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Keene Board of Education ED 306 Meeting for May 11, 2023

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Keene Board of Education ED 306 Meeting for May 11, 2023 Keene Middle School Auditorium, Keene, NH at 6:30 PM Transcription available upon request.

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we'll get started in just about a minute so if you want to find a seat we'll go ahead and get started in just about a minute I am literally good evening I want to say thank you to everyone for making the time to be here this evening I left my script for tonight in my car and as we were meeting ahead of time I looked out the window and I saw my car actually driving down the road all by itself so thank goodness for 16 year olds would like to come and take the car whenever they think they want to really happened it's not a joke as we saw it I saw it I want to say thank you again for being here for this important discussion I want to say thank you to Fred who will do brief introduction of himself and then the other folks that he's brought here so that we can get into the meat and potatoes of what we're here to learn more about in to ask questions about I do want a couple kwiksafety remind in the event of an emergency we've got exits on both sides of the auditorium so that you know where you're going in the event of emergency to get out of this room and hopefully will have instructions that will certainly meet the needs if there is an emergency if you need restroom your best bet is to use the exit doors over here and go around until you run into the restrooms you won't be able to miss him you'll see him over there okay important topic yeah we're talking about the minimum standard for school approval tonight and some changes that are being proposed to the State Board they'll get into the details on that and you'll have questions and so one of the things I'd like to ask is that we keep the questions focused on the topic tonight and not other groups you might have with the Department of Education or the governor or anybody else for that matter okay but stay focused on this because they're here to talk about that and if we've got other concerns with education Freedom account or anything else for that matter that's not their area of expertise their area of expertise is on the proposed changes to the 306 rules so we can keep our questions tailored in that vein IV will be a little bit more productive tonight and we'll be able to find answers if you've got Solutions I'm sure the folks who were presenting tonight would appreciate that feedback as well I have started a feedback form you all know that Hoover that my communications until I get promised I will give that feedback form to Fred to commissioner edel blue and two chair climb from the State Board of Education which I will do that feedback form over open until May 19th we are live streaming this is being streamed on our website and our Facebook page and so the Facebook page should capture it so you can go back and watch it over again if in case you miss something and you wanted to hear it over again you'll be able to do that and when that May 19th comes out present those questions and that feedback to the folks who are helping prepare the changes that are being proposed for the at 3:06 rules so with that I'm going to hand it over to Fred and he's going to he's going to be your cruise director for the remainder of the evening and we've got two microphones up here for folks who have questions I don't know if you want to wait till the end if you want questions when they have them that's your call whatever you want I know the folks in the room are very respectful and will follow whatever guidance that you feel is best in order for it to be 4. Thank you so much and thank you so much inviting me know I've had a bunch of people email me and say how come you're not speaking in this County or that county in and I let everybody know that we only go where invited if you folks want to hear a discussion on the rules then and then we'll gladly make it happen and if anybody has seen the schedule we are going to be speaking all over the state and in the end unprecedented fashion bringing this to more School District than it has ever been done on any particular issue in the history of the state of New Hampshire so you're so weird and end. reason for doing this is to talk to you about this document and that I'm biased we have an unbelievable opportunity in my opinion. believable opportunity and so we think we're going down a great path that is in the best interest of our kids that is the best interests are schools in the best interest of our communities and and really it's not really not really different than when we first started going down the path in 2005 this this document mine that covers falling off of you had it so so long but this is a 2007 document from the Department of Education and it was intended to be the spirit in the intent of the 2005 regulations that made in New Hampshire the first state in the United States the move to declaring its regulations that it was moving away from a traditional seat time model to a competency-based model and any time any place anyhow any Pace model with the opportunity for a customized education for every single kid is a possibility so that's what I'm here to talk to you about so the 306 is our state regulations that govern how do Hampshire a structures is public school system the State Board of Education is in statute it says the board of directors of the public schools of the State of New Hampshire and so every state in the United States has a similar document to this they might not call it the minimum standards in my car something else but virtually every state in the United States has a similar document and and and in most cases it's their state board of station that has rule-making authority over over changing with these regulations are so proud of the team that I had to work without a great team company TX that that we put together and I've got two of them with me tonight one of them is a neighbor of yours Val van Chuck has a a manufacturing facility in the areas of businessman has and what town are you living in in Jeffrey okay and then in the end and your your your firm is where and so and that was also chair of the Ubi a boy at the business in Association board he is also currently the chair of the New Hampshire learning initiative board and and so I have the great pleasure of working with Val and also we have made Harris here Nate it comes out of the medical field and in right now Nate is a doctoral student at UNH getting his Doctorate in leadership with a focus on competency-based learning so so they're there with me tonight helping in with the aspects of the presentation I'm so do you want to chat for a second about what the rules are and what they're not would you mind we had some questions in the other meetings this week how do you know the detail of how competency-based learning would be implemented in the schools and the 306 don't go down into that detail they provide the guidelines and they direction for help school districts are organized in this the services and capabilities they need to have and they outline the the courses of study and the subjects that students need to to learn but the details of you know how those subjects are taught in them in and how they're introduced whatever is all done at the local level so there are questions about why aren't there more directions in here about how we're going to implement this and you have to understand that those those details are not in the 306 of these are the guidelines for how the school districts are organize and run but it's up to the school district's to take the guidance has provided here and decide how it's going to be implemented in each district which each has its own set of unique circumstances and culture so it's the law control aspect of New Hampshire education is where the details of where that's going to happen so I know there was something about of frustration last night about why isn't there more information and that's why it's it's not the intent of this document to provide details. information on how teachers are supposed to run their classrooms that's that's up to the teachers and administrators in the school board's locally so I just wanted to get that across so that you may frustrations about something else but at least with respect to this not the intent of this document to give that kind of detail to the schools or to the teachers great thank you very much and has Rob said earlier you know what when we done today so far we we did one in Oyster River and we did the second one info and and there's no doubt we we got a clear message from members of the audience that. are our frustrations and and I understand and I can understand I can understand it that you know so some people expressed frustration with the Department of income people expressed frustration with Elijah's some people said the dictation funding that are doing this and we need more money for that and give me we can do anything about that so we have very little power we have we I've been given the organization the national Center for competency-based Learning was given authorization by the Department of Education in a contract to to lead an air to create a draft that's the only thing that we were charged with doing is putting a team together to create a draft so what we have is a draft that we have now taken and and we have shared the draft we've had Zoom meetings with the Nea the AFT the school principals Association School boards Association School administrators Association special education a team of Competency experts rehab had employed from lots of folks on on this end and we I'll have already in a while working with the Department made some of the changes though some of the recommendations that the sum of the organization's brought forward the ones that there were others that we couldn't get to so before it was time to give the state for the draft so we gave the State Board the recommendations and so the expectation on on on my end and and I would say the department in the State Board and is that we are