Yes, he's there. Yeah, there is. Mark, I just wanted to make sure as people are coming in that you are prepared for the that you can prep those breakout rooms in advance, the color groups again. The groups are ready. I can't assign people till they get here, of course, but they're ready. How long is the breakout time that you want to have? About 25 minutes. Do you know I hadn't gotten myself smart about that timer yet, but if there's a way for you to set that timer so people can see it, that would be awesome. I've never done it before, but it looks like it's not hard to do so. Yeah, I just have to change it. It's set at 30 minutes right now, so I just have to change. And 30 is okay. We will figure out how many people we have and that would also influence. We don't get a lot of community. I don't think it's hard to show it, so let me know when you're ready. Okay, thank you. And then I think, Mark, like we did last time, the board members and the administrators that will know which groups they're assigned to and then the public, I think we'll just ask them to select the group based on, you know, what the distributions looking like so you won't have to assign members of the public. Okay, right. So that worked out okay last time and I think that we'll just talk folks through how to do that if they need some support. That should be good. Thank you. Did you want to go with 25 minutes or is 30 okay for. I don't see a lot of people yet, so I think 25. Okay, it's okay. We can change it if you decide to so just let me know. Okay, we'll let you know. Mark, the chat, you have it all set. As far as I can tell, yeah. I turned it off, you turn it off for one person to set it to only host and co-host and then it seems to change it for everyone I don't see any other option there so should be good. Okay. Okay. Jen said, you know, Vera Vera and Jill won't be with us. Okay. Do you want to reduce the number of breakout rooms by one and allow Chris and Maggie then to be in one room instead of. Otherwise it'd be just one board member in those two rooms. That's okay. I heard you right that that beer and Jill wouldn't be here. Yeah, but they're in different groups so I, right. I think. I think it's fine with me. I just wanted to check and see if you wanted to combine those two rooms by any chance. I think it's okay. What do you think, Jen, I think it's fine because always we would have too many administrators in one group too. Yeah, I think it's okay. The one thing, Mark, I need to keep an eye on is, is I might have one room where me, neither administrator can come due to do the extenuating circumstances. So if we need to make a quick change, I'll, I'll let you know. Okay. Yeah. It may be too difficult. Okay. Okay. And Jen, we might want to give some support to Maggie so maybe move Steven or join us to Maggie's group. I don't know. What do you think I just. Yeah, hold on. Let me think about this. So we know Jill won't be here and we know Vera won't be here. You know what, why don't we move? Why don't we do this? Mark, can you move Chris into the green group? And then just get rid of the yellow group. Okay. And then if Gillian or Julia is here, they'll just tag into another group. Okay, so Chris and Maggie will be green and there will be no yellow group. All right. Hi, Jeannie. Hi, Wendy. Hi, Jonathan. Here, everybody's coming up. Yeah, so if we don't have lots and lots of community members, we might want to just stay in one group. We'll see. It's going to be, I don't know, let me, let's, let's see how it plays out here. We'll see. Okay. Yeah. Yeah, let's wait until after the first 30 minutes. Yeah, and the presentation and I think we're enough people that it would be worth it to at least be two different groups. Yeah. Okay, I'm going to give one more minute because I'm seeing people coming in. Yeah. And Jonas is joining us by phone and she will, and he will join us by video in a little bit. He'll be here. Yeah, he's there by phone. Yeah. Oh, he's by video too. Hi, Maggie. Okay. We definitely have board quorum and it's a community forum. So should we get started since I hear it's a beautiful day in Vermont and people probably want to get out. Let's just, let's just get, get started. Welcome everybody to tonight's community forum. We're just going to go do a quick overview of what we'll be doing tonight. So we're going to be learning about the current state of our work regarding teaching and learning as we embark in this budgeting process to. So we want to continue to build trust with our community by intentionally engaging with you. So it is important for us to collaborate with you in order to have best outcomes for all our kids and have your, and have your trust in. I want to ask the board members to, you know, briefly, just wave their hand everybody has a name there so that people can relate to them, and instead of interest everybody to gain some, some time. And, and then I just wanted to go just run quickly what we're going to do and then I have some quick norms to go through so we're going to have a brief presentation by our leadership team. And then we're going to break up in, in some small breakout rooms assuming we have enough community members. And then we'll, and that would take about 25 minutes for the leadership team about 25 minutes also for our small groups depending on how many people we are. And then we'll come back together. And the brief, and after that the board has very little business to do. And, and that will be it. So, I want, you know, as we did in our previous community forum that we have I just wanted to have some reminders. So, for everybody to remember to be fully present in, in this meeting try to tame the technology if we can respect other stories or perspectives, you know be kind. Assume good intentions and recognize that we need each other in order to accomplish this work. And there is no wrong questions. This is a completely safe place to speak. And to ask your question. Always learning setting her previous newsletter you know anything in education is constant is changed so we're always learning there's no experts here's at least among the board members. And the, and the last thing is for for board members also to to remember that our face tells a lot and I am very guilty about that so you know, like they say fix your face just make sure that when you're listening to community that we're, you know, a not putting our own bias in our own expressions. So, that's, that's it. And having said that I'll let Jen, our interim superintendent get us started. Thank you. We have, we've prepared a brief presentation for you all, which is a summary of the implementation plan and what our current state is so I'm going to share my screen with you. And let me just get it into presentation mode. Sorry, can you all see that okay. I can't see you so I'm just going to trust this okay and leadership team I'm going to go ahead and advance the slides for us. Let me know when you're ready so this is a presentation that's a number of us who put together floor I would invite you if you would like to talk a little bit about the history of the mission statement and read it out loud for everybody. Yes, of course, so the Washington Central Unified Union School District, it says to nurture and inspire in all students the passion for activity and the power to contribute to their local and global communities. This statement, everybody can do a little dance is about five years old now. So before consolidation we unified in this mission statement, and they started back in 2015 actually carry lead led this work through the Education Quality Committee back when we had a full board. It is something to celebrate tonight. More specifically, as it was said when we passed this in March 2016 as a as a full as a full board, what we're hoping to have as long a lifelong learners in our in our district and the Washington students, the Washington Central students will will meet or exceed as academic skills and abilities that he prepared them to be long life, long, long life learners. So, you know that is just just brief there's more to to to talk about this but it is a combined, it was, it was combined with our student learning outcomes work that we did a number of years ago so it's really it all. It comes together in this in the statement. Thank you for. So when we created the implementation plan back in 2016 we used some work about theories of action and strategic planning and strategies in action and we created as a leadership team primarily this particular statement that is our theory of action so I'm going to invite you to read it and read it. And I'm going to say just a few opening remarks about this theory of action. I think the principles of the theory of action are still definitely guiding our work. We're recognizing that our thinking and our language has shifted and evolved over time so again this was 2016, and we're not using the language of achievement gaps as much as we're really talking about differences in student performance. Between groups, some historically privileged and some historically marginalized groups. That's an alignment with our work around humanity and justice and equity, and it's aligned with the way that the state is talking about identifying groups of students for for, you know, scrutinizing data and so again differences in performance is sort of the more nuanced language that we're using. And the other thing that it's really important to be super explicit about is again this implementation plan was dated 2016 to 2021. And here we are in the 2021-2022 school year. The plan is still relevant. We recognize that engaging in this body of work as we prepare to budget and think ahead about the next big body of work and strategic plan and vision for our school community is going to be important. We're going to break down for you in a little more specificity where we are and what we still need to do.  Yeah, thanks Jen. So these are the three strategic objectives that Jen has referenced. And tonight we're going to learn more about each of them and how we're putting them into practice. Also as Jen had referenced some of them have been fully realized and others were just getting started with them. So these three strategic objectives as well as our student needs and our moving forward plan will be at the forefront of our work together as we move into the budget process this year. Thank you Kara. Kat. Oh, thanks. Over the next few slides we're going to dig a little bit deeper into each one of these strategic objectives. The just a quick overview of clear learning targets. The learning targets are aligned with our SLOs our student learning outcomes and our performance indicators. The learning targets are something that are communicated in a variety of ways in each classroom posted in the class articulated during instruction and something that's revisited at the close of each core block. And the PD modules on clear learning targets that we introduce every year in new teacher induction training. And it's something that is has can regularly over the last few years been revisited in each building, just wherever it's necessary. So one of the ways that administrators check in to ensure that this practice is regularly occurring is during walkthroughs we check in with students and say hey what are you doing and why are you doing it and what makes it important, hoping that we're going to take a look at what our plan wants to that tells us that these learning targets are really clear to them. And again, this is something that we're going to keep taking a look at over the next few slides this slide talks a little bit about what our plan had been and where we might be in each one of those major areas over the five the five year plan. And it's important to think to note that our clear learning targets are a part of our routine instruction again they're aligned with the SLOs. I think the only other thing that's worth noting is that we did a lot of work over the last few years to revise our report card system to align them better to the standards, though there is still some work to be done, especially around parent friendly language in the elementary report cards. I'm offering a few things about the U 32 in each of these areas as well and so we've been working for several years with these standards as part of our proficiency system and, and we've actually started into a process of revision now. So we've started to revise some of our standards by areas so global citizenship and science both are are revising their standards in order to create more flexibility. And, and last year we started in the process of really clearly articulating the personalized learning plan process. We're trying to create courses in Canvas for that work, and Canvas is our learning management system, and really checklists that better inform our families and students about the personalized learning opportunities and flexible pathways. Next 77 is what drove a lot of this work for us. And, and I would just say that we've really