3.6.2023 FRSC Special Ed./Alternative Ed. & Early College Subcommittee

you're ready all right we're going to call the special education alternative education Early College meeting to order please call the roll let's try again here Ms Laramie here miss rodericks here please rise for a pledge congratulations

Chris went to the open meeting well any person may make an audio or video recording of this meeting homemade transmit the meeting through any meeting attendees are therefore advised that such recordings are Transmissions being made whether perceived or unperceived by those present and are being acknowledged and permissible so welcome everyone we're going to jump right into the uh

agenda and get this irony citizen book there's no citizen input time we're going to jump right into the first discussion and it's a evolve update okay

they just have the printed out links that were embedded thank you thank you so I just wanted to give an update on enrollment data some of the glows and the grows for the evolved pathway at Derpy currently we have 67 students and they're pretty equal in terms of grades 10 11 and 12.

31 of our students have disabilities with 14 students on IEPs and seven with 504 plans our year-to-date attendance that we are working on improving is 76.4 percent and after our Quarter Two grades came in we have 60 percent of students demonstrating competencies so far some of our gloves things that we are very proud of are that we have finalized our portrait of a graduate which you'll

see on the first page and this portrait of a graduate has been featured in an upcoming op-ed for the bar Foundation that's going to be published with the learning agenda and it also has student work from two of our tlees the students in the law daily and the my POV tle along with some of the student feedback um so that will be published along with that portrait of a graduate we also launched the Evolve teaching

assistance pilot this last term which we have four seniors who have demonstrated competencies in certain subject areas and we're able to give them a leadership opportunity where they've teamed up with some of the teachers and they do co-planning and co-teaching for a class with one of the teachers and it's a way for the students who are interested in going into the field of Education to

pair up with teachers and also work on their leadership skills with the teachers we're also sharing that out this week with other schools at a retreat another piece that we are proud of is our term to competency exhibition so you will see that on the next page this is just a printout of the slides from that competency exhibition and we had 16 students get in front of the entire group which is really impressive and

they volunteered to share out their final projects from term two and it was a very successful event where we could really showcase some student learning and students can really take a lot of pride in their work we have as for our graduates we will have 22 um on track to graduate in June five of them are looking like an August graduation and again all of our students that we on board are off track by at

least a year and a half so we were able to get 22 of those students back on track to graduate on time we have some students in school it's a career who are finding a lot of success we have eight students doing that and we also have been invited to join the canopy project which is a nationwide project for schools that are designed promise and Innovation and it is like a a website an organization that catalogs

all the information from different Innovative models and it helps other schools in their pursuit of Designing new Innovative School models so we were just invited to join the canopy we also are continuing with a lot of transformative project-based groups so you'll see that in the next page over um there's a bunch of slides that kind of highlight different types of activities we've been doing with

students the transformative SEL groups they are non-academic short-term projects to be able to collaborate and build relationships with their peers they're usually an hour long for a lot of these projects so you can see pictures of all the different activities a lot of the kids have been doing usually we do those every other Friday so that's a different type of transformative piloting as for some of our growth

we just completed a very robust full eight hour day training for teaching into the competencies we did that during the February vacation and it was a lot of our staff practicing different types of moves and teaching and embedding competencies along the competency cycle so I did include on the next page some of that information about what that training entails and again that we work with our partner

springpoint on how to teach into the competencies which is a really nuanced new type of skill so really fortunate that we get that support to learn those skills as a staff another grow is that we are looking into adopting the lift learning platform which is after the slides you'll see a slide in the back door lift this just kind of overviews what that platform can do for students it's a

competency-based platform so it has online portfolios where kids can upload their work it actually tracks how they're meeting competencies over the course of their time in school so you can actually do comparative data analysis about how many competencies kids are showing when they start versus how many they're able to in their growth over time and the great feature of that is also that they get to

build their own courses in this so it's something that a lot of the seniors can do is like build and design their own courses in backwards map how they're demonstrating certain types of competencies so that's also another feature of this platform that we're looking into it is um another one of our girls that we have two very big site visits coming up in April and it's a way for us to really get a lot of

holistic feedback on what we need to improve upon as a model so we have spray point and SRI International which is an educational research group that are coming in and we're being evaluated on What's called the indicators of school quality so you'll see that on the last page there are seven of those indicators of school quality and they will give us a very thorough like 25 page analysis of each

one of these indicators and different positive feedback in areas of how we can approach each one of those so we're really looking forward to those two site visits next year we're also looking to grow enrollment up to 100 students and also looking to onboard additional Staffing to support that growth of additional students any questions under student supports with the seven indicators the collaboration with

families and student supporters what is the collaboration with families look like right now we are Partners entirely with with families so there is not a day that goes by that we are not on the phone with parents when students do not show up we have of parents coming in for meetings a lot of them are virtual or phone meetings with parents but we involve every single parent and parents are

actually a part of the process to even onboard students so they're informed about the program how they can be supportive of it how it's different and really like how they are also a really important part of how their student is going through progress because it is really hard I think to conceptualize how this is very different so they have to really be a part of the process right from the beginning to understand how

this is a very different type of learning so we're like educating the parents also on how this works differently as well as eliciting a lot of their support especially social emotionally I'm just thinking of it in terms of if you have any best practices about how you get your families involved what can we take from there and bring out to other programs because this is a very different model but there are some

there's a lot of similarities so I'm just thinking kind of ahead in what can we take from here that's a best practice about getting families evolved and bring up to the other school communities that's why I asked yeah slurry uh just a question you said you were going to have 22 graduates right that are on track what about the other three what happens in that instant so we have Extended Learning in the summer

time so those students will be coming all summer long and hopefully we talked about having a summer graduation in August and I think they catch up yeah they should be able to make it by the end of August and if they don't and uh the 68 competency rate is that how is that measured can you just so each one of the courses is directly aligned to a competency so if a student

is passing the course and completing the final project they have to demonstrate a conference in front of it yes um is it measured once a year twice a year or every term every term every term each student has four different tles so they have the opportunity to demonstrate it could be the several different all coming back now yep okay thank you the only question I had was on the data for enrollment

did you start with all of these students has there been any in and out of students or is it once you start here that's what you have uh we have had some students that have transitioned out you know just like any other type of program you have kids that move or kids that want to move on to something else we've had a few students go to RPA we've had a few students move on we had another

set of Job Corps several students moved to other schools so as soon as we have someone moving out we have two already waiting to get in so we do have the the need of students that we're cut we're moving in once we have a student that moves out so what is the maximum enrollment because they're not all equal it's 100.

