide and that's because most of the interventions take place with everything that's here so I I'll simplify everything that you see on the screen this tier one is if you are a teacher you hold a standard New Jersey certificate you know how to do tier one interventions give you a couple of examples an example may be a teacher is providing a particular lesson in or language arts and a student doesn't understand a particular skill they would ask the teacher and so the teacher I don't understand the teacher would recognize that that student needs to extra help that that's a tier one kind of intervention in this simplest form tier one intervention may also be through those assessments we identify that students are struggling with a particular skill the teacher knows will they can get into class and present a lesson that some of the things we have listed on the screen we may need to do for a majority of the students they do understand the skill people next skill so we got to take away from tier one majority students we identify for data and this is what you see in a typical classroom pretty much every day so tiers two and three more specific so also that bit for these two tiers so tier two so we're moving up the pyramid this is 5 to 10% of our students from kindergarten fth grade it's fewer students there some students it's high efficiency it's rapid response so we're using our Core curriculum for tier two tier one and tier two it's designed to meet the needs of students who are at risk of academic failure but they're not at high risk not at tier three yet but we're starting to identify some areas of weakness we don't want them to fail so we're using the tier interventions to prevent that from happening so what does it look like and some of these things are actually on tonight's discussion for approval of BR so foundations you heard me talk about foundations all the way back in October so this is a phic bace program that we had in the district we're bringing back we're retraining we're reinvesting it that in itself is a major major step forward in terms of F and read teaching kids how to read and address those interventions OG it's work in Billing which is a multicentury for instruct specifically for reading teachers get trained we talk more about that in a minute Iz in verbalizing been another particular program that trained in to help with reading instruction so tier two it's a lot of skill drill practice and we assess student the we Cycles to see if they're making progress if they remain in tier2 if they advance in T3 so when where does it happen it happens in the classroom two to three times a week typically it's 20 minutes I'll show you where that 20 minutes Falls in just a moment here's the this is probably the the answer to a question that going be putting up what does it actually look like Center time is where and when this happens so teachers know how to do tier two interventions it's been happening for a long time tier one has been happening for a long time tier two's been happening and so I'll give you an example a student so a teacher is doing a lesson uh let's say long and short bow s we've identified that some students struggle with long short valve sounds through those assessments the teacher realizes that a small group of students in her class need more attention on valve sounds so she does a whole group lesson for 40 minutes then breaks students into centers so it's been pre planned students are pregroup a group of students will work in a small group and they may read and write identify valve sounds another small group will work at a table and they'll be listening to an audio recording to identify long and short B sounds and then another group will work with the classroom teacher who are at tier two who need 20 minutes remediation just to identify what the bounds look like there's difference between B what it looks like structure Peres so you have two small groups working independently that teachers done work and then you have a group working specifically with the teacher it's un abundant then on Tuesday the teacher May rotate those groups some groups you work with on Monday would go to the listening Center the listening Center the reading Center the reading Center would come to work with the teacher not a good concept it's been happening for a long time it's been happening in our district that's P two conventions I can speak as a former English language arts teacher this is something that I implemented in my classroom now class and years so 20 years ago 22 years ago this was a tier 2 intervention then we just didn't have a label for it but it best practices for working tier three this is the top of perid in red this is the 1 to 5% of our students this is more intensive it's usually individualized for small group between three students who the same need it's based on the assessments that I showed you in the second slide this is high intensity work so what it may look like in terms of the programs similar to tier two how and make one of the biggest differences would be 30 minutes instead of 20 minutes five times a week so two to three times a week it may happen in the classroom or it may happen where students are pulled out so this tier three we've had in the district for for a long time what you're seeing tonight is not a new model that might be this conception that mtss is something brand new for September is not' mtss 2014 2015 we take a look at who else gets involved this may be a little bit different in terms of additional staff members who support remember that pyramid there were two sides the left side was academic and the right side was behavioral well the folks listed up there counselor the LTC the psychologist social worker the bcda they may help the classroom teacher and students on the side and we also support on the academical side so that may be something new that the board is hearing that may be do for some newer teachers to mtss but that process has been around for a long time so here's the the next logical question is so we got a tier program we have a great model who's actually doing the interventions what we mentioned in tier one it is the classroom teacher with support from IAS if needed the best example of that would be kindergarten so our kindergarten classrooms have a classroom feacher and they have an instructional system this has been happening forever as long as we've had an instructural system in that the classroom that person has always help the classroom teacher breaking the small groups the the I may help with um the the calendar and color while classroom teachers doing higher level skill mod that that's always been happening not even good it's your twoo again it's the classroom teacher with teachers we do have a own teaching model so there are classrooms P to five where there are two teachers within the classroom with possible support from instructional assistance they happen to beign into that classroom we're focusing on genda and not so much special lru and there may be pushing teachers talk about a moment tier three this is this is a small group one to one where sometimes it's in