i would like to call the regular reading of the foxboro school committee on march eighteenth to order visitors will be first then approval of minutes teaching and learning highlights teacher technology integration and document cameras elementary reading special education service model review special education progress report update on capital improvement plan meeting f why thirteen monthly budget statement sub committee member for bus drivers negotiations other matters and at the end of the meeting we will have a call for a roll call vote to go into executive session for the purpose of discussing negotiating strategies with the union person now which is school bus drivers and to discuss school security the committee will not return to open session after that do we have any visitors to approval of minutes first off i know you want to hear about the hover camp it's a great new tool you know time on learning is a very big thing heard in the classroom and this is what i saw this is the first thing i thought of every day you have things are going to class where you want to build a showcase your students work so a great thing here it is basically a great way of taking a lot of things like we'll see it projected up on the board the second around if i need to go just one question so that's great just on my side besides i can always scan something in this actually allows me to scan a document so if i have a worksheet that i need to have i can put on my book online website i  four great ways kids solved it now to then say ok let's see these ways i'm going to spend another five minutes for these kids then put it on the board i can just take all their kids notebooks come up and say ok let's put them right here in front of me and i can say let's look at this first student and i said ok look how they did it we can talk about hey they solve that thing take another one and i can actually utilize the class time more efficiently so that is a great thing i can a big thing with the common core right now is being able to critique other people's work so even on friday w son the great classes each group had a problem and then they all solved it and we came back together and put one problem at a time and we said let's look at the work let's see what can we can teach what can we fix what's good what's bad so at all a lot of students see my work they see their own work and they see a textbook they don't see other students work so it's really a great way to quickly and efficiently do it and not loose time by having a either find another mode to do it so those are the big highlights to this is that we can one project other kids work too i can throw something up quickly on those sixteen be beneficial in my classroom it's been more streamlined and one of the biggest things that since this is just in the baby steps is i want to start creating video tutorials you see the line you see you know kind of cademy has it a lot of other ones out there have it well it's great for kids to see themselves or a classmate one of their own videos explaining what we're doing in class so i'm caroline's here today because she's going to actually make a video and then we're going to set that up she has this random problem that i know which got it from and she's you know solve it for us and then we're going to actually call actually set up right now so we can videotape it the total cost in the total tablet goal of this is to eliminate one beerbohm so in a times us by three hundred three hundred x plus three hundred why it was twenty seven home for a few days and they're reading a particular story over there you can do that or just take still pictures of all the beaches and that the child going to and this seems great if a child that misses school because they're sick or something are out for other reasons but  here that we can sort of tailor what would it what is it that we want to invest a little bit more and have a new team looking at something other than a particular project here so last year we decided that we wanted to look at our service delivery model for meeting  orchard questions that we were asking through that day that analysis process using that protocol the questions that were surfacing helps us really define the area that we wanted to study and that's what brought us to certain pieces of quantitative and qualitative data in the district as well in research so we looked at the data from here right here talks pro is far as our current service delivery we look at our models and practice what was taking place being special is that we're providing so little service and reading as well their special educators we looked at the collaborative opportunities that were in place currently within each of the three elementary meeting how often did reading specialists  opportunity to play in our park with classroom teachers or special educators especially those for what they shared students if we had special educator working for students that maybe every specialist might be working with or vice versa and we looked at all of the data that we had whether it was for that yell a curriculum review the many assessments you've heard about from our baselines of attraction port the fault looking at that information and then looking at current research in the field as far as what's best practice and service to liberate in order to really treat our most at risk students the best way that we can and what are those models of support literacy instruction in november on the professional development day that we have we shared all of this work with the  staff that offered the and and from then we've started really kind of diving into some of the recommendations that have come out of this ministration that was involved you'll see here that the three of us and th well we didn't have the other elementary principle to pop in when they could but she was we wanted to have somebody that was the constant we met twice a month from march through the fall but all of them really had a hand in this because we're just so fortunate that everyone is so involved and they see that