now I could take this draft we're going to marching around the state to anybody who wants to talk to us and we're going to find out what it is that you would try to inform ever what's a what's a proposals are what what are the significant changes are with a small changes are the end and get people's thoughts if you know what else is wrong saying if we had an evening where we listen to complaints about the commissioner complaints about the governor complaints about the legislature complaints about this complaints about that we get nowhere this notice is really no purpose is this what we need is we're concerned about this aspect of what you said above of the of the rules can you explain this a little bit better what if we did this to the document what if we recommend this to the documents that's the kind of put that we need because the goal is how do we make this the best document I can be so that's what I'm hoping for and I'm hoping that it will get Raiden put and then eventually as well as we get you know get near to having that input ready we will assemble our team once again and we'll go over the input our team will go over the input and and based on recommendations that we've gotten from you and others we will make recommendations to modify the document more and I do believe that the department in the board will listen to us is that guarantee that they will let you know say yes everything we have had you even getting to this point now we've had some arm wrestling bouts with them and and you know in and gotten to a place where we're seeing me generally speaking where I say we're okay with with what we've ended up with and I think they're okay with what we've ended up with so kiss me and I'll show you the team in a little while it's an awesome team I think I can't wait to show it is that this is and I have always made this clear when I was I was chairman of the State Board of Education when we put the competency movement in into place we were the first state in the United States competency-based learning is now in started it it's now in conversation farther down the road in some states and others but if it basically competency-based it's moving in every state in the United States so so it's this this is and I'm convinced this is the future of Education now let's shake this so that we can do the best job possible for a kid so so is anyting yes okay sure so thank you for asking that's a great question I think it's an important one what do you mean by competency-based learning so this is the one I think it's simpler ways that I can describe the system that we all know and going through is a is largely assistant it was designed in 1906 at a conference in Harvard funded by the Carnegie foundation and and and it was it was designed at the start to to try to figure out a way to to pay to fund fringe benefits for college professors and they they came the conclusion that if if if a college professor work for 180 days that that would show that there are full-time professor and therefore they would be entitled to benefits K12 folks kind of looked at it and said okay they adopted the same thing so so it was filled the function of the system the basis for the system and when I would say the constants are time. turn 80 days is what pretty much all of us know inside you're sitting in classrooms in in schools those are the constants in the variable is learning some kids get AIDS from kissing all the kids right now I might be different than in with little kids but but ultimately a b c d that you had to listen to variable and so in a competency-based model switching and we make it so that time and place are the variables and learning is the constant this is what you need to know and be able to do the system. light off and get the kids is if we if we are if you're taking a math course in you get in again that overly simplistic when you get an A in addition subtraction and multiplication but you get a deer and elk and division you still pass the course in and sew in a competency-based system a competency-based system would say is is the division of requirement is that something to do one of the required competencies it is you don't pass the course until you demonstrate proficiency and Division I want to talk to the kids I tell him if you're going to fly an airplane and you get an A and taking off and you get an egg keep in the plane in the air but you get a d or nothing Landing they don't let you pass the course so it's so that's an NN Anna competency-based model that we would say your state board would say and then send innocent in 2005 that we really didn't care where how about learning happened Could Happen online could happen in a real-world environment could happen in the classroom could happen in combinations of the above the end bottom line is did the student demonstrate proficiency Mastery in whatever the subject would be an end so you don't move at you don't move to the next level based on the semester is over so now we go change the next chapter when in fact it is removed level when you come is grated Mastery so some kids it'll take this long from kids it'll take this long so so how do you go about in a organizing a system like that so that's that that's the challenges of all of the school administrator in his or her team on how we okay how do we make this new system have and I hope that gave you a decent sense of what we're talking about. Does that help but I will keep going to thank you so we'll get down to try and get through this quickly and so we can have more questions that's the goal is as many is this weekend so I've been dealing with the State Board of Education in 1992 my first time dealing with the minimum standards was 1992 so I've done with the minimum standard in 92 the effort to to pass a new state to state regulations and in that year it was that it was the number six Story of the Year according to the Concord Monitor that today that it was very contentious conversation and two of the important lessons I got out of that is being inclusive and don't rush and so we're taking plenty of time okay and what time plenty of time to do this and in and involve as many people as possible so so when companies started in 2006 when we first went down the path and as you can see it is passed through both Republican and Democratic administrations and I end up and baton has been always passed smoothly and when we did it in 2005 it was called the most inclusive process in New Hampshire history by the head of the school boards Association I'm sorry Yasser the pilot is the head of the school boards Association and if we're going to far exceed that this is the members of our team this is an All-Star team as far as I'm concerned this is and I would and I would say this is a team of public education supporters some of those folks I'm sure you know next so this is the the charge to us was to advance competency-based learning utilizing the vision of the State Board of Education and that vision is to harness community resources and Technology to provide a world-class personalized student-centered education in a flexible Innovative learning environment that promotes active engagement and maximizes the potential in every individual we use the Aurora institute's definition of competency-based learning and this document that I showed you earlier created by the department of Ed in 2007 and I'm showing you this because we just really what we're doing is it continued mission of the Prophet that started in 2005 Val this is a quote from Val Val said that because I handed this document out to all the members of our team I had spare copies Val said if you talk 2007-8 off of this and put 2021 it would still be valid so we're really not moving in any a different direction did that we've been going in for over for almost 20 years so this has been the process to date in November of last year we had 4250 content experts mostly teachers and we gathered at Laconia Middle School's 2 provide input on the draft and based on their input we made many changes to the document I told you about the different folks that we had that we had Zoom calls with so this so this is where we are and we have not the State Board to enter rulemaking process that has not happened yet that this blue making is 180-day process that the said once the state board says that and the start sticking in at the end of the 180-day process they either move forward or choose not to move forward it's expected that they will move forward it went that window hasn't even started yet so we have time to go out and talk to folks and we've been scheduling these in-person sessions around the state I would have got something of even scheduled in for September so this is element number one no surprise to anybody moving to try to move forward to continue moving in a competency-based Direction Anytime Anyplace Hands-On personalized Student Center element to focus on learning not time spent in classroom once again the state board made that determination and is now being in causing changes all over the United States that would primarily had it was concerned with his learning that's what it wanted to focus on learning move on when ready we are not going to this is really not a change but but you know but with being more explicitly stated that we are looking for kids to advance at their pace I'm and you know I prefer people to WMUR to look up on YouTube if you want to look up on YouTube wne on WMUR Parker Varney School Manchester and you will see a beautiful example of this Parker Varney is is an inner-city school in Manchester with the with the I believe the majority of the kids on free and reduced lunch and you watch that video and you will see happy kids happy Parents Happy Teachers and felt one way of approaching it. Not everybody has to do it exactly that way with just one way that the school district decided that they were approaching their principal of that school ended up getting a kicked upstairs to the assistant superintendent Manchester is going to be next to yours on new superintendent of Lebanon school year defined as 165 days or more this is a non change so we had multiplied hours we had the the the document that exist now says 9:00 which was which was basically