lot of numbers have changed a little bit day nothing has changed on this sheet from which you saw this we're still talking a four point three one percent budget increase in day three point eight two percent education spending insurance premiums i hear from a reliable source that the recommendation from  anymore so now they've just made a recommendation to the green care board and nobody knows how many more and care boards going to deal with these things yet there's just no history of first time through so so we can't guess now each percentage that it gets once but remember this budget doesn't kick into a well beyond that didn't you know in july so we still kept it kept sumption that there would be we were putting in the numbers seven d thousand dollars or the food service of god and this is one of those deals where we spend some to save to save a lot we brought on a food service manager for all three buildings took it out of the and so again nothing really different there the historical perspective we talked about this to last time and you know things changed big time in zero eight zero nine in terms of all these counties and then it's starting  that at the when we start having that and if you tax rate in elementary school tax rate that's the first time that began so you know if you look at the last five years well actually i think bob looked at the last four years spending the only thing that the things have changed on this page some more we found like a seven tends to equalize people somewhere one four and everybody went down a little bit and then everybody doesn't go down the same amount but everybody did go down a little bit  is based on what you would be approving tonight if we make the changes so for each hundred thousand dollars of house i doubt you know bolton's taxes would go up two hundred thirty seven dollars huntington eighty nine jericho ninety one  on the red slide didn't we didn't change this at all just you know what what would have been you know had the red gone through voting instead of going up to forty four would get down seventy seven dollars per hundred thousand pounds everybody else would have gotten much smaller increases than me in the hand substantial substantial differences and then nothing else in the presentation has changed at all so my question is does anybody want to make a change based on their information about the possibly lower  health insurance premiums budget of twenty seven million one hundred seventy four three hundred ninety five dollars which is a four point three one percent increase over the current budget some requirements and some rumors around that and it has changed the actual way that we're going to implement school choice so that's the that's the actual title in the section of the legislation e the principal or ministration myself will be responsible for implementing the application process there will be an application process lottery if it's necessary and no the  students to mission in from districts that don't have a high school are not required to apply for school choice so somewhere like greg westberg they're not really in this they're not in school choice  first the applications are do on march first selection processes and from march first to the thirty first and then we notify students are excepted by the first out of district students they need students today and you are the cumulative transfer limit is thirty next year it goes to forty that means that you could never have more than thirty students transfer from the many being as conservative as we can because we really don't know how this is going to be implemented so we're all we're recommending that we stick to what the minimum is and see how this really is over the course of the next just thirty including students that are transferring to and from you know just students were i mean you residence there wanting to transfer to another high school distance and i think you're going to see schools just go to the minimum and if you knew it's going to be because without the money people have to be very conscious of their budgets and this is just it makes no sense  that some of the some of the the folks that i have talked to superintendents and some folks and the parents say it could have that impact it could have that impact because some of th i think they probably will follow it because they want to see how it's going to be implemented there's still a lot on the answer questions contract are that the thirteen fourteen salaries schedule would be modified to reflect the overall three percent increase over f y thirteen which is this year and so we've   we also there are additional steps added in b a p a fifteen day thirty and then a thirty that as well and those modifications equal a three percent overall increase compared to this year there is also a language in this agreement that stipulates that if there hasn't been a successor to the thirteenth our education in the twenty first century and for the next two to twenty years they they included several groups the  representative groups to try to make it is inclusive as they could and use some of the work that's already been done like the fruits of success and opportunities to learn and to come up with a vision for what education might look playing and from on down the road and this is this is the free really focuses on personalize your learning it's very student centered and gets away from which i know  so here's a diary and in the middle there are all the pieces are coming together the design of learning the proficiency is what we want kids to know and be able to do and these are the actual skills and knowledge and just positions that we want to to use in their learning and encompass plex situations on the design so what the educational environment actually looks like and then the indicator so that's how does the system uses standards and measurements to keep itself accountable and see if kids are really learning what be looking at designing a program i really know all i'm confident that i could use the this framework and it would increase