this is so important and the classroom teachers we have reading specialists and it's special educators and we have general education and representation from all three of the schools at the time that was spent as i said we met twice a month and those meetings right now a half to two hours after school and then they have work to do in between the meetings whether it was reading the research articles that we assigned or going back and collecting survey data from what was taking place in their building so it was a a lot of work during that time span when we looked at truly what was our goal we do this larry that we wanted to study more in depth they were really refocus point servicing students in the classroom or outside of the classroom and make sure that what we believed in is what we are communicating to everyone it is consistent and it also designed a model that's based on those beliefs and in those discussions as part of that it brought us to a number of questions that really guided our work so in our initial discussion we came up with several questions one was wanted to really look closely at where services were being provided for students and why and in looking at that we found there are times when services are provided outside the general education classroom in particular when the student has that recommendation on the right be they may go out of the classroom for some of their instruction we also found that there were times when services were being provided outside the classroom by reading specialists to either find wider area or an area that had the physical space set up for a small group and also there was we also saw that services of course aren't being provided in the classroom in addition to the general education teacher teaching the classroom we have services being delivered in the general education classroom by both reading specialists sometimes by special education we also found from our work in looking at our current practices about where services are being delivered and in reading several research articles that it really supports a model where all service providers reading specialist special educators and classroom teachers are sharing an integrated service approach in the classroom that is we run we really want to see students receiving the bulk of their reading instruction in the general  education classroom as much as possible as opposed to being pulled out of the classroom another question we had was what is the right balance between co teaching in the classroom and small group wor and that is really having question there are times when a recession has expertise that they bring to the classroom and they may teach with the classroom teacher and there's also times when it's definitely important for them to work with a small group so having the conversation about what the right amount between the small group instruction versus some of that class instruction that takes place in society for us looking at our winners clock schedule one thing you know what stats with what time that we have when we looked at when some supplemental scheduled pull out instruction was being provided and when that was appropriate we found that for students on ips as i said earlier it was appropriate in certain circumstances t small group instruction outside the classroom but we really wanted to clarify our expectations that as much of the instruction as possible be delivered in the classroom with a code teach model among all service providers so that special educators are working in a classroom reading specialists or working in a classroom and there's a lot of small group instruction going on at one time and the teachers who are all providing this instruction can collaborate with each other based on their instructional approaches but also one student needs we looked at we wanted to look at how our data was being used to inform instruction and make decisions and we found by looking at the data that both general educators were collecting and special educators were collecting we have a lot of data we use a lot of different assessments whether it be informal assessments or formal formal assessments and we want to make sure that we're using that data to drive our decisions about our instruction and how we are forming groups for student structure we also asked about class placement and how that supports the model and class placement is really important because you have special educators and reading specialists who are teaching across several grade levels so when students are in small groups for a portion of their instruction it's really important to have them in classes where the special educator or the reading specialist can get to students who have like needs and needs similar instruction instead of having to do that instruction across several different classrooms several different times and that the biggest question driving our work is how are we using our billable resources to support the model we really wanted to look at are we making the best use of our human resources in terms of the expertise the classroom teacher or the expertise of the reading specialist and the expertise of the special educator so that we can provide the optimal literacy instruction for students and at the same time maximize our resources we found that there are certainly benefits of a shared service delivery model and one is that a team approach is really wonderful for students and teachers because the student students see all providers as their teacher when the reading specialises in the classroom when the special educators in the classroom in the classroom teacher the students learn that these are all these are all my teachers it also creates a sense of community it really sends a message that we appreciate everybody's differences and abilities and it and there are also created social benefits for kids it's very hard to be pulled out of a classroom and then come back into instruction that's already going on it makes transitions much easier when the instruction is going on in the classroom for everyone we also found that when you have