multiplying 180 days * with a require the school part of a school day total of 5990 hours and what the intent was to to get School District to understand that they can have whatever schedule they want to crafted let that be local decision and it ended not be in so it's not a concern of the Department of Education in state board in a what what's a calendar for the district is they have to do 990 hours I could be 220 days it could be 165 days whatever you want it to be local decision locals make the decision on on that definition instructional time this isn't getting an unchanged this was the intent right from the start 2005 then instructional time is the number of times the amount of time that schools have to offer instruction is not the amount of time to kids have to be set classrooms it is what the kids have to do is learn it is at 180 days is in the 180 165 whatever number School decides on that is that's going to be a local decision next learning when it when it said instruction in the the document we replaced it with learning the focus as far as Star team is concerned as the focus is not on instruction instruction is one way of getting kids to learn but it's not the only way to get kids to learn and but so so the focus once again is on learning proficiency replaces Mastery the team felt and the team felt that let's use the word proficiency instead of Master I need to find proficiency as a minimum level of Mastery if somebody said we like Mastery better that could be a recommendation that somebody would make me bring it back to the State Board of Education see what they thought of it so I don't know if anybody is married to play I think the team felt that proficiency would that that Educators would like the word proficiency better than mastery personalized learning plans for every student that is what we recommended we wanted a personalized learning plan for every student the school administrators said you know we understand your you know what you want but that's not as easy as you think and and you know I don't I don't know how we would go about the conversation with everybody if all the sudden it is a requirement in the regulation that you have to do a personalized learning plan for every student so we had a good conversation with them they agreed there is coming executive director agreed they would enter into conversations with the Department of Education on let's talk about how how would we do it okay if we were going to move in this direction how would we do it so okay we said I will take it out so we took it out and but it is still something that that are there I think all of us support I got a an email this morning from a Uber parents that was at one of the sessions who said please put personalized wedding plans back in I don't believe that's going to happen but I do believe that there is going to be conversations about how to make it happen so we will we'll figure it out strengthening Extended Learning opportunities this is in the one of the elements that that came up in 2005 it was state regulations with this notion of Extended Learning opportunity those learning opportunities that are not necessarily traditional classroom learning opportunities and I will tell you that the the department has engage a research firm end Philadelphia to do a study on Extended Learning opportunities anybody can look it up it's got a company called research fraction are Philadelphia think the study was like 2017 so it's a few years old and let me give you some of the findings on their executive summary students with special learning needs were significantly more likely to party debate and yellows don't you participated ELO's reflect the diversity of the school's entire population and are more likely to accumulate credits in to be on track to graduate economically disadvantaged participants were more likely than their peers to be on track to graduate previously low-performing students accumulated more credits than their peers who did not take ELO's economically disadvantaged students showed increases in their economically disadvantaged and academically low-performing students scored higher on sats than their non ELO participating pierced and where Mike more likely to enroll in college we should be shouting this the rooftops said that it was started was working and it was doing amazing things for kids especially for for all kids but for kids special item that have been traditionally struggling with the system High School Credit is defined as a bundling of related competencies this so the way I know the way it was when I was a middle school teacher that dub did you know many many teachers had that they had their own grading you know there was this much for class participation in this much for quizzes and tests in this much for homework and this much for the final examination and the and in a competency-based model really what matters is the end result did the student learn what he or she was supposed to learn and that's real the bottom line next play graduation competencies in the document now is the minimum standards as they exist there is a statement about graduation competencies but there is no definition of what that means and and the school administrators pushed us to include graduation competencies in find the document and so we had proposed them the it was a little bit of arm wrestling back and forth on whether they should go inside the document or outside the document to school administrator strongly of the belief that they should be in the document so that were so that all school districts in the state have the same general Target on what it means to be a New Hampshire high school graduate and the way this was another piece of what went to the car and experts at Konya and they were given free reign to change you know the wording in a war make any kind of comments that they wanted but in essence set. those graduation competencies we think that this is a big deal especially for kids that have traditionally struggled with the system like we think that this is a raising of the bar later so these are the primary elements all of the changes in the in the in the draft and so what we're looking for I'm watching over you know what you know what are your thoughts what else can we do yes therein and we have a couple of microphones if anybody wants to come down here and in and speak to us thank you for the question anybody else question State admissions can you go to the microphone please I would like some more explanation of what your process has been I understand that you were starting from the Board of Ed Mission and that you have and you have a document now I'm unclear of how you got from Step 1 Step whatever 30 so I thank you so we met for 2 years started off we meeting once a month and it was just not enough so we started meeting every every other week and 4 I would say two two and a half hours at a time and that this document is long this document is 150 + pages and we would go through paragraph by paragraph by paragraph and and it took us over two years to get to a place where we felt okay we had something to show now let you know what bring in the Centex parts and see what they think and let's bring in some of the other organization see what they think so that's been the process to date I'm wondering why you didn't bring the content experts and the other organizations in first to say what are you looking for as opposed to you guys coming up with your process and then saying how is I can tell you that you know that was how we approached it you know what did I think we did I like the job that the team did could we s s i could we have done that there and I'm sure I'm sure that there are other things that we could have done I still think that we've gotten a lot of the infant that we needed so and then we're out looking for more so thank you before I Met Your Man I'ma had kids in the school system here and Professor Keene State and also its state rap I'm quite familiar with the rule-making process and one of things as I read through the differences between current rules and some of the proposed changes to said I'm familiar with a real writing process and I also that leads me then to question why certain changes are made right then I appreciate that it was made before about these are guidelines not specific instructions but even as guidelines there's a switch from specific and useful in for language and existing rules to unnecessarily vague language in the most rules that gives me causes for concern for example even in the definition of Competency it eliminates current language which refers to content specific Concepts skills and knowledge places that with what a student will be able to do as a result of a specific set of learning opportunities that's not a definition of Competency you know with my rudimentary handyman skills I could build you a house but you wouldn't want to live in it having had the experience is not competency in the current guidelines which refers specifically to content specific skills and Concepts skills and knowledge that is the definition of competency of other examples because you're reporting for the rest of the document definition of Extended Learning eliminates the word knowledge and the current the new definition actually contains the word learning not use one of the words you're trying to Define in the definition of the word right so learning inherently involves knowledge and that word is eliminated from that new rule one other I just want to give a specific example cuz I need to be concerned about where this is headed instructional time in terms of the new definition eliminates reference to students actively working toward educational objectives I got the shift toward learning but that's warning actively working toward educational objectives the new definition makes no references to students it makes no references to teacher it makes no reference toward the app engagement that the current rule has so I just wanted to share that because again is someone who knows how these processes work and seeing language I'm concerned that when I see specific language which I think actually does address what we're trying who replaced with language that can be interpreted in a