worked with our students and our parents to try to make our personalized learning plan process much more accessible, but certainly an area where we're just growing in, we specifically waited on doing that work because there was quite a bit of work around the proficiency system as a whole. Thank you, Stephen. Just a little bit about our second strategic objective and that's the overview of our comprehensive and balance assessment system. We have designed a local comprehensive assessment system or plan. We call it the LCAP. It includes statewide assessments like our SBAC local assessments that we'll, we'll talk a little bit more about like I ready and our bass assessments in literacy and benchmark expectations. We look at these in the fall winter and spring each year. We also use multiple sources of data to inform our understanding of student performance so we don't just look at these three times a year one time a year assessments but we use multiple data points and provide feedback to students and families about next steps in student learning. And we've also adjusted some of our practices over the years as we found assessments that are better aligned to our expectations. For example, we used to use the STARS 360 to assess math. We're now using the I ready math diagnostic. And most recently this summer, we revised our early literacy assessments through curriculum camp. And similar to what Kat shared with you a couple of slides back. This is kind of the overview of where we thought we would be several years ago so the checkboxes, the green checkboxes show where we were working on and then the little wrenches just showed where we were working. We're not quite where we thought we would be but that's okay. At the elementary level the LCAP has been refined over the past couple of years, based on teacher feedback and our experiences, including just some, some changes we made during the pandemic. Our youngest students also now have tablets and Chromebooks, and we're able to deploy more devices. And that also is a bit of a silver lining from the pandemic. We've built three half days into this year's school calendar, really for the purpose of analyzing assessment data and planning accordingly. So we were thoughtful about when those dates were and what they would look like. We used access to interventions across all of our schools, and we're in the process of reconsidering our, what we now call multi layered and what you see here is multi tiered systems of supports, in order to be more responsive to students needs. And really to emphasize the importance of excellent first instruction, and our practices related to EST or educational support teams, definitely need some more examination and revision. Right, and in addition to that, that work that's being done at the elementary schools, a lot of that extends up to us at the at U 32 in the middle and high school. We've been using the data that's collected through this system to help guide our intervention structures, and, and really make sure that our standards and performance indicators are aligned across grade levels so that we can meet the needs of our students. We've been graduating kids for a few years now under the proficiency system, and so that we feel as we fully realized, although plenty of work to continue in that to refine it. And certainly, there's areas where we need more student reflection in the whole process in our PLP process and in their learning processes and so that student reflections a big part of making it a balanced assessment system so it's not just quantitative but also qualitative work that we're Okay, I have the next slide. This is around high quality instruction and interventions. And as you can see, one of the pieces is that all students will achieve at least one year's growth each year, but students with gaps in their learning will achieve more than one year's worth of growth. So this is where we talk about you know closing the achievement gap release the old language around that. We see students making progress through their year, but those that are behind need a little bit more intervention to make sure that they are catching up and being at at at grade level. So we've done a lot of really fantastic things in the district that I'm personally proud of that do support students and teachers around high quality instruction and interventions. One of our strengths is our instructional coaching. And this has been established and even increased the amount of instructional coaches over the years. I think this is a really fantastic way to say how we are presenting and conducting professional development because it's embedded and that really is some of the best ways to help staff develop professionally is that embedded professional development so these folks are employed there in our schools their teachers and their their model around around really looking at their best practices has really been established strongly and continues to be established. More recently, our mentoring program and new teacher training is a staple of of our district and how when new teachers come to the district. We are introduced to how we do things around here. We have a strong mentoring program where teachers new to the district receive a mentor or are assigned a mentor. Mentors have a level of training at the beginning of the year, and then throughout the year, they're meeting and supporting that that new teacher. This is the easiest before teachers even start. We have multiple days of teacher training that we that we provide an offer. Our one to one technology initiatives are really strong in our district one to one technology can be a number of different things including Chromebooks or tablets. I'm comfortable to say that that is pretty much what we are mostly using our Chromebooks tablets and maybe the occasional phones cell phone perhaps with some projects, but having strength in our, our technology infrastructure. Tools like our Google platform canvas, infinite campus seesaw even the pandemic, you know, helped us really almost forced us to learn some of these, these online platforms a little bit better. So teachers are more comfortable and students are more comfortable using technology as means of, of, of learning. Sort of practices responsive classroom positive behavior intervention supports our, our other systems that we use to help establish positive learning environments, responsive classroom and, and PBIS are seen more at the elementary level. And responsive classroom is a way that teachers establish positive learning environments in their classroom and help build a sense of, of, of a learning culture in their classroom. So positive behavior intervention systems supports our is a is is an approach to at its core positively reinforcing behaviors so we can then build better expected outcomes around around correct behavior. This is a really tried and true method that a lot of our schools are using restorative practices are a little bit more seen at the middle and high school level but I know the elementary schools are starting to dabble in this, including Berlin as well. I'll say that. And I know Stephen could probably speak a little bit better than I came about exactly the details of it but it's really a way to, to look at, or address an issue or a problem. And working together with those that are affected or involved to really understand what happened to really give everybody a voice to the issue and how it has impacted others. And even working together on what are the next steps and what are the, the, the outcomes going to be. And really at its core it's, it's a way for those involved to learn from the experience and not just somebody saying you did this you're in trouble and learn that ways to not do it again but rather a more understanding of, of, of the issue. In the most flexible pathways multi tiered systems of support are still in the works, especially at the elementary level. Multi tiered systems of supports are a way to look at data and ensure that our systems within our schools are helping meet the needs of all kids whether that be strengthening tier one which is instruction at the classroom to the next level of, of intervention, and even up to further supports around around special education. And finally around trauma informed practices. This wasn't part of our original planning of our implementation plan but it's an integral part of our consistent learning environment. And here you can see that for 2020 and 2021 I think we might have the most green check circles for implementation, still things that we are working on instructional coaching again increased coaches this year flexible pathways, one to one technology I mean I would say I think it's pretty strong for our staff and students, and then multi tiered systems of supports are ones that we are are still working towards. Aaron a great description of restorative practice that's a big foundation at you 32 that everyone is trained in as adults and that we're starting to train students as, as leaders in that program as well when we look at creating those good classrooms. Our TA system is a foundation at you 32 that's been there and really helps us maintain strong communication and and really helps with our that that area. I would also offer that a lot of our instructional practices, and, and what we look at in high quality instruction is through our supervision evaluation program which we really doesn't show here, but it's an area where where we really try to consistently grow and make it more, more useful for our teachers and their growth for them as well. And we've been adding the coaching into that. And then when we talk about flexible pathways, this is something that is really a big feature of you 32 where we have things like our pilot program our branching out programs. We send students to central Vermont Career Center we have early college and dual enrollment so there's a lot of different ways that students can move through demonstrate proficiency and be successful at you 32 and so that's certainly an area of strength and just as as we mentioned earlier, that multi tiered or multi layered systems of supports that we're trying to build in there. We have work to do in that area. And so we really, we have, we have room for improvement, but we are certainly doing a lot that helps our students as well. We know that emotional well being impacts a student's engagement school attendance and academic success. So adding emotional wellness support increases success in other areas. The three pillars of the moving forward plan are informing our work and our planning. So we hope that this presentation was a good overview for you in terms of our assessment of where we are right now and the purpose of the community forum is to really hear from the public as well so these are the questions that we framed that we are hoping to discuss in breakout rooms. We got feedback last month that the small group breakout rooms are really a highlight of the community forums and so we wanted to replicate that opportunity. The board members are going to facilitate the small groups to administrators are present to take some notes that we can then share back with everybody. Again, when we're in those groups and we might make adjustments I'm going to stop sharing in a minute and see if we need to retool based on participation. Make sure please that all voices are heard. Mark is going to set a timer for the small group so we were thinking about 25 minutes, and then when we come back together we'd like an opportunity for each group to share. So we're hoping that you can identify someone who's willing to share a key insight in your group, or a key question that came up. So that's the hope for the next 25 minutes or so and then we'll come back together. And I just want to take a peek floor you can help me if we want to reduce the number of breakout rooms or not. I think we should just reduce one more at least because we're just 33 overall.  