[0:00] Good evening, everyone. Welcome to the August 13th meeting of the Cory Valley UUSD Board of School Directors. Please all rise for the pledge of allegiance.

[0:26] All right, thanks, everyone. I'm a different face up here for hopefully a little, just a brief while my name is Sarah Wellness Patulick. I am the clerk of the board and with our recent resignation of our chair and

[0:43] and our vice-chair who is not able to be here tonight,

[0:46] I am just here to keep things running for this evening.

[0:51] So with that said, our first business is to address

[0:58] the chair position.

[1:00] And we have a couple of options for doing so to put to the board

[1:05] and to decide how we want to proceed this evening.

[1:08] So our first option is to elect a chair.

[1:11] We do need to elect a chair. That is the order of business. So the question is whether we're going to elect a new chair tonight, or whether we want to delay the election until the September meeting, in which case we will still need to elect a chair, pro-temporary, hopefully my Latin was strong on that one, who will preside over the remainder of the meeting tonight and then presumably open the meeting in September.

[1:38] So, those are our options and I would put them to the board to see which option we want to pursue.

[1:47] I will make a motion to nominate Mike as chair.

[1:52] Great, we have a motion on the floor to nominate Mike as chair and then you discussion.

[1:57] I think we should wait for Jesse.

[2:03] Okay.

[2:04] Perfect.

[2:05] I don't know.

[2:06] Sorry.

[2:08] I'll be a second motion.

[2:10] I have to go on the first motion first.

[2:14] Okay.

[2:16] So.

[2:20] Feeling good?

[2:21] You have a motion on the floor.

[2:22] Yeah.

[2:22] You have to go on that one first.

[2:25] Okay.

[2:26] Tom didn't make a motion.

[2:27] He made a suggestion.

[2:28] Okay.

[2:28] Um, so we have a motion on the floor that still needs to be voted on.

[2:40] Sorry.

[2:43] I have the news.

[2:43] Sorry.

[2:43] Any discussion?

[2:45] Well, I asked for discussion.

[2:46] We had a comment.

[2:48] Um, so on favor of Mike forward share for this evening.

[2:54] All right.

[2:55] I.

[3:02] Okay.

[3:03] All opposed?

[3:04] No.

[3:06] Okay.

[3:06] All right, so the motion passes Mike will take over for me right now as chair, which is great.

[3:14] Thank you Mike.

[3:15] All right.

[3:16] Would you like to swap?

[3:18] No.

[3:19] All right, I'll say but.

[3:22] I'll follow her.

[3:24] I would entertain a motion to approve the agenda.

[3:28] So.

[3:29] Motion made by Lisa.

[3:32] Second.

[3:33] Second required.

[3:35] All of our favor?

[3:37] All right.

[3:38] There you go.

[3:39] All right.

[3:42] We're going to move into public comment section.

[3:45] The chair will allow two minutes for public comment.

[3:49] Is there any one in person that would like to make a comment first?

[3:55] See, none.

[3:56] Anybody online that would like to make a comment?

[4:01] See, none.

[4:03] We'll then move to general consent agenda.

[4:07] I'm going to turn the motion for that.

[4:13] Lisa?

[4:16] Well, on favor?

[4:17] Hi.

[4:17] And you're both?

[4:19] Same?

[4:20] Okay.

[4:21] I would turn the motion to approve the minutes of July 9th, 2026.

[4:27] The chair wasn't here, so you won't be building on that.

[4:31] I think the motion to approve the minutes for July 9th.

[4:34] Any additions, corrections, and relations to that?

[4:37] Did you notice?

[4:39] Nope.

[4:39] Any discussion on favour?

[4:43] Aye.

[4:43] Any opposed?

[4:45] All right.

[4:47] Approval of Lawrence.

[4:49] Check Lawrence 645.

[4:51] Check Lawrence 646.

[4:53] Check Lawrence 648.

[4:55] Check Lawrence 649.

[4:57] The numbers are corresponding there.

[4:59] Any questions?

[5:00] It concerns about that.

[5:03] There are a team of motion to accept.

[5:07] So moved.

[5:08] Please.

[5:08] give you a discussion on favour?

[5:12] Hi.

[5:14] Okay.

[5:16] Personnel.

[5:17] We have a professional or a several professional, right, Chris?

[5:23] Yes.

[5:24] Okay.

[5:25] As noted in your packet, we have three folks who have been submitted for a professional staff that need to be loaded on by the board.

[5:39] Any questions for Chris concerning that?

[5:45] I guarantee an emotion to approve.

[5:50] I'll make a motion to approve the professional staff who is contracts have been recommended.

[5:56] Any other discussion?

[5:58] All in favour?

[5:59] Aye.

[6:03] Let's see.

[6:04] Reports.

[6:05] We've done a super chance report.

[6:07] Thanks, Mike.

[6:09] So I have a few items.

[6:10] It is a summer time where just getting things ready to go, I know that the admins can talk a little bit about the building preparations here.

[6:19] There is one item I just want to update around the Southwest CISA Cooperative Education Services.

[6:26] We did have our first meeting last week and you had a chance to view it.

[6:32] They seem like the meeting was close to hours and we walked out of there.

[6:37] I think with more questions and answers, we're still trying to set bylaws, we're still trying

[6:43] to figure out what's next step to the round budgeting.

[6:47] I did share the concern.

[6:49] That was across the Aussie board meeting around timing of meetings.

[6:53] But the meetings are going to be held the third Friday's at 8am, which is in trying

[6:59] to make it earlier, so people can attend.

[7:02] The goal would be to provide a uniform report at our S.E. board meeting, and also all local

[7:08] boards will get as well as a move forward.

[7:12] But as I stated at the meeting,

[7:16] there's a lot of great work that can be done.

[7:19] It's just a question in terms of, you know, what sort of red tape or sort of parameters

[7:25] are in place that allow us to do that work.

[7:28] That could change the idea.

[7:30] I did express to the CESA board is initially, this is what will be a CESA board supposed to be putting a place to reduce cost for member districts and members use, and it seems as if the initial cost will make me asking our local districts or local use to pay some cost.

[7:50] So that's sort of the way to take a look at around services or on staffing, but we will be

[7:58] bringing back information.

[7:59] I said to local boards to the SU just for opinions, for thoughts, for perspectives around

[8:06] how we move forward.

[8:08] I ask a question about that.

[8:10] So the CISA's were given some kind of like seed funding to get started, so you're saying that

[8:16] an additional contribution from us use might happen sooner than later or more at the same time.

[8:22] Right, so there's $15,000 which was still a way to see like terms how that really

[8:28] kind of spelled out and then there's $50,000 which was supposed to be used towards the appointment

[8:32] of an executive director and as we looked at just what the expectations of that individual

[8:39] is.

[8:39] We really don't have job descriptions, you know, time and I know there is a motion to just

[8:44] like a hundred thousand dollars for this individual, but we felt it was necessary fair to start

[8:50] put a dollar amount and we really don't know what the expertise of that position or that, that

[8:54] might be just a high number or it could be very low, we just don't know, but we thought we'd just

[9:00] to shelve that. But you look at hiring legal, you know, the exact director, look at that there's a

[9:14] money might be more than what they want.

[9:19] Not enough to cover what's needed to get started.

[9:22] Correct.

[9:22] And if we look at our budget cycle lays out that the real way you offset the cost is by

[9:29] looking at for ways to reduce or across our districts in the region in order to do that,

[9:36] it's going to be very difficult for this budget cycle.

[9:38] As we look at the following year, we could easily look at, say, just, you know, from

[9:41] facility standpoint, text standpoint, social education, you know, financial, ways to reduce

[9:48] costs, ways to, you know, just, you know, particularly pulling services, programs, but that's

[9:54] difficult to do when we really have to start looking at our budgets for, you know, this fall already,

[9:58] so it'd be really for the FY28. So, you know, if we were going to do it the right way. But you know,

[10:12] We're creating an act of 170 drop down on our websites, which will have

[10:18] access to all this information around what act of activity is and the

[10:21] merger committees and the CSAs and there will be a link to that we have a

[10:25] CSA website which will house the recordings of the videos and minutes as well as

[10:31] the shared reports once we develop those to bring back to the boards.

[10:35] And we also look at doing a potential FAQ.

[10:38] somewhere we've done with our own budget page but hopefully we'll get some more

[10:43] I think he's about this but I'm sure there'll be a lot of questions on the

[10:46] community members or our board about what what this is and how do we really take

[10:50] advantage of that but right now we don't there weren't a lot of answers and that's

[10:55] not just with RSC side I think all the other ceases and same sort of questions I

[10:59] think as well but our goal is to be physically responsible and like I said before

[11:04] really is to look at ways to look for a college of scale and efficiencies across

[11:07] districts and not to increase costs to our community or taxpayers. It's ways to reduce costs by

[11:13] still providing programs services to our schools. It did seem a bit of the takeaway from some

[11:21] superintendents or they thought it appeared like it might just be another taxing district. And particularly

[11:30] when there was such focus on the back of, I guess, direction-provided from the legislature and

[11:39] or AOE who it appears because it's not something AOE supports that they're going to be

[11:47] much of a leader with these that, and I thought that Rutland Superintendent said, you know,

[11:56] have to belong but what if I don't need your services you know how do I go back and say that

[12:03] this is me being physically responsible so it does seem like it would almost be impossible I would

[12:11] think for this board to come and ask for us to budget money for the next fiscal year there are

[12:17] so many questions that need to be answered and I don't see how any board would be physically responsible

[12:25] and giving money to an entity that actually isn't even developed.