the classroom sometimes the P students out to so it will be with a dual certified teacher both has been T dual certified teachers serves as the interventionist I'll give you an example in the moment and you see some support from service providers is needed that this that we just saw on the previous slide school counselors colist bcpa so what would it look like in terms of training what will this additional teacher have so we already have our staff teachers who have training in OG and we'll talk about that in a minute they training some training Wilson some training in Beach visualiz we have dual certified teachers who are Elementary Ed and special ed a second teacher that teacher model in the room already have it we do have very lucky we do have some teachers who have a second degree and certificate in Reading we have some who have reading specialist certificates already in the elementary building already to utilize there may be some interventions lists who come in with an elementary certificate for example and have a secondary math certificate that's a great great use of certificates what they have our ESL teaching staff they esl's considered an intervention you've had ESL for a long time those teachers are available to push in and to pull out not only their multi language leers but they can work with Gen populations as well so English students and then shelter English instruction so that's your agenda teacher who the district has provided strategies and tools when they have multi language Learners in the classroom they can make those interventions they TR we have many of our elementary teachers already training stru so we have all these staff members already certificated available and I'll show you how that could to be in just how it last so a sample schedule please please if you're seeing this and you have an elementary child at home or your neighbors are asking what it's going to look like this is not your your child schedule this is just a sample of what it will look like in the framework that our princi will be working from this sum right so there not specific times not everything is listed like morning meeting like that are not included here but to a break down so I'm actually I'm going to the screen real quick it might be a little bit easier I walk the road all right so two teachers teacher a teacher B again this is nobody specific but teacher a but both happen to start the day with Eng language arts this this it's 120 Minutes designate for reading and writing which language start the Elementary schedule especially so we may do 40 minutes of my view which is our IND drugs curriculum then they may do um 20 minutes of Foundations they may overlap a little bit so you really should have about 40 minutes of Foundations and then additional 20 minutes of reading comprehension teachers have a flexibility peries want to float between those participant Lear perform JS teachers know they've been trained that certain required components require more time and so they understand the flexibility they have a schedule so 120 Minutes of reading and writing may be a lunch break work in the middle of the day may happen a little bit sooner may happen a little bit later future bee students go to specials they they come back now it's um mid afternoon early afternoon and they have 16 minutes of math so ready math is our district approve math curriculum our math curriculum suggests 45 to 60 minutes a day for that delivery of particular math instructure so we we allocate 60 Minutes within that 60 Minutes they may be doing 40 minutes of direct instruction and then 20 minutes of small group may be centers they may work manipulatives and that that point that's where you see your two interventions happen then at the end of the day we split that block where we have content which is social studies and science so that's the 60 Minute period 30 minutes would be social study and science they put FL back and forth on a de and then the other 30 minutes of the 60 would be the intervention La that's where we do the two tier two where another person pushes in or it's more Center time or tier three where another teacher pushes in or pulls out that small so you can see on teacher B similar schedule same in terms of minutes slightly different in terms of when things might happen that allows the flexibility of Staff members so the whole purpose of this is just to show you that we have all this instructional time we know how to break it down so we take the recommendations from our curriculum guides we take your recommendation of best practices to your interventions and we utilize this time not only because of our instruct whole group we also use it for our tier interventions what has changed what remains so again ntss as a model not a new model we do this for a while what's changed we've added foundations to grade two we talked about that for the word for a while so it used to be just K1 we've added grade two we've already purchased materials we've already been trained on the introductory piece of it we're reintroducing foundations to A1 updated some of the materials there's ongoing training for pay one teachers we did restructure the daily schedule for intervention time just SOL so that 60 Minutes of math used to be 90 minutes of math and following the recommendation of 60 minutes which gave us 30 minutes to use for intervention so that's the restructure of daily schedule the delivery method for interventions is changing because up to theud this year where we had dedicated interventionist teachers who were pushing or pull out they've got into classrooms schol they've got into classrooms but we're looking at other schol by staff that conventions of course I'm sure moment increase training for staff so they have a better understanding of what deter this model what Remains the Same the model itself is the same ESL support not changing special ed services and special programs not changing high intensity interventions that's year three not changing how we deliver it changes the programs themselves not changing progress monitoring that that's checking the the assessment data often we look at orderly we invite the principles to present the central office to our director to myself to actually look at the data of this poor group of students in TI two tier three so that's progress moding has and continue to happen and then faculty grade level meetings so our teachers attend meetings after school and we focus that those meetings on teacher learning and looking at data specifically through interventions those types of convers trainings have always happen you may have a little bit more of a focus maybe a little more structured from the principle delivering that information but every really is the same okay and then we've talked about this quite a bit in terms of how do we support teachers related to interventions so again the model is not new for many teachers this is not new our better teachers have been doing this for a long time but they need refreshes from time in time it may be a new approach for our newer teachers so we do offer professional development so launching