number of different ways that concerns me so thank you and thank you for those recommendations and and because that's that's did the team needs to look at and consider I wanted to dress the the instructional time or it was the intention from way back in 2005 the time that that the school needs to offer learning opportunities to kids not necessarily the kids have to be in those classrooms at that time learning that so so so in a V and nobody is going to keep track of exactly you know but do you know if a kid is doing an ELO hours it is for intervention versus how many hours is it is for that ultimately what we wanted the school to be well aware of his engagement around learning so so the other you know that Rob is taking notes and and so are we and and those are the kinds of things that we can bring back to the team so thank you very much other question MyChart play standing for exical remember I I want to follow up on both points about the process and the content the content to me I do not understand why it would get vaguer and vaguer I don't think we have to be I'm okay I don't there you thanks I don't think we have to get here in order to create a sort of a variety of ways that it can be done it feels to me like you've just move so far away from any specificity that that it's like the Grand Canyon you could drive theirs I also don't know where this is headed and I feel like it's a formula that allows the State Board 2/6 sort of call anything a good ELO or call anything you know competency-based and and that alarms me greatly. So I would I would say the addition of graduation competencies is more specific specificity and beyond that the the the hope is that it's this the school leaders will will said and in the in the faculty it together they will figure out okay how do we get to where we want to go so this is so it may look like it's providing more you no flexibility and that is by intent and I'm so but do so so you know I think they did it we had at the at a meeting of the school administrators not not long ago the one of the school administrators in fact about an affair with last night Rob I think you were at that meeting when when Dean said why don't we get rid of the the regulations altogether and just trust us let us do it I don't think anybody would suggest that I well he suggested it but but but we're certainly not suggesting we're not suggesting that we are saying no we we we think that there needs to be there needs to be a set of regulations but we were how to trust the school leaders in the school districts to add that specificity where it needs to be I think there was plenty of room for school administrators and teachers to add specificity in what came before this I feel like I'm not worried about the school administrators are the teachers I'm honestly I'm very afraid of work where what the board of education is going to do with it and that takes me to my 10 point which is the process it is I hear you we took this step to this stuff this step in order for us to have any real understanding of how you went from the beginning to that end document we are I believe we need to see this was the recommendation from Educators at this point here's what we took forward with us here's what we did not here's what you're going to take forward here's a recommendation from all of these meetings I want to know what I'm out of this and what you guys decided to to move forward with and then when you moved forward what did the board of education do with your recommendation board of education has done nothing but they will so I'm saying every step of the way I'm hoping for more you know it and at least going forward more more transparency and the content of what was recommended and what the decision was to with that because you can say we had all of these Educators or the Board of Ed can say we that you know that this team went out and they talked to everyone but if the recommendations that came forward art substitutive Lee brought forward and not all of them know one thing but I think that's an excellent recommendation here's what I'm going to suggest Nate and Val because we gave the Wii games in a we made some of the changes that were recommended by a number of the groups but they the formal document that was submitted To Us by the air and the school administrators Association we submitted to the state board and the State Department of Education they have that in their hands so it's it's my belief and and I could be wrong but I I don't think so I believe that those are public documents now because we handed it to them so I will ask I will ask this the state board and the end the commissioner if they can also put the recommendations of of that we got for input so that all can see run in just a follow up with that any specific recommendations that you have as a result of I ask that you send them to me directly my email is very simple b w h i t e at sa u29. Org at sau29. Org and I will get that and come by all all of those recommendations to make sure they get forwarded now been is offered to do that for me so Daddy if there are recommendations and as I said I cannot promise that every recommendation that gets made will be put into the document here's what I can promise I can promise that our team will look at them our team which you know I would I would you know if you wanted to go down the list I'll tell you who all these people are dissing say a public education All-Star team as far as I'm concerned and that it has the best interests of public education at heart she's me are dumb and we will go over the the suggestions and and we will make recommendations to the the board and the department and she's me and I think they will listen I think they listened so far and so you know as I said we have not been always on the same page and there isn't anybody on our team who got everything that they wanted put in the stock timent but we've had good dialogue with the the department in the board and even if we weren't on the same page all the time we work to come to a place where we were okay so we will do that that's that's what the intent of this is so so I'm I look forward to getting the the document from Rob anybody else I got more time as long as I'm standing here one more thing I want to do is be concerned about the vague terms but outside of content are in those sorts of things there's some specifics about Equity that we're taking out equity in achievement gaps Capital codes of discipline and even providing professional development the rationale was for taking those pieces out that that that change did not happen for Marty in the end when when we sent it to the department we were told that you know at first we were a bit alarmed that there was so many changes to our and in the end we were told it it it was just bookkeeping rearranging you are not the first person and it made that statement so we've heard that part loud and clear that that that that they want the equity piece back in where it was that is that is going to end up being a one of our recommendation so so I assure you that that is one that that we will recommend in I'd like to think that that's one that will be will be a put back in a way that will satisfy you and I just want to tangent from someone I want to I want to clarify cuz I seen things that were not Courtney past did you have a current active features on the in the committee what's the decision Behind these kinds of teams for 30 years as a member of of the stapler station being around the department and often times it was viewed that it is hard it's hard for teachers to do this because we're meeting for multiple hours a day during the day so we in osogbo watch that we took and I remember leading the effort in 2005 we had represent we had representatives from the Nea and the and the aft on our team but I don't know that we had any I never know what any anybody out there was nobody else there was an active teacher at the time I just looked at at this document this was the high school redesign document and there were 21 people on this there were no active teachers I guarantee that they will plant those plenty of input from teachers but just doing it in a way that that was not disruptive to the teachers work so so that that's the approach we took when you can then it nsna as I said have we done it every i and cross every T and done everything perfectly I'm sure we have not but. But you know I promise you I would gladly you know go over the qualifications of all of the folks on our team and I and I would say that there is somewhere in the neighborhood of fifty to a hundred years of classroom teaching experience on this group so you know how recently the most recent member of your of the team was in a classroom because I know you said that you used to talk to me his Frosty Brian stack was the principal of Sanborn Regional High is a pretty young guy on I don't know how many years he's been principal but I bet he came from the teaching ranks I could go down the list as you know once again I can't tell you that in and what I can tell you is that you know are you know I think our team did the best job good for what it was trying to accomplish in support of public education so once again I can't tell you that we dotted every I crossed every T it's really a list of competencies the largely occupied the membership of that crew Fred Fred real quick just I don't know that there's anyone in the room who will disagree that we should have had classroom features on this committee including the folks who are present but the horse has left the barn and we can't go back in time and start it all over I mean I think if you could turn back then you would have rethought that and put other people on the committee that folks that you're hearing from should have been on the committee so now is our chance to put very pointed candid feedback together so that our voice these are definitely heard and recognized as this process continues for. I don't think there's a single person here who would argue that a teacher should have been on the committee whether they were not on it in 2005 or or this process I think we all recognize that boots-on-the-ground are the best Personnel to provide feedback for a process that