Let's close out the pink group. So that means Steven look and Jonas. Steven, you can join the red group Jonas join the orange group. And Jess and Chris. Feel free to join any of those groups and be an additional administrator just don't both join the same group. Does that sound okay. So that gives us five groups. And then members of the public. What you'll do in a minute is we'll get we'll open up these breakout groups the board members and the administrators will go to their assigned rooms and then we're going to invite you to put yourselves in a breakout room. You'll do that by, by hitting that icon and then you should be able to join we can help you mark fine and I can help you troubleshoot that if you need help. And we're just going to ask when you make the choice to do that, that you distribute yourself so that you'll have plenty of air time and attention. Diane I see your hand is raised. Yeah, I'm noticing that, like, I know Jill's not here. And I don't know if there's any other board members who are not here so when you put Jonas, and I don't know if you were mindful of that like Maggie's on her own in that room and we did Diane thank you we took care of that part already that part's good. Other questions about the process before we break into those groups floor anything else that you feel you need to say before we break into groups. No, let's go ahead. Hi, so mark if you can please open those breakout rooms that would be great. Right so members of the public so I see Jimmy. Whoever's on the iPhone Cindy and Mac. Go ahead and joined you. Do you see how you can those color groups. Do you see how you might be able to join those. No. Okay, Jimmy, can you unmute so I can hear you and try to talk you through it. And the bottom of your screen and do you see a place that says breakout groups. I do see that. So if you hit that button, tell me what you see. Yeah, I see red or green. So you should be able to hover over one of those colors and have an option to join one of those groups. Do you see that. Well, I can put someone into a group if they let me know which one they want to go into. Mark that would be great. Jimmy can mark just assign you to a group. You can assign me to a group I was going to go to purple because it's one of the smaller ones but put me anywhere. Perfect yeah mark would be great. See you later. All right, there you go Jimmy you should have the option to join the purple group. Thank you. All right so Chris, do you want to Chris you can feel free I'd say to join any of those groups right now. Because I think that you will just be a fly on the wall in terms of listening, since we've collapsed those groups so go ahead and join any of them. I can see that blue could use some members it looks like. Awesome. Right so I think Chris would try to go to blue. Lisa would you like me to move you to blue. Do you want to go to a group please sir do you want to stay put. It's up to you if I, if you think I could go in and take notes for a group I will if you want, if not I might just try to tweak the minutes from the meeting previous so that I can get them the car. Yeah I think you're good then. I think the operators are taking notes. Yeah, okay. Hover here then if it's okay. Okay, I don't know who the iPhone is and I'm going to join. I'm going to join a group in just a minute mark and did you set the timer mark. It's in 25 minutes yes. Okay perfect thanks. Welcome back everybody. That felt really quick and I felt really quick for everybody else but I'm going to open that up for a for each group to to debrief and and let's start with we changed the groups a little bit. So let's let's start with the red group. Okay, so we had one community member in our group, but we let everybody participate, whether they were a board member, an administrator or a community member so for the questions. One question was, what are our next steps as this plan ended in 2021 so really looking at the timeline and that the grid ended in 2021 so what will. When will we add on next year's and make a plan for that was one of the questions and the presentation there was a question about where can the community members access the presentation. And the other one was about, we were wondering if it had been updated since it was first developed. So like green check versus a wrench. If that had been updated recently so that it was up to date. And if not, when would it be updated. And there was a question about printing packets and if they needed to be. And spend money making them look pretty or is the data enough. Oh, sorry, give me just a second. So the current strengths of the district were that really grateful that students were able to participate in sports this year instructional coaching model trauma informed, or being trauma informed, having one to one technology, our ability to change the level of communication has been good. That the community is feeling really well informed between the communication from the district that Jen is sending out once a week and the communication at school it feels like enough. The restorative practices that are happening at schools, current areas for improvement. And some data in reading and math, and not sure if assessments are an accurate way to measure. And that was it from us. Thank you so much, Caroline. I'm going to jump to the green group, Maggie and Chris, whoever took notes from your group. Michelle. Michelle, you want to do it. Okay. So, we didn't have any community members in our group. So it was just us and we had Steven, also Steven look also in our group. For what questions do we have. The question was what Aaron was Aaron was great. What, what do they see as our current strengths as a district so this was directed towards Aaron and you know the supports that we have in place to support teachers and students, our technology infrastructure is really strong. Our progress and curriculum and our systems to roll out curriculum are strong. Our teachers are our strength our central office is a strain somebody is always available. Then what are areas for improvement. There's not enough time in the day for everything. That was the big thing because something everything is important to somebody. And how do we prioritize our time. So, and then talked about our mission statement that it's really broad. And it can't all be equally important. So, you know, we need to think about a you know, it all can't be equal for everybody. So that was that's the majority of it. Sorry, I have people talking in the background. No worries, Michelle, it's okay. We had community members so I'm going to move the orange group ahead just because we had to community members and I know we didn't have a lot of community members and I'm going to let Kara or Kat. I can go through our. We had more questions stand in the other two departments so do you want to. Yeah, I can go through our questions we spent a good bit of time there is you it said, we had Jen with us for a little bit of time to talk about just some details and the implementation report related to teacher licensure and some shifts to the AOE and how that's impacted Washington Central evaluation cycles. And then we had some questions about implementing MTSS is sort of how are we getting to it just now when no child left behind came out nearly 20 years ago and just sort of looking at the iterations of that and what we've learned with that over time. We also looked at power kids making gains so if students are not meeting expectations is their time allotted to meet those needs. And then we talked about how is support aligned with the student needs so how are we sure that student supports complement rather than conflict with the general and learning and so we spent again the majority of our time talking through those and thinking about that. And then for strengths, the majority of our strengths focused on shared values engaged and interested school board members and community members. Everybody seeking to move in the same direction and believing strongly that kids can learn and supporting teachers is important in achieving our goals. Some challenges. Questions about knowledge lacking or lacking knowledge related to implementing effective interventions to support students and some some conversation about talking a lot and not necessarily being too concise and needing to narrow that down and boil that down to clear measurable goals and more database decision making. Thank you. Okay, that's great. A purple group. Steven Suzanne. Carrie. Okay. Do you want me to take it guys with the notes. Happy to. We're lucky enough to have Virginia Burley with us as a community member and she was wearing her hat as a WCU USD friends of education person. And she wanted to know how they can help. That was really her big question. And Steven responded with we need staff. And if you can spread the word and let them know we have lots of positions open and we need people in our buildings to work so. Encourage folks to come out during the budget process to help advise the process and impact decisions. So we had a conversation about how the friends could help out WCU USD. And Carrie asked how we can engage the community more and let them know what our timelines are and what our topics are what else do people want to hear. And Virginia suggested that the friends group do a survey for us to ask people what they aren't getting and what they what they need from us. I mean, Eileen offered up that she being new to this she has a lot of questions and how do we more broadly communicate to the community questions about the assessment piece a lot of panic because of rumors about kids not getting into college due to our changes in assessments. And so Steven offering up that a ton of outreach has been done to come done with colleges to make sure that what they need is what they what the high school is giving them, and it's going to change again it sounds like. And how do we get that information out to everyone so that people are well informed. And how do we make sure that people new to the system or starting out know what the academics are. And she offered up that she really appreciates the PLP, and that it's at the heart of where the district has been since the beginning, and valuing the arts sports and traditional academic subjects without putting one ahead of another. And she's glad that this is still a part of the district. Virginia offered that they are not hearing much from the community because everyone's minds are elsewhere right now, which we're all familiar with. I'm really proud of the district for how many hours of in person instruction was done last year, especially elementary and middle school being in the buildings full full time and how important that was to people and families and Virginia agreed. Carrie suggested that we have a lot of communication as parents and board members with weekly updates from the superintendent and principals and what a good job that they are doing as administrators communicating with folks. But then Virginia offered up in the last column what we could do better as a non parent she hears nothing from you 32. And suggested ready more regular posts from the schools on front porch forum. And McKaylin definitely focused towards communication and community suggesting that a lot of people are depressed right now and unsure of how to re enter the world and if the schools could be a place for people to do that. And Virginia pointed out specifically the seniors in the community used to be able to go to plays and loved it and can't do much of that anymore. And how do we bring them back in as soon as we can. And Stephen said, yep, we love having them and we want to have them back and we can't wait till we can. And we ended discussing our focus on MTSS and how we have SEL layers and supports for kids. We aren't getting those services from other places and how difficult that is on the school and Virginia being conscious of the role that grandparents are playing doing the having heavy doing some heavy lifting right now in family units so that's it. That's great because that was a lot. Thank you. It. So we have the last group the blue group. Alicia and Amy Scott and Ursula. Amy. Yeah, Alicia got it off. She's trying to she's trying to get back in. Maybe Amy or you see her. I'm having a hard time with a really barking dog right now so Scott if you can take this a second that I can get her calm down. Yeah, I'll bark instead. Unfortunately, no community community members. I suggested that maybe if, if, if we had a good old fashioned roaring controversy, we might draw more of a crowd. And Amy said, no, and that was that. We essentially Alicia, and I, as soon as she comes back I would like to turn it over to her because she was the note taker for this. Alicia said, okay, you and Ursula, you meaning me and Ursula are, are the community members so why don't we. I mean, why don't we talk with you as if you two board members were also as you are community members. And they're Ursula, let me invite you also to jump in if there's anything you think needs to be said. But we, we didn't say much about the implementation plan, did we. No. We did we didn't touch much on the implementation plan. Okay. And when it came to strengths. I think the, the basic idea was that there really are so many strengths, too many to enumerate. And our main concern as far as the implementation plan went was to ensure that those strengths continue to be nurtured and and furthered. In terms of areas for improvement. The, the main one, certainly that struck me is in the data, the, the all grade IEP percentage testing proficient in math at 1% and testing proficient in English at 4%. That is, that just shows me the core. And we just talked about how do we, how do we make that better. And it's a, it's not an easy question. You know, I think it's one, certainly that, that Alicia and Amy felt very keenly the need to know to address Alicia. She made the point that she believes the board should do what we used to do much more often, which was to have data presentations like the data presentations in the fall. And that should be, these are, this is essentially what Alicia was saying, that we, the board should be holding the, the principles accountable, the way Steven look in days of your would say, how are you going to meet this goal. What are you going to do about this, you know, this number in order to make it better. Alicia said, you know, she thinks that if we as a board were to be mindful of the data to include the data as an ongoing part of our own discussions that this will help to generate ideas and generate the, you know, the energy needed in order to, to get at these very difficult problems. Or so, is that more or less. Okay. Yeah, that's pretty much what we spent some time talking about the trauma informed approaches and how they felt that was going. And what they needed, if anything, to continue or improve on that. Yeah, thank you. That's right. And Amy, is there anything else that I may have missed. Scott, I think that was it. Stop, stop barking. I see how you got him to stop barking. Nice job. No, I think you covered it all thanks a lot. I appreciate it. Thank you. So that's the end of the blue group and I'm going to pass it on to Jen. Well, first thank the community members for coming. I know there were not a lot of us next time. We were going to have to do more of a personal effort to send emails to to make sure that people come to the meeting. So I'm going to pass it on to Jen. First of all, thank you everybody for engaging in this conversation. I think that the hallmark of a, of a learning organization is that we take time to acknowledge what is going well.  