a coordinated integrated service delivery model with everyone teaching collaboration is promoted because colleagues are working together right in the classroom and they can collaborate on the spot as well as collaborate outside the instructional time frame and an inclusive model the shared service delivery model also really capitalizes on the expertise of our staff we have people with different training different areas and when we have the staff or working together it really does help us use our resources to the best of our ability and support each other know there are many benefits we did find there are some challenges in collaboration is it sometimes difficult to find the time because of the scheduling for teachers to be able to collaborate on reading specialists who work across multiple grade levels and we have to work around the classroom specials and lunches so sometimes it gets tricky to find the time during the school day for them to be able to collaborate so that's one of the challenges we have to keep in mind and try to adjust address as we move forward that we try to have those times when the reading specialist or the special educator in the classroom teacher can sit down together and talk about the instruction that's taking place and how they're going to approach what's the instruction that will take place and it just it helps to build for a consistent at the supplemental service schedules so that we can maximize the service delivery between classrooms and grade levels in each building meaning we want to look at special educator schedules reading specialist schedules and be able to really maximize maximize the resources so that we can meet the needs of our students in the best way possible we also want to be sure that we are taking students out of the classroom as little as possible because we know from the work that we did and the research that we read students really do better when they're in the journal of education classroom we also want to look at our schedules in terms of maximizing the time available for staff reading teachers special educators and classroom teachers to collaborate with each other because that is really key to making an integrated service delivery model really work well and these are these things we don't know there are things that we do but we wanted to really take a closer look and see how much we're doing but how much are students going out of the classroom is a consistent across all three schools can we promote more in class instruction among you know the reading specialists the special educators and the classroom teachers so we are doing it but we want to make sure that we're doing it to the best of our ability i think many times we do you know in the classroom with with lessons that teachers teach you want to reflect and think how did that go and refine the practices to make it better the next time so really taking a hard look at what we do looking to see what we do really well and then see other areas for improvement and that's essentially you know what we found out we can maximize time for collaboration in different ways look at the schedule a too to really make it more cohesive so that supplemental we're giving that double dose to students that need it most that we're going to do it is officially as we can so it's the most effective for their learning and i also think that as a result of the work this did we had time as a group to read a lot of the current research and discuss that research and it backed up our believes that we should you know this is the best model for students as a result of not recommendations are these are the schedule going to be changing in terms of this collaboration in trying to find this time because i know that the teachers of talked about this in the past that that's that's a challenge just across right for teachers to have time to collaborate so  this more individualized way where you're having multiple teachers sometimes in the classroom just wondering is that something that you're looking to do in a couple of months or you would try to work on that right now and just kind both some things where as simple as learning from one building how they find time for collaboration that is the fifteen minutes before the recess or the lunch period and it's really kind of thinking outside of the box where can we grab minutes instead of taking that five minutes at the beginning of a class when a teacher is checking in with the classroom teachers what a better way that maybe we didn't think about that's a great time to grab ten minutes to see that everybody is on the same page as far as the delivery of instruction on that day the other piece is far more collaboration which you may remember that came out as a recommendation from the l a curriculum review too so we have time after school where teachers have a staff meeting going to grade level meeting but what we're doing right now to answer your question is looking at how can we provide time during the school day through a professional learning community model where teachers are really getting together and what is it that we kids to know when to be able to do how do we know that they can do it and when they can what are we doing about it meaning if they need reinforcement or if they need in richmond and really using it as leaders and then you are saying we have a lot of data and there's that saying to the data rich in information poor we want to make sure that all of the great data that we have that we are using it effectively to truly meet needs so one of the ways that we've started and we've just launched th march and that was with staff meetings to really come back to what are the core beliefs as far as with professional learning communities and then building and a seventy five minute time period once a month where teachers by grade level come together during the school day and it it rotates so there would be acceptance you coverage in the classroom once a month for seventy five minutes and the teachers come together they look at that data and then make plans really based on the