the richness of the program and unit and it would be good for kids so some learning proficiency on these are the skills the knowledge that we want kids to have and to use in the world literacy n meracy and creativity innovation inquiry and then demonstrate global responsibility and individual's responsibility that includes responsibility for their own learning in creating the environment for that to happen they're designed i talked a little bit about this in the beginning it's learning center and it's learned through it so it's about the student personalise responsive rigorous high standards for students and holding everybody in the system accountable and gauging flexible and relevant so i'm using those the design  growth indicators these are the pieces again this is a framework so it's saying you when you're if you're doing curricular work or you do looking at programming are there growth indicators what do they measure the measure w to and focusing on individual growth and and look at the system or this or the outcomes actually about what kids can do based on what students kno be able to encourage kids to be innovative engaged and responsible for their own learning and be focused on the world around them including things like and at the and social  responsibility what were some feedback that from others is that people there's a lot of lines but this is meant to just to show that it's got to be integrated and good programming includes these pieces and if they don't have on these pieces then they may not be meeting the needs of kids the indicators that again based on student outcomes this is where i think we are we are in very complacent in the east because we do have a comprehensive data system so we can trace  we can track growth it is dynamic so we can change it in real time and we need to and we can look at the people and that includes supervision and evaluation and actual assessments to see how we're doing and then we can with the cat which is the system we have right now look at our structures and analyze what we're doing is it having an impact on student outcomes on what are the what are the programs look like what which ones are more successful less successful and we have the ability now and they're all full so we're utilizing that and that gives kids a flexibility if they do work or they if they have a disposition to work a little bit better virtually then they have an opportunity to do that and look into to set up programs and units that allow us to do that so this is trying to go  and from universal access to educating all students with high standards standardized solutions to more flexible learning environments for students in a process to measured by morsi time time in school and credits in progress really measured by some authentic learning and some some different traditional annual school calendar and schedules moving to instructional learning and delivery and in turn and where i'm going to be presenting to the executive committee you know we bring it to you folks  irrational in some ways because it isn't really how the world works anymore and we're on we are absolutely lost to it right now so trying to add some flexibility so we can implement some more learning environments and see different pathways for some time excited about that as well is another slide that is critical because when the structures and people are working together and there's a way to measure that growth you've got a  developing and i think the reason that that group was engaged so that they could talk to the people that are actually preparing teachers so that ideas in theory but i also i love it when you can say ok here's a framework i could use you know i could i could take a social studies unit in a in a committee and i could use this and i could i feel like they could create together with people hopefully leading that really strong unit that is personal life student driven looks at the proficiency he's incorporates all the design and then has goals and these other sort of big thing concept it's that people kind of failed in their own definition and so i really like that difference the from and to and i just i that's what i focused on before  and you know i i'm anxious to hear other people's response to specially teachers who may have been in the system for a long time they may not have thought we made out of thought we were only offering a limited menu of options but we've worked and you know to  all of a sudden realize that it's not standardized three or four choices of having to do things but you need to figure out how it works for this kid period so i like that and that is that and that is the underpinnings of this frame is when it's all feedback is and hopefully roll it out to the rest of the boards after that get their employer gets a draft because it's a place to start and a place to start talking about how we might want to do things a little bit differently  met a couple of times and we really want to talk about how if with if this were serious and we think this is a good idea which i think it's a good idea to explore and i see the value but we facilitate met this evening to discuss school security and safety we went over what's currently in place in our buildings and what some of the options might be to improve  the situations just to make the schools a little more difficult to get into in some respects but still stay friendly with our constituents and we have they are going to be getting a consultant to come in and go through our buildings once more to make recommendations and the things that are happening doors increased presence of the s r o just so soon after the newtown connecticut situation so at this point it is just everybody's reviewing what are we doing what can we do better internal communications and search within the buildings radios that actually contact every one in each corner of the building so those are the pieces that we're working on or that we are hearing about and if people have other suggestions or questions each building administrator is going to be able to answer them for