And I think we were able to accomplish that tonight. I know from all of the coaching work that I've been doing that being able to acknowledge no matter where we are in a process what's going well and building on that is the way to continue to generate hope and optimism and momentum. And so I appreciate that folks were able to take that long view as well. And we will just continue to use this as a source of data again. Very intentionally tonight doing this community forum in this focus as a way to lay the foundation for the budget process because the budget really should reflect our values as a learning community and we've heard about areas for improvement and areas of strength and we want to be able to to build a budget that's going to honor those things. So thank you. Thank you everybody. Do we have some hires? Do we have a little because I'm going to let the public go and the board. Yes, we have a little business. Yeah, we have a little bit of business. Yeah. Yeah. So, thank you everybody again, you're welcome to stay to community members and administrators we have just a little business to conduct and again. I've seen you at our next community forum. Thanks again. I do have a good evening. Thank you. Okay. Recording in progress. Let's move right into it personnel and just getting myself there. Okay. Could I have a motion from page 18. Yes, please. Wendy, I don't want to steal your thunder. I was trying to. I moved to approve an extended leave of absence request from Christiana Martin through January 18, 2022. Thank you, Jonas. Have a second. Second. Okay. I'm going to give it to Diane. I'm going to give it to the board. Okay. Thank you. Thank you. Thank you. Thank you. Okay, Jonas. Stay on second. Any discussion. All those in favor, please say aye. Hi. Hi. Hi. Any opposed. Hearing none. The motion carries. Okay. Next one. I moved to approve a change in FTE of an increase of 0.2 FTE for Ellen Dorsey. I'm going to stick with that. And I'll move on. Thank you, Jonas. Second. Second. Thank you. Any discussion? Yeah, this seems really relevant to what we were talking about in our group. This seems like. Really good, really good thing. Can we. Can we get like 30 seconds about how we came to that decision? And what this will mean for professional development? Yeah. So, this is, as you know, I have shifted away from the curriculum director work Ellen Dorsey has been a long time teacher of mathematics and instructional coach in our district she's been working point eight. And she's been assisting in her instructional coaching role with a lot of this work assessment and professional development in particular they are a woman up she's a woman of many gifts and strengths and these are two of her strongest. And, and so she is, we have, we posted for a point to to help to fulfill some of those former responsibilities that I was filling for this year and Ellen was interested in doing that work and it will be an honor to have to work alongside her to do it. Thanks, Jim. Thank you, Jen. Okay, all those in favor of approving the motion, please say aye. Aye. Any opposed. Here and now. The motion carries welcome. Ellen to your new role. Okay. We have one more I believe. Yep. So I move, I move to approve a change in position for Amy Molina to be you 32 assistant principal and that is moving to a licensed position from a non licensed position. They have a second. Just wondering, I'm just going to do a happy dance, but that is, yeah, go ahead. So just wondering about the, is this filling a position what what is the change just just to have the background on that. Yeah, I think Stephen Stephen to talk about that. Yeah. Hi everybody. So Amy has been in the role that we have called student affairs director for several years now. And what that was was a way for us to have additional support in our middle school. So she handled a tremendous amount of student issues. Also, other duties as assigned by the principal, which I could find no shortage of things to assign to her during that time as a student affairs director. At this time she has gotten her license to be an administrator. And so what this really does is moves her into the administrative role of being able to supervise and evaluate teachers as well. You 32 is had. I really did a chart to make sure that I understood what had happened since Keith Garrett was there. So the year before I came, which is a longer time ago than I hate to admit at this point. We've always had five administrators at you 32 and over the course of the years we've tried to reduce in areas so we tried to split our assistant principal position between that and special education coordinator or director, depending on the year. But we've always had five administrators so what we're essentially doing is moving her over from student affairs director, and we will have no one in that role that role ends. And they will have principal to assistant principals, our student services director, and then our special education coordinator. And those are the five roles in the past. Amy has kind of been in the assistant principal column at times, but not being able to supervise because she didn't have the certificate at the time. Thank you, Steven. Any other questions are already ready to vote. All those in favor please say aye. Hi. Any oppose hearing none. Congratulations, Amy. Thank you. Okay. So that is all the business that we had that we had for today any since it's early, I was hoping to finish up that a little early, any board reflections. We actually, we forgot to put the survey in the chat, Jen, for getting feedback. I did put it in the chat. Okay, I did. Yeah, it was there and I'm also happy to follow up with a few folks that attended to just ask them for feedback. That's easy enough for me to do. That'll be great. Any board reflections. Otherwise, I'll let you go have some related dinner. Okay. Motion to adjourn. Move to adjourn. Thank you. Thank you. Second by Chris. Good night everybody. Thank you. Recording stopped.


Intercarla, obviously you and Aaron, when you guys can both be in the lineup, the damage that you do, even just psychologically to a pitcher so strong, how do you feel like you benefit from being around Aaron both in terms of your game and also just as a guide up, kind of bounce things off, and also just make your swings being very different, you know, what can you learn from the way he approaches things, everybody's versus you think? Well, same body type, so in the box we're going to be approached similar, whether we have different swings or, you know, direction to the ball is still going to be, you know, trying not to get us extended and get us reaching, so we are approached for the most part the same. And they can't pitch us the exact same because we're learning from watching each other's at bat, so they have a very interesting way that they have to approach us. We go next to Pete Caldero with the birding racket. Jeff, problem. Aaron, would it mention that he likes to incorporate you into the outfield this year, and I just wondered how you feel about that and how much you feel you can contribute out there? Yeah, yeah, that'll be a good ongoing discussions through spring and get me out there and get me going in order to be out there during the season as much as the team needs. We go to Sweeney Murdy. Sweeney, go ahead. Giancarlo, last year was difficult on many levels for you, a lot of other players with the Black Lives Matters movement and it seemed you were all very emotional about the things that were happening away from the field and what you could do about it. I'm wondering now, with several months removed in the offseason, what your perspective is on how difficult it was to go through last year, see it all happen, take the platform that you have, try to play at a high level, everything combined. What are your thoughts on how that, what kind of toll did it take on you? I think early on from last year the kind of outlook was nothing's really surprising, you got to wake up and be prepared for anything, a new adjustment, a new wild thing on the news. As much as you can't always be prepared for something like that, it kind of just opened your eyes a little bit more, had to be ready to respond in a positive way, an influential way and just keep it moving. So at the same time, that's how this year will be and just spread the positivity. Yeah, have you thought about ways to, you know, it's kind of hard to maybe do in the moment as you're trying to get through a season, are there ways that you're trying to do, reach out to the community and things like that? Yeah, I mean there's always input you can give, you know, it's different than normal where you can't always show up to a community, you know, show face, which is most important, but, you know, there's always ways around the circumstance. Yep. Next to Bradford Davis. Hey Jim Carl, good to see you again.   Yeah, I think it was very smart to address a team just to get it out there, get in the room. And move forward from here. Now it's definitely a big mistake he made and he understands that and at the same time it's what are you going to do with that mistake? So you're going to improve and look to improve to make everyone around you better and improve yourself. You can show that and he looks determined to do so. So now it's just giving him the chance to show that. We go next to Meredith Maroccos. Meredith, go ahead. Hi, I'm Parlo. Staff here at GMS have been working all day, sectioning off seats. It looks like there are going to be fans on Sunday, given last year and everything that happened. What would it mean to not only you, but the team as a whole, just to get some fans back in the stands? That would be huge. I know we're all looking forward to that. No more fans through the speaker system. We need some live action fans. I think it would be great for the fans as well to be able to get their mind off of some for a couple of hours. Come see us play and just enjoy being outside and back to somewhat normalcy. Have you guys talked about that at all in the clubhouse, about having people back in? Yeah, yeah. We know it's going to be cool and not to the extent of normal, but it's better than nothing for sure. Thank you. We go next to Marley Rivera. Marley, go ahead. Thank you for your time, Demarillo. Demarillo, you were very outspoken about racial and social issues last year, social justice issues. How do you feel Major League Baseball has progressed or acted to tackle any positions so far? I think they've done a good job. I mean embracing it, getting the knowledge out there. I think first you have to be educated and before you can go forward. So I think they've done a good, happy medium of that and just got to continue it. We'll be taking another question from Bob Flatfish. Hi Jean-Carlo, I just wanted to follow up on the previous question now from the main role. Do you feel like this apology was well received in the room and everyone's ready to move on or is this a work in progress? No, I mean once you can get up and stand in front of the team and address how you're feeling and how you'd like things to go, then that's when the dynamic changes from silence. So it's definitely good that he did that and now it's just moving forward. I mean we're all here to, that's what a team is for and in the clubhouse we all have difficult things to go on. Some a lot worse than others but it's our job to support in the right way when giving the opportunity.