information that they have you just started that in march and that's it again it really takes how can we make this work to where it's the greatest impact on students and we're not taking anything from them or putting in gangs but they don't have the comprehension so what are the comprehension strategies that we're working so we want to make sure or that when we're looking at those different flexible groups of students that were were meeting those students needs and that you have somebody that really needs comprehension versus someone that really needs work on decoding and building fluency that we have them in a flexible group together and that's what we mean we're talking about kind of maximizing our resources and looking at not duplicating efforts if i'm working with a group on board work or sight words that i'm able to do that a supplemental fashion and then the teacher is building on that but we're not doing the same thing twice that we're really trying to get as much to those groups depending on what  and that's phonics instruction and having a more systematic phonics piece there because when you have a core program that's all of those areas i mean it all built to comprehension which is the most important but we found that we needed to have a more systematic approach to fighting so how can we do that in what we call a tier one to the whole class and the beginning of the instruction so we talk about scheduling as an example if we're doing a lesson that has to do with phonics at the beginning we want everyone to have that so the last thing we want is for a student to be cooled you know even if it's in the classroom in the small group in this that poor instruction and so that's what we're looking at looking at that literacy block as a whole looking at those untouchable moments within the classroom so that all students have those pieces and that when we're pulling them in flexible groups then they're getting what they need within those small groups and will be clear that when they're talking about flexible groups of the kids and they don't necessarily know the classroom in most model for them or for the vast majority of students to make sure that we're not just pulling them out because it's more convenient or we think it's quieter or whatever that the more they can stay in the general instruction the better but as adults we can work together to meet for all components of literacy what do we do with beneficient now this this team's study how do we best deliver services them based on what we know you know not just assuming we can make you know a lot so what we're delivering is you know the best we can do so when they were looking at how we didn't provide services for kids and where it was very helpful study get again what does the research step and it went back to you know so it's not that we were completely away from it's like a pendulum but sometimes you get away a little bit and then you look at the research again and you clarify is that still the best way to go get through this what are we doing and just to be purposeful i think is their point so if we are taking a student outside of their regular classroom for supplementary instruction or the teaching or whatever that we know why we're doing it because it's debt in that case it's the right thing to do to get space in  child's needs not because i is the adult prefer to work out my own little spot because i don't want to go playing with somebody or because they're just too many kids or we haven't done a good job placing them you know so we want to make sure that when we do it because some kids do need that that we don't why we're doing we're trying to be more purposeful and if we're not remove the crap from the classroom why do we know why we're not and we know what they need and who's going to provide it and how we're going to work together so that actually that's what i was referring to is just looking at the process as being the innovation but right exactly not necessarily the inclusion but but what you're saying really looking at why and how to be more efficient you know just again trying to do it do even better than how you do it  what special ed and regular read reading support services is was really a gift because all kids are all kids or is it true that all of the students in the classroom benefit from the inclusive classroom because there are fewer interruptions and education staff through collaboration and scheduling to make sure not to painting efforts and services in the classroom and we want to continue with our to provide ongoing sustained professional development in the areas of balance literacy so speaking to what we were just talking about a little earlier we want to provide suggestions and have a lot of clarity around when pullout instruction is appropriate so that students are in the classroom and we want to be sure to look at our groups look at our group size the duration of instruction the frequency of instruction and make sure we consider the data and the groupings in terms of placement and student needs so our next step is you examine current literacy blocks in scheduling we looked at many sample schedules to help us get an idea of what might be the best model for us to have more conversations around how can we make that work for us here promote we want to promote it's going to be in based on students in their individual education plans to have that designated by their i p t and that it is supplemental and it does not take place of the general education instruction that's taking place and that the majority of  students reading instruction is in the general education classroom participating with everyone within that general education curriculum with the general education teacher and then our reading specialist in our special educators they are the providers for supplemental instruction and that their place is there just to for him to supplement and that could be through a small group it can be through some of those model lessons that we're talking about and co teaching but it's taking place within the general education classroom