Only one of three attendees were present at 8/13 meeting, committee will vote on approving these minutes in October.

Rachel shared the school's focus on attendance and engagement in the first two weeks. The team is really dialed up around attendance and setting high expectations for students and families. Our policy is that students will be marked present for the day when they attend 50% or more of their live classes. We define engagement as the completion of work in asynchronous learning time. However, we have teacher and family facing expectations that are higher as we expect students to show up on time to each live class. We will call when students are absent for each class and we will trouble shoot with families to increase attendance. We are focusing on a couple of attendance focused interventions for all kids to start the year and convening on two weeks to identify students for tier two interventions that will increase attendance and engagement.

Ashley Martin shared that teacher coaching is changing from our typical in-person approach and in the Spring pretty much fell off. We have been working on creating plans to better support teachers in their remote teaching practice. Two Deans of Curriculum and Instruction, TJ Hebert and Tess Mangelli, are leading a lot of the professional development sessions and are working on defining what teaching looks like in a remote world. Tess and TJ will be in the zoom classrooms observing and giving feedback. Teachers will be teaching 4.5 hours of live instruction each day and the remainder is asynchronous learning time for students when teachers are expected to provide feedback on student work and plan. The team of instructional leaders are using external supports and trainings to create a vision of what good teaching looks like in the remote world and how to effectively support teachers remotely. In the first month of school we are trying to do more group coaching given that leaders do not yet have all the answers. Teachers have good experience to share with each other around tech issues and methods.

Dale commented that it will take a while to develop benchmarks and comparison models which is true. We are doing things very differently than we did in the Spring. Ashley shared that our tech platforms all keep some data with data dash boards where we can track student work, both quantity and quality. This is a way we can compare with each other and see student engagement in a deeper way. In the remote world, we can laser focus on student work without the distractions of typical school operations.

Ashley shared that w will continue to give interim assessments with Anet, currently figuring out how to administer these assessments remotely. We also have an online quiz tool that we've been using for the past year which we will continue to use for quizzes and unit assessments. We are adding a growth assessment called MAP. This decision was driven by TJ Hebert, one of our DCI's, who recognized that we would need a better diagnostic assessment given the deeper gaps we expect some students will have. This assessment also includes science which we haven't ever had. We also want to include student feedback around their experience into our plan.