I'm here to support Nicaragua for their brave actions of actually holding Germany accountable for being complicit in human rights violations in Gaza. The U.S. thrives on war and violence and what Nicaragua is doing is being an example not just for us here in the U.S. for the rest of Latin America. The United States does not like Nicaragua's policy of supporting the people of Palestine, for example. And so Nicaragua has been targeted for regime change and there have been two horrible sanctions packages imposed on Nicaragua over the last six years. And there is one that has just been sitting in Congress since last June. And surprisingly, a week after Nicaragua did a beautiful job of defending the Palestinian people and supporting its international obligation to prevent genocide argued in the International Court of Justice. Well, within a week suddenly the Senate Foreign Relations Committee had time to look at that bill. They approved it in committee and now it's moving on to other committees. I am German and I want to thank Nicaragua for taking Germany to the ICJ. Germany is only second after the U.S. in providing weapons to Israel despite knowing that Israel has committed war crimes and is under investigation by the ICJ for genocide. I think that it's totally absurd that Nicaragua should suffer sanctions for doing the right thing and I welcome Nicaragua's courageous action to uphold international law. No sanctions against Nicaragua. My name is Erica Keynes. I'm with the Black Alliance of Peace, Haiti America's team. I'm out here to support Nicaragua as an African. I think what Africans need to support Nicaragua because what we are doing here in the U.S. is fighting for liberated zones, community control, and for Africans in Nicaragua they already have that. They have an autonomous zone called Bluefields and what these sanctions are doing, what these acts of war are doing is not only a detriment to the government but to the people as well including that autonomous zone, including Bluefields and it's very important that when we talk about things like anti-blackness that we recognize how these things are not just prevalent in state structures but they're prevalent in imperialism. So it's really really important that Africans in the U.S. support Nicaragua, support the African people in Nicaragua, support the autonomous zones as examples for what we can achieve here as long as we stay in solidarity. Thank you. Hands off Nicaragua. Hands off Nicaragua, do not punish Nicaraguan people for defending the people of Palestine with new sanctions. Hands off Nicaragua. Hands off Nicaragua. Good job.


Alright guys, what's up? Welcome back to another video. My name is Jake McDonald and this is my YouTube video series called Rugby Player Reacts to the NFL's Top 100 Players of 2022. Today we're looking at number 83 on the list, Wyatt Teller. He's a guard for the Browns. He's most likely a big bopper. And what we've got here is a junior reporter YouTube video series sponsored by Wendy's. I don't know what we're going to see here. I don't know what this young fella is going to say. But what we need to know first is just a couple of stats because I've never seen this guy before.  So let's see. I mean I talk about 300 pounds as if it's normal. It's not. He's six foot four. He's 315 pounds. He's 27 years of age, born on November 21st, 1994. Went to Virginia Tech for four years, 2014 to 17. Got picked up in the fifth round with pick number 166 in the 2018 NFL Draft to the Bills. Went to the Browns in his second year and he's been there ever since. He made his first Pro Bowl last year, which is good to see. And that has landed him on the top 100 players of 2022. Let's see why. How old were you when you were starting playing football? Well, I started playing football when I was five. I fell in love with it immediately. What's your best friends on the Browns? I love Joel. Joel's my buddy. We have a great relationship. Tell you what, these are some good questions. Simple but effective. I played Dungeons and Dragons with Donnie Stanton, so that's a good time. Thanks for letting me ask you questions. Like I said, simple but effective. Straight to the point. I like it. Wyatt is a wrestler. That tells you everything you need to know about Wyatt. He knows how to grapple. The guys don't know how to counter that. So he gets his hands on them, turns them. He doesn't torque them, turns them. Two different things. Torque him is when you're trying to do all that. Little soap. Like that. Like that. Gets the defense lineman off balance and pancake. Wyatt did that all season. Wyatt Teller's teesiest pancake game in the tournament. I don't know if that's a torque, a twerk, or a pancake. That's just an absolute demolishing. Divisional game against the Chiefs and fellow top 100 players. What's that fellow trying to say? You didn't stop the play? Well, he stopped you, mate. To be honest, it all happened so fast. Was that Matthew? I was not expecting that. At least not that play. Obviously, before the game and just studying film, they love to pull him and Tredder. Bro! He did try to avoid him. I'll give him that. Yeah, I felt it. Absolutely. Teller has been stacking flapjacks ever since. There's no way you're going to be stopping this guy. Look at him. Look at him go. Rolling out. Tell you what, running behind Tim is a running back. I'll tell you what, as a running back, running behind a guy like that. No wonder Nick Chubb scores so many yards. And again. Go, son. Seals the edge, alright. And that's the thing. You know, I'll see Nick Chubb score a thousand rushing yards in a season. But I never really see what goes on in the trenches until this type of video. Do I have a defensive bias? I have a butt kicking bias. So whatever position you play if you're kicking butt, I'm loving to watch it. I love Wyatt Teller. Mad respect for you, Wyatt. Honestly, me too. Mad respect for that guy. What I really want to know is how many hours did they contract Mike Daniels to sit there and give his opinions? Because I'm thinking, you know, I've seen him in pretty much every single video thus far. I'm thinking he'd be there for a fair few hours. Maybe they just throw names at him and just get him to say whatever comes to mind. Whatever the answer, I'm glad he's back. And I'm glad you guys are back, and I'm glad we're back, alright. We're a sixth of the way through the series, and that, my friends, is a real success. So thanks for watching, and I'll see you in the next one. Peace.