better models for technology use so yes i challenge myself to share with a new presentation format so let's see how it works  ok actually our reading and special education program report is a perfect segue into the presentation that i put together tonight because i wanted to show you  a visual tour around the system the specific services and some of the programs that we're providing for students and as we spoke about a randy we really believe in an inclusion philosophy and that all students regardless of their abilities and challenges can learn thrive can be educated in their home school community with the appropriate supports and services so inclusion means different things for different students and if a student spends twenty one percent or less of the school week outside the general education classroom they're considered as having a full inclusion program some students need more than that and they spend more than twenty one percent but less than sixty percent of the general education classroom and they are considered as having a partial inclusion program and we still have other students who require more than sixty percent of the time out of the general education classroom but they're for their school programs are still inclusive because their programs are in their community school they participate to the extent that they're able to in mainstream classes and activities and especially the life of the school so we started the preschool when students are first found eligible for special education at age three and we have both inclusive classrooms where students at age three and four are learning alongside their typically developing peers we also have a classroom that substantially separate for students with more intense needs our work is multisensory hands on and we're really focusing a lot on language development because students who are found eligible at that young age often need support in the area of language development and we're building those foundational skills that they'll need when they go out to kindergarten we also work on the development of course of their social emotional skills their physical skills and their cognitive development at the elementary level one of our specialized programs at the i go to school is called the alternative developmental learning program and in this program we provide a very specialized type of instruction teaching methodology called applied behavioral analysis and this this approach to teaching is considered best practice it's research based for some students on the autism spectrum and a b a engages students in learning by consistent prompts and consistent feedback and it involves some very intensive data collection which is one of the peer reasons why i wanted to show you this slide you can see the teacher has all her teaching materials and she's actually collecting data across three data sheets she's collecting data about the students response to the academic instruction and she's also collecting data on the two other sheets related to goals the student hat may have in behavior so for example in every one minute intervals she's recording how a student is demonstrating on task behavior so discrete trial is a form of instruction within an a b a approach and it involves this very intensive data collection as you can see on this sheet our staff have been trained to teach using an a b a approach we have several staff both educational systems and teachers who have gone through a specialized training program so that they are actually certified in the a b a another program we have at the elementary level is called our team based learning program and as you can see in this program we want to help students learn how to make good choices it's a program that focuses on helping helping students regulate their emotions and their behavior and this is an area in the t v our classroom where they can cool down if they need to take a break and work through a process around making good decisions so what is the decision i have to make why my choices what can happen with each of these choices and which is the better choice we're using a lot of technology and at the taylor school we have a program for students with specific learning disabilities in reading writing some students in math and students with receptive and expressive language disorders and as an extension of last year's i pad project we're using more i pads to bring access and participation to students so that they can read the same text as their grade level peers and what you see here are some students are accessing the i pad they're reading the same literature as their grade level peers and on the i pad they use an app called reading go and we download books from  a website called book share dot org and book share dot org we can download books at no cost into read to go for students with print disabilities so this is been a very exciting and dition to our program the i pad afford the students you know the speech to text so they can hear hear the text and see if it affords a student with a visual impairment can adjust the font size and it gives them some sense of independence because they're actually reading the book same book holding the i pad in their hands or using other technology i don't know if anyone's familiar with learning ally but that used to be the recordings for the blind and dyslexic and we had to order c d s and then play them on a specialized machine and now we can access audio files through learning ally and those audio files can be downloaded to a personal computer a mac and i phone and i touch and peeped three player literally any textbook or any novel and the students can have access to the audio file while reading their b they can also have access to learning ally at home from their home computers so a lot of our work is really about providing access and participation to students giving them a sense of independence and the new technology that we're using is  making it a lot easier and a lot more accessible at the hern middle school we have an alternative developmental learning program that