[12:35] You don't have bank accounts, you don't have any kind of source like that,

[12:41] and when it's almost like it was developed,

[12:46] and now underneath that issues are going to be the funding source,

[12:50] and to me that doesn't seem necessarily responsible.

[12:52] so. Shocking as it is, this was one place last year in legislative session that I supported

[12:59] so that I think this is simply just another hand over the top of us doing exactly what we're

[13:07] already doing within our issues. Correct. So no, I think that's, that was the takeaway,

[13:15] as well as that. If we are going to do this right, we need to be strategic, we have to

[13:24] be, and think about how we can incrementally build this instead of just, just, just move

[13:30] forward or just, you know, just aggressively move into this. And really the first year may just

[13:35] be about formation, about, you know, visioning, working with our local districts, looking

[13:41] see what's what's going on with our merger committees as well. And as we look at FY28, if we are

[13:46] going to look at shared programs resources, then if there is additional costs, it's being

[13:53] offset by cuts that we are making across our districts or we're going to, you know, said the

[13:57] redundancies or economies of scale are these efficiencies that we've found. So it's not that we're

[14:02] just coming back and saying we need more money because we're going to add this before we've taken away.

[14:07] I think that's our goal is how do we be strategic about this, but not just move forward,

[14:13] you know, quickly move forward.

[14:14] And I think that the problem is some of our legislators across the state have told us as

[14:20] lawyers where the money is going to be saved, years where the cost cutting is, and so yes,

[14:25] that's true.

[14:26] But it's going to take some time for us to really go through and assess where we're at

[14:32] for each SEO or each district, and then try to find that money in, I know that we looked

[14:38] at, even just here in the RSU or all facilities, and we found that, well, the money

[14:44] was not a lot, by doing this, but it may be something which, you know, regionally might

[14:52] be better, you know, bigger savings. And there are also what I will say this, we have a very

[14:57] she's a group too. And as we know.

[15:00] All right, what makes sense from partnerships? Well, while we were looking at it's partying with, say, maybe, say, valier, rotten northeast, which makes sense to us, because they're originally, you know, very close, was a moment where we were out in city to engage in a partnership with a venue to run under the southwest of Vermont.

[15:16] And if they during the merger, they go somewhere differently that it doesn't really make much sense. So I think there's a lot of dust that needs to settle here, too.

[15:23] Well, it also appears to me that the $15,000 is suddenly going to be a funding source for the existing

[15:32] CSSA, which legislature will then use as a misnomer that this CSSA has been very successful

[15:40] in.

[15:41] If every form CSSA has to now pay $5,000 to receive the benefit of their knowledge when they

[15:49] testimony, they didn't really show the data of where these enormous savings were.

[15:58] So I think that there's the ability for it to be a little misaligned to that, that has to be,

[16:07] if all of the sudden this becomes the cease or whatever that one is or the Vermont learning

[16:12] the club or did, is that what it's called?

[16:15] We have that on Mount Olympus.

[16:18] Well, if everybody that's just been formed,

[16:20] just giving them $5,000 for them to put her out.

[16:24] You know, information that there's a little,

[16:27] you have to temper that as well also.

[16:30] So, and I actually think that that is information

[16:33] that should have been provided in the,

[16:36] what, 73 or 100 pages from the legislature,

[16:40] that they were so high on ceases

[16:41] that they should have provided a little more.

[16:45] So, before we move on to whatever else the superintendent has any other questions concerning

[16:50] the CCM meeting or concern, yes, go ahead and state your name.

[16:54] My name is Megan All, can you spell what is CCM?

[16:57] It's co-opener, it's an acronym from, I'm sorry, co-opener education services, yeah, association.

[17:03] So, it's been, it's here.

[17:04] So, New York has what's called a Bose user, it's, I know that the state doesn't like what

[17:10] but it's a variation of an SEO.

[17:14] So it's very similar to what we engage in with our supervisor.

[17:17] We have local districts that pull together and share resources.

[17:21] We look at business manager, superintendents, assistant, superintendents, you know, financial offices,

[17:27] so it's sort of put it into the larger.

[17:29] It's like 10 or 8.

[17:32] There are, it's, it's Rutland City, Slay Valley, Rutland Northeast, November, 10th year, Rutland, and then Southwest, and then there's a Southwest Tech Center as well, which operates as a separate, that's a little bit different than what Stanford is here.

[17:48] So, and it's a very large, runs all the way from Brad and all the way down to the Massachusetts Board, so it's a large piece of land.

[17:56] It would ostensibly be sharing services.

[17:59] That has no home and no formation and no leader.

[18:04] Any other questions?

[18:05] I don't know.

[18:06] I don't know.

[18:06] Any other questions for Chris?

[18:08] I don't know if you watched if your George, I know a tenant from GRCSU and I was online.

[18:15] There was quite a vigorous discussion about the question well, what if you want this and I don't want this?

[18:20] Am I going to have to still fund it?

[18:21] So Chris was an advocate in slowing that thinking and saying, hey, we need to think this through

[18:30] how that process is going to work.

[18:33] They didn't seem to have any answer, legislatively, how that was going to work.

[18:38] So that's something we probably want to keep our eye on because somebody may say, I don't want

[18:45] to pay for this.

[18:46] So, and we may be the ones who knows.

[18:48] We don't know yet.

[18:48] So we'll just have to wait and see how it goes.

[18:50] Well, there also was a discussion about how you're paying for if you're paying for people,

[18:55] and so how does the tax don't pay? Because it's already hard. It'd be double build,

[19:00] but you're actually very paying through. Yeah. And I think that's in establishing the bylaws,

[19:04] in terms of membership dues. Yes. The draft that was presented just was just around 80 out of

[19:10] which obviously you can't do that, because you have to look at, you know, split that up to either

[19:14] to stay a base fee and then-

[19:16] Right, a base fee is more accurate.

[19:18] A base fee for services.

[19:20] Absolutely.

[19:21] All right, thank you.

[19:22] I think that's the follow-up.

[19:23] One couldn't know.

[19:24] Okay.

[19:25] Thank you.

[19:25] Appreciate that.

[19:28] Principal's report.

[19:28] I guess we'll start with-

[19:31] So we'll go-

[19:32] So what I'd like to do is just have just-

[19:34] The principal's quickly just give a brief update if they would.

[19:36] And then I know at the end of the last meeting,

[19:39] a padded ass they question around or concerns around the-

[19:45] student achievement and professional learning so therefore at least a Madison who is our

[19:50] assistant superintendent is on vacation this week but Todd Wade and who is Kirk and

[19:54] Courtney here tonight then we have a presentation which will kind of address some of those

[20:00] concerns and then we're going to do some follow-up questions if that's okay with the board.

[20:02] Do, yes sure. Okay. Okay.

[20:05] All right. All right so good evening everybody for those of you there in the audience

[20:11] some Chase Lanker on the principal of the West Rotton School.

[20:17] So following the format here, looking at student learning updates, we, I spent, while

[20:23] Vick Capscores are in barcode right now.

[20:27] We've got them, we've unpacked them.

[20:29] Our staff is going to be working with them later.

[20:31] I once are not in barcode.

[20:34] I'm pleased with the results that I see, I'll leave it at that.

[20:38] We've been working on spring fast bridge data, which is going to be a dress later tonight.

[20:44] And we've actually used those to create our intervention groups for the fall already.

[20:49] Just like the other schools, the high schools we've been dealing with our cell phone lock boxes

[20:54] and getting those mounted and coming up with procedures and actually we have actually spent the time

[21:01] and I haven't talked to Joe or to Jen about it in detail.

[21:05] But we've been trying to troubleshoot as kids come in late,

[21:09] leave early, early dismissals, those types of things,

[21:13] and their cell phones are locked.

[21:16] How to minimize the disruption,

[21:18] and learning in grade 7 through 12.

[21:21] And I think we've actually come up with some pretty good internal

[21:23] mechanisms to not have this when Timmy Albusiness

[21:27] to go at 11 o'clock, and his phone is in his last block's class.

[21:32] So we've been working through a lot of that stuff.

[21:37] I included a copy of our continuous improvement plan.

[21:41] The board always looks at our handbooks.

[21:43] I know Chris had that.

[21:45] It was in the agenda.

[21:47] So Westwell and I've got the elementary.

[21:49] I've got the high school and I included the staff handbook.