Hey friends and welcome to Friday. I was gonna go get my oil change today. However change plans got a call from the oil change place They said that they had a few people calling six So they're understaffed and was wondering if I wanted to come like earlier or later And I said, you know what we can just do it next week. It's fine So I'm gonna go in on Monday instead. So I have actually been wanting to go to Michaels for a while So I am here. Well, it's hard to see but yes, I am here I have been wanting to stock up on some Chrissy and designs for Michaels stickers And just see what's out here. I just I haven't been to a Michaels in a really long time So I figured this might be less expensive than getting my oil changed, but you just never know you never know So I'm gonna grab a reusable bag because I I'm trying. I'm trying. Okay guys. I'm trying not to use um I'm trying not to use bags like plastic bags anymore, but it's really hard because everything's in plastic But anyway, I'll just bring one bag with me because I don't think I'll need any more than that But if it's not busy in there, which the parking lot's kind of packed But if it's not busy, I will take you around. So I'll see you in just a moment, right? It was pretty busy in there. Sorry for the like Crazy lighting But I got some stuff and I figured I would just show you what I got. I got This was like Well, it's all basically impulse buys but you know, I got these two containers. They were 99 cents apiece They stack pretty well together These are called a super stacker and I thought this would be great to label and then when I do pen tests I can have like a black You know like a black box and a blue box So I got my blue pens in here and my black box in here. So then sometimes I will end up taking out of those and I just want to have them All put in a special place. So I'm not missing something when it comes to like pen test time So anyway got this like those like I said, they're like 99 cents apiece. Um, I got some washi So This is what I got. They're both the recollections That those were cute And then I got what I came for Which is the accursion designs sheet and then these are all of the little guys on the back And then I got this as well. Um, I needed a new like sharp scissor And this was The recollections ones figured why the heck not so that's all I got And it wasn't too bad. It was way less than an oil change. So that's good My car is super well not super old, but it's it's old and um, it's like a high mileage Situation at this point. So because what do I have? 170,000 miles So, you know at some point it'll be time for a new vehicle But um, yeah, I don't know if I'm gonna stop anywhere else. What time is it? Oh, I don't know.  So it's probably my issue So anyway, maybe I'll need some caffeine when I get home. I don't like to um Have caffeine so late in the day, but you know what sometimes you just gotta do it So anyway, um, I'm gonna see you guys when I get home. Bye Well, good evening. I am back and Doyle is there Having all the fun.  I might watch a little bit of Shameless because that's just an easy thing to have on Tends to work out good. Hey, my desk is a mess Real life guys. Real life. I know a lot of you think I'm like Super hello organized And I am in some respects But my desk right now is not so yeah So these ones are my favorite wash sheet that I got today Like in the packs So I'm excited to use these my Neighbor is at it again. Oh, I'm gonna put these lights on. Um he Has the saw out right now And I think he's got also a nail gun too. So Good times Good times It's like, oh my gosh His little projects they never end but anyway, oh, let me show you um what I'm gonna use this for so hold on just second All right So before I had them just all jumbled up in this container that I got from the container store a long time ago but anyway, they were all jumbled up in here previously and um, I did have some duplicates that I took out Or things that I wouldn't actually pen test on that were just I don't know They were just in the the vicinity. So anyway, I just thought this would be a great idea to just put all the black ones in there All my blue ones in there. There's no repeats and then I can just go like this and They're all set So I'm excited and then I can put them in my little drawer here. I have a lot of weird drawer Organizers in here. These ones are all like stacked on top of each other See, I'm like organized, but I'm like not organized, you know what I am So anyway, same with the black one and then I am going to Put these other pens And markers somewhere else Not sure where but somewhere else So, yeah, that's what's going on currently. I'm gonna just Put all of these somewhere That sounds good right in there Oh, and randomly I have this like huge Sharpie this huge king size Sharpie Don't know what I was gonna do with that, but apparently I thought I needed it at some point in my life I'm sure I like labeled moving boxes or something. I don't really know But anyway, okay, I can put this Somewhere else All right So I am going to jam on the planner for just a little bit I'm very excited that I got these stickers. This is what I really really wanted was the planner pizza From christian designs Just opened the computer. So now I'm gonna Do planner things So I will see you guys in a little bit when I'm done jamming on the planner because I have a lot of stuff to put in the planner Like a lot of stuff nothing really that's happening this week Like for the rest of the week but a lot of upcoming things that I haven't put in the planner yet So it's time to do that, but I'll see you guys in just a few minutes There we go. Hi. I'm back. I Picked up my office just a little bit. I just kind of You know watching shameless still and Got my planner cart situated and then This weekend I need to Um Packaged this up because um my giveaway winner gave me their information And then I'm hoping Monday or Tuesday. I'll be able to take it to the post office And do all that good stuff and I still as of filming this now have not posted my simply gilded haul Where these are going to be given away. So That may or may not be up that may or may not be Over I don't know depending on when this video goes up. Wow Things are falling. I need to like keep them here Like I keep them like on my little ledge here or like in front of me. So I remember Because if not if I put them away in a drawer, I'll just Forgot it all about it. But anyway, oh wow, I'm tired and that was really close. Sorry Um, I think I'm gonna head to bed pretty quick here. I need to take some Advil.  Um, I think I'm gonna do some decluttering I oh Okay, that's just freckles like what's going on anyway um, I Need to declutter my space There's a lot of stuff here that I just I'm not loving I'm not using I'm not just in my office, but just like in my whole house I do have two bags already started Ones downstairs and then one is in my room and I also have like a filing box That's in my trunk right now that just needs to go that one's like ready to go um, I just need to like take it over to the like the Thrift shop a good will or whatever in my area and um I just want to go through some stuff, but I need like the brain power to do it so Yeah, I was gonna do in January like I might still do this in january But I was thinking about doing another like minimalism game. You guys seem to really like that Um, and hopefully I inspired some of you guys to do the same thing I think I did what three months of it I think it was three months. It's like january, february March I can't remember Clearly so I mean I just want to get rid of some things and I don't know find spaces for some things and I don't know. I mean I have so much stuff And I get stuff sent to me all the time, which I'm super grateful for But sometimes it's just time to get rid of it. So I don't know I might just go through my planner stash stuff and just Give it away to the goodwill. I don't know Haven't fully decided yet I mean, I would do a giveaway But then it's like some of it's like half you stuff or stuff that's like cut funky And that's why I'm getting rid of it. So I don't want to give like Not subpar things away, but just things that may not be like quality. You know what I mean And then there's some great things too, but I don't know sometimes it's just like I just I just want to get it out of my life Um Yeah, I don't know I don't know one of those things Ugh, well, I'm being extra rambly today, but I need to take all my medications and Advil and then go to bed because I'm tired And I'm hoping I can get motivated and get some stuff done tomorrow Hoping that that is the case. I do need to do some editing tomorrow as well But I think I have two videos going up tomorrow already Just some vlogs, but um, I need to I have like two videos right now that are just Regular content videos that I have not touched at all, which I need to um Yeah, which is I simply gilded haul and then I also have a budgeting video I need to at some point do a budget for november, but I don't know if that's gonna happen this weekend Maybe next weekend. I don't know. I'm kind of like looking ahead in the planner and going I don't know Okay, I'm like kind of losing it. So I'm gonna see you guys tomorrow. Thanks so much for watching Feel free to subscribe. Um, if you want to see like more content from me that's not youtube related feel free to Click the link down below and um, check out my instagram. I tend to post there Some mostly daily. Um, and then there's lots of Doyle dug content over there as well Hey Doyle He's just like staring. Oh, there he is. Hi, buddy You want to go to bed? Yeah All right. Well, that's it for today. I will see you guys tomorrow and thanks so much for watching. Bye Well folks it's time to kick it old school


So please open the Gromax practical 2 second part of practical in your browser. Here we will do already a real QMM simulations. But first I want to do a quick lecture recap of what you just saw. So how to deal with QMM, how to deal with point charges, how Gromax interface, Cp2k interface deals with them, how it deals with PBC and so on. Parallel binary conditions. So what is GIP? GIP is a QMM coupling scheme which is implemented in Cp2k. And how it is working. So basically this is your whole system now. You have QMPart and you have MMPart just green here. And you want somehow to include effect from the MMP point charges into the QMM system. How it is done in Cp2k? You expand each of your Gaussian electrostatic potential, which is just Columbia potential. It's 1 over R potential. You expand them in a sense like some of several Gaussians.  Gaussian basis functions. So this kind of unified model. And the only thing which remains is that our low term. So you have now several Gaussians. You expand your whole potential into Gaussians, some Gaussians plus some remaining part, but that remaining part is all smooth and small that it could be projected directly onto the courses possible grid. So this is how the GIP is working. So instead of Columbia potential you use now potential which consists of several Gaussian functions plus some remnants. And you project them onto the multigrid and you directly then use it from that multigrid into the QM. That multigrid is already embedded into your QM simulations. It's the same multigrid. Okay. Why it is important? Because, for example, now we want to do fully periodic QM. And how it's usually done? Not usually done, but how it's done in CP2K. It's also a very funny thing because it's a voice jeep and some additional scheme. So what you're doing? So you first project your MM, CP2K is doing well. It projects your MM point charges using the jeep onto the QM part. So like that. Now we have system like that in a small quantum box. So quantum box is usually much smaller than the whole system box, that green box. Then what you calculate in reality in CP2K, you calculate that thing. You calculate periodic QM box like that. And you converge using the quick step, the density of that box, the electron wave function, if you want to say it like that. But in reality, you calculate periodic system. But if you check, well, now, unless you have the same dimensions of the QM and the MM box are the same, you have a round radius here because your initial system was like that. So it was here, here and here boxes. But now it is looking like that, which is not correct. And to correct that in CP2K, CP2K uses so-called local scheme, which is from the paper, I guess. So what it is doing, it basically takes the density of the, takes the QM density, the multigrid, then it calculates interaction with a periodic cell with itself, basically, with periodic images