follows our elementary program and there's a student here who wrote a report on the computer put in some pictures that he access from the internet and now he is giving an oral presentation of his report on the on an interactive  another student here who's accessing the i pad as a functional functional communication tool and she's using it in speech and language therapy and the i pad is just it's an incredible tool for students who have limited language and this student is responding to her teacher speech pathologist the speech at billy that's a s l p assistant she's responding to a prompt what is the student doing and she's typing into an app called speak it and she's typing the boys playing soccer and then she can tap the i pad and read her sentence and she's actually beginning to speak more herself at the her and we also have a team program that follows our team program at the elementary level and where we're focusing on teaching students social thinking skills we're focusing on helping them identify their own feelings and also supporting them with academics as needed and both the team program at the elementary level and the middle school level using curriculum called the zones of regulation this is not a behavior program it's a curriculum that teaches students how to identify their own feelings and we want students to learn how to identify their feelings and what the zone they are in so that they can access strategies and self regulate their emotions and their behavior and we have our pay program at the high school sure many of you are familiar with that it's our partnership for academic and vocational experiences and we service students in grade nine up through age twenty two and our students are participating in mainstream activities based on their interests so we have students who are interested in chorus and they're participating in chorus we have students who are interested in taking a s l and they're participating in that as a mainstream course we have a student at a job site here who's actually learning how to make an eyeglass kit and then we have a student who is helping out some light farms right here  foxboro assisting with holiday decorations or supporting students with community access teaching them independence responsibility and again the whole sense of being part of the community and learning skills that they need to learn from when they leave school this is some pictures of them at the y but they do many other things in that community to go to a library go they learn how to go shopping they go to restaurants are some more pictures from different job sites we have a student helping out at sunlight farms in the spring time with the nursery and then we have we actually have some students who are learning student learning job skills and a bottle redemption center our goal is to make students as independent as possible and prepare them for career and college and life after high school so how are we doing with inclusion district wide sixty five percent of our students and i have full inclusion programs twenty one percent and partial inclusion and fourteen percent have substantial and we have some students who require district placements but because we have services and we're supporting quality programming we can meet the needs of many students with differing different in the next you know unique abilities right here in districts so you have a downward trend actually since two thousand day two thousand and eight in our need for our district placements here's one last slide that i wanted to share with you so picture of a student working in our school store running the cash register and he is actually here as a very good job he was telling me that you know he sells healthy snacks t shirts and sweatshirts he really likes working in the school store and i can tell you he support for the programs and special education which i feel that i've always had are the parents you're working with asking for anything district is providing i think we're doing a really good job in that regard i mean the technology is really important for students particularly students with disabilities and high incident disability students with specific learning disabilities or any student who has a print disability we really want to make that access available so the more technology technology that we have in the system and when we are using technology in a classroom and everybody's using it we're finding that these tools are good for everyone so the more technology support which we've talked about but i feel that that everyone's been very supportive and we've gone from a pilot project with seven i pa last year to we have about twenty four out there now and we're using them as classroom tools so the technology is the really big area as you know you saw earlier the line technology specialist  wonderful staff wonderful staff there it just said they're always interested in ongoing learning really putting in a lot of time to learn the technology learn the new teaching methodology use and really become experts  sized school buses with me bus for copier placement replacement school security cameras we can talk about that a little bit if you'd like to look at that i thought it might be best if we talk about that in executive sessions where you put up a second session so we know where we are with that and that at some point this spring i think would be great if we put that on this a public agenda item moves it forward again you know kind of a word of caution there's typically around two hundred applications that we're going to pick we only about forty or so they have funding for so you know obviously measuring discussion point was again transparency to have it out there you know if every the stars are in you know effectively we could be coming back to town for all requests but you know being that you know we can at least by really have the money or not that's the question but it's it's we're talking about our own funding and one of the issues that i have brought before never you know members of the board is basically the only building we do not have a generator on is the tailor it creates a lot of issues relative this even if it weren't going to be on a plate you know conversations with the town the jail is actually a better location because of the nature of how the gym in the cafeteria or open areas rather than the close up area and so  complaining at all but you know i really think at this point again and this is you know it's not high on our list but it's one of those things because it would be over twenty five thousand that at least that we've asked permission for from the committee they agreed and you know  i would get one with a small club to the front so that we could assist around their own buildings even if it's sidewalks and stuff like that you know because it's very hard when they start to do the role it's there they're limited as to what they can do and we can even just make a pass across the front schools maternity leaves that creates money for us because obviously they're now we're paying for substitute for full time teacher and that's happened in a couple of the locations so that's creates an access to funding really right now in the salary side working very well on our electric bill it's actually not the gas bill yes feels differently consistent but we're not running the equipment so hard in the motor so hard so we're not using as much electricity in the final sense of the changing all the lighting in the hallways so at this point you know with all the plusses and minuses relative to you know positions moving around you know we're about sixty four thousand to from sixty five thousand dollars to the good i'm not i have a couple that the very first of all we were fortunate enough to receive another donation of furniture from this time he over in the office part and  big large drafting tables like brand new mostly equipment was actually excellent shape three deaths and they called us basically looking to donate if we were interested so and why did why did they need to donate they were there reorganizing their own struck their successful in getting one of the beginning of the year through the dairy council which actually would want us the salad bar at the high school which was a good start they have just approved for more here and that will give us eighty eight and one for the i go with thirty five hundred obviously some of the money goes to the health side of it some of the money goes to the future side but things like you know tabletop blunders emerging blunders more salad bars so this would give us the ability to make you know some of these in more of the schools to have salad bars or more the schools and really to you know again to continue to enhance what we're able to offer on the food service side and into a green so it's kind of nice before vacation week but then once we have this the second day we're put it still to this day i think in those conversations with you we kind of mostly greeted me you know we have two days to try to make up and we really don't have that time maybe best to just let it lie and the other reason is that we accepting what might happen tomorrow morning which will be very little and just slushy i think we are still within the calendar that this committee set so you know we always are not going to set one hundred eighty  students plus five snow days built in that everybody knows about it's proved to be it's more than a year in advance so we're right now we have five days we're right now ending on the last day of the officially go the calendar so if we were for some reason we did we talked well one of the things i talked to several staff members you know there's no one great way to go about it so if you if we were to try to think of outside the box a day or two days now to go to school you know there's a lot of people have big plans traveling along we can have family at the state there are families who have you know days of the day at this point so we're actually talking with the ministers about how do we make those last two days real you know a learning experience it would be you know an  side you know the entire public has known for fifteen months that the five days have been there and like everybody else sixteen months and everybody knows that the possible last day of school in the next calendar year is just twenty five so i'm wondering with a little drizzle here if what if he put the bomb around june twenty five as the last day of school next year and then a parentheses around the eighteenth saying in the event that we don't have to go so we could put two blocks like say it was a shoe on the eighteenth of the twenty first and put last day of school june eighteen world where you know we do what you can we're we've lost five days of academics and we've replaced five days at the end of june that are not particularly academic i mean their job it's the tail end of the school year and i know that's the way we've always done it but maybe it is time to start thinking down the road about how to replace like the days we lost in october perhaps in hindsight we could have thought more about replacing those days with academic days during the school year and it's just a contingency plan we've had weird weather the last two years and we end the i mean there's just no way to really make out what has been mine at the end here so i don't think year it may not be the best way to go because the contingency days are expected to be built on again that's the way the regulations state to add five to the end so if if we if we want to do something different than that we have to sit up front in the calendar that rebuilding that town or that leads to a different set of problems that might be challenging i think it also gives the parents the opportunity before we vote to contact us to contact the administration about concerns that they the last day of school but we also say that there are five more days of the potential school based on cancellation mapping i think especially if you're new or parents or you don't study the calendar quite as closely as we do people may not realize so in the field this may