[21:52] So folks can see.

[21:54] We actually also have a new staff handbook that is something that we've had for at least

[21:59] years now. New staff members come in and we find it very helpful with pictures of who to go to,

[22:06] not just their name. So we only have a couple new staff this year, which is really nice. Our

[22:12] turnover has been very, very low the last few years. So all of this takes a lot of time. We've also

[22:20] had, we started at our summer with a humanities camp, which had probably 16 people in it that

[22:27] Wendy Dauce and Andrew Keeler.

[22:30] Mr. Middle School teachers run. We've had boys and girls club. They're all summer tomorrow is their last day. We've had electricians there working on the new security system, camera system that the board approved in the spring. Thank you very much.

[22:47] And we also have had our summer extended school year services for students and disabilities.

[22:52] So, everyone's like, oh, your building must be nice and quiet.

[22:57] There hasn't been a day, and I'm not exaggerating.

[22:59] There hasn't been a weekday, except for the 4th of July, that we haven't had students in the building.

[23:05] And our custodians have done a really good job trying to work around a lot of people in the building.

[23:11] There's literally a hundred plus students in our building every day.

[23:15] So, hats off to those students, and we're looking forward to the school year, my back

[23:24] to school nurse went out yesterday to both parents and to the staff, and then within minutes,

[23:29] my phone is now ringing, and emails are coming in, oh, you're there.

[23:34] And they're all summer, so, but it's great to be able to hedge those issues or problems

[23:39] that parents have, or staff have less than the concerns.

[23:45] So, and sports started today.

[23:51] So, and football started on Monday for the kids

[23:54] who are going to fair haven to play over there.

[23:57] So, it's been a very, very busy.

[24:00] I have one educator who resigned mid-Summer

[24:05] and we are actively working with Tammy

[24:07] and our special ed department to fill that position

[24:10] we're interviewing actually next week.

[24:14] So, yeah, lots going on if there's any questions.

[24:17] There's a lot of information in these links

[24:19] that I've given you, too.

[24:20] Any questions for Principal Jay?

[24:22] Anything I have a question ask is did we mention

[24:25] destination imagination that E-out comes with that?

[24:28] I think I addressed it at the June meeting,

[24:32] which seems awfully long ago.

[24:35] So our destination imagination team went to the world in Kansas City, Missouri, all fund-raised

[24:42] hats off to all the folks like Velco, Green Mountain Power, Stewart and a whole lot of other

[24:49] folks.

[24:50] They actually raised or were donate and private funds given so much money that we actually have

[24:56] all of our seed money for next year and we could go back again if we win.

[24:59] We had won the state competition, we were invited to the world, and our students took away a couple of prizes, and I don't remember exactly what they did, but we sent four students into adults to Kansas City, and they were the lone Vermont representative at Destination Imagination Worlds, and it was great to see their project.

[25:22] And what teacher headed that up?

[25:24] Wendy Dauft heads it up with a woman named Tonya and her last name is Escaping Me, who is a

[25:32] dream mount?

[25:33] Was it?

[25:33] Don't like it?

[25:34] Nope.

[25:35] She was a she was her dream mount and she don't need Tonya from a bungill.

[25:40] No, she's been very good mother.

[25:42] Tonya Erickson.

[25:43] Thank you.

[25:44] Thank you.

[25:45] That's great.

[25:45] Thank you Tonya Erickson.

[25:48] Tonya Erickson.

[25:49] Thank you.

[25:50] Thank you.

[25:51] So they spend a lot of times two days a week, we actually have a 5th and 6th grade team, middle school team, and we're probably going to be moving into an older group next year.

[26:00] It's a real hit with our students.

[26:03] For those of students that are not thinking about sports, drama, they're looking for an outlet.

[26:11] This gives students with creative, very creative minds are really nice outlet for them.

[26:18] So, hats off to them, and it's a long-standing program at West Side.

[26:22] And that's open to all students in Query Valley?

[26:26] Yes, it is. If they choose to come, it's been a big hit. We probably have 20, 25 people involved

[26:34] in it. So, it's a big hit. It's a big hit.

[26:39] So, yeah. Thank you. Yeah.

[26:41] Good school, Joe.

[26:42] Oh, yeah, diddle, what he said.

[26:45] What was that?

[26:46] Joe DeBonis, probably high school principal.

[26:49] Yeah, the summer has gone by quick.

[26:53] You know, we were just, somebody was in today.

[26:55] It's like, yeah, it's next week.

[26:57] We're, you know, new teacher orientation.

[27:00] And next Friday is everybody's together.

[27:02] And we're going from there.

[27:04] Like, Jay, I sent out my newsletter yesterday.

[27:06] I did send out letter at the beginning of the year,

[27:08] or at the beginning of the month.

[27:09] And I sent my newsletter out yesterday and the format we use of tells me like when I get 50,

[27:15] I had 250 people look at it, and then less than 24 hours, I'm like, I don't think

[27:20] I've ever had that before.

[27:21] So people are like, I'm thinking that as people are excited to get back.

[27:25] So yeah, but yeah, we have, we didn't have as many people in our building, but you know,

[27:32] we had the ESY in for four weeks, over the month of July, we have REC department in there

[27:38] who's always great to see in our kids' work with a record department,

[27:42] because it's pulling these records, usually up to six grades,

[27:46] so a lot of our kids' work as counselors with the kind of nice

[27:50] to see some of these kids that you see them in the classroom,

[27:54] and in the hallways, and then you see them working with these kids,

[27:56] like, I can do this.

[27:57] This is as good, good for them.

[28:01] We have done, you know, like I said, working on the handbooks,

[28:04] I know Jay and Jen and I and Ryan and Mark and Mackenzie spent a day

[28:11] a morning at Proctor working on the coaches' handbook as well.

[28:15] And we had several meetings with our, we really went through the core Valley handbook

[28:20] for the high school this year.

[28:22] We do have our staff handbook, we're still, we just met, I just met with my office staff

[28:27] last week and we're kind of just finalizing that too, so it's still on a draft form.

[28:32] get that done, do it next Monday. So we're good. Yeah, we, a lot of work, the guys have done a great job in the building.

[28:41] Yesterday, we were working remotely, because they're doing the main lobby, so, but they got through.

[28:46] And I think everything should be done. We're still waiting on the Paving Company, it's supposed to come in.

[28:51] They're doing a job in Portland, so fingers crossed, they get a done before school starts, but it shouldn't be that big of a deal if it's not.

[28:58] because it's self-ront and people can figure stuff out with that, but yeah, we're looking

[29:07] out a lot of, I think we talked about it, we were here last month, but Jay and I and Tyler

[29:13] and Liz went to a training about reunification if there was something we had to leave the

[29:20] school, and that was very good, and I went with to another one too, with the, I love

[29:26] guys foundation.

[29:29] I don't know, I was there, I love you guys, the other one, I run

[29:31] fight hide, take thing. So a lot of working with a lot of safety stuff, too, this

[29:36] year, you know, our emergency preparedness, not a lot kind of stuff. But it's been a

[29:42] good summer. We're looking forwardly. Jason, we only had two new hires, and one

[29:46] of them was in district. So they just came to us from Proctor.

[29:53] And we had just, you

[29:54] just approved our school nurse tonight, so we're ready to roll.

[29:57] I do.

[29:57] Any questions for Principal Joe?

[29:59] Yes.

[30:00] What's going on? What is going to happen with the bears that we're off to think about?

[30:05] We don't know yet. We're still having to do there. So we're still waiting to see some of the individual ones.

[30:10] We're putting up like the ones that are like we're putting those back up the cross country and golf and that kind of stuff that they're more like individual not team ones.

[30:22] But we haven't really figured out what we're doing with them yet.

[30:27] so. No, I know. I know. They're still there. They're not. I mean, people come

[30:33] out and say I heard you threw them in the dumpster. Yeah, we threw them in the dumpster.

[30:35] I mean, we have them there. They're, you know, we're just trying to figure out what

[30:40] we're going to do with them. So one of the differences from what I'm here is they should

[30:45] go back up. I'm just plenty of room for them. Is that a PTO?

[30:53] Is that a PTO

[30:55] Oh, I'm beingers came down okay and we had individual banners and then we put them all we put new banners up so like we just said state championship basketball

[31:04] And they listed all the years on there instead of having six different banners or whatever like that. So we did the jump. That's one thing we did.

[31:13] Oh, I did want to say two speaking of that we did meet with some community members a few weeks ago. We are pushing on officially to have our kids do community service with the town.

[31:26] And then, you know, Mark was like talking to the coaches about and actually we met with him last year and it just kind of the communication just fell through because we have staff members and kids that, you know,

[31:37] like our national honor society and student council is like we want to do something.

[31:41] We want to get out in the community what can we do? So it was a good meeting.

[31:45] We met with a rotary and somebody else that has their fingers involved in a lot of the community organizations and you know as we were talking

[31:53] like, you know, like, the chili cook-off and the lady was like, I have to sit there and take all these cups and put them in a thing, like bring them into the school.