this year it's supposed to be it was 60 this year because we have four classrooms so we are over enrolled right now to 67. we're going to 100. next year one of those 200 students I'm only asking that because it says 20 22 25 you know like the numbers aren't necessarily capped at 22 so we should never get right over that has there been anybody denied entry uh like on the waiting list you said but

that must be rolling is that we have everyone that was who applied and wanted a spot enrolled unless the student is right now we did have a few students who are currently at RPA who did apply and want to attend a ball they have to go through the referral back to Derby high school first and then we come to us after that happens after that normal process of transition happens interesting video

yeah it was just interesting the budget when it I know you had here if you if you increase to 100 that will have another but that's 33 kids Edition because there's some other model this is some other things tweaking because if we only add one classroom per se and we had two classrooms like what would the 100 look like and where would that be located if I think there was something to talk about

moving something else out or whatever but is that still a go right we are looking at um principal Damaris we've looked at potential spaces we have a space earmarked that we probably will do some shifting um of a another group of departments into a smaller the smaller area and then move into that area into the larger area so that we can expand the additional classrooms so we are in the midst of of

creating that space so first we would know last time we weren't sure if we were going to be able to accommodate 100 as we looked at numbers and we looked at where people are we thought we can make some shifts to to to make that change wasn't there something in the grant about 150 or something eventually admitting to something but that's yeah 5 is our goal for next year in our plan

right we're not going to be able to accommodate 125. so um they they are well aware they they knew that so they absolutely gave you permission and let me go to a certain amount exactly I'm sorry yeah just quick do you can you foresee what our biggest group will be coming up like is it going to be freshman sophomore Colorado right other Freshmen software no sophomore junior seat like usually it's sophomores

um and this year especially there were a lot of it's like second year freshmen that moved to the 10th grade so we did onboard a lot of students who were off track from their ninth grade year it's usually priority grade 10 students okay my only suggestion it would be when we look at the budget one of the concerns I've always had is that was this is a costly program relative to other places

so I think articulating it directly what it is truth and advertising will help us to to know like if we took round numbers and it costs 35 000 per student for this program so there'd be Logic for somebody saying well if we took 35 000 in any other Google be able to do some of the same thing so that's only as we do the budget I'd be curious about that and no further

questions is there any chance that we could get the slides for the just said to us via email so I could actually read them nothing embedded in the uh okay all right it doesn't sound fine okay thank you that front page Mimi is on board it's on board you've got it it's really interesting they have videos in there too of exemplars of how to do this type of teaching into the

competencies and it breaks it down it's a really interesting um cool videos in there thank you for your presentation thank you we're gonna go run right into 3.02 discussion update

thank you

thank you it is okay yes good evening okay so um thank you for having me here today I started off in the beginning by giving you a breakdown about population I wanted to General breakdown per grade we're at 224 students at this time and below that is just a breakdown of special populations ell and special education so one of these just oh yes that's current yes no that's what you started

with or is there somewhere in here that has where you started or uh no if you want me to do a before and after I can but I just where we are it's just I've been seeing this now which is just another issue we've seen it for the first time but the I'm curious when you see I see the number of students at the old tender school at 224 my first

question would be okay well how many did we stop with in September because it begs that question of how many transmitting that's it sorry no that's okay I'll do that don't for it we'll email you those numbers yes okay one of our greatest concerns is our attendance it is something that we have been focusing on and we've been doing many of the traditional types of you know calling homes visiting homes Etc

and um in a minute I'll go into some other things that we're working we're moving towards because we see that we need to be um think a little bit differently about that but what we have right here is this the the students who did enter our school throughout the school year break down by school um the total number in the second column you see there the total number of students who did transfer into the

school and then the third column is the number that transferred for attendance specifically for attendance issues and the last column there lets you know the percentage of those that came from that school that came specifically for attendance issues so it is a large number as you see and it is something that we are putting our heads together on making sure that we are addressing this

um you can do a comparison the chart right below I just took the intakes from last year just for the the chart above that I showed you is from September 1st to March 30 to March 3rd as of Friday the um below you'll see that these were the numbers from September 22nd excuse me from September 20 2021 excuse me to May 2022 from last year and you'll see that the percentage then

of Middle School intakes just from September to June excuse me from September to May was 24.38 for a middle school and 34.43 for intakes for a high school intake so we see that the number has increased so we have to make make sure that we're addressing the specific need that's coming into our school so where I'm sorry go ahead where are the intake numbers for this year the in the intake numbers for this CR in

the chart right here these are the number of intakes per person all these kids went through intake they all showed up the school and went through intake they can't be you have 172 and then you're saying your enrollment is 223. so you didn't have only 50 kids there before that's okay you know what I mean so we have oh right okay I will I will double check that okay I will double check that but we're at

224 you were at 224 but we had these intakes 172 students taking that intake who transferred in soon so that would be no I'm sorry I made an error yes I'm sorry I made an error I'm sorry about that too quickly I apologize for that but what I will focus on is that the majority of the students have come in for um attendance issues and I will fix that number and I'll get

that to you on that one that you're talking about September I think it should say 2021 yes today I'm just trying to figure out the importance of showing that the number of students who are coming up specifically to us specifically for attendance hasn't has increased tremendously from last year so that's something that we have to really work on in addressing in terms of the student

these students have serious attendance issues yeah that would imply though you might want to dig a little deeper into this because the way I'm looking at this is that implies that last year from September to may you had students that got transferred in that didn't have attendance issues correct they can I don't necessarily think that's inaccurate uh statement so you might want to just check it yeah

it could be the sign of the times it could have been the covet piece it could be the online schooling that you get credit if you're on you know in the past when you were doing your school work but you got credit like that there's got to be something more than last year from September to May which is almost the entire school year however many kids you had that only 25

percent of the middle school had in 35 percent of the high school had attendance issues right for conduct issues for also for um not gaining credits at a at a correct Pace to move forward so that's what the other one's for but I specifically only included the line for attendance for this purpose of this page so that begs the question if the reason why the kids came from September to May was

for conduct issues or whatever said and currently there's 82 percent of the dirty kids have uh just for attendance where is the percentage of kids that got transferred last year wakanda where were they now are they staying at the high school yes they're not being referred or they're just not getting allowed to be do you mean the students who were brought into already brought into RPA

where are they now no typically this current year so if we say the kids usually are very similar year to year so we got a lot of kids that go to the alternative school for being low credits or conduct issues in any given year whatever that number is the following is probably very similar in my experience being here for years under the correct data that you're given though is saying 80 are only for attendance issues

that begs the question of where are those kids that have behavior problems that got transferred every year for the last x amount of years are they still staying there so now the high school has all the behavior problems oh no those are coming as well I just chose to focus on the attendance data we also have data for those who claim in for conduct but on this page I was focusing only on

attendance we have all in addition to this we have students so in other words 66 of the 80 students that came from Durfee came specifically for attendance issues the other percentage of the students team for all right let's take that logic so 14 students since the start of the school year at Durfee High School 14. out of 2400.