our foundations that happened happened two weeks ago so our K2 teachers have already have the foundations launched they already have full day training they're ready to go to open the school for foundations Orton villing hand that's that multi- sensory high-intensity read instruction we already have about 14 teachers trained this summer we have 25 teachers that be budgeted who will be trained and coaching so we're increasing that number a bit so 25 new teachers will have that training that certificate then throughout the year data analysis which I just mentioned Foundation support happens throughout the year so part of us investing in foundations is not just the material but the PD so was PID to teachers is not a a onstop PD they continue to have professional development throughout the year so they can look at foundations intervention components get data a chance to ask questions see how things are progressive uh the next one Dibbles this is another form of assessment that specifically looks at bu litery happens beond the agenda tonight so this is something that teachers are going to be trained on in the fall with the idea of implementation later on the year so we're not rushing everything all at once we're slowly moving through the trainings for this particular assessment and then we're to have professional development in the fall winter service days related to intervention strategies that that will we actually pay we've had discussions at Middle School where both teachers and administrators have looked at similar idea of using centers having small group construction that's something we moved away from in middle school we you can bring it back um but we're bring it back with some support professional development for teachers at the middle school it looks a little bit different kids are used to it kids understand how to move through centers but how you deliver secondary contact curriculum at a middle school level a little bit different than Elementary so really support staff with that this call and then a PD plan varieties equally important so in the past we've offered professional development to instructural assistance mostly on what's required um the the compliance type of professional development so now we're taking a different approach where we are offering that more specific skill-based content training so in September we will have um some PD on what their role would be and how it could be of academic support regardless of where they would be this happens to be for kindergarten I to begin with that's where we have District police then throughout the fall um they are going to receive some training on the foundations as well so they'll have a chance to sit with partner teachers and to learn about foundations what their role would look like and that this program that's really important it hasal support October we'll have a chance to do some small group instruction P what that would look like Behavior dat collection November multi sensory IES and then in marched how to utilize data so for the most part these are for kindergarten instructional assistance in year one ask we continue to move through the idea of improving IAS in how we provide interventions over the next couple of years that we'll see that expand but for the moment we're starting with our Kart and that's really important to keep in mind because we talk about interventions and how do we address student needs early on in their academic career it really starts with pre and we're forun enough to have a strong program that have expanded over the years those cly interventions happen there we bring students to the kindergarten if we can address those skills and those deficits early on that's just some advant advantage of students can close the gap early and of course so that that's the last slide of the presentation I'm going to close with just quick summary that mtss is the required model that is the model that we're using it's best practices it's interventions it's nothing new something that we've been doing for a long time the delivery may look a little bit different but we're still using that particular model and to anticipate so a parent of three children I would be concerned with well what if my son or daughter struggled all year and they were about to fail but they receive some interventions what's going to happen to them next year so we continue to track students through tied model so they've been in the district that we have their data we understand what their needs are we continue to build on those skill sets they had in the previous year that they not forgotten about that we continue to add those interventions as they progress and we look at where they go all those teers or I might be a parent who says well my son or daughter did fail what's going to happen next so we still continue to offer interventions and there's a pathway to get extra help right and so that might be the IRS invention referral system process which our building principles are well educated on our teaching staff's well educated on there's the committee for that so there's a pathway for we've done all of this and we're still struggling what happens next there's a pathway for that so that concludes the presentation I will open it up questions oh yes absolutely to back up you take a look at so in terms of uh sample schedule so we've been meeting with building principles um we'll meet with them often data piece but in terms of our scheduling piece we started meeting with them in early spring to get their input really they they're the instructional leaders of the building they have one of the highest stakes in terms of what the schedule looks like I know the ones who together so we sat with principles and our director of student services and our directors of critical instruction and roundt what it would look like in terms of schedule for K to 5 principles have input from teaching staff so through faculty meetings through their skip team schol improvment team they they have teachers have a voice from their cohort to the principal then the principal to us so there a lot of idea sharing around the table what you're seeing here again is a framework the next steps will be the next 6 weeks principles will be working on what this looks like in reality so principles already have their staff staff have their assignments principles have the framework they're going to take the framework and put it into action which means actually plotting out times how it matches up to other teacher schedules within a grade level other teachers who are support professionals other teachers who teach related arts where those available is coming terms of adding additional services so some summer work is now taking this The Next Step um speaking of the schedule could you talk a little bit more about what the intervention block might look like that seems like that's the point where there would be a lot going on enrichment tier two tier three all in the same place just been curious how how that would happen so the intervention block is when students may may leave leave the classroom for enrichment I leaving behind a poor