[32:00] You know, we got kids, you know, you don't have to be out in the public doing it. We can do stuff like that.

[32:06] So it's great. I think, you know, we always talk to the kids about give back to the community because the community has been very supportive.

[32:12] So hopefully we can get this wrong, you know, with trying to do, you know, the community service with our students.

[32:19] There you go.

[32:21] There you go.

[32:21] Any questions for Principal Joe, please document that stuff, especially pictures so we can have

[32:27] that.

[32:28] Good for public relations there.

[32:31] Principal Kristen.

[32:32] Okay.

[32:32] I think you all know me.

[32:35] All the members, all the visitors.

[32:39] We, like, my colleagues, have been just getting things ready for opening day.

[32:45] Scheduling mandatory trainings.

[32:47] Joe and I actually are going to be working together in October doing a re-unification training

[32:54] should anything occur amongst either of our either or both of our schools, so they're

[32:59] going to come down and help us with that.

[33:03] Our handbooks are completed, they're linked in there, the continuous improvement plan was

[33:08] approved by the state, and that's linked in there.

[33:11] I've been going through files, and we've been creating class rosters, assigning new students.

[33:19] We've registered as of today, 15 new students, which is a really good thing.

[33:27] We're getting our benchmark screening schedules, you know, we're getting everything ready.

[33:33] Nothing is set and stone, we'll run around the first week there and say when we're going to do it.

[33:38] Yeah, especially about the K-1, Kindergarten first grade.

[33:44] Vietkap scores, I'll talk a little bit more about that after one Tyler talks about data.

[33:51] Welcome back, packets went last week.

[33:54] We have Open House scheduled for September 60th, and there's a kindergarten meet and greet

[34:01] next Wednesday, the 19th, from 2 to 4.

[34:04] And I would like to acknowledge their group of parents and sixth grade students that have been fundraising in the

[34:17] Helpster Brain Campchinescope back this year.

[34:20] So we're off to a great start for that actually.

[34:22] Actually, I know you were.

[34:24] Yeah.

[34:24] So that again.

[34:26] We're off to a really great start for that.

[34:28] Say it again from the beginning of the organization or what was the genesis?

[34:33] What are you raising money for?

[34:34] Oh, I'm sorry. We're, um, trying to take the kids to Camp Ginger Gov. Um, so it's actually a trip that like me and my husband had gone on when we were in sixth grade. Where's that?

[34:44] Um, Lake George. Yeah. So something like we had like fun memories of. So it's nice to like have the chance to bring our kids back there.

[34:53] Okay. Any questions for Principal Kristen? Yes, Pat. I have one. Yeah.

[34:58] At the last step, board meeting, the town crew, man there, manager, said that they were waiting for the elementary school to do the sidewalks so they could continue doing the work that they have to do.

[35:16] But the sidewalks is apparently something that is only for the grade school.

[35:21] You had a formation on it. They don't know where it stands. Who is asking you about this?

[35:29] Show. Okay.

[35:31] And hold on us.

[35:32] Okay.

[35:33] It's the same as before.

[35:34] It's the same as before.

[35:35] It's the same as before.

[35:36] That we got a grant that they weren't a part of that.

[35:39] They had to be a part of that as part of the town.

[35:42] And they were going to upgrade the sidewalks on our area.

[35:50] I understand that. It's just I don't see there was a they didn't have anybody bid on it

[35:57] They're supposed to do paving around the elementary school

[36:00] A real or a that goes to elementary school and they're gonna wait and do the paving when they did the sidewalk so they wasn't where I want to be one way

[36:06] Yes, it's

[36:12] But that's what the last I was told is that and I was last month

[36:16] They didn't have anybody that did on it so they were trying to find someone that could do it

[36:20] hopefully with them the next couple weeks before school starts.

[36:23] Okay, just came up with a blackboard meeting,

[36:25] and I said I would throw it out there.

[36:26] Yeah, if you don't hear these bulls.

[36:27] Well, again, it's a grant that we received

[36:29] working with favorites to schools

[36:31] because our partnership is very high.

[36:35] And the town was aware of it, but we can't get anything.

[36:40] It's not, we don't control it.

[36:41] Let's put it that way.

[36:43] It's the department of...

[36:45] I wish I could.

[36:47] Should be so important to see.

[36:48] No, they had to sign off on it.

[36:51] It's a...

[36:52] Some of it's an incime grant.

[36:54] Right.

[36:54] We can all of the talent on the village.

[36:56] We can put their help out.

[36:58] Because there's an entity that has to be the signer for it.

[37:02] And that's not us.

[37:03] That was probably the select board.

[37:06] They were just wondering what happens.

[37:09] I don't know.

[37:10] They're looking at, what are months?

[37:13] We're going to have time to do that and be ready for that.

[37:16] There's an issue with the road.

[37:17] right directly out of the grade school that it's causing some problems. So I said I would just throw it out.

[37:30] If somebody could at least talk to Paul or Joe, or somebody to let me know what's going on. I don't. I just thought, you know, I said, I would mention I would village meeting next Thursday so I can.

[37:41] Well, there you go. I'm more. So would you follow up on that and get back to pack and pack and get back to us?

[37:46] We met last month. That's what I always told is that nobody had been on it. They were trying to find someone to bed because they were trying to get the paving crew in.

[37:54] But now, like the last couple weeks of August,

[37:57] to pay the poor school started.

[38:00] Sounds like left isn't talking to right here.

[38:05] I mean, in Norfolk, I don't know anybody.

[38:06] It's just, they said they had the status.

[38:09] Really what the question is, what the status, right?

[38:12] OK.

[38:13] First and I have a question for you.

[38:14] You said you have 15 kids sign up.

[38:17] Did you anticipate 15 or more less,

[38:19] because sometimes I know schools have an idea

[38:21] about how many are coming and they get surprised with extras.

[38:23] So we're in the ballparker.

[38:26] Usually we get abs and flows between five and 10,

[38:31] 15s, a good number, so we can see.

[38:36] Yeah, good room and stuff.

[38:38] Could you help us out?

[38:39] I don't know if people are coming the first day of school

[38:41] saying hey, we met a talent in drilling, but that's

[38:44] going to destroy a kid.

[38:46] All right, I was going to leave this kid before.

[38:47] I remember one year when literally there was a line

[38:51] out into the lobby with people registering on first time.

[38:54] I remember getting that.

[38:55] For a problem out.

[38:56] Sometimes you can just play.

[38:57] And you can play them like that, right?

[38:58] You can play them like that.

[38:59] You can just play them like that.

[39:01] You can just play them like that.

[39:03] You can play them like that.

[39:03] Why excited?

[39:04] It's a good thing.

[39:05] Just a couple of days.

[39:07] And we do have, you know, on our free cake.

[39:09] We have a couple of kids on our wigs list.

[39:13] So we're good.

[39:14] Where's that?

[39:14] We do.

[39:15] Any questions for Kristen?

[39:18] Liz?

[39:18] It's a little bit of a list?

[39:19] Yeah.

[39:19] everybody. So we actually have had no one in our building this summer for for seven

[39:25] few years, Boys and Girls Club was hosted at West Rowland. So the highlight of my

[39:30] summer has been when new families come in and they want the tour. You know, sweet

[39:34] kindergarteners coming in families first time, lots of questions, it's really nice

[39:39] to be able to talk about all the great things that we have going on and what we offer

[39:42] for students. So that's been fun actually. I'm going to sweet little family again today.

[39:47] hoping that they bottle it that energy and bring it back in few weeks as well.

[39:52] So lots of that we've been able to get a handful of things done.

[39:56] Currently we are trying to repaint the hallways just the fresh coat of paint on everything to

[40:02] brighten it back up. I have put out a bid with Louis working with Louis and our facility

[40:07] starter Jamie Provo for parking lot paving so that went out into the hotel or we'll go out

[40:15] with the scope of the project being two different possibilities.

[40:20] So looking to see what we get for that,

[40:22] it's been a long time since that happened.

[40:25] We have fence poles in for a new fence that's going around our free cave lake around

[40:30] and to kind of close off the playground that runs into the parking lot just for an additional layer of safety.

[40:38] So that's been a lot of, I've learned a lot this year, I am not a hands-on,

[40:42] get me in there to do those kinds of things. So I've done that. I spend a lot of time looking

[40:46] at the data that we had, re-looking at our literacy and math plans that came directly from our

[40:51] step. That's also in the drive for you all. Just really ready to get everyone back in. I only had

[40:57] two new staff members this year, one instructional assistant and our behaviorist. So we've had people

[41:02] in and out rooms are ready, building's ready, just waiting for our back to school barbecue on the

[41:12] away since we were given awarded the cliff grant.

[41:15] So our official kickoff will be September 18th with author Ted Shai, who'll be coming in

[41:20] and we'll do a second book of a way, put in our back to school letter and the email I

[41:25] sent today.