the only 14 got transferred to the alternative school for behave anything other than attendance is what I'm reading here that was the information that was given by my intake coordinator yes that that was the main reason can anybody at the high school verify that um respectfully disagree with that data point I think that most of the referrals this year up until this portion of the year have to do with conduct they may

very well be an attendance issue at the same time so they may be ringing a bell saying that they're chronically absent and they're uh issue in terms of their behavior it makes that makes a little more sense so when we get to the midpoint of the year and we get to that credit recovery piece especially with with seniors right um the the profile of the student being referred certainly changes a bit but on

the front end of the year you know up through January it's been behaved so maybe the issue is I don't know what the document is but I'm assuming that when we you guys refer us to notice a paper somewhere that says what it Mrs Maris has the principal think the reason why Kevin's got to go there is and the answer to that would be what you just said I would take it

Credit Recovery way behind conduct what and there's some data to go along what I'm already saying is what we got here presented to us now is I'm looking at it for the first time made it seem like there's the only attendance issues that's sort of that's just me speaking but that's what I feel like this is kind of showing and I appreciate your Clarity so I think maybe we can get some get together and

get some more info on what the nature of the student okay would be what this kind of looks like to me is that we are only using RPA for attendance issues and we're not using it for anything else and I'm not saying this to be facetious but if a kid's not coming to school at Durfee what makes us think that just changing based on this right what makes us think that just by

changing their placement that all of a sudden that's going to work right I just it looks very it looks very much like we're just they're not coming to school so off to RPA they go as opposed to there are all these other factors that are going in so when you're saying they're only students transferred specifically for attendance issues that's what that looks like to me that's the only one that's

looking at them no and I have a follow-up so and and to add to that is my question being what happens because I know what's happening but the kids that are in their junior year senior year whichever that are struggling immensely at Durfee okay and then that it's it's known that they go into RPA how many of those students do not make it to intake and what are we doing to find those kids that's

because I know they've been referred after they've been referred so what like what happens in the middle of them being referred to from Dorothy to RPA whether it's attendance conduct whatever what happens if they don't make it to in uh intake and that's something that I've had concerns with for a few years now and I would just like to get you know some information on that that's the way

the re-engagement piece is critical right where right we have to do more than just um uh just referring is not enough some kids don't show up for the meeting multiple times uh they're called we have to have strong re-engagement strategies to bring these kids in to actually access school because we don't want to give up on them we don't want them to quit school but we also need

them to come in to do sometimes we go to do the intake where they are or sometimes they're going to come here if I can just clarify this piece about the attendance I I and certainly you can correct me if I'm wrong I think that we principally Brooks highlighted attendance because attendance is such a huge issue I don't think anybody at this table can argue that attendance is a huge issue at RPA

this year it's The Chronic absenteeism is is we're not going to sit here and lie it's it needs to get better whether it's daily attendance or The Chronic absenteeism and um I think that you're trying to highlight uh that we're taking students while ready chronic and they're adding to the chronic numbers but the chronic numbers are much higher than than these numbers are here so we do

have a huge attendance issue that needs to be countered with um re-engagements and with outside the box strategies to get these kids to come to school I would I would say that I understand that what I would implore people is I'm trying to say this in as nice way as possible if we get information as a school committee the time of the meeting yep this is the type of stuff that happens because this says specifically

students transferred specifically for attendance issues that's not that's very clear to anybody no matter what school they went to if that's what that says if we get these things like we should before the meeting one of us can look at it the superintendent can review what other people can review and say hey this doesn't look right why don't we get this that's one thing secondly we've had

meetings in this room or this committee prior to this where I've personally asked for what the information I'm looking for is that stuff's not in here again so for instance I've asked that every meeting that we've ever had data I would like to know how many if a student gets transferred from Durfee High School to your school I want to know what was his attendance rate while he was at Durfee and when he went

to your school what is his attendance rate at your school that's a way that we can compare whether there's something different otherwise we just say the kids got 80 absences well if 72 of them were from Durfee and then you've got the rest of the year and you only had them eight and you're doing something really good with them some strategy whatever it is fight just like the other way but we need info and data

to make decisions on like whether we what is our mission how are we going to do this where are we putting our resources if we don't get it and I can only say this how many times we need this information go back and watch the prior meetings I'm going to ask you the same questions as consistently as I can every single meeting so this is just confusing so I don't want to belabor the

point I think we need some clarity on this you know so let's move on to the next page okay if we could take a look at page four for a moment which continuous we'll come back to previous in a minute so we were looking at what do we need to do differently the top shows that we're doing these are some of the traditional things that have been done um calling regularly we have broken up

the students by you know in my particular list and we have staff dedicated to calling those homes calling the parents at different times of the day we have home visits by the community facilitator making a visit to the parents uh to the family homes as well and we've increased uh in interest for students in career exploration opportunities going to different sites learning about different job

opportunities and letting them know that you know as part of the criteria you have to have your attendance where it needs to be we recently had one trip uh to uh in in that line and that was very very successful we have two more that are coming up in March and April so that's something that they're looking forward to and they know that they have to be there for that in addition to that

we want to do some out of the box things and then one of them is revitalizing the three to five program um actually even rebranding it calling the Twilight program and moving towards it being a hybrid of both the current Edgenuity computer program and some of the aspects from the day program that we're going to be putting in such as some social emotional skills soft skills to uh for a job preparation and

um and also giving them career and exploratory opportunities as well so we want to expand it and make it more robust for those students who are having trouble coming in during the the regular part of the school day we can it will be expanding that it won't just be three to five but actually looking at moving it from like two to six and providing meals Etc physical movement and and those

types of things we're also visiting other old ed schools we have uh five that we were given of a suggestions to attend we narrowed it down to three from the descriptions of the school that looks like they are already in the direction that we would like to be moving towards and we've contacted those principals and setting up visits for my staff and I members of my staff to attend and myself

and we're also working with Miss open change to um review the specialized Education Service um Incorporated alternative education program and the bullets show there some of the specific things that they focus on such as re-engaging students with their education creating positive peer culture and providing workplace and skills training so again moving towards career exploration a bit more in the