is of this magnitude so I I hear you I agree with you I wish you could turn back time you can't play I get it in o n. So I would say blame me you know it and it was it was certainly not certainly not my intention fact that we we did I did call Herb Richardson do you know Irv Irv is a member of the any a senior team in Earth told me that he didn't didn't have the time to do it back then so I'm so it certainly wasn't an intentional fly and I have had number of of interactions and zooms with the nea I have one coming up on for Nea members Megan Tuttle who is the the president of the Nea she does a thing called cuddle talk and and I am on her Tuttle talk on next Thursday night so if anybody wants to listen feel free yes I have a question about where we can see the entire draft how many  on the department of site I looked today and it wasn't no it's there all right so I would okay I would recommend that you submit all the documents you've collected so that they are in the public know about those documents it was submitted by DNA play in the end of the school administration will talk to him about that present of the Keene Education Association so moving towards competency-based education is is great but I just think you have to remember that the competencies are as good are only as good as people who are certifying that the students are confident So when you say well we have a copy of the approved this competency and they the compass he didn't use to be there it doesn't mean that they didn't used to be learning because the teachers you know we're teaching in the end we trusted in the teachers that they were the ones that certifying that so my question is with ELO's and learn everywhere initiative which is in this document what is the proposed process for wedding there is an established process for wedding Public School teachers there's a certification requirements there's all kinds of Board of Education in rags what is the process for creating those regulations for Extended Learning opportunities for other people outside of public Educators who would be certifying that these students are actually meeting these compounds so what I would say to that is an invalid if you want to help me with this the that their dad and I text me I have not memorized the document but I believe the process calls for certified Educators to to validate learning of Extended Learning opportunities so we didn't we didn't touch anything on that did we file ornate I don't remember touching anything on that also why I don't think I don't think there's anything different there the learn everywhere thing is different animal and and you know we had to articulated in the document because it's a law now it is we had we had this songs about the poor folks on our team 2 Dartmouth but it's a state law so so we felt like we had to put it in there that's a different animal but it's it's not we touched it so we don't have no so whatever the law states there that's me stands as it is and I believe that whatever the process was around yellows that stands as it is to the only thing we're we're for making it available to more kids then no more of this well we can only do juniors and seniors or we can only do elective courses know learning is learning and if I student can demonstrate that he or she has demonstrated proficiency then they need to get the credit we are ultimately hoping the goal is customized education for every single kid with a kid playing a real and and the parents playing a role in what that kids experience is going to be and you know and I know that you know student agency student ownership of Hitler that that's something that everybody in this room believes it will so do we and so it's language that has that in in there's language in there that has open that up in to strengthen the opportunity for kids to learn however they want you know my My Hope Is that did we inject the opportunity for joy in every student. I'll tell you my walk around this bill it's pretty easy to see how that you can get joyful about was hurting in this building this building is amazing and I love looking at the stuff on the on the walls I love what I saw and in this school and and so so they know we want but we want that joy in every single kid I'm sorry so when when you're saying learn you know that the Extended Learning opportunities and learning is learning now that that is true and there's no educator that would you know deny that one of the important things that I would ask this Committee in this group to understand is that we as Educators and administrators Traders and school districts are charged with documenting that learning and having that learning weed to a graduation high school diploma ultimately for student and so even though theoretically you can say learning is learning that's great that the documentation and and feasibility of documentation isn't an incredibly important people so I would that happens from professional educators you'll get no argument from me on that that's right said we didn't we didn't touch anything when the yellows and and my experience working with conval school district intern so I always work with the teacher what do you want what do you want us to show them and how can we show you as the teacher they've accomplished something some sort of proof of of accomplishment the teacher is always the one that checks off whether or not the competency has been met so as it as a provider of a of an ELO or an internship I'm not certifying that the student has mastered this I'm working with the teacher to make sure the teacher knows what we've worked on and the teacher has it has the final Authority as to whether or not we've accomplished what we would hope to do with the student so I don't think there's any intent of taking away from the Educators the assessment of whether or not that that learning opportunity made made a difference if the baby the student goes off only alarm works in the shop and learns about you know entering information and balance sheets and everything else but they still have to come back to you and explain to you as the educator that this is what they learn and then you compare that to the competencies that you were try to accomplish and satisfied with that and you would have to be the one that says yes I know you have proven to us that you've mastered this this particular aspect of it and you know you've you've been shown that that is the case so that we're not expecting to take the Educators out of the process the ELO provider is his providing an opportunity for learning outside the classroom but eventually and ultimately it's the teacher who decides whether or not that is so made any sense and was successful thank you Val Senator I'm going to go over here because I stole the mic from her just like you know we talked about we would like to see a customized education for every kid I'd like to see customized teaching experience for educators like you know did did something right now there's a challenge with an I know what you guys in in teachers and Educators all over the country are struggling right now with with what is going on these last few years and it makes all of us nervous did the head of the is it was an Nea study that came out not long not many years ago that said that more than 50% of Nea members have considered another going movie another profession in that it's him and he said this is this is a five-alarm fire and in in in you look at the colleges of Education I don't know I can't tell you about you know what's going on the college's New Hampshire but I'll bet it's similar that they didn't nationally applications to a teaching institution are down a third across the country and in some state they're down 60 80% it something is wrong and if so how do we make this a better profession of more attractive profession and so we'd like to think that this ways to do that did are in in involved in this and you know I would you know I would welcome you know I thought about it what if it was what if it was me what if I was still I try to ask grade science what if I'm still teaching eighth-grade science and I live on the sea and what if my job was instead of teaching 5 days a week five periods a day for if I talk 3 days a week and the other two days I am at lonza biologics Fisher Scientific the Audubon Society air traffic control tower Seacoast Science Center I am trying to engage with all of a science-based based institutions in my area meeting with those professional tell him looking interested in what you do can we find opportunities for kids to learn in in in your facility I think that that opportunity exists and we won't know unless we go out and really aggressively work to find out if it does that would be such an exciting job and you know I'd like to think that it would be exciting for kids that will be exciting for teachers so that the education is dead and my job is buried in such a way that gives me lots of opportunities to do exciting things and see kids that I have engaged that I have matched with their particular interests and passions and see them thrive in Uno I read you the results of the that ELO study so you know if that's if that represents a piece of the promise then we owe it to ourselves to find out what can we bring to public education for resources that exist in our community and I will tell you part of it you know when is rare but but even but even lots of manufacturers in in in businesses in this state that would gladly love to be partners with with the public education with getting kids having public education serve as a a Matchmaker in a sense of matching kids interests and passions to opportunities that they do on a daily basis because they're all looking for a few your employees so you know so is that you know can that be part of of of of what we do I think it can be bred I think you heard the concern on ELO's appreciate the follow up in the explanation we've got a few other people who have other input that they want to make sure they're able to voice it so they're they're providing Us in Port we're listening will watch the video will collect that as well but I don't want to shortchange people cuz they took the time to come out here to and a part of that. Thank you my daughter graduated from Keene High School I'm I come here with multiple hats tonight I'm also somebody who does educational equity in schools all over New Hampshire so I was appreciating earlier for a little bit on you know what is the context of the moment that we find ourselves in an education so I'm going to speak for myself but I would imagine knowing some of my colleagues and and friends and peers here that some of us feel similarly that we are in a very five alarm fire right now and so I I want to share a couple of thoughts and a couple of questions and I want to own my passion and my concern around this and my sense of urgency because of the current moment that we are in a my working schools is everyday walking in and talking with teachers and administrators and kids about what school climate and culture feels like right now so that's the background that and when I think about the ideas of educational Equity one of the questions I have your two questions I'll name them in and then I'm interested to have you were other members of the committee respond one is far from which I think is super important is do we have people on the committee who have lived experience and I understand that you know in hindsight now there's people is realizing this is a good idea this is something we can do moving forward but I would also I'm also curious and I think it's again incredibly important to think about when you talk about your Superstar Rockstar team I'm I'm interested in the demographic of that team right and I don't expect you to name off the identity miles of each of these people but I think one of the things that would be incredibly important is to build a team and to Bill people who not only have live experience may be in education but also come from different cultural context or are first generation or are do immigrants to the state of New Hampshire or are members of protected categories and one of the worries that I have and I know people say well we're in predominantly white New Hampshire we have these smudges communities and we know that we have incredible resources and many communities across the state of people who represent protected categories and other marginalized groups when my friend and colleague over here was talking about removing the guidance for safe and inclusive schools is one of the concerns that many of us have I'm stunned to hear that that and please that didn't come from your committee and I think again given the current climate we have been in an estate around device of Concepts and I know I'm not supposed to name any thanks but I'm going to then I think it's really important that this committee not only recommend that but named it as an imperative that issues of educational Equity need to be at the center of what this can be he is bringing forward to the State Board of Education let me finish please let me finish okay please let me finish so that's my first and again you don't need to respond to that but I want to hope that within the group of people you have gathered that there is lived experience of that reflects the kids and the teachers who are struggling and our state every day so that's my one question my second question is and then I'm happy to give you the microphone is I think it is incredibly important for your committee do you think about this draft that you're putting together just Center educational Equity not make it as like an additional thing that we're going to add that the that the lens that you were looking at education is through an equity so that includes mental health that includes kids and students and faculty who come from diverse representations of gender race culture in Winchester we have been incredibly worried about our kids who come from A diversity of socioeconomic backgrounds and what their experience has been like as they transition to Keene metal or to Keene high school so again I appreciate this is really hard work but I want to say to you you have an opportunity to make a very strong statement and I came here tonight because it's my hope that you're listening to people here who have the wisdom in the world experience and that we are saying we want to have your back but right now I am not going to speak for myself come with suspicion on how this is going to go forward so thank you thank you do either make you want to respond to that and in and I will tell you that we had doctor will arvelo that was on if it was a member of our team for a long time and will step down from his position and and you got a new job he is the director of Crossroads house homeless shelter in Portsmouth okay no I hear what you're saying and Anna and I will and I promise you that it will be a strong recommendation from our team so you know so in it in in I expect you to and I expect you to hold us to it and if we and if we are unsuccessful getting it through no beam disappointed than I am Fred you have a quest Oaks are you her question over here friend okay did okay great okay who was that bridge every question right where the center I know this guy you do I say so the some of the concerns I think can you cysts around this is the ways that the process has evolved from a top-down look as opposed to the bottom up and I want to give the bottom up I'm a legislative point of view by the way Jake on living Keene was in the state senate for 6 years and chaired the education committee and was rules I've done both by the way the parole document I think I've participated in the writing of the last rules that went in it's only 50 pages your your document in a side-by-side May wind up being 120 but I guarantee it went up at which is my point that it's not that complex it's organized in an awkward way if I was a school administrator I'd probably tear my hair with the cross-referencing with the the way that it's organized but there are competencies and goals in there and there are those replicas Indian statue and part of the motivation for this I hope is the fact that the two don't line up necessarily and it does take some hard work of Educators that are trying to do this and and put those together and then make sense of those and come up with another maybe 50 page document but the point is I understand the global and you're very good at trying to reach two goals but goal sometimes need to build up from what exists and not just be imposed Beyond it and and I do I don't feel that that work has been accomplished yet so I encourage that in and the reason partly is that local control means that educators are working with the set of guidelines that have some common outcomes and and those should be known then what fits in is local control but also state that students and parents need to have him put if they have been put into the local control that's good if it's if it begins to compete with what the Educators role is ended up in in of terms I'm concerned that it's creating some conflicts that the schools are left to have to deal with I don't want to see Ed caterers in a position where their definition of how to implement a goal is is questioned because of the vagueness which has been expressed before I'd its attention you're going to have to deal with but but empowering Educators is a really important goal of your process empowering kids and parents as important as well here's Mike I'll continue with the concern because when we say that that's left open for a lot of interpretation let's take Wellness Prince the learn everywhere and I don't know if we are going down that path but learn everywhere has mostly physical education options that's what are communities now we have yoga classes we have garage the classes we have gymnastics classes the goal of Wellness though is defined as understanding how to pursue pursue Wellness over a Lifetime right I could demonstrate to you that I am engaged in gymnastics every year of my life and I deserve credit for that experience I know gymnastics do I 1st and the range of Wellness so that when my knee blows out when I grow up when I get heavy I'm not doing that anymore the school needs to be able to Define that of the education outcome and not just the depth and that that's what I mean a by empowering an educator to Define that now if the if that fits in do a segment of the education requirement so be it an educator are determined that and not the gymnastics instructor or the parent that is taking did to it already tonight did did did we not monkey with CE certified educator in Extended Learning opportunities so to do to me kid says I want to use my karate lessons for my physical education OK Google the educator has to get engaged in in NFL conversation with an instructor let's talk about what are the competencies are what I am expecting out of this process so we're not taking taking that out so I don't see I don't see that at all as a conflict with one tiny caveat the the rules to learn everywhere or what they are we have nothing to do with that we can't do anything about it we have blinders on with regards to it burn Extended Learning opportunities are within the purview of what word of what we're doing so we can make sure that we have the fashion around that and I think what would that what we talked about. It's so do do check in and understand the concern to concern is not just to be in the depths but it is the breath and I can take another exam Owen bought me where you learned $12 or maybe we're up two more but but the point is a nature educator we walked in together we talked about the opportunity yes your wife and great I could learn about fish and and I am phibians but they're 10 other files and that's what the educator needs to make sure yes go do that Harrison experience it's wonderful but it covers only this portion of the course and that certified educator needs to needs to be the judge the the person who guides that experience all right I'm just I'm send the obvious but you get the point the breast needs to be defined in the schools and the death is only only covering that component and Val I understand you would be the guy who says I'm going to build that in I'm going to make sure that the math requirement in my my plant covers your other competencies or you'll say I can't do that somebody else is going to be alright the