[41:26] It was just noted again.

[41:27] Anybody in Proctor can come and get a book for that night, so really excited to see what

[41:32] that all takes us.

[41:33] And our enrollment is Ebbing and Flawing.

[41:35] I didn't put it in for this month because, you know, we're somewhere between five and ten

[41:39] as well.

[41:39] Sounds. I'll get you one for September. Are you good? Any questions for principal Liz? No? Okay.

[41:47] We'll get that one. Oh, Jen.

[41:51] Jen. I am online, but my internet is going in and out.

[41:54] My soul is, anyone has any questions for the quiet people?

[42:02] So I have to answer any questions about the island on that one.

[42:07] Mark that down.

[42:08] Yeah.

[42:08] Any questions for the quiet principal Jen?

[42:12] The question for the principal Jen.

[42:14] The question for the principal Jen.

[42:15] Thank you for checking in on your vacation.

[42:19] That's above and beyond.

[42:21] So any questions for Jen?

[42:23] All right.

[42:24] Go have fun.

[42:25] I understand.

[42:26] What are you bringing me back?

[42:28] All right.

[42:29] Moving on.

[42:32] So that's where I have to go.

[42:34] Would you introduce yourself, please?

[42:36] So in your position.

[42:37] So people who might be familiar?

[42:39] Yeah.

[42:40] For those of you that I have not met yet.

[42:42] My name is Tyler Reederman.

[42:43] I am the critical coordinator for the very early county.

[42:47] And so we can prepare a presentation for you.

[42:49] And I say we can do this.

[42:50] I'm going to press hold on myself.

[42:59] There we go.

[43:00] So, basically we put together a presentation for you about our...

[43:04] Yeah, we do.

[43:06] Dad's a decision about our...

[43:08] Vincamp scores, and our fast race scores for each building.

[43:12] One thing to keep in mind is from...

[43:15] But you can define just the...

[43:18] Yeah, it's just sort of...

[43:19] Yeah, sorry with education.

[43:20] We have so many different acronyms.

[43:22] But the Vincamp is the Vermont Comprehensive Assessment,

[43:25] which is from Colombia.

[43:26] to come to the test out.

[43:29] That is our mandatory state testing that's done once a year

[43:32] to bring in March over a course of the couple of different weeks

[43:36] in ELA, and actually like it.

[43:38] Let's see here.

[43:39] We go ahead here.

[43:41] So right here, this is, I mean, about the cap.

[43:45] We started doing it in 2324.

[43:48] And the data you're going to see in this presentation

[43:49] is from 2025.

[43:53] We do have information from 26, but we just did.

[43:56] However, we're now allowed to put that out on the clear,

[43:58] but our buildings are looking at that information

[44:00] and they come into the decisions.

[44:03] Instructurally, initially, are based off that information.

[44:07] So we'll calculate that.

[44:08] So we're tested in ELA and math and science.

[44:12] And then our fast grade screeners,

[44:15] and those are done a little more regular.

[44:17] Those are done three times a year.

[44:19] That is a computer test that is typically

[44:25] about 15, 20 minutes, half hour, a period of time, and again, done in the fall, winter, and spring.

[44:33] And those are, we make a lot of education decisions based on how students are scoring on those assessments as well.

[44:39] So I'm going to turn it over to Chris and here, and she has the first school that I thought it would be easy.

[44:46] Okay, as you can see for Vick Have, there's an upward trend and we on ELI.

[44:53] It's I think it's 13 percent over three years, which isn't great, but it's an upward trend.

[44:59] So we're happy.

[45:00] Christian, I'm sorry, can I interrupt you for a second? It's a little challenging to see what's what, just with this, the smallness of it. So maybe when you're referring to everyone, when you're referring to different timelines, could you just say, like, on the right hand side of the screen or the stuff that's in the middle or on the left, just so we do the kind of white thing.

[45:22] I actually can't read the labels on any of that.

[45:25] Things like this come from our open architect program which all of our

[45:31] missioners and teachers have, it's our data management system, and our goal

[45:35] actually was to add in a blue with it, but actually we introduced it to our teachers in March

[45:40] as soon as it worked.

[45:43] Was it March?

[45:43] Yeah.

[45:44] It helped us together.

[45:46] So we introduced the teachers in March and now they all have access to it.

[45:49] I'm using a queer people.

[45:52] Okay, well, it's up in the upper left corner and I will just give you the I can give you the percentile

[45:58] It's called the elementary school from

[46:00] 2023 to two was started at 46 percent

[46:05] profession, which is not great and

[46:09] 2024 went up to 53 percent so there's some gain there and

[46:14] 2,025's 59 percent so again

[46:17] It's not great, but it is steady. Thanks, Kristen

[46:22] And if you also want to look at this on the graph on the right,

[46:27] the green line is the school, the dotted line is the state.

[46:31] Oh, interesting.

[46:33] Thank you.

[46:33] Thanks.

[46:36] So we did that.

[46:36] OK, for math, up in the left corner,

[46:40] math, it's surprising to me that we didn't make as much progress as we did

[46:44] in reading because typically our school has always been more

[46:48] deaths in math, so it's we're kind of flipping the grid there. 36 percent

[46:57] profession in 2023 went up 40 to 40 percent in 2024 and then the 2025 data,

[47:07] which is the last day to meet in New York, is 40 percent. So again, we're climbing up

[47:15] That's the best for us, fast or as high as we'd like to go, see our score scale.

[47:26] So this is where we are, fast bridge?

[47:28] Do you feel it?

[47:29] Yeah, I feel it.

[47:30] Outward trends.

[47:32] And so, go ahead.

[47:33] I was going to say that this is a graph of, for cents out at the nation over time.

[47:38] So how we're doing against national scores before we're done?

[47:43] I know that's our greatest kind of small.

[47:46] And one of the right things is stairs.

[47:48] That starts at school year 2022-23.

[47:51] And then it's currently here at 2526.

[47:56] So that will be your ELI scores.

[47:58] Math scores, saying.

[48:06] Okay, I'm just going to take what I had written some comments

[48:09] for both of the BICAP and fast bridge.

[48:14] but I'd like to just read some things that I took out.

[48:16] So you've been happy to hear me just read from this slide.

[48:18] It's fast-up.

[48:19] So even though both the VICAP and fast-bridge data

[48:22] indicate a board trends, both individual, both individual,

[48:27] growth, and overall school proficiency,

[48:29] we know that we've got work to do.

[48:32] And plans that we have moving forward

[48:34] are to continue reviewing data during our PLC time,

[48:37] which is an hour weekly and during our MTSS meetings

[48:43] which are held once a week,

[48:48] and we use this time to look at the data and modify classroom

[48:51] instruction and intervention as needed. I mean, that's the best, best practice is used

[48:56] data to guide your instruction. School-based PD this year will include keys to early writing

[49:03] training. The teachers will need to work on modules, and we have a specific timeline set out for

[49:10] And we're going to be starting on next week, actually.

[49:13] And we also use time for peer modeling and sharing

[49:19] our lessons that we've created.

[49:22] You know, we may be doing a Bridges unit.

[49:24] And we Bridges, our map program.

[49:27] We may bring teachers in to share how they did share lesson

[49:31] in front of their peers and talk about how.

[49:35] And then as a group, talk about how they could see that work

[49:38] in their classroom, or, you know, sometimes we try to the same lesson, so we're kind

[49:43] of using each other as resources.

[49:47] I'm really looking forward this year to see changes out of what we did.

[49:54] We worked with the Lersey Consultants through the ALI, the Reef or Mountain Initiative

[49:58] last year and we developed activities and processes, I guess you would say, based in the

[50:08] science of reading and I'm going to be looking to see how those are working in the

[50:15] classrooms this year during literacy centers.

[50:22] And then after you had already mentioned

[50:23] In the 2020-26-bit CAP data is out, and I can say I'm pleased, but the interventionists and

[50:31] I have already identified the areas of weakness, which include problem solving in the area

[50:35] of math and opinion-writing in the ELA, and we are creating a timeline of how we want to use

[50:42] the faculty's savings to specifically address those issues, and we will share the data in 2014-2016

[50:49] It's fine.

[50:50] It's fine.

[50:51] We can.

[50:52] Yeah.

[50:52] It should be coming soon.

[50:57] We're very fortunate in my school that we collaborate a lot.

[51:02] If a teacher needs something, they go to someone and we help each other in that way.

[51:08] So peer observations and modeling lessons at the school level has been helpful for us.

[51:13] And we can debrief and talk about program implementation and best practices and identify ways we can support students and each other with new programs.

[51:21] As

[51:24] I already mentioned, we reviewed data weekly through our MTSS team meetings and monthly

[51:29] during our data PLC meeting time and we just see where we need to help either at the individual

[51:37] student level, at a small group level or at the classroom level as a whole.