school something that the students have expressed that they would like to have more of rather than being specifically traditional so those are some of the out-of-the-box things different things that we're looking at doing besides the traditional polling homes visiting homes Etc I may yes when did we stop the three to five and why stop stop the three to four heavens we didn't stop it so it's I

didn't think so I thought you said we would just go okay no we just wanted to look at how we can make it more Roblox yes yeah it didn't stop yeah I think um just to answer your question I think um part of the redesign uh Plan called far more robust Flex Pathway to meet the needs of students with a moms they're working maybe they only need a couple of classes to graduate to

um I think principal Brooks is talking about expanding the three to five offering uh new courses new new motives of teaching offering a little bit I don't know our uh the personalized learning and instead of doing that the pandemic it was mainly Edge annuity focused and the three to five directed to that program how many students in the three to five program now right now there's seven

seven three two three of our program and who works that group we have two teachers one is an Ela teacher the other is and she does most of the ELA and history and we have a science teacher who does the stem or for the students that's the whole staff at that time uh at that time we also have uh SAC also meets you know with the students as well uh periodically like once a week

doing three to five I'm trying to figure out what the cost is of the three to five it's a good cost of running the three to five program what does it cost well it would be the payment for the teachers during that time um three to five I'd have to do it because yeah I just don't seven kids if he's not well that's not enough in my mind I agree and uh we are already started

talking about some about about the Twilight program but some of our students and we already have another students who are already interested we have 11 who outside of the seven who are interested in it and who like the sound of it and so that would be a lot easier for them it's much more to their liking so I think that with by revitalizing it and I want to thank Mr Woodward for

working with us on the redesign of it it we can definitely have a lot more so why are they in now why are they why aren't they in now if they were if they fit the need right then it's there why at the unit now well we're talking about looking at the spanning of it and the um and how would you know the The Branding of it and as how it's another alternative uh before I don't

know to what extent it was really advertised as an alternative and um and we didn't have before we're making it to sound more interesting and inviting to the students the guest speakers that we plan on having the um the career exploration that we also want to have um just those features of it have made the students think oh well it's and and it's even though it's going to be more

hours uh to start with two to six um make you think that's something that I would like to do those are things that I would like to have I would like to have the soft skills that they're that they're going to be doing working out with the students uh for job training uh some of the Civic skills that we're going to be having as well the guest speakers that we want to have as well

still the time for the instruction but that being automatic that being um rotated in as well so last year yes the pandemic piece of excuses of pandemic why we did didn't do certain things was two years ago so like last year we were in school right first yeah right so I'm having a hard time with we've been back since last year September we had plans and consultants and school visits and everything else going back

three years prior pandemic's over now as far as that goes all of these plans that I've sat here and listened to and it's March of this year we got seven kids in a three to five program and we're just thinking that that's okay some students have finished the three to five program there are some students who used it and they have finished their credits and they're already online they're already on the pathway to

graduate they use it to join they went to regular school traditionals during the school day and then they took them three to five afterwards and they were able to do it um I can give you that I can get that data for you so I think you understanding my point and I'm and I'm sorry for being a little frustrated it's okay we've been down this road way too long as far as I'm

concerned with alternative education we spend hundreds of thousands of dollars if not Millions on consultants and programs and this and that and the other thing literally and you can check the numbers and I've sat here and listened to all these great ideas and then we don't follow through on the ideas that we said was so great when we studied them and then we'd come up with something

different and then maybe we're going to plan something else like like with the alternative Ed I'm getting personally tired of all the same oh we're going to do this we'll do that we'll do this and nothing ever changes so part of my frustration is just because it's time over time and we need the data to show what's happening before this meeting so we can say yeah look we did we took 25

kids last year we had this big thing that I wanted to know how many kids ramped up their credits and this and that so we had to get a meeting we didn't have the meeting then we had this and we had to get that to this day until right now I still don't have any idea how many kids are in your program that ramped up classes took Edgenuity I see

some of it here but I'm looking at it for the first time okay but my point is if you go back and watch last year's meetings we had this discussion already so we should have started the year in September like I know this is what the committee wants this is the angle we're going to go in this is how we're going to you know it it seems like we're going backwards instead of forwards three four

years ago I sat here at one of the meetings and we had I think 80 or 90 graduates something like that and we we all sang the phrases of everybody involved that whatever's going on we're still getting these kids to graduate it was getting almost 100 kids and then now last year was the Dismal and I'm not sure this year was going to be any any better because I don't have the data but

there's something going on I don't know what it is but there's something going on and we're going I don't want to go backwards I want to go that's the number of seniors that will fluctuate so you're not going to have 150 seniors in that program every year to graduate 100 students that's going to fluctuate each year it depends on the number of seniors that you have each year and what was happening in the

models that we had three four years ago with there was too many consultant names I don't want to say the wrong ones but the models that we used to have were that we were going to do intensive Credit Recovery use Edge annuity for that purpose to do competency-based education so that we would be taking you might only have 25 seniors to start with but the kids are going to Bubble up as

we call it with their credits through a variety of sources and most of it was Ingenuity or the like to do more competency-based stuff so that the kid that's 18 years old as a sophomore can bubble his credits up and become a senior so the trajectory three four years ago was we only started with x amount of seniors and then we did a lot of extra seniors based on all the things

that was happening both at the high school working in conjunction with the alternative school to get those kids up there right and we're I think going backwards this year we did have 177 competency-based tests past so we are using that you know and we're using it regularly with our students um all levels all levels correct yes all levels for Edgenuity and the Juniors and seniors who were working on

particularly on getting their credits um right we have 177 competency-based test match and that begs the question and I know it's not here how many students bubbled up I asked that question last year how many students went from ninth grade to 10th grade ninth grade to 11th grade 10th grade to 12th grade if you have the if the things are happening and we don't necessarily see them we can't

necessarily give credit for it or say we're going to put money into these types of programs whatever it is so you can obviously see that I'm frustrated but I don't want to belabor the point you have the Edgenuity piece here I have a whole slow questions that I don't want to ask today related to the data here okay so I've asked before and I'll do it offline we need more info on

the actual usage of the edge annuity platform I'll be happy to supply it I've seen what you what it is that you want I'll be happy to provide it anybody else have any thoughts questions we could always do things between meetings and I would encourage the members to send Mrs Potts an email asking for any further clarifications for this so that Ms Brooks can work on that with her team