other I think you need to check the certified educator check the words because I think it says educator and it does not say certified so check this thank you because that's a worry for me that because a certified educator isn't somebody who just gets stamped out at a college a certified educator is renewing their their certification on a regular basis continuing to update their skills and their active in the classroom third thing I want to mention is while it's proficiency I also asked you to go back to the university design of instruction our favorite buzzword about 46 years ago but in its strength was that it proposed to every student every student knew in every course what proficiency is but they also knew what Mastery was there two different things quite different and we ought to encourage students it's not just about proficiency it's about Mastery and this is how you achieve tree and that's what I saw in the Yu-Gi-Oh and outcomes based education is said it in Courage students to go Way Beyond you go beyond and you're going to get the alien this course and that kind of motivate Did a teacher can give to a student great you accomplish this in four weeks that is wonderful now go on and master this topic right about it teach another student about this these are these are Mastery kinds of skills that bill lifetime leadership rubric looks like four for schools in every District in the state but I know a lot of them you know use this one through four and four is the seeds that you're just talking about that real level free but but said that the three is worthy of saying OK Google would I prefer for everybody to do the 4 absolutely we're not going to recommend that that's not up to us that's up to your District to make those kinds of decisions so I would think I would like to think that a one does not count for credit that it who does knock this is me personally a to does not count for credit then A3 and A4 is where students is where where a student gets recognized as having demonstrated enough that the school is going to say yes but that's not our decision that's your decision that's your school your school's make that decision. Us and not the rules either you know I think that's what about was getting too early on that you know this I can't be everything to everybody it's so you know we're trying to really make it so that there's did that those roles that we leave that stuff up to the Local District to do that job I mean we do have other folks you know I've got one to three so I think what we're hearing is people have concerns and Val and Nate are over their writing what the concerns are I don't think anyone's looking for you to answer tonight I honestly don't think that we're going that be able to answer all of that tonight but we need to get these concerns down on paper so that we can move forward with those concerns as they become recommendations to to your committee yeah so you know appreciate it you've heard you've heard about ELO's you heard about Equity you heard about the lack of involvement with teachers that I mean we've got all of these things that have been progressing through the night and so I'm home pull that the the comments that are coming forward or of a new vein out of the vagueness where's Nick yep the vagueness people want better Clarity with the definition so we've heard that I'm so as we go through the next you know just just like the gentleman that was sitting over there before he was specific with this definition. Definition did did you know if folks one Clarity around definition for tell us which definition this one is missing don't know we get that not a problem at all and giving them another Avenue to provide that feedback as well so as we go through the next comments you know what it is as long as we're building on something that might not have been touched yet that might be most helpful so as you're considering your input that you want her tonight just keep that in mind and if it's something you just want to send directly to me at B white at Adesa u29. Org I appreciate that hey bro can I can I just ask one thing to do when you're at 8 we sent the messages we said that we would do this until 8 I will stay and in are but at some point in time you're going to want to kick got here so do you have a recommendation for what time we put a stop on it Bernie Mac okay that's fine and and I will say that that I have been ccbl brochures up here and I have my business card if anybody wants to contact me feel free to and I've done that at the other events in I'm getting of comments in from the lots of folks do field in a feel free to yes doesn't sound like it's on hello I am Claudius still from Acworth I'm a retired High School teacher out of Fall Mountain and the thing that I'm about a couple of things but one is I was thinking that you were going to be speaking about some specific points like what graduation requirements are and what students need to know to become critical fingers and be ready to meet careers and to be Community participant for a community members I I think that Senator Kahn spoke about one of the things I'm concerned about it with is it you do the requirements day of learning algebra one is much broader than maybe doing one specific kind of activity so that's one concern the second concern is and maybe I'm getting too political here but I am concerned if one of the directions that the State Board of Education in the State Department of Education is looking for is to change the definition of an adequate education so that we don't have that was we go through these lawsuits and we look at and legislature deals with what is necessary to provide a method shooting requirement of inadequate education it actually can be a little bit less than what it has been and I don't think that that's meeting the needs of our students but I also think that people need to think about the ripple effect it's not going to meet the Days of Our communities and not the economy of the state as we go forward and I really appreciate that you talking about local districts being able to make decisions about specifics but I also think there needs to be some state acquirements at every District needs to meet because that will take the the load off of the local districts to say oh well we could get away with not offering Civics education or we could get a with offering only two years of mathematics in high school because we can't really afford to do more than that I think if student graduates from any High School in New Hampshire they need to feel the fair high school diploma is a ticket to college and to an into employment and other avenues in their life and it doesn't need to be somebody doesn't have to look up which school they graduated from so those were my thank you very much if I could respond quickly to that see I think that some of what I talked about in a dresses that fit in the putting the graduation competencies inside the document I think that did that is never happened in New Hampshire before and dad is going to make a statement that and when we address that the the 40-50 content expert mostly teachers at Waconia this is the this is how I approached them I said to them we made our statement you can look at hours you can throw them out you can change the words do anything you want with them here's what you need to think about you can't set the bar so high that it's going to make it so that it's going to eliminate a bunch of kids you can't set the Marshall low did it it makes what a New Hampshire diploma should be worthy of less valued and so how do you find that sweet spot can you can say yep every kid getting a diploma and a New Hampshire High School should be able to do that what are the things that they should know be able to do so we weren't going to say here's what we are we're putting our line again and you know and that's where it's going to be we put language in there for the purpose of giving the content experts a starting place so I think they were raising the bar there we've also you've heard me say personally I personally I don't I don't like these I got millions of believe me you know but I think that that kids should be held to a standard that is clearly about demonstrating today actually know what their you know what the subject is we sent it a k a a credit is based on a bundling of the required competencies not about all these are the factors that ultimately don't assure knowledge learned so you know so I think that a number of the things we've talked about get to that issue on the issue of of the state and in a n n funding and whatever else you know I have my I personally have been fighting that fight for it since 1992 and I am maybe the on education funding the only private citizen not a state official at the time not an attorney at the time who was invited to argue before the New Hampshire Supreme Court on education funding so this is a big deal to me but there's nothing we can do about it and what we're trying to accomplish now. who are the other folks it did that questions yes hello thinking about how you would mention that there is a the Delia pooping with a draft there was a book that you have sent I would say that that is not that that that that that is not a an official document with a hold of an of an old draft I think it's just I asked what it was better is a drafted who did we actually support and so I can't I don't feel comfortable with an old raft I can tell you that the thing is gone back and forth a number of times between Department in us and what we have ultimately said yes to is what is at the department so I think it's not realistic that's that's my opinion I don't know what to what you guys think what are your thoughts is that yeah yeah I don't think we ought to be handing out old draft that were never official draft well they got a hold of something and you know where and when what you could because we gave it to them and then yeah it went back and forth yeah but but you know I don't I don't think I don't think that that's a I don't think that that is some indication that you guys made based on your hours and yep that works in the recommendations are in the in the the the draft that Robin and in the district currently have yes that was yes and that was it so I'm telling you that that right now that when we sent it over in that piece remained where it was it has to end it will be our recommendation I'm sure I I don't want to be speaking to these guys but but I'm sure that they will be a recommendation to make sure that that is clearly stated will you put recommendations to pay the other pieces that got cleaned up back in I can't tell you the we will you know we will we will put every piece pick up moved or whatever back in Iowa our job to revamp the document so I can tell you that fit in a you have the document in your hands if anybody wants to let you know make a recommendation then we be interested in seeing that recommendation and and after look at the recommendation and thinks that it would be worthwhile including in our recommendations to the department that we will do such understood got one here and one here will be the last one so I got really kind of two things I'd like to mention and a question like ask the first thing is I am an educator and I have had kids in this district for 21 years or 20 years and over my career I've seen a lot outcomes-based education was a big thing when I was student teaching from the 90s and since we've moved toward, his Base education I've looked around the country at documents produced by different groups of people different schools 1 States and seems like to me the competencies can take on different forms based on the people riding the competencies and they can be bent to different agendas and they can be constructed in ways that match philosophy that you may have a fluffy so that's one thing they're going to be as good as it will work as well as their written and the people that are in charge of implementing them and making sure those are second thing an infant with that said we're giving the district tons of flexibility on how they want to do that so go ahead and the second thing is when I think about, these I think of like a thing that the student will be to demonstrate right at the at the end of at some point the thing that I think is absent in some of that like I have a sign up to something called she went through the school district and in some cases maybe they could have read certain books for a literature class and fruit 19 understanding the The Buck Run just a few sets of a study and write a paper on their own but the value of having them in class with other students reading the same thing to interacting of learning community to be part of class in which the students come from different effect of the read a primary source of struggle document for different points of you have different ideas that are in the mix of the class that and this and the teacher in real time in that classroom being able to interact with students to get them to think to get them to come to conclusion but to get them to think about things in different ways and to consider other people's point of view into having that dialogue within a class my concern if my my son who went to the school system had had the opportunity to say in history class read a book or watch this documentary and I could stay home and watch YouTube videos and eventually learn what I need to for the competencies maybe they could have done that but that would have deprived them of the opportunity to be part of that learning community so how did standard encourage the idea of a learning community coming together working together not just the teacher-student relationship but the whole class as a as a as a learning community that works together as opposed to one person Shiloh learning stuff but then they spit back inside some competency and here's what I would say to that it is did as long as that student is in gay I am I am fine with whatever gets us there but I want to know I want to know I don't want him their names but I want some kind of sense of security because I know what it's what it is what it's like to be one of those students that was bored to tears in school and and did that and it had a poor Learning Express and then conclude it on my own that that I was not very bright and and it took me a while to figure out that I was not as dumb as I thought and I want a sense that every single kid is engaged and excited about learning that's so that's that is you know so I want kids to learn at a high level and I want them excited about learning so how we get there I personally really don't care I want to know in and I would love the scenario that you're talkin about as long as those kids are excited about what they're doing if they're not excited about it and they're not going to pay attention how can I put an effort into it then then I worry about the value of the experience you know what's out here is what I would say to you I read you the the results of the study okay so something clearly is going on there with Extended Learning opportunities this something going on there 1600 something kids put your put your please please go online and look at it I wish I could do more because it because those are growing around the state so I would like more and more educators are finding that this is a worthwhile way of of for for kids to learn Fred that's you know hopefully I'm sitting down I'm moving around I think the recommendation is if we could have that study available you know maybe the commissioner can put it on that website find Philadelphia know I appreciate that but if we start putting all things in one Depot so that it's easy to find in one in one location good recommendation last question in Langston thank you I'm going to start with I actually like competency-based education that I've been following your follow the child for a long time I understand it I value it but as a parent I've no school-age children out except my youngest who's in graduate program I was a very active partner in their education but I expected my Educators to know the parameters and the guidelines even with that freedom for my stomach this is what I want to repeat back to you some of the things that were said this evening that I don't feel comfortable with I want students to learn however they want if I let my students at home learn however they wanted they would have learned almost nothing they needed mature guidance they needed parameters they know need to understand the expectations to ask a staff a staff with you pointedly said we're losing we're losing people from the professionals you want to attract them but tell we're going to give you a class of 25 and each one gets to do what they want I don't get it I don't agree with it I don't know how you can say it with a straight face okay I'm sorry and I support I am worried about the people don't support it if you don't know what constitutes proficiency because you said I don't know if that's the one I don't know if it's a two I don't know if it's at 3 or 4 can you get to decide there should be guidelines on what constitutes no I think the best job mastery we recall the proficiency a minimum level of Mastery always think that that's a 30 speeding left of the law I do that okay so it's just a recommendation to look at the fine definitions is really what this is stability at your local level how does that work when all of kids get together for example and I see you 29 where we have 7 autonomous boards in town and they all end up at the high school but we're all getting tons of flexibility and almost no guide which to be fair seems to be the man already at the state level anyway no guidance a lot of eat it a lot of negativity and no support when a state school board representative like myself calls and says we have a request based on your how spell how do we handle it and we get crickets this is going to give us more and more Cricket zero support and I don't know how our staff and our administrators are expected to follow play book I don't know who you wrote this for I hear you the passion is for the student my passion to it's the only reason I continue to serve on a school board it's the reason I came running over here from Keene High School where I was helping kids get into their costume for the show opening this evening it's the reason I still drive kids to activities that I don't even know I do value those kids but they need more than free brain to learn at their you know I do they need Fortuna tea is not wrong but no opportunity needs definition they need opportunity and they need the oversight of a professional educator so yeah so to me it's that take apart of what that Educators job needs to be is to get kids to believe in dream beyond what they would have done their own thing we've heard basically at every at every every one of these sessions see we do believe that the Department of Education needs to step up with regards to that so so I wouldn't I wouldn't disagree with that but we're not talking about can she do anything I feel like doing nothing anybody got that impression that is absolutely not what we talkin about I got to wait and see attitude on Thursday thank you thank you thank you very much for giving me this opportunity tonight you want to in any final comments Nathan thank you yes thank you so much know I appreciate you taking the time to come out here I think you get the chance there's a lot of passion in this not for public education and rightly so you know we've been a lot of folks here who are very committed to our schools to our students to our communities and I think what you're hearing is concerned you're the messenger it and unfortunately you're the get shot in that part of that's part of the responsibility that you've accepted you know I've joked around about being white at sau29. Org Superintendent at sau29. Org where you up if you want to put recommendation is that you want to make it to Fred to the commissioner and to the State Board send it to that address I will compile that I will put it out for public to weigh in on in case I miss something I'm so once I feel that we've covered everybody's input and recommendation I'll finalize it I'll send it I will share it like I should go everything else to let you know it was sent all right thank you for goodbye I need to talk to you tonight thank you so much please drive careful

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