[51:43] And we have a document that will be sending home to parents in September and it just has, you know,

[51:51] of resources and then quick and easy activities to do at home to support what we're doing

[51:56] in the school which I think is helpful. I know we talk about these things with parents when

[52:03] we're in MTSS meetings but now all parents are in MTSS meetings so this is kind of going to be a

[52:09] document that we share out for everyone.

[52:15] All right, no sugar coding or scores went down.

[52:23] We

[52:23] Last summer we went through and we kind of revamped and how we're doing things.

[52:30] There is, again, as I'll repeat what they said about the FY26 scores, you know, not as much improvement

[52:39] as we want to see, but we're getting there, at least the arrows are going up. We looked at our map,

[52:48] increased slightly, but again, we're still below the state average. But we looked at targeted

[52:56] They're venturing for our students last year, utilizing our windbox more, our ninth grade

[53:03] students.

[53:04] When we take this, someone will take like ELA and math in the spa, and then we do the testing

[53:10] in March or April, so they haven't had math or English for a few months.

[53:15] So we did some targeting interventions for our ninth grade students, just kind of like some tutoring

[53:20] with our teachers, kind of brought them into a windbox for the test, just kind of like

[53:25] refresher type thing, we've changed how we've doing our data, looking at instruction and stuff

[53:34] like that and just a little thing like keep getting this wrong, but probability, like Christine

[53:42] occurred in 7th grade was looking at like you know, probability there's questions about

[53:46] probability on the bitcaps, she's like that's what I'm teaching in May and we've already

[53:49] taken the bitcaps.

[53:50] So now, you know, so-called in probability, you know, on a half day or something like

[53:54] finish as a unit on a Thursday on a Friday,

[53:56] she'll throw in some probability stuff.

[53:58] So at least the students get to see,

[54:00] they have some of it.

[54:01] It's not so we're looking at how we do our curriculum

[54:03] and that type of thing.

[54:05] Family and community engagement.

[54:08] A lot of this, we did mark and I look up the data too.

[54:14] And our attendance is then it's getting better.

[54:18] But the correlation between you're not here

[54:21] and here's your test scores.

[54:22] I mean, you know, there's a, I'm not a math person, but Mark is, and we're looking at the plot

[54:27] or after whatever it is, and it's just like, you know, people had missed two days of school,

[54:31] had fours, and the people that missed 15-plus are doing it once, you know, in the big cap.

[54:37] So, you know, again, there's that correlation, if you're not there, you're not learning.

[54:40] You have gaps in your learning and that type of stuff.

[54:42] So we're really, you know, the thing I sent out yesterday, we're really focusing on it.

[54:48] attendance this year as well to get in there and just looking at things with best practices

[54:54] are stopped at the role of playbook last year where we're working literacy across the thing

[55:00] this year and we do have this as I think are third or fourth year with interventionists we

[55:04] don't have full-time interventionists we share some of the best relevant but you know those first

[55:11] year or two year like how do we you know we haven't had interventionists like how do we use

[55:15] interventionist, do we push in, do we pull out, so we're, you know, playing with that.

[55:20] And I think we got it down pretty good, that is how our interventionist are working with kids.

[55:25] As of right now, we have a full-time PLA interventionist, but we don't have a math interventionist this year or so.

[55:32] But, you know, we make do.

[55:34] Our past research scores are actually pretty decent.

[55:38] And, you know, they say there's a gap between the correlation of what our past rich scores are,

[55:42] big cap scores are. So we're seeing growth in our fast bridge scores and, you know, especially

[55:52] and couldn't tell you why, but we look at like our winter peaks and then kind of drops.

[55:57] You know, there is some, you know, the fall want to sound too bad. I don't know how to

[56:00] spring. The kids are just done and we're ready to, you know, I got high school kids. They're not, like,

[56:05] you know, mentors who want to please their teacher. They're just like, we're done. Just give us a test

[56:09] you out of here. But our scores and the winners seem to be doing pretty well those are

[56:15] English scores and in our math. This year did really well in our math. See how we're going

[56:22] up on that. We've had that study growth over the years in our fast bridge. So like we said,

[56:32] The scores continue.

[56:33] Our passports scores continue to grow, but they're good caps and just as a gap, transition,

[56:40] translating those skills between our greenhouse, those are the same testing.

[56:45] But we're working on a lot of, you know, Mark and I have hope that our PLC calendar,

[56:50] a lot of, you know, what we can do for data.

[56:54] So we're working on that this year too as well.

[56:57] Again, we saw the change last year.

[57:01] And we're trying to make it more, even the teachers are trying to get it, you know, with the kids, we're making a heart, we're kind of like, you know,

[57:11] providing snacks for the kids, bringing them into the library, like, this is important when we do the tap testing,

[57:17] and we get no excuse for this year, but I know, and everyone had the whole state had it, where in the LA, like the last one was an essay, and sometimes if they try to hit save, because they need it, you know, to continue it,

[57:28] white they couldn't get it back so some kids have like one sentence other kids had

[57:33] most of it done but it was a whole statewide thing so it wasn't just dark kids and

[57:36] it was like you're all something just you know but yeah it was fun being in the

[57:43] library for years this year trying to like you know all that you can't get in it

[57:48] it's like we're still at it's

[57:53] all right so highlights bit gap 15% increase of the

[57:58] three years in ELA that's a celebration right there. The test has only been out a few years.

[58:04] I want to say now in my 35th year in education in Rutland County, this is my fourth version of state testing.

[58:12] My two years prior to that in New York State, we had one test. They stole the region's exam.

[58:17] It is very challenging when the state rolls out new tests. It's not an excuse. It's just a fact.

[58:23] And I had 15% increase in test scores is pretty remarkable over three years.

[58:29] So I expect that trend to continue.

[58:32] In math, on the next score, I only saw 4% increase.

[58:36] It's something that we've been working on. There's really nothing to excuse for this.

[58:41] The students, I see the trend line from the state, the data line on the right hand side is trending down,

[58:47] nurses trending up. That's great. I don't mind being compared to the state, but I want

[58:52] to see it continued growth across our own school. So that's what we need to work on.

[59:00] And so we are doing a lot of different things. Science, I also included that that is also

[59:07] a newer test and so we've been working on that as well. One of the things when it comes

[59:13] to VidCAP.

[59:15] It is sometimes very challenging. We've done a lot of PD around, you don't actually

[59:21] get to see the scores of VidCAP as far as the questions, but they do ask VidCAP does release

[59:28] the types of questions that they will ask. And we need to do a better job at West

[59:34] Rowland about looking at how those questions are asked and giving students the strategies to

[59:40] increase those skills. You know, taking the test, there is a science to taking these tests

[59:45] just like those of you that had to endure the SATs and the ACTs, there's a science behind

[59:51] all of this. And we need to do a better job along with what we're doing within the curriculum.

[1:00:00] On that, just understand what you're saying is, in these high-says tests, there's what's called a web, death of knowledge, there are four different types of questions that each, so each question is assigned to different levels.

[1:00:12] It's a level one, a level two, or a level three, they don't ask a level four because of the four more, like a problem-based, you know, should use a product.

[1:00:20] So you have these three different levels, and what we are working with our admins on is one understanding where our deficiencies are in terms of, we may say that,

[1:00:29] We're doing a really nice job at this learning indicator, but are kicking out the scoring well and that we take a look at our local assessment.

[1:00:36] So that teachers may be all on say there's four in it.

[1:00:39] Some of the assessments may be assessing at a level one or a level two in web stuff and knowledge.

[1:00:43] But the question is being asked at a level three on the VIT gap.

[1:00:47] And so we're trying to understand it is that the VIT gap is assessing at a level three or a level two or a level one.

[1:00:53] Then we also should be assessing at a level three or level two or level one, or of course the

[1:00:58] year.

[1:00:58] So the better in a standard terms of really where kids are at and where they're not,

[1:01:02] because it's no different than I always used the example of when my daughter was first

[1:01:05] learning to add, you know, I was still going stacked, you know, two plus two, you know, one

[1:01:10] on top of the other, and then when she sat down and she did the side by side, she was

[1:01:13] getting all wrong.

[1:01:15] You know, but it was just because it looked definitely, it's a similar type of thing

[1:01:18] with the web depth knowledge, we may have teachers who are assessing at a level one or

[1:01:23] level two, or a level three, and when it comes to the VICAP, it's being assessed at a

[1:01:29] different level, so we may feel that we have a different understanding in terms of where

[1:01:32] that growth is, but the VICAP is measuring somewhere else, so we have to do a better job

[1:01:37] of aligning our local assessments with the VICAP, so we've been understanding in terms of how

[1:01:43] we can adjust our curriculum, our lessons, our units throughout the course of the year.

[1:01:48] So, that makes sense.

[1:01:50] How do they teach math now, roughly,

[1:01:53] like you were saying, stack, or whatever?

[1:01:55] I'm going to, like, just bring math, how do they?

[1:01:59] It's conceptual.

[1:02:00] Yeah.

[1:02:01] So we all learned it with algorithms

[1:02:02] and just you could memorize how to do it.