okay one the last thing on the stage of conduct and actions if you want to just address that yes um well it just gives numbers about um conduct but there was 106 out of school suspensions the information that is there we see that we use restorative justice as often as we possibly can if it's appropriate we rely on the Fall River Public School District handbook code of conduct for signing for

appropriate uh suspension or appropriate response to any types of conduct situations and we also listen carefully to the mitigating facts in any in any hearings that take place so these are the numbers about things that we've covered so far and how things were handled in terms of specific conduct issues any questions Mr Rogers this this just for the further yes yes I would like to ask for

by grade you know like you have the different grades so even if it's like one report should show you a 789 that's what you consider middle school and the other one being the high school looking at your data that you presented you've got twice as many high school kids as middle school kids so therefore when you show us the data you want it broken down I would like it broken down and I'm

assuming that it would reflect the nature of the numbers okay that's just an assumption I'd like also requests of how many fights there were at the school and what each corresponding um result was from I actually um I will say that I actually had that data but it wasn't um it needed to be updated Mr Michael Isaac was out today but I I had asked him for I think they were 16 but I'll um

when you say in the handbook the code of conduct in the handbook so this is a I've worked with Mrs Potts I'm given my impression of what I think should happen is that across every school we need to enter data and conduct in the same fashion with the same consistency so we can understand as well guess what so I'm hoping that whatever you present is in the computer so if I get into a fight

there's never a time where that fight doesn't get in the computer as a fight or whatever it is like it needs to go in that restorative justice or not or whatever you know you use when we look at the conduct referrals it should go in the same for all schools so we can stop to compare what's happening and um the fighting one is a a big one that I have my eye on but once

you give it broken down we may have more questions any other thoughts on the just quit a little confused on 196 emergency removals so that was my question okay what is that yes what does that mean an emergency removal is when a student does something that is at that moment that they have to be removed from the building for a particular reason it was maybe they presented dangers to another

student to teacher to themselves whatever the case okay not permanent no no a day or Friday does it constitute suspension yes if it results in a suspension it will be counted as a day of the suspension some of this is information some of the information that comes for our school it the it applies also to the school that the student went to so some of the data comes with the student to the school so

for instance the very first one 106 out of school suspensions some were for RPA but some came with them from the previous school that they were at so that's and and when they come to RPA that data comes with them in PowerSchool right I think I'd like to see that broken down as well RPA data RPA data yeah we don't well I I'll say speak for myself that I would like to get both because I think

it's relative to say like I had x amount of students that had this like they were suspended at Talbot x times and he at this time like I like to see both but maybe in two separate type of situations right to where the emergency removal one just makes me question right there's 196 emergency removal right if you tell if I'm a parent and you call me to say little Johnny has to go home

because it's an emergency removal based on safety this and that he's got to go home if you do that he's suspended automatically yep so the 196 emergency removals and 106 in with out of school suspensions don't drive right there's 90 student difference there that's why I asked if it was suspension only no no only if it results in a suspension it is counted as a suspension sometimes you

might have to remove two children for if something happens and while you investigate for a day or two you might have to remove them they may not it may not result in the suspension day of you there's a letter an emergency removal letter that you give to the parents there's a notice Etc but that's not necessarily going to yield in a suspension so I would ask for fabrication so okay

my thing on that is when anytime a child for instance even even and can please anybody at the table correct me if I'm wrong if a child is having a dysregulation emotionally yeah and I have to call Mom and say Mom you got to come pick him up in the old days you would say mom come pick him up that's a dismissal in the current day the way the law reads now is it's a suspension

that's absolutely right and that same theory is any time the way I look at it is any time a child is emergency removed for that day they have a periods or whatever that has to be quoted as a suspension would be my could stand to be correct that's why I was saying I think that number if you follow my logic of that's how it is supposed to go that's where the difference is but I would ask

you to check it and just let us know you're exercising anybody but I think removing a student from class is considered a suspension you absolutely if you're if you're going to call a parent say they're dysregulated they need to go home that is absolutely a suspension that needs to be coded as such I think that was a typo on there because I just 106 for both suspensions in emergency can you repeat that again

but that's not so we take these six is not let's say what Mr Woodward said is correct yes here's the next piece of when we peel back the onion so if what Mr Woodward says is correct that you had 106 emergency removals and you had 106 out of school suspensions that begs the question that every single suspension was an emergency removal which is another problem so then that would mean you had no

suspensions in your entire School except for emergency removals which is supposed to be the safety issue of the school or whatever they don't it's not the same right you have to have some suspensions because the kid wasn't out of control he just got to go home suspended that he or she like it so that that's not dictated here that's right what he's saying is right but I just think that begs the

question for future meetings to say make sure that all the schools not you you happen to be here today but this could be mentioned to any principal to make sure that where your school's doing his school's doing hair schools don't want like just so bad to get everybody on the same page it's not being critical information so does anyone have any other questions I have questions so I don't

want numbers because then my questions may not exist so I don't think it's so we're just going to reserve we're going to end this but we're going to reserve the right to once we get the info I'd ask it to get sent to everybody okay and then if we have further questions rather than having another meeting we can give our questions to Mrs ponson she can get clarification answers and just quickly

just give us a little info on what the detentions look like we work with the students having some kind of um they do research work sometimes and into um I know that I actually have something no you said you could send it to us okay you could send it to it like what time of day when are they there stop to school just get it get us the info after school right up and send it

to send it restorative justice to like practices a little bit on I think all of them would be good to have explain each one explain each one the last question I have is last year I know that we typically we always have graduation out of school last year I was blindsided myself with the all of a sudden it was going to be at a site not a school and I'll weigh in

myself that I believe that we have plenty of buildings and school buildings that graduation for this program should be out of school if that's in the plans but I don't want to get blindsided like last time it was it's going to be at a site other than the school no I did discuss it already with Miss Ponce it is going to be I didn't realize that you've helped you who were