of itself. Then it removes it completely, the interaction with the periodic cell. Then it shifts your QM system into the correct position in space. And then it recouples them back. So basically it calculates again the interaction between the QM system, periodic images of the QM system between themselves, but with the correct distance. So it do it like that. So it shift and then decouple, it's so-called decoupling and recapping scheme. So first you decouple your system image with its own periodic images. So you basically split the system and then you recouple them back with the correct periodicity, with the correct distance between them. You already have a correct QM system. Okay, it should be seen now, yeah? Okay, good. So this is how the QMM will work and this is how we reimplement some kind of engromax. So let's go to the tutorial. Let's make them... Let's do the real QMM system. The first system we will do will be the same student molecule, but now in a box of tips and few waters. Please do steps one to four of exercise three. And Rick, ask a question about the cell dimensions. So how is that generated? Yes, so basically there is two cells. I will show later. So the full cell is directly a M-M cell. It's directly inherited from the gromax. And QM cell dimensions is calculated automatically at the gromvp level, yes. So you don't need to worry about this. You still can adjust it. I will show again tomorrow how you can adjust it if you want. But it will create a large enough QM cell that your QM system will be inside that. Yes, in general this grom... Thomas asks if in general is gromax.cp2k I can use standard and dp files and add cp2k parameters flat or sound dp files and native batches. Yes, so in general just standard gromax.cp file just add this cp2k... gromax.cp2k interface stuff, which I already showed you, several parameters and it will automatically switch back. Make sure that for example your output that NST out options are set to a proper value or else you probably will never see any results because usually it's set up in classical simulations like some output structure every 10,000 steps or something like that, which will never happen. So it's always better to reduce these kind of things. But in general if you can run with the same setup or you have dissimulations, you can easily switch to QMM using just these parameters which I showed you in the cp2k... in that cp2k description. In case of pure cp2k QMM input files to the cell dimension, yes, in pure cp2k you need to set the cell dimensions manually and you need to consider that your cell...  The role of dispersion interaction between two atoms molecules in QMM, thanks in advance. Okay, so here we need to consider two things. So even three things. You have a dispersion interaction between the M-M and M-M atom. You have dispersion interaction between M-M and Q-M atom and you need dispersion interaction between Q-M and Q-M atom. So between M-M and M-M they are taken into account by the Wonderwall's parameters of Q-M and M-M for the field. Between Q-M and M-M atoms, they are also inherited from the Wonderwall's interaction inherited from the force field. So your Q-M atom still repulse M-M atoms also with Wonderwall's parameters. Between Q-M and Q-M atoms you need to use usually this dispersion correction. If you want to use such kind of things you need to use dispersion corrections. For example, Grimmy dispersion corrections. We shall begin discuss tomorrow and this is exactly what you want to do if you need them. But the role is there is a role. If you do not set up dispersion tracks, for example, between Q-M and M-M atoms, then you could see a collapse of your wave function at some points because your M-M point charge we just, well, there is, I think in the lectures I was discussed this kind of collapse problem when your electron from the Q-M part will be just tripped off of the Q-M part and just try to collapse onto the M-M point charge because the M-M point charge comes to close and there is no barrier to do that. And the dispersion interactions like Wonderwall they're adding this low, adding this repulsive behavior on the very low distances so that will never happen. Yeah, so there is also called polarization catastrophe some kind of points of polarity over hyper-polarization wave function but yeah, it is a known problem and whoever comes up usually Q-M atoms still repulse the M-M atoms with Wonderwall interactions from inherited from the force field. What are the disadvantages of setting up Q-M cell sites and M-M cell sites the same? Yeah, there is very one huge disadvantage that the bigger your Q-M cell is the more plane waves can fit inside that. The more plane waves can fit inside the Q-M box the harder your simulation will be. For example, if you increase your cell size Q-M cell size by a factor of two your simulations will be slower by a factor of 8 to 16 I guess. So you should always choose Q-M box size as large enough to contain all your Q-M atoms plus some additional space of course but it should not be big so that your simulation will be very slow. Yeah, that's why usually you do not set up them the same. You can in principle but that makes no sense at all because Q-M calculation you do not feasible. You will have too many plane waves. Yeah, basically. Okay, I think we can continue. So let's move on to our... Let's check how your Q-M input changes how CP2K input changes once you set up your system already with M-M point changes. So and first of all, we should go to that so basically do that less... Okay, please open with less that CP2K input file and go to that Q-M-M section in that and it should look like that. So and Q-M... In this section it defines the parameters to deal with Q-M-M, to deal with point charges inside the CP2K in general. So basically here is again the cell but this cell is not the same as in subsist cell and this is your Q-M cell. So Q-M cell is defined automatically as already have been asked it defined on the... at the ground level on the basis of dimensions of your Q-M system which will supply it to the grow box. So again it's fully pre-ordered. Here is eCouple, Gauss and use GIP-LIP 12 it is your Q-M-LIP coupling scheme and Gauss means using GIP, right? E-Coupling scheme and use GIP-LIP it's just a number of gaussians which you want to use in GIP expansion the more gaussians the harder will be or the harder will be your simulation but the more precise it will be. And regarding the question of Shudra Shan yes, the coupling is defined automatically it is some default behavior of the grow box CP2K interface but again you can change it tomorrow I can show you how you can change it. Also, Shiv asked could we use dispersion interaction energy to establish stability of complex so I'm importantly going to say again I would say no because it's too really too hard your complex, usually your complex is not defined by the dispersion interactions only it defined, I can say mostly but if your complex is not covalently bound complex then it defined mostly by the combative interactions so you need always to take into account all kind of interactions you have in the complex. Yes. Okay, let's continue with searching to the QMM so next what we see is that how we treat the periodicity in our QMM this is using of that level scheme so there is a periodic QMM so and there is some default parameters like multiple on and this is in force U2K that need to use level scheme to decouple and recouple you can also open CP2K out file with less CP2K output file with extension dot out the one that appears in your directory and you can see that in SCF cycles sometimes you will see this decoupling energy and recoupling energy this actually that level scheme so decoupling it means that interaction with this removing interaction with incorrect interaction with periodic box and recoupling is one shifted back okay and the next section you see for each kind of atoms indexes of the atoms which should be QMM so basically the list of indexes which should be QMM it's also automatically generated and for each kind of atoms which are seen in the QMM system from the other side if you check the MMM section you will see that everything here basically switched off so because Gromax fully handles description of the MMM region so you switch off the non-bonded forces you switch off evals summation you switch off PME so you don't do anything with the MMM you just inform that the CP2K that it doesn't need to do anything here and in the topology section there is a very important thing also automatically generated but here is the PDB file from which the CP2K picks up the point charges actually and it picks up from the extended beta field which starts at column 81 in the PDB file starting from that column starts the point charge in that file so it does not produce any connectivity and it just generates topologies later on because because interactions bonded interactions also will be treated by Gromax don't need to do that okay now yeah so if you again look into the steelben so opt input you will see that only the atoms which belongs to steelben is marked as the QM atoms everything else will be treated as the MMM atoms and there is how the PDB file that PDB file looks like generated so basically here starts here is a splitting between two residue names QM and MMM I think it's self-explanatory so the QM is QM atoms and MMM atoms and here starts the point charges so you see that all QM atoms have a zero point charge it's verified and all MMM atoms have some point charge here for example you can see that these three atoms forms a deep city water pretty remarkable point charges of deep city water okay but anyway let's see what is the outcome of the exercise 3 I think it should finish and you can do this remaining part of the exercise 3 which is from 5 to ah no it's not remaining part it's from 5 to 7 that energy minimization and if you do that if you again extract the potential energy you will see something like that and this side just rendered your trajectory of that optimization and you see that your energy so there is much more steps that you have done but yeah you'll see how the energy minimizes ah again so yeah I guess now you can do the step 7 to 9 so now you instead of the optimization you again run the molecular dynamics using the NVT ensemble actually NPT is also working so in case you wondering can use a pressure coupling yes you can use pressure coupling ah yeah but for that so just use this one is so Thomas asking is 1 femtosecond type such standard focal length calculations wow it's a very good question what time step you should use normally I would say yes in most cases 1 femtosecond type step is kind of good for the QMM molecular dynamics except of several important things so you should know how you choose a time step for example in normal classical micro dynamics you should choose your time step according to the vibrations of your hydrogen atoms because it means that vibrations of your bonds some of your bonds should be period of that period of that vibration should be large enough that your molecular dynamics is sampled correctly and or you can use constraints instead of the bonds yeah so there is a constraints for example in Gromach since you set up constraints you can use even higher time steps like not 1 femtosecond but 2 to 3 femtoseconds but for that you need to use constraints because so else your hydrogen your hydrogen containing bonds will be vibrated too fast with respect to the time step but in most cases for QMM it is kind of okay to have 1 femtosecond time step if you see if you want to study the problem connecting to the which connects somehow to the vibrations of hydrogen for example if you want to transfer to study transfer of hydrogen from one group to another of hopping from one water to another or between the protein inside the protein between several amino acids then I would suggest you to reduce the time step to 0.5 femtosecond to a little lower Merth is asking in other bioexcel can we workshop the first part where you can define the the anthropology is that necessary or are you conducting say yeah so idea is that here it is all done automatically I guess yeah so the interface stays care of all that kind of parameters so you don't need to do anything by your hand in adjusting parameters but I see what you are implying that usually the hydrogen does not have any repulsion parameters so it hasn't any repulsion the hydrogen does not have any wonderful parameters yes it's true and it's true that it could be a problem I would suggest you to always check if your hydrogen atom from your water or from another part tries to collapse onto your part if it is the case then yes better to add to that hydrogen repulsive energy potential because it's an artificial thing yes for that yes Thomas Merth actually additionally we are also not providing any topology files to CP2K also this interface so you see the charge of atoms through the PDP file yes you are correct so that's the advantage of the interface that you don't need to provide almost an apology to the CP2K the Gromax is doing it for you and the Gromax takes care of the MM part of the MM topology the CP2K only see the QM atoms and point charges around that QM atoms that's all he see and everything else is treated by Gromax Umesh asks how frequently does one dump the coordinates into the output it's up to you clearly I can say just be warned that well practically usually I am doing this each step in QMM setup because you cannot have as many steps as you are doing this usually but it's up to you how many and how you want to deal with the gigabytes or even bigger files yeah I would say I would say as frequently as you can afford yes which makes sense yes it just affects this output does not affect like at all the speed of your QMM simulation because anywhere the QM will be a limiting factor bottleneck of your simulation the output is not here the limiting factor like a normal classical so you can do as frequently as you want as much as you can afford or analyze afterwards okay I suppose most of the people done is at parts 7 to 9 and here I show what should be as a result so if you you can also download trajectory and render it if you want and here is what you see in the temperature actually that's what you usually see what happens when you switch your system from MMM to QMM so basically here initial frame was a frame taken from the classical and trajectory and that's what happens usually when you instantaneously switch from MMM to QMM so you see a huge jump in temperature because your quantum system quantum part starts relaxing from the force field bond's length angles and so on and you see a huge jump in temperature because your energy starts dropping and you see increase of kinetic energy your potential drops and your kinetic energy increases and you see that temperature jump and then the thermostat starts to equilibrate your system so that's why I told you at some point before that you always need to after the trajectory you always need to relax your system for some time with QMM and then with the ensemble just to make sure that your system is well-equilibrated for QMM I guess so that was the idea of that that's the idea of that exercise so to see that what's happening when you switch your topology from QMM to QMM instantaneously on one step okay so let's move to the next exercise and in that exercise I want to show you what will look like if you set up really huge protein system and for that system I've used one of the proteins which I work in this so it's called phytochrome protein it's really huge protein it's for active protein it's contained on standard residue chromophore here in the pockets there is two of them here and there and the objective for the original work was to using the umbrella sampling to make the isomerization profile of that chromophore from that position to that position so it's basically a ring flip from that to that and that here will be a chromophore plus several amino acid residues around so it will be really big system it's round 85 quantum atoms something like that and for the QMM method we'll still use APB functional and amount 4 will be the ampere 0,3 so yeah do the steps 1,2,3 you can also download and render your the system in any software package you want but it's already really a big protein and you will notice how slower the simulation will be when you run it also it contains I think around 70 to 80 thousand mm point charges if I'm not mistaken but it's kind of a big system so there is several questions here so Merth asking what happens to total mm charts afterwards do we need to modify the charts in order to remain the same yes so that's one of the problems which I'm now trying to solve in addition to the interface so if you look into the output of the ground pp it notifies you at some point that your total QMM plus mm charts should be in principle the same as it was before in mm system however especially in a protein case usually your QMM plus mm charts will be not zero and even not the values that you want it to be so what to do with that for now the interface warns you that you have access charts and you need manually to spread it along the... you don't need usually it's not so important it's usually a small charge but you need to spread it along the nearby mm atoms to to have the same mm charts as it was before I'm still thinking how it can be automatized because it's not so easy problem but if your charge is small enough so if it's not like minus 1 or minus 2 X charge then you could simply use non zero charge much yes that from my experience I usually do not do that unification it works quite fine so if you distribute... what if you distribute the remaining circle of charge the same residue proportionally on the negative sense but yes so that's what you need to do and that's what if you look into the ground pp output that's what interface suggest you to do so you just need to... usually how it is done it is done that you spread that excess charge onto the mm atoms nearby to the key part in order to keep total charge the same as it was before in mm system so Shudrashan asks I suppose simulation can be restart the same way as it do classical dissimulation gromax so you can use restart cpt files generated by the gromax you can restart from the cpt checkpoint files or you can regenerate and restart or you can use cpt files however I would suggest you to then put additional option to the empty run I think it should be minus cpt minus cpt so the time interval between the gromax writes that cpt files it's in real time so they put it to something like minus cpt 0.1 or something like that so it will write cpt file on each step of your KMM simulation that's what I suggest usually to do but yes you can use cpt restart so in addition I can divide surplus charge among the residues remaining in the mm and subtract from the minuda I would suggest to divide this charge around the onto the mm atoms which are really nearby to the QM system to the broken QM bond so you have a bond which are broken between QM and MMParts that's why I suggest to put them on to the first atom on to the next atoms and you can define them evenly is a standard practice to perform might you ask is it possible I know you mentioned that MMPT is possible but you didn't recommend so just curiously why so yes typically the NBT ensemble I would prefer to do the NBT ensemble because NBT is just so I mean it makes sense because in practice all ensembles should give you the same results in a long distance trajectories like this ergoidal hypothesis tells you about that but with pressure coupling what could happen that you start changing your because how usually the pressure coupling is done in all microdynamic software you start changing the dimensions of your box and of course it's not feasible to change the dimensions of your you can change freely the dimensions of your MMPox pretty easily it is very well known algorithms but you cannot really change the dimensions of your QMbox effectively because once you start changing the dimensions of your QMbox you start changing your plane wave basis and you cannot do that because you start changing your QM system how it is implemented for example in Gromax in CP2K QMM dynamics in normal they always use the same QMbox for calculating QMPox but they also have a fake QMbox to pressure coupling so it makes your life more miserable so I've also made that easier so now the pressure coupling is fully implemented in Gromax so Gromax take care of that and how it takes care it scales only the MMPox it does not touch the QMbox at all so in a sense you don't have a pressure coupling of your QM part but except of that the NPT works quite well you can also try that yourself if you want yeah but I would suggest for QMM especially in CP2K to just stick to the NPT ensemble you can do preliminary NPT equilibration with normal MADECOR dynamics and then switch to NPT and use NPT yes, okay so I think most of the people done with parts steps one to three and let's continue you can open with less the phytogram input file and what you see will be in QMM appears additional section called link several link sections and in that link section what it is it is basically it defines the broken bonds between the QMM and MMPart like in that case of protein for example here is our QMPart and what you see here is that here, here, here and here your carbons doesn't have full balances and of course this is not allowed in the quantum chemistry dangling bonds kind of this will be a very bad for the QM so what in reality is going on you're setting up that you're saying between these two atoms we have a broken covalent bond and it informs the CP2K that it needs to generate here additional fake atom which is not which is not used in any real simulations but it just caps additional hydrogen atom will cap this free bond and after the QM calculations will be removed back so the force from that QM atom will just go on to the nearby QMM atom will be redistributed and this atom will be removed so but it just informs CP2K that it need to cap this broken bonds by fake atom it's called link atom I guess it was also in the lecture okay so in a way the result of this simulation I could show you so basically we cannot make it further because it's really hard simulation it takes months to simulate fully but in reality what you can get on the output is something like that so it's again the umbrella sampling of that reaction with that reaction coordinate so it's very smooth kind of profile but it took almost 40 picoseconds so there was like 20 again frames each several degrees you have a frame and it is simulated each frame for 30 to 40 picoseconds so it's really long simulation so one simulation took approximately couple of weeks of real computing time so it's really hard problem but that's what really you are usually dealing with in real life and that's why also important very important things that's why you need a supercomputers you cannot do this single kind of simulation on your laptop you need supercomputers and that's why the Arno me and Holly also trying to make you getting to know how to use them okay I think this is end for today practical so you can continue your continue doing whatever you did not done so I think now it still should work so thanks for your attention we are ready for some questions so I still read the question from Victoria does code run mostly on CPU and GPU this code is now run only on the CPU we do not use GPU however we have a plans to also make it work with GPU in the future I guess yes Arno according to what we have certainly I mean so Arch2o I certainly right now we are not using it with GPUs but in principle should be possible we know Gromax of course takes very good advantage of GPUs, CP2K can also, the actual advantage that you will get will depend on the system but that is something that we will providing guidance on the future so tomorrow Holly will talk a bit about performance and it will be mostly about performance actually I think almost totally on CPU the idea is that there is a best practice guide which you will refer to and we will in future expand that to include guidance on how to get performance on CPU plus GPU can't we still utilize Gromax to use GPU yeah you can, I mean it will be totally fine but there is no point to do that because your bottleneck in the QMM calculations always the QMPart regardless so regardless of anything the Gromax I mean the MMM calculation and integration step takes less than 0.01% of the total time so why it should use GPU is not clear for me the good thing will be once we can make the interface once we could make in the interface use of CPU by CP2K if CP2K can efficiently use GPU it will be much more increasing in speed than for Gromax, yeah you can so I mean the answer to the math questions yes you can but there is not big point to do that for now but we yeah not next to nothing you can even see a degradation of the performance because the time to submit of exchange between a CPU and GPU will be more than the actual calculation time on the GPU it will be not a huge degradation again around 0.0% but there is no point for now to do that once we can get into the GPU using GPU for CP2K simulations it will be much more clear why you should do that okay yeah so thanks very much Dimitri good sessions