[1:02:05] Now it's all.

[1:02:06] The programming that we use is conceptual based math.

[1:02:09] So, but I will say that, you know,

[1:02:11] the standard algorithm is provided the, you know,

[1:02:13] that it still is, is not.

[1:02:15] Presented because you really want kids,

[1:02:17] especially a mouth to learn the way that their mind understands it.

[1:02:23] Oh, good, does that those are things?

[1:02:26] Yeah.

[1:02:26] I don't know, years ago.

[1:02:28] No, I mean, I mean, I mean, I don't know what it was.

[1:02:30] No, it was about five years ago.

[1:02:34] When we were changing them about, yeah, that is it all hard.

[1:02:38] Yeah.

[1:02:39] All that, like, all the right ones.

[1:02:41] Yeah, yeah.

[1:02:42] Well, there's, again, you know, it works for you.

[1:02:49] We told them if they could just do it in their head, that wasn't good enough.

[1:02:54] They really needed to show you three different ways to do what to watch.

[1:02:57] Not like that.

[1:02:59] No, no, no.

[1:03:02] Yeah, you can come back around.

[1:03:03] Please, I think folks, my generation and older would appreciate what we,

[1:03:09] what the new programs that we're using are.

[1:03:11] who says what we use or don't use, they're like how to stay to matter.

[1:03:18] So we adopt a purchase.

[1:03:19] Yeah, we have adopted the Bridges Program across our entire S.U.

[1:03:23] which allows us to share common assessments that allows us to actually be able to dig down the right data.

[1:03:30] Yeah.

[1:03:30] And that's work that they do on these in service days during professional development days.

[1:03:35] During their PLC's or professional learning communities on Wednesday afters.

[1:03:39] That's the big and deep on this stuff and by having those common programs, we're able to do that as an SEO to increase.

[1:03:48] So one notable before we get to the VITCAP and all that VITCAP or the fast bridge because the line trends you can see are improvement.

[1:03:56] One of the things that back to VITCAP that we're working on at West Rowland specifically this year is rigor when it comes to reading and written material.

[1:04:07] And so I've been working on our literacy plan for both elementary, but I'll secondary plan and one of the emphasis that we are

[1:04:15] I am pushing this year is not only what we are having the students read and making sure that they can read it

[1:04:23] Making sure that we've got the skill set there, but also the rigor of what they are turning in and written work.

[1:04:31] That needs to increase.

[1:04:34] Hands down.

[1:04:36] I'm up in the classes that I can look at a science lab report.

[1:04:39] I can look at what's being termed in English class,

[1:04:42] returned in the socialized classroom,

[1:04:44] and that needs to increase.

[1:04:46] So that is one of our, that is our number one focus at the secondary level

[1:04:49] is that rigor.

[1:04:52] A lot of that I work closely with both Jen and Joe looking at how we can work together

[1:04:58] on increasing our scores as a whole.

[1:05:02] So, fast-bridge scores, trend lines, again, they went up, and the ELA hears math, our students

[1:05:11] do very well on this.

[1:05:14] And for looking at growth and Chris talks about the aggressive growth with all of our

[1:05:19] schools, we're showing aggressive growth.

[1:05:22] It's there.

[1:05:23] As mentioned, three times a year by fast-bridge.

[1:05:26] So, it's not the end of all the assessment, but it's a very good assessment, it's what we've got and we're able to really dig down with that information.

[1:05:35] So, I want to emphasize that while we are presenting as individual schools, we are working collectively,

[1:05:44] you know, I attend a primary meet or elementary school meetings, I attend high school meetings, we're all trying to row in the same direction and learn from each other.

[1:05:54] So, you know, we may be competitors on that pleasure, but we're not competitors in the classroom.

[1:05:59] We need to be able to work together and that's a lot of the work that we've been doing.

[1:06:03] So that's my little soap box for you.

[1:06:07] Again, I've seen a lot of things come, I've seen a lot of things go.

[1:06:10] As of you, when I look at and I need to look at with our students, our staff, and our community,

[1:06:17] is are we seeing growth?

[1:06:19] Yeah, we are seeing growth.

[1:06:20] If it is fast as I wish, no, but we are making growth. Again, 15% in the LA, I can, that's good over three years. I'm, I'm happy with that.

[1:06:31] 4% in math? No, I'm not happy with that.

[1:06:36] That's a little bit of a parental ownership of that, too.

[1:06:38] And I think that's what our communities as a whole need to stop and recognize and understand and take ownership of also.

[1:06:46] It's not just the responsibility once they cross the marble threshold or the threshold of our buildings.

[1:06:53] There is parental community, responsibility for our students, for their comprehension, for their growth in.

[1:07:03] And that's happening in our communities.

[1:07:05] You see that you have, you know, totally libraries very active in doing things and being involved.

[1:07:11] I mean all those are different and you have lots of volunteers coming in but also parents and I know everybody's busy

[1:07:20] I remember what it used to be to have little kids, but I mean for our kids to be successful we all have to be old hands and be partners

[1:07:32] Also, goes back a little bit to what Tom said, you know, being practical in the understanding of what they're being taught and how can I teach my child that.

[1:07:40] And sometimes we get off into these other areas that make it very difficult for parents to be able to instruct their kids the way that they're being instructed at school to help them.

[1:07:52] So Tom's point is made that when we get back to practical, we can see an increase in a value.

[1:07:58] Yeah, I think like Kristen said I'm sending home packets or things for, you know, and they don't

[1:08:03] have to be five or ten minutes. Yeah, they're quick a little. Something you can do, things we all

[1:08:07] used to do when you're making dinner and, you know, you give it to them to keep them occupied and not bug

[1:08:13] yeah, but they are, they don't realize that they're learning when they're learning, you know,

[1:08:20] and eventually when they get in their twenties, they even tell you, oh yeah, I can't really do it.

[1:08:24] And they do, you don't think you're the worst thing now, but yeah, so I just think that's

[1:08:31] important because you hear a lot of negativity I feel like about when people see scores

[1:08:37] or if there's something that's lower but we all take on a shift, the good and the bad,

[1:08:43] in my opinion.

[1:08:47] I was just going to finish up with some acronyms that are at the bottom there, you fly

[1:08:54] University of Florida Literacy Initiative and Keyes of Literacy, which is a not a program

[1:08:59] but a format for increasing writing across the board, all of the GRCSU schools are following

[1:09:06] these initiatives.

[1:09:08] Again, these are things that we're doing collectively as an issue with our professional

[1:09:12] development around that.

[1:09:15] So NMTSS is a multi-tiered system of support driven by the state.

[1:09:20] We've done a full rehab of that over the last five years of how we work with students both in the classroom and then they go to work with an interventionist.

[1:09:29] All data driven, results were oriented.

[1:09:33] And I will say that's one of my, my, my, I don't know, my babies.

[1:09:39] I guess one of the things I really respect and notice my time with.

[1:09:42] So I'm quite proud of the work.

[1:09:43] I see it was done over the last five years with that.

[1:09:47] that's in every one of our schools in the GRCSU.

[1:09:51] So, I'm good, I can answer any questions

[1:09:54] or any proposals and I think Jen might be nice.

[1:09:57] But sometimes you might ask.

[1:10:00] Dave, do you have a question?

[1:10:01] Yes.

[1:10:02] I'm Ashley Converse.

[1:10:04] I was wondering if there's any data specific for students

[1:10:08] that qualify for special education

[1:10:10] and how that looks compared to the rest.

[1:10:16] So, you want to answer it?

[1:10:18] We do break down various demographics of students,

[1:10:23] and for a special occasion for your news launch.

[1:10:27] So, yeah, we do have that information.

[1:10:30] Do I have it on the end right now?

[1:10:31] No, but yeah.

[1:10:32] We definitely do look at it.

[1:10:35] And very much considered that we change our instruction.

[1:10:38] And that is looked at at the school-based level.

[1:10:42] You know, every time we meet.

[1:10:44] about data and you can also get depends on what the number is but you can find

[1:10:50] percentages online. But it depends on if your N is less than what I, is it 9, 12, 12, 12,

[1:10:58] then then it's, you can't find this for you.

[1:11:02] Our open architect system allows us to dive way deep. There are many filters to it.

[1:11:07] Yes, it's very nice because we need it for our continuous improvement plan which are then

[1:11:11] turn into the state. So those are things that we have to look at annually.

[1:11:16] And that open architecture, everything's in one, it's one stop shop.

[1:11:21] You step to try to find different, you know, go into the fastwares website.

[1:11:25] Go to the state with a bit, and you're trying to find out the stuff that now it's blown

[1:11:29] right there. And it's great because it's, you know, spending half a hour just

[1:11:33] just, you know, it's there and then you can just go with that.

[1:11:37] Is anyone able to speak off hand of if those scores are trending

[1:11:41] off board as well, or if they kind of follow what you're seeing.

[1:11:45] In the context of recent reporting, too, right around special education, achievement, you know,

[1:11:52] scores at the state level anyway, lagging, right behind their typical peers.