Blindside I didn't know that I just thought we would just try to do something special for the students but we do we will do something special for them in the school I know it seems like a silly point but if our whole purpose is to get our kids still are part of the school when we celebrate them and we do it outside of where their school Community is it feels very much like oh no you

guys really are othered that's what that feels like that's what that looks like Community I know that's not the intent but that's absolutely what it looks like and so when we bring them and we can celebrate them in a school Community this has been theirs right this is what they've been working towards they are part of this then it doesn't it doesn't appear to be like they're being bothered but when we

do it outside of that then it does feel that way yeah I meant to ask this earlier about the Staffing so I I look at the list of job openings and it seems like you still have a lot of vacancies at one point recently when I looked are you fully staffed with certified people teaching full loads like what is your Staffing look like we're not fully staff with certified people we do have some um

teachers some teachers who are teaching with waivers and um we have done I've done everything I can to make sure I could find certified people it's been very very difficult do you have any elbow and special education do you have any any questions I don't so you have no special ed certified people in your whole building I I have uh two in Middle School I do not have a high school for the for the inclusion

so like just looking at your data before and in my head you had more high school kids then not than Middle School you had high percentages like 37 percent of 34 34 whatever get to have special education we have no certified people so that's the district that just worries me um for one yeah just I mean it just worrisome that the kids aren't getting the services that they need and they're entitled to

um so we got to figure out a way to correct that I'm sure we'll talk about it it's not in unique it's an incredible issue at ESL and especially educators are right now very very difficult to recruit any district is running shorts my last question is during the year have you had any staff members that have been injured I did we send uh how in fight or how is

it but yes I did not like fall down like accident you know like they slipped on ice or something yes I did recently there was one person you know they out on leave or what did they official the um they are they did come back uh with the doctor's approval and the doc just just today as a matter of fact the doctor said that they would need maybe one a week one week to have

some time yeah and then when this happens you must do a report or something like that accident report of what the rationality thanks for any other questions all right thank you very much we'll be in touch thank you thank you all right item number 3.03 potential Partnerships to strengthen programs for our highest needs students Miss open chain I'm Mrs Fox which one the Sylvan chain all right you're on I'm proud

so nice to be back with the committee um so what I wanted to start discussing with the subcommittee tonight is the next steps right for me because yes I only started in November but from the get-go everybody not only on the school committee but also in the buildings superintendent everybody felt like our special education program needs some immediate changes to be made attention yes attention thank you

um so but the volume in fall river is very big so again after doing my own homework by listening and learning and really relying on the staff that we have here and I think principal raposo for coming tonight as well as one of our special education supervisors um Miss Elliott because without them I wouldn't be able to make the recommendations that I'm going to make I want to be fully transparent and that I

know I just started a few months ago but we're getting to the point where we have to start thinking about next year right so the time is now to start planning what I did was I did some research on how do we target our highest needs students and these are the new students in our substantially separate programs right this is where the Walker report put all their emphasis when I talked to the

um Jesse they in their walkthroughs in our TFM they put our emphasis on that and then again listening and learning in the buildings so I'm sure people have heard before that there are collaboratives that you can partner with they come in they take over a classroom you get certain spaces and they help to staff and develop programming for you what I was looking for is really someone

to partner with us I don't want people doing the work for us because then those people leave and then we're back to square one Mr Aggie our to your point you bring in Consultants they give their input and then they leave I was really looking for programs that would partner with us the first one I want to share with you is Special Education Services Incorporated they go by CeCe I don't

know were you guys able to open the links to the document that I had shared okay so um so Ceci is Nationwide primarily focused on in the west coast but then on the East Coast it's Maryland Pennsylvania New York New Jersey they just started opening up to in-district classrooms which I'll talk about in a few minutes in Connecticut and they are in conversations with spring Springfield in Massachusetts

so what they have to offer they run alternative schools in both Rhode Island and in Bridgewater Mass they run is called high roads they are very familiar with working with high needs students the students in our social emotional programs are the students that I want to talk about the partnership with they offer not only the Staffing that we desperately need but these structures in programming to meet the needs of a

student with this kind of emotional social emotional background right they have a PBIS model that they have shown to work with students it is consistent it's called case and it stands for something I don't have that off the top of my head they have an academic kind of rotation station where students are getting SEL built into the academic component um so when I was thinking about our district

and they will use our curriculum for academics so students will not fall behind academically they partner with the building administrators so they are not like I said on their Island alone they follow whatever the principal wants to implement for them but they just provide us the expertise of the knowledge of working with these students and the Staffing who's trained to do the work right now we're in substantially

separate programs across the district are significantly understaffed in the fact of we have very few certified teachers and that's a major concern for me and I wish I had a magic wand that they would appear next week when we post positions they're not so that's another thing we do have to work on but in the interim I have to start thinking if I don't have the staff currently what can we work on

to get the students set up for Success next year um Brian and I have talked at length about this and he is 100 on board to bring in what they call an in-district classroom they will take if we do two classrooms they would take 10 students in each room a teacher two paraprofessionals a social worker and um an on-site program director not only to work with our students but to partner

like I said with the staff to be able to get them up to speed so if this program does meet the needs of our students that in the future we can um implement it ourselves take those structures take those processes and procedures and continue on training our own staff so I initially met with them then I brought in both Brian and Allison to ask them questions and to meet with them

they did come to the building today just to come see our programs to see if they could help us with the students that we're talking about and then below I also gave you a little rationale right the growth of our students in these populations is something I haven't seen before so out of the 100 students that transferred in to Fall River this is probably the end of February when I got

these numbers 27 of them came into the district with substantially separate classrooms for social emotional needs on their IEPs universe I don't know yeah um so 27 of them came in based on our current numbers so we have 33 students enrolled in Talbot right now in our social emotional classrooms there's three of them at Doran we have in the Middle School it will be 22. they only have one classroom

six through eight so already that's 57 student 55 students next year we only have four classrooms in the district I can't go over 12 students per room for deci regulations so I already need to add another classroom even adding another classroom we're already going to be like maxed out pretty quickly and if we have the intake of kids like we had this year alone and this isn't people

that students that we're recommending this is just students that happen to come to us we're going to need to open that second classroom pretty quickly so knowing we are already short staffed this is a high need for us we need to think something we need to think about the outside the box and doing something differently I do hope that if we are to partner with experts in the field that that rethinking

discipline that the Desi wants us to focus on this is an alternative way so students aren't getting suspended as much as they are out of these programs I know it's a lot of information so I would like to ask questions for this particular set of this particular piece of the partnership because there's three different components can you just clarify that Doran is 27 students in 63 20 they have do they have three rooms

they have one room right now so actually so doors yeah this is um projections for next year sorry Kevin I can give you I just then you said 12 is the max so when did like it kind of made it confusing to me that yes so that's the problem that we have right now so Doran right now they do they have an elementary so I'm wondering if with the numbers coming up

yeah so that's what it is so the bubble class that's coming up from fifth grade to the middle school classroom there's 10 alone for next year that are currently in fifth grade that wouldn't be in that single room because Doran has it broken down a little bit differently is it like partial so like they're not all in there at one time so because the 12th number would be still even if it

was 10 it would still be we have a waiver right now from the Jesse there's 14 currently any other questions on this particular piece this first this person I'll just give you my comment I think it's something we need to do 100 um as frustrating as I am in the past we did a lot of consultants for the alternative piece but we haven't done this type of thing we did The Walking

report which was the Walker requirement s short money and it wasn't necessarily in depth enough like I think this is where we need to go for late on the table let's explain what last challenges are and then we can solve the problem what we do sometimes here is we forget about the problem we're just like beat around the bush and go on the edges I'd rather just say we got an issue like we

don't have special education staff we just said that we admitted that so when is the recommendation going to come to the committee to say how we're going to incentivize people why how why is somebody going to leave Somerset to come over here to make less money and have more headaches like when is the recommendation going to come to say we have to do something different I get the contracts the contract I have to teach

as a teacher but if we've been having this issue for how long what are we going to step up and so we've been starting this separate issues but it's not ready to come in whatever it is I think we need to do something different otherwise we're going to be sitting here in September saying we're short staffed in special education I do have a question question so these will still be our kids only our

program yes and I asked that because in other districts what happened it's become like you know this particular school district has a collaborative classroom at this particular school but those kids are from the collaborative and they just get filtered into that and we only get so many spots right but these are our kids and they're also very open to um you know collaborating with me as a

school principal and our staff and so I think it's a good opportunity where we can literally learn from them as well because this is their wheelhouse right so it'll be our students but they're really coming in with a different level of training support and they seem really open and willing to work side by side um so that they're building our capacity along the way as well but rather than

just doing in a consultation model that are literally going to come here and do it right and and you know with our students so I think it's I think Brian and I are going to go see one of the Connecticut programs our industry classrooms ourselves and you know when we talked to them we said we want to see the data that shows the kids that shows the kids are making more progress right

from what we're seeing now so um what's the law sorry what's the longest uh program like what what state what like longest running oh the longest running I have to look into that um I don't know often times just the three people at the table 25 years yeah yeah they were all and all those three people two of them started as paraprofessionals and I've been with so I mean they're all home really it's that

it sounds like the pro one of the programs in Connecticut um has been very long-standing and they're really infused like into the culture of the school and they've just kind of stayed on um whereas in some cases You Know A District might have partnered with them for a few years other cases they may stay on for a bit but it's like definitely a long time yeah so the idea of being infused in the

culture of the school um you know that's where I'm gonna go with that conversation right that this is not I just want to make sure that we're not taking our sub separate kids and creating basically a whole school within a school and then those kids are separate from anything we had conversations today about inclusion yeah so it's right that was gonna work like for students like what what Brian and his um cluster

coordinator and Allison the structures or something put together we just don't have we just don't have the manpower to see the follow-through of it and they can't be there all the time all day every day to make sure so yes so we they're not going to be something separate yes they run the program right that's what we need right now but they are willing to come to meetings with Brian every single week they'll be

around the IEP tables with families just like we would be right they will help transition them back into inclusion if that means they go with them or they you know help them um develop point sheets and stuff to take with them it sounds like they'll participate in RPD when we have PD here and when the rubber meets the road he's still the principal yes so like the students around to him like a kidneys

that get suspended what about yeah I asked that today you know they can make so they'll support with like for instance contacting a parent making some phone calls handling the initial part of the incident but at the end of the day they're going to connect with me around all right what do we think the consequence is going to be let's say if it comes to that point so and they seem very open to

um if we were to move forward with them you know I know that they want to get planning because they really want to build it with our input it's not sort of just uh here's what we bring you know um they really are open to to that piece so that they can I mean we talk today about all those topics inclusion opportunities for kids different things like that I'm just looking at it as a

partner with as opposed to you know this group and they're going to do this instead of yeah but it sounds like that's exactly where it was okay yeah and we've kind of emphasized even during our conversations with them today how we want to make sure that the students emphasize the skills especially as they're getting older we want them to generalize these social emotional skills with opportunities for inclusion but

they want it to be very individualized for what Fall River is looking for for longevity like me mutation as well um later on if we're phasing that out with the staff we want to grow our own staff like how I mean majority of their supervisors like you had said started out as paraprofessionals and they work their way out through their company all right worth the shot next time uh

next one so this is still with Sethi the other piece that they do do is called capacity enhancement services and this is directly for RPA um they are part of catapult learning so this would be actually um a group of Consultants that would come in to RPA and work alongside so Celeste would have a part I'm sorry these would have a partner for principal the VPS would have have some partners

and so with the teachers right so but there again you go for the where the experts are they already run two alternative programs one in Rhode Island one in Massachusetts long-standing we've had Fall River students go to these programs when I look at the um the lift that is needed at RPA it is heavy and not only because we're short staffed but just it's a whole different model it's a

whole different way you know we need to rebuild and rethink alternative education so I'd like to learn from people who have done that successfully right um I think I put in my you know rationale we have approximately 200 students it's a little over 200 students but out of those 278 of them are special education students and when I look at our PRS complaints um you know coming out of RPA a lot of

it has to do on the structures the discipline piece the instructional components like we need to make sure that we we need to do something different because if we keep doing the same thing we can't get different results right and again Clarice has been super open to working with them primarily into attendance engagement and instruction those are the three um goals that I had asked for them to

consider with us so this would involve a lot of Staff training a lot of um working in the schools alongside of staff so they're not going to be running a classroom but they will work on like how do we schedule you know the students at RPA what does that look like what does three to five look like and is that meeting the requirements for graduation they will help us develop data

collection systems so that we can have this information readily available because they already do it what do they use to get kids in like we need to have something why do students want to come to RPA if I'm already getting absent at Durfee send me to RPA why do I want to come to school what's the difference so what can we offer them again with Clarissa what she's already doing right

with the career exploration pieces and other Alternatives but we need more robust and um programming and then we need more data collection that shows that we're headed in the right Direction the only comment I'd make on that is what you and you heard what I just said about the Consultants before so whatever we do here we have to not forget where we've been so granted evolve was at the

other school so involved this now was how was the at CPA just as a past history so what was happening is they were doing grants to try to get to read everything that you put here for the last five years so six years I was told this is what that Grant was doing to reimagine What alternative Ed looks like what so all of the things you just mentioned I've sat here for five

years and heard hundreds of thousands of dollars of the same and then evolve was part of it and then evolved now is that Durfee so I get that we might need something different but all I would ask is that you let them know that there has been work done because if I'm working in a school and again we're going to go another group of Consultants coming in so just a heads up just kind of have

them understand the history of where it's been and granted we had a different principle so like everything changes in time to get different principle different people like no matter what school it's at you're going to do things a little different I feel like we kind of lost all of the momentum we had from the old piece and that's not the place blame on anybody right but I don't want you telling them to come in

and not understand that that's been going on and honestly um CeCe is willing to come to full committee they're willing to come to subcommittee if you want to like again give them your historical perspective too because I don't have that so I think that Mrs Ponce and her team can certainly give me they're willing to I just didn't want it to go by without saying yeah like why all of a sudden I'm

finding this because there might be some issues and the last one is the South Coast education the last the last partnership that I wanted to talk about tonight is with our South Coast educational collaborative and this is really um to work with a task force that we have um Fall River administrators teachers related service providers who have already said yes Lori I'm on board I want to be part of this task force to

look at our ASD and language-based programs and that's really going to be the internal work that we do um South Coast would work with the task force specifically to again brainstorm with us um you know let us like give us some ideas if we don't have them ourselves use research to help us make determinations because we're starting from from the ground up right we need program descriptions we

need new names right we need um we need all of those pieces and again we have a group of people that want to do the work ourselves we just want a thought partner and that's what South Coast is for us they're local they're in our schools we have um contracted with them for our assistive Tech already so a lot of the assistive tech people are in our classrooms that we want to you know

work with anyway and again the principles of these classrooms um they really want the support so again I think that was an easy one we had 50 you know students a 50 substantially separate classrooms for students with autism or language based across the district that's a lot of classrooms to um consider So based on numbers again everything is growing so we're going to need additional classrooms I need to get

the right classrooms to meet the needs of the students talk about inclusion move kids in and out and kind of develop that recommendation um so on the task force can we include students and parents yes let me get the so let me get the foundation laid let me see how this is going to go I've already kind of mapped a few things out myself but yes I think they will be critical brains

of course and parent voice of course no so I would 100 support this as well I think it's thinking outside the box I told you when you got the job I wanted to be bold this is some bold steps to at least acknowledge where we don't admit that we have some shortcomings we're just going to keep doing the same old same old we can't afford same old same old so I applaud you for bringing these

things forward honestly I hope that we will be able to recruit and retain staff once we kind of settle things down here why you know people will want to stay here because they know the classrooms that they're in they know the students that they're working with and they feel like they have the support to get the job done my last question on all of these is financially I know we have the

money but uh these because they're like consultant they just can go to them or do we have to bid these or do you know that yet it's contracts where we have to bring it that's why we want to refer to the full committee we'll do our little Spiel at the meeting and then just I would say when it gets to the full community come up with the like yes you know more proposal details I know that

we have the money but like yep we wouldn't want you to come and say it's going to cost us out 700 000 I didn't want to get that far until we had you know talked to myself but the motion to referred seconded all in favor I also voted so we're passing unanimously thank you very much you went so fast well we're trying to get to these job descriptions before uh so can I just make one cop

absolutely appreciate that you broke it up in the communities of the skl classrooms of the um because for a long time like we haven't done that so we've kind of lumped all of those um pieces together and so I just wanted to make a point that I really appreciate that someone's taking a really solid look at it we know that folks in the buildings have done that but that hasn't always happened at this thank you

last up is the a bunch of job descriptions yeah okay so so part of what I what I did when I was trying to listen and learn I met with groups that weren't the teaching groups right I met with our special Edge clerk I met with our um evaluation team chairs our cluster coordinators and BCE the specialized supervisors and one thing I wanted them to look at was their job description and

say does this job description just describe what you do or what you feel like you should be doing in your current role and it was unanimously either no or yes most most of it but I don't know what some of it means right so in order part of what we're doing and if we're meeting starting this week with a task force on process and processes and procedures for special education I said

to the team listen we can't assign processes and procedures or responsibilities to our process and procedures if you guys don't know what your roles are and if the rules the what we have on paper doesn't really Define what you do because when we onboard new staff that's what they're looking at right so I don't know if you want to see I have the old job descriptions um that I have kind of highlighted a lot

of it is just rewording to make it more clear based on what the staff told me so I just try to help to streamline this because I think I'm sure I'm going to assume a few things but basically you are updating all of these job descriptions to more reflect not only what is happening but what you would want as the Director and the superintendent wants as part of the leadership so my only suggestion would

be for the full committee to have a um what do you call it when it's like you should see what was deleted you know I'm saying something like that I would recommend but we don't need it right now what I would say is if we can for the full committee we just get like the podcast shows what was different and then I would like to make a recommendation that we forward all of

these to the next school committee meeting okay because we could go on and I don't know anything better than you and Superman so I know what your mission is is that these are not accurate and I want it to be accurate I want it to be what you need so I'd like to make a recommendation that we approve all these followed them and then this little committee will know that we support it

but this is not rocket science this is doing the right thing so motion for a second all in favor correct yes we will give you the one I think if you send them both I think it'll be very clear to the committee that here's the pieces that change um I would ask that some information come forth as far as what happens so I'm in a position currently whatever one of these

and then you change my job description now what are the ramifications of such a thing is it that they just I'm working with they gonna bear it or whatever like you know what I mean I'm just trying to we don't want to create a new problem if there's something substantial just to speak to that in many cases of the soap and change research is what are you doing now what are the process and

duties that you actually do in in this in this job that you're already in and it's so it did involve an exchange and feedback from the people who are actually doing the jobs now so I don't think it's a heavy lift in terms of it's not like we're piling in a bunch of extra duties onto an existing job it's more a reflection of let's let's make it accurate and the last sentence always

says any other is that it might just be articulating those movies a little clearer right which I get I think it makes the most sense does anyone have any new business um the only question I would have for the superintendent is this committee is alternative at special education Fairley College which we've had meetings on I'm curious and it doesn't have to be answered now but which committee would really add Fallen

so part of me wants to as I'm seeing the like these type of meetings where we're talking about special education and the like that which committee would we actually have a discussion about Early Childhood right it depends on what we actually have had that discussion internally because if we're talking about physical spaces that would go through FNL right we're talking about the instructional piece of then that

would go through that or the special ed side of it then that would come through this one so I do think that is my recommendation for what it's worth and you don't have to answer it now I would take it I think the way early Ed is the trajectory of it we need a committee that's in charge of early Ed and I'm not opposed to doing the work and having it

added to this like comma comma and we'll have a special meeting for that only but because I find like the instructional is different right um unless we just said like the instructional committee and early childhood I think Early Childhood really needs its own like I have so many questions on moving forward how to do it what we're doing and it's kind of like I think we need some clarity that's all okay what you doing

seconded all my favorite I suppose opposed support thank you have a great day everyone thank you very much thank you