group of students in the classroom with the classroom teacher who may be working with a small group of students while another small group of students is working independently or we have a group of students leaving for enrichment a group of course students thing with Jenna teacher working on a skill and then another teacher the ESL teacher for example who then come in to work with another group of students in that class so yes there's a lot of things happening in the intervention block and there's actually a lot of things happening in you go up into the ELA Block it's number two Center activities that's a busy classroom so if you were to to walk into that classroom I walk in to do an observation period too my expectation is it's going to be organized it's going to be structured but it's going to be busy I'm it's not going to be silent there are there's going to be a lot of academic talk happening amongst students and teacher there's going to be movement there's going to be manipulatives it's going to be handson there's going to levels of Technology there's been some levels of reading but those are busy appropriate times that com back a question please um a couple of meetings ago when we were here we had quite a few parents getting up being so upset about SE we were losing and how it was going to impact all of this from everything you presented it sounds like everything's being taken care of so what happened between knowing losing so many staff presenting something that they thought their children would be losing and now how did that get taken care of or was it a misconception on the Public's part as to their child's needs yeah so I'll take ownership of that where when it was my part of the presentation I don't think I effectively communicated all of this and so in retrospect if we had carved out some time for me to do some of this that evening then perhaps that again was motions sure respect that um if we had done some of this I done some of this that evening then I think some of the questions would have been addressed but that that's probably if I'm reflecting on it okay cuz I remember one specific parent coming up who said she's an educator to who does what we were speaking to and she was in tears saying that a teacher could not handle what we were saying would be done and you're simply saying that just that we didn't have the time place to represent the value you're showing here this was still the atttention it just wasn't communicated yes okay thank you but to add to that um SC is that I think the key piece is that communicating with the teaching staff and also saying dedicating time like grade level meetings even faculty meetings for us we need to take a step back and say we're prioritizing this and any information items that may be provided say via email or a 5 minute conversation that our principal wants to present on that's that has this has to take priority over some of the information that's taking place and discuss and faculty so that conversation happened with principal and saying we need the time we need that um I think it's 30 30 hours right um that we have in the contract that like dedicated to faculty and grade level me utilize and maximize that time sta because the other piece is the planning people with the less plan so if there's planning for Center to differentiate and Target these groups then they need time to plan that so that we you know that we take responsibility in terms of not articulating that we're giving back time to the teachers to be able to plan that out and I think that's an important piece because even the teach St concern to from what you're saying makes a lot of sense how is how are those little important it's going to get to the staff that will be a part of Staff bu so we have more time um we're frontloading a lot um in our September days for our in service days um so I think we add in two additional days in September for in service um with the staff at the beginning of the year um so then the time can happen even on those days and then um even looking at like just different whatever is being delivered we know that testing protocols and things like that that's a must that has to happen so we need an ER but the other items um we kind of looked at it and said right let's make it more instructional meetings which some of our principles asked to do that this year we had two principles that kind of use that model so they used the hour and they said okay I'm going to do half an hour maybe information and then the other half was cured towards instruction instructional discussion or they're breaking out groups and then utilizing that to kind of um for their professional learning so it actually works out well that the two principles asked to do that this year model yeah cuz then kind of It kind of set the model and then the other principes will just kind of so we have a system where they're going to be dedicated you know as an educator I've been in meetings where oh you know we're done there's 20 minutes left to it all go home and there's going to be an emphasis instead on the academic pieces and what I hear you likely is this is all going to be planned out this summer you know what you're going to beting at all staffs then construction right yes agreed and even grade level we some of them were canel um this year and so and I were looking at that in terms of okay why were they canel and don't cancel there a lot of cover whether it's our directors of construction doing that asking you know given the opportunity really talk amongst themselves on thank youp question so um the first one is uh this takes into account I'm assuming dve did a pilot program something right so Lear from that yes um in terms of tier two versus tier three so does tier three always have an extra that's always an extra staff member so it's not the one teacher that's in the classroom being expected to do tier one tier two um so that's how they get the extra intervention of and then tier two so I don't know how many classrooms within Cas I know exact number but um have an additional sport staff number in the rooms is it the third of the classrooms have like is a lot of the classrooms G through five that have the second staff member in the class so kindergarten all because they have instruction system so that that 100% And then as you move up it depends so if we have um classroom where there's in-class support teacher serving special ed students that there there's a second person in the room still working with specializ students nothing is being taken away but there's a second person in the room so we get to some of these other times that you have that second adult in the room um it we T to say percentage prob around because I'm just trying to figure so during that time at the end of the day now that I know tier three always has an extra person that helps me because otherwise it seems like a lot for the one teacher in room a lot of the rooms potentially already have a second person and then a tier three guarantees the ACT person um that helps me um and then in terms of the planning that goes into in the summer when the principles are planning out which children go into which classrooms is I probably can't say exactly but you know is it balanced so the needs in each classroom are similar or I just don't want one classroom to be so heavy that one teacher just Dr correct so it's it's spread out so the word that use heterogeneously groups versus homogeneous grp so heterogeneous means that there's a mix of all kinds of student abilities in the classroom for homogeneous me that everyone of the same type so not homogeneous heterogeneous where it's a mix Bal several questions com um so ech Lor's comments about we got a lot of emails from parents when um make those announcements about Staffing reduction so how are we going to get in touch with specific parents and I don't know how be able to keep track of here to explain this to them and and going to be really Frank May the other a lot better I mean I can look at it and make sense of it stum it but I'm not a teacher I mean I'm sure a teacher can look at that and know exactly what that means but as a parent I I need more information than that about um kind of how the schedule works and and also some of these you know tools like my view versus Foundation that have and all that um so that that would be my suggestion to either you know figure out how we're going to tell parents I don't know if it's when we identify those students that need the other interventions we just s them or some of the parents should up here um I had a question about how the staff is reacting to any all any and all of this in terms of because their buyin is going to be make this successful so I just want to um kind of get the temperature of how they're feeling about it let me actually address the first question first uh in terms of communicating to parents so that even the main our princip so they had an idea they were getting a pulse of the as well and they had idea who actually here asking questions so you had that first connection then as we go through the summer and we backs so the principles have an opportunity to connect with parents through back letters orientations put the grade levels back to school lights so you got the principal piece and of course you have the teacher pieces on it where teachers are the greatest communicators have families because they have that connection they have an opportunity to communicate daily they had to there's a lot of avenues for communication so teacher principal in terms of how we communicate ABS the rooll out interventions and then in terms of the pulse of staff's aware we're very fortunate that we have great grp of Staff professional understanding of where we are what the needs are of students in tier one and tier two always have been good if you're a teacher you you kind of know what you're getting into you're taught in your undergrad program about what tier one intervention is going to look like how you resets for tier two that this is not changing and we're actually going to support them even more posi so that that's a good thing and fact that teachers want more support they want more training sometimes teachers which what happen in October they want to be able to be and talk to each other and have horizontal articulation so third grade talking to third grade in all re buildings and they want they asked for this we did it last year and we again vertical articulation so a third grade teacher talking to fourth grade teachers third grade teachers talking the second gr teaches so we started it last October we're going to formalize it and structure even more with the understanding of interventions they're asking for for that and so we're we're get that and then umk um I wanted to know if there's any data um showing like the difference between phal resources in UC in instruction like handouts or textbooks versus screens I saw a study somewhere I don't know where come find it that screens actually aren't as successful especially for young grades and I'm assuming that we're not relying on that as and then also if you have any data or information about the home environment support for this so interventions happening in school and if the reinforcement happening at home or is able to happen at home is there anything I mean I'm assuming that that just moves them into a different tier group and then additional supports provided so I guess I'll address both of those so in terms of research on screen time our research colleagues EA um they actually presented to us one of our monthly calls fairly recently they did the whole research project on screen time and so we've shared that with our build principles fantastic article on Research that they've done across the country in terms of the amount of screen time and the quality of screen time for students and so now the pendulum often swings and education where we were the swing preo was let's get one to one where every student has some type of Wireless put the technology that was it way we come to co and fortunately we were in a position where we could be one to one necessity now we're starting to swing back the other other way we're seeing it's a valuable tool but to be in front of a screen all day every day delivering all content not the best approach so we're swimming back that way there's more research that's first that that foundations is on paper for example my voice had it I don't know if you guys where your kids were fell in the district my voice Foundation tell you what happened last week so I don't remember another question the parent support piece of it I'll give you a hypothetic so let's say that we have an elementary classro where we have we have anecdotal data saying that Mom Dad Guardian just does not have enough time to read child at home in the evenings which is a practice that that we all did for our children it's important practice to do but face it that Mom and Dad may not have the time during that intervention block or during that Center time an an appropriate intervention would be for a classroom teacher to do a read aloud to the entire class so that's information that we do have we GA classroom teachers gather that information they get that feedback from parents and so that's an appropriate use of time as well I I would add with screen time that any program that we approve um that is to be utilized in those centers that the max time is usually 20 minutes so that's why it's so so if you're on so let's say for example a small group 20 minutes that when they're doing grou should be it should be direct construction it should be down for another 40 minutes that split time and additional 20 minutes time and thenu so those are things that you do have to monitor like what you see tonight A Lot ofing the research is showing it's the research shows great growth for usually 20 minutes um for yeah I think a lot of things are kind of going old school which is we have to figure out it wasn't working before we decided to go back but um the other the only other thing I had was um I guess uh well I wanted I did talk about POS 30% of the parents what about in terms of breaking this down by minutes like they're not they don't watches the how are they how are they really figuring out how much time they're spending on stuff well in some cases they do because somewhere in there they have to stop for for lunch they have to stop for specials they they stop for bathroom break they stop for snack break so again our veteran teachers know this tively they don't have to have a a stop our young teachers that's something that we Mentor are young teachers are new teachers that they have to know when it's appropriate to stop brain break get up on stretch and all those things have to be work into the day so when you break down so there's 240 construction that that's what's provided to teaching staff contract within those 240 minutes we have 120 Minutes of language arts they may need 130 minutes charts on one particular day they know autonomy to take 10 minutes from something else because at some point in 180 days they'll be able to make up the 10 minutes that they took from something else so they teachers have complete autonomy on how they utilize the time that's best for their students I remember one one of thing so I do remember that when my kids were both in kindergarten they had instructional AIDS in every room but I feel like they were there as kind of a help to the teacher in terms of just keeping the kids under control for so these the instructional assistance and AIDS of today are actually instruction giving instruction versus just making sure that something's not even paced yeah so there's a big difference between the classroom p and an instructional system so we employ instructional system within the title of their their draft title that the idea is that they help the teacher instruct students we're very very lucky that we have instructional assistants who have substitute certificates we have instructional assistants who hold valid standard Jersey teaching certificates they just chose at this point in their life that they want to be instructional assistance they have the BS that they can be has to help but just to add though that the instruction systems AR so the teach plan thatting responsible for that the teacher and the so it's never something that the I be position theel I want to comment about that as we are now relasing website that we will we have an mtss guide um that was done I think it was preo or maybe even after Co that it had to be revised so the team will be working on that and making sure that that's easic accessible with the terminology and then it sample layout of the schedule to as well run and we don't have any AIDS they're all instructional assistance we have transportation AIDS structal systems thank you in terms of um support for our teacher um it it will turn out that that some teachers will be um implementing tier three interventions more than other teachers um how are we going to ensure that those teachers particular are best supported when they're struggling with tier three kids more so than some of their their so that that's where for example our ldtc in our buildings would be helpful lucky and I keep s done with that forun to make decisions our director of student services a forc so she's going to be doing quite a bit of training with both the IAS and training for teachers so we have to go all the staff dri um I just have a few questions so um we got um well I want say change having the push and pull out right so it's kind of um teacher Incorporated differently same instruction but you don't have that extra body that would come and take the kids or come into the classroom correct we don't have care we can't talk too much personel but we don't have up until this year the the staff members who were dedicated just to that Ro P pull out those staff members are now in the classroom however we have other staff by helping at schedules that free people up to do the interventions but the people you're thinking of your mind about your classrooms so that that's where the the change were okay and and so when you had said so just looking at the tiers so one obviously um understood two um two going into three for sure when nette said there will definitely be in the room um that's where I got kind of confused cuz I thought that we weren't doing an extra in the room and that this was going to beyond that main teacher to differentiate yes I think sometimes this goes back got some of the comments that we heard the meeting in May the term extra so that can be misleading so the additional teacher going into the room is to push in for tier 2 supports if needed and push in for tier three if but that scene feacher there's still a level of pull out ESL is a good example so our ESL students pull out right so they can get those particular interventions that still exist the teachers are still there the program is still there is still there so that that still is happening it it's just the variation of the The Who and the when is spe that's prob the biggest difference okay it just just sounds almost the same to me then once you get to two and three then I'm like wait a minute if we still have to push and pull out then it just doesn't sound as different as you're yes you're good read so we're utilizing the stff that we have okay so I think then also that just practice this is what's been going on for years is that we' always separated special ed kids who are getting Services because of compliance because of I and then you have what we model of interventionists that were also servicing kids and may have been doing some pull out Services as well so some of the stack we're actually utilizing maybe from Special Ed but they may take like two kids that would have been with an interventionist and that's where the additional support comes from so what I would say is that it's our kids it's not necessarily but if are two friends Jo and we're not clients and they only have KS that they're seeing addition then that's okay to do so um some of which um she had said too so I so if if foundations why didn't we get rid of it if we're bringing it back so we we had foundations going strong pre right foundations someone said it's not a program you can deliver and so now we're in that that two year we're doing virtual learning it went way have couldn't deliver phonics based instruction Fidelity on the computer so now we come back with turnover and staff we're back with in person we hybrid full and so foundations had fallen by way of training materials it's a research based program and something that this is President both we believe it results driv and so it's time to bring that back and now we're in an opportunity to and the the staff um mostly is is positive with that I mean happy with that did we have anything that we were using or so so my thing is that one of the questions I have brought up is bringing in so many programs and so you feel like you have you're using pieces of each program versus utilizing what we have and not spending all this extra money for these programs that we maybe have a little here a little there consolidating so um do we have to fully reinvest back into foundations because we didn't have no we didn't we had we had to fully invest in grade two because we had never done that before and that's important next step in process K1 because did exist teacher MERS for example still good still happen in the district we actually a survey out the K1 teachers check your rooms and see what you have and report back we actually had quite a bit of stuff still here so we didn't have to do a full read there some small materials that want to reorder in so materials are on here to answer your question about how teachers feel about it the teaching staff who had use foundations pre 2020 loved it and are excited that it's coming back because they know it works and that's a big difference wouldn't if you ever have an opport to teach kids how to read or be in a room where kids are emerging readers it's one of the best things that you can experience as an educator is you see that growth and sometimes happens really really quick and sometimes it happens over 10 months or over 14 months but to see that Blossom that's one the added benefits and St as an English teacher like myself like that that's that's the intrinsic value of being an educator they see that with those program that's St Steph also say to that my were in Year yes so we're in year four at the same time when we were during we were also implementing literacy program that literacy program didn't include foundations um and typically when you start program you want to keep Fidelity to that program and not start to add or bring in other programs in addition you need toay what's working what's not for the first few years and then bring Foundation some of the St want at the same time too but then happen so that's the other piece too that have kind of get without to say that we need it and that um and it just lasted the same idea um so not being a teacher this this seems like so much and so so you know my my mind immediately goes to um the huge differentiation which teachers have to do anyway regardless um so I worry about and and C had sever I had um been concerned about is the buyin because I know you had mentioned so if you have all the the three teachers that are going to hey I I could use help with two of these kids and you could take I'll take your two and so all of that is uh there's so much you know collaboration that has to happen there and organization and communication just among that little cluster itself so if you have one in that group that's kind of like it you're not going to be able to function as a whole correctly when you don't have everyone participating um so I can share so I started my teaching as a fourth grade teacher so you're completely correct it's a lot so when you're a fourth grade teacher you do it all yeah so I was forun enough to move to Middle School where he T English but when you teach it all it is a lot so I would say to Any teacher who um feels overwhelmed or there's some trepidation about anything that they're presented with in terms of instruction that they should collaborate with their teaching Partners they should speak they bu person they should speak with ours of instruction they they all know they can come speak with me and I hope they feel that that where it's always open to them we're here listen to support them so if they are feeling overwhelmed that they should voice that that's really important part of the buying process knowing that there's support here that you have the opportunity to safely say how you feel about something we know it works but it takes work and I don't want to mislead any more member that when we walk away this evening that we're ready to open school tomorrow this this is ready to go that's not the case the next six weeks for our building principles our directors and for me is to really go up our sleeves and get our hands dirty with this and then planning what obvious what professional development is going to look like for September fall winter so there's a lot a lot a lot of work that will be happening the summertime and the Cal Happ to work our fav where we've actually picked up almost three additional weeks of Summer so that gives this a great opportunity to do a lot of work and a lot accomplished with our build leers and then lastly I just think um I don't know if staff would come you know I mean so you're a newer teacher you're a younger teacher do you want to move forward and say hey I need help I'm having a problem I would I would want to think that they're going to but it's also intimidating they have peers that have been maybe around for a long time um maybe they would go to them before going going to admin or their building principal so when when training is is going with the teachers do you guys push the issue hey it's okay come to us if you need help like so they hear that through the message of the the training and uh to reach out I rather them Reach Out than than feel buried and and not happy best example would be so this is brand new for grade two um a couple weeks ago we trained our grade two staff on foundations and I attend so when I'm in the room and they see that I'm there and I'm with them you know unfortunately where I have a background language arts and they know that I I hope that helps with that get that next upep of BU where I'm invested I want them to be invested I I know I've seen the results when I was Elementary principal uh I saw the different probations again it's repeating that message showing that we we are invested we're invested there's a difference in Comm this thank you if I can follow up on that were said Martin has one thing you said that I think there's another Nuance in this that you might have didn't follow on what happens when that Trio has one person that's not pulling their weight what is the system in place not that they're strling but they're not pulling their weight is that coming up in um evaluations is that coming up in um administrators walking around stepping into the room like do people feel comfortable to say that someone is not doing what they need to do and that trail is that what that's what you were talking about too right yeah like let's say there's three third grade teachers and one like when you're doing a project in school and you have one kid that's like you guys do it not fair you have one that's not invested and so will they I mean you have to work with somebody so how do you complain about somebody the process is or something like that so where we would see it in a formal set would be doing an evaluation observation EV but we may not I'm going do an evaluation everything which we would hope it would be but so you're talking about when there's nobody watching how are we condu ourselves so again we do very process for to step forward that one of them might feel comfortable do they know that that's a channel that they can take so they so you're a newer teacher you know you have a maor right and so you've made that connection from the very beginning if you are a newer teacher or a better teacher you know for example building and so that that's an important person in in every building where you have that intermediary and I'll look at Mr Brook for just a moment I'm sure he would come up to the microphone and say that as administrators we have a very good working relationship with our building reps and with our Teachers Association where we put a lot of time invest the relationships from an administrator to the staff member that I hope that those relationships with pem in terms of Staffing comfortable to to have those conversations and it's better being adult right so we get to that point where someone's not pulling their weight it's a learning experience as an employee of what do and if I may the other case that this morning started talking about um it's all about communication and how we're communicating and I like you I'm concerned with people who came to the board meeting we'll be checking on the website to see what happened how are we going to make sure we're communicating and we've said this before from my experience of where I'm sitting you were doing a FAL job but when people come here with the emails go out on Friday night people are left thinking that we're not doing our job we need to change that and I think your point is very strong to say how do we they State their name when they come up to the Pod and I think you're taking not so those people I think do deserve a communication saying you know what you said as far as we're sorry we should have been more clear about this I want you to know that the children are taken care of and here's a layout of how so I don't know if there's anything you want to say about water I think that's an important point that you mention yeah I mean when um th was talking about having information on the website just my brain was sitting about okay but how do I get people to go there so maybe it's maybe it's you know an email or you know I was thinking along the lines of getting information out but there's there may be other ways multiple yeah would it be possible to rehost this maybe closer to starting again so to invite parents to you know a at a different you know ntss meeting for those for the parents who were concerned yeah it's a great idea and I think that's the type of thing that the build level of the personals can host because they parents may want to ask more specific questions that principal more connected with so that that's I think that's a great idea and I'll follow up with this for Bo in October we're ired to come up to do a presentation on the previous year's testing payment so this past October I I came up and did a whole presentation on road where it was um from grades 3 through 8 and then 9 through 12 uh English language arts Math Science and all the numbers they all those fun sharts we can actually do an update on this in October by that point we'll sted school we'll have done September's worth of universal screener and we started placing students and it's mid October we already had had a couple of weeks of interventions happening and so I can provide the board update along with the assessment data anyway I can do a quick update as part of the presentation so you you'll have some knowledge on and then get we trying to hit as many people as many Audi ask and one last question about um what about the grades Beyond what's been presented tonight so Middle School we have um uh an academic advisory there something that's been happening for a while and it's going to be restructured has taken a closer look at what that AC is a tutor what that tutoring looks like and he's going to restructured that knowing what he has good Elementary experience what is needed from elementary to Middle School uh we have the most program which is an after school program for tutoring it's about promoting that for M schal high school high school has built into the day academic sessions where they can get some additional assistance as well so it's happening at secondary 6 through 12 doesn't happen at the same volume of percentages as it would at an elementary be much more specific so we do have programs in place since through 12 it's just this is much more comprehensive and involved prog so yeah I would ask that we um take a look at the so I know from personal experience that the um peer-to-peer twittering at high school everybody goes in and they just don't sit there because you're not going to ask your friend that you said with lunch to help you with your calculat so um and there's a there's a a teacher in the room um who does step in when needed but I mean that's an age where kids are a little hesitant to say that they're not understanding something so I don't know if it's maybe it's kids in their own program or something that they know they want to do this so they're getting they're getting support too on how to engage the kids that are coming for the help because I mean just from experience of what I know a lot most of those kids were there for their community service hours um and they weren't the kids that needed the help were not showing up so I think we really need to figure out how to make that work a little bit better um particularly on I would agree that it's interesting so it's not conversation but I didn't know that so at the high school it's it's like not structured I me they had I don't know if this was before I don't know if this went on this year but at middle school last year and JHS had the same kind of thing where people that they could volunteer to to do peer T they would literally care and that was the schedule like I'm going to see to every day and or every other day or whatever time during our Lunch Period at this time we go to the library and we do this it's always going to be me to was like that no and that's actually great that's how my daughter does in college I me she's paid to do it but they they give you know people sign up for her yeah yeah know in this situation students are showing up in to do their committ service hours students are showing up to get their credit recover they sit there in a chair child home and says I wasn't able to anyone most time wow and we're I mean not to names but I have to know a child who spend a whole year with a child and they also built a great friendship because of this that they they they got through together this is tremendous anybody else have any [Music] questions is there anything else with the superintendance report is that the end of the year was a lot of fun very effective with celebrations thank you all for participating and being able to see um our kids beinged just being celebrated um there are definitely a lot throughout the district we P 12 um so we had a it's definitely a bus time um we on for next year um so just some fun things that we're doing with leadership um we're doing a fit to lead um walking Club um two times a week just sneak up on um so it'll be fun um so we'll have our F lead group and then we are also doing a book read um which is your leadership team um for all for all of them w still like a lunch and learn um every Wednesday and we are reading the five levels of leadership by Max so that'll be starting July the first week of July thank you thank you and there we also have our professional development plan with Dr BOS so what we did at the board retreat we're doing with all the administrators as well so that should be thank you so much