[1:11:58] Yeah, I don't have information. I can't do right now. I got to look.

[1:12:04] When you submit your percentage, increases, or decreases to the state,

[1:12:08] is the population of students taking into consideration because if once one out of five scores

[1:12:13] lower your percentages are going to be very skewed.

[1:12:16] Yeah, and you also look at the cohort itself as they go through that's what I'm looking

[1:12:21] for for growth is the cohort.

[1:12:23] You know, this last year's first graders for now, second graders, what does that trend line

[1:12:27] but each one of those cohorts look like?

[1:12:31] That's, that to me is what I'm looking at most importantly because I also want to look

[1:12:35] that we can dig down deep enough to also look at how students are doing their schools are small enough that we can look at.

[1:12:43] Okay, as a former AP teacher, I could actually look at everyone of my scores and check the answers that the students have given on the AP exam.

[1:12:51] We don't get that with BICAP. I would love to know how my students actually answered that BICAP scores and we don't get those results.

[1:13:00] So we used to get meat cap.

[1:13:02] Yeah, we used to get that.

[1:13:04] That hat.

[1:13:04] One of the other assessments means, yeah.

[1:13:07] But so I think we look at those cold滋ants.

[1:13:09] That's a big trap.

[1:13:11] So they're very popular.

[1:13:12] They're very popular.

[1:13:13] They're very popular as well.

[1:13:13] The state tape, the consideration.

[1:13:16] Yeah, like, do you guys like write some kind of summary, like, you know.

[1:13:20] So our score is just good.

[1:13:21] The state of the state.

[1:13:22] They said, so they're forwarded right.

[1:13:24] So if it's in a smaller cohort,

[1:13:27] it has a greater impact.

[1:13:28] So we, you know, like a 40% being a little bit different than a smaller school, it's going to much larger school, so there's no weed in four of them.

[1:13:36] That's a number.

[1:13:38] All right.

[1:13:38] Let's make sure you're here.

[1:13:39] I look all about the state does publish equity indicators that if any of your marginalized groups,

[1:13:46] lower than your non marginalized groups, they produce a billable on them.

[1:13:54] but say, and you get tagged as that happens over a few years as an equity

[1:13:58] learner and equity to group. And so if you're interested in that, that is the

[1:14:02] available on the state's website.

[1:14:04] Annual snapshot. Is that from some of the more recent the EQS stuff, or is that

[1:14:10] do you know if those data are available going back a little bit?

[1:14:14] I think they have published all of the schools. There is a report that shows

[1:14:18] what their schools have got up and the way they're trending and where they are.

[1:14:22] I have to use my files to find where that is, but is it the awful based on the C system?

[1:14:29] Yeah, no no worries. Thanks for sharing that.

[1:14:32] Who's?

[1:14:33] Yeah.

[1:14:34] So again, like Joe, there's no sugar coating. We are not trending upward in ELA or math in VITCAP.

[1:14:42] We like Chris had started to work on depth of knowledge. We did some PD around that this past year with teachers.

[1:14:51] And, you know, I had said last year we were going to make 10% growth, 10% growth, then that

[1:14:55] did not happen.

[1:14:56] So, you know, it is disappointing to see this.

[1:15:00] It's snapshot of what our kids are able to do at Proctor. So taking this and writing our continuous improvement plan for this upcoming year and peeling back the layers and you're looking at the individual student assessments or the cohort assessments, you know, really being able to find out that this upcoming year we have to take it all the way back to basics.

[1:15:19] Like, our, we need to, our students need to be reading fluently before they can even begin to process the information that's in front of them.

[1:15:26] need to have fat fluency before they can sit down in front of a computer and, you know, answer

[1:15:30] these higher level thinking questions where they're still struggling to process what's being asked.

[1:15:36] You know, and then looking at the writing piece in our continuous improvement plan as well,

[1:15:40] even this year reviewing bits and pieces of things, you know, it just keeps popping up

[1:15:44] the conventions of writing. So, you know, and speaking with the staff and my interventionists

[1:15:51] and other folks around just looking forward into this year bringing us back to a place

[1:15:56] of a baseline to then be able to watch the growth happen more consistently saying that we've

[1:16:01] all done this.

[1:16:02] This is where we're all starting.

[1:16:04] We have been part of key solidarcy.

[1:16:06] Our school has actually finished the training.

[1:16:09] So next Friday we're going to take the next step with Rotland Town and take it further.

[1:16:15] And another piece that we're going to be working on is taking those assessments from our

[1:16:23] excuse me, our bridges assessments and looking at the depth of knowledge that the program

[1:16:27] already provides you an assessment with instead of trying to create our own for literacy

[1:16:32] or for writing, we're going to start with something that's solid that we can build off of.

[1:16:38] And our fast bridge looks great in comparison to, you know, the VICAP, so again looking at

[1:16:48] and math. Maths since I've been in the building since 2022 has been more of the

[1:16:55] struggle as we've gone through. I don't think it was mentioned earlier, but when we

[1:16:59] gave the fast-bridge assessments to kindergarten and first grade, those are done

[1:17:03] one-to-one. So I just didn't want people to think we're putting kindergarteners and

[1:17:06] first graders on computers. They don't see the computer based test until second grade.

[1:17:12] And again, you know, it is typical to see students do better in the winter. They've

[1:17:15] school, if the instruction, who knows why the spring always looks like what it does, but those

[1:17:22] are kind of the core pieces of that third grade this past year, and actually consistently since

[1:17:29] they've been in the building, had a very large percentage of students who are at or above grade

[1:17:34] level. Our kindergarten this year too, out of a handful, there's only a handful of students that

[1:17:38] we're not at grade level, most of them are at and beyond. So there are some really big highlights

[1:17:43] that you know, I'm looking forward to watching what did those kids come in, what is the

[1:17:47] parent connections, partnerships, what are re-offering our kids, and what professional development

[1:17:52] do the staff need for students who are already at or about grade level, because we don't want

[1:17:56] them to just stay, we want them to continue to grow.

[1:17:58] So those are the pieces that I'm going to keep my eye on this year, and then working with the

[1:18:02] cliff grant, we have the opportunity to build in some additional professional development and

[1:18:06] writing just through our Wednesday time with them, trying to really emphasize the joy of learning,

[1:18:12] The why we're here and really bolstering that universal layer of instruction so that teachers feel

[1:18:19] Like they can hook the kids and keep the kids and what's going on to see all of these pieces just go. So I'm actually really excited

[1:18:25] You know even looking at this data that is a visible at best and some of these slides for a proctor

[1:18:30] Just knowing that the staff is still still there coming back

[1:18:34] Once to do right by the kids and that the kids are gonna be here in a few weeks. I'm just really ready to kick it off and and get going on that

[1:18:40] So, hopefully sitting here this time next year, we'll look different.

[1:18:45] Can you thank you Liz, any questions for Liz?

[1:18:48] My question I have is, might be worthy to inquire of those parents, so those kindergarteners

[1:18:55] of what they did to prepare their kids, so that maybe we could pass that along, where...

[1:18:59] Yep.

[1:19:00] A majority of them actually came from our preschool.

[1:19:03] So that's always nice to know, but that's about half and half is upcoming year.

[1:19:07] And then actually our this current third grade it's a little less than half that actually came from us. So those are great cohorts to

[1:19:15] To inquire with good suggestion. Thank you. All right. Thank you.

[1:19:20] Jen

[1:19:37] So, those Thursdays, I have the dark circle motorized,

[1:19:42] just how you want to do next with the students and staff.

[1:19:44] We are also able to grow our math.

[1:19:46] They capture the consistency of up to the average to 42%.

[1:19:49] And we have a rely on our literacy and math plans

[1:19:52] that we're improving in my report.

[1:19:55] We do unpack to the tab.

[1:19:57] We do administer the shampoo questions in the past quite a bit.

[1:20:02] And my teachers are constantly reviewing that

[1:20:05] looking at our scope and sequence to make sure that kids are getting what they need before

[1:20:09] this has. My fast range results, you can see that you're over a year we have an

[1:20:15] effort, a trend line, and then each year you'll notice that from fall to spring we're

[1:20:21] able to grow our students in both literacy and math. And so I think I asked a

[1:20:27] question like, what do we need all this time for? Like I need the time with my teachers to go

[1:20:33] over these things to talk about what are research-based literacy and map practices that they can

[1:20:39] integrate. They need time to practice. We do chairs as a whole group. My tool, faculty, as

[1:20:47] responsible for reading and writing across the curriculum. We all own that. We all own this data.

[1:20:53] Even map. We have a map for all plan where all of my teachers are whether you're teaching

[1:20:57] social studies or P and you're science. You're all teaching maps and you're all highlighting

[1:21:04] And so I think that has really paid out for us because it isn't a couple of teachers that

[1:21:09] Ole Miss and my building is everyone that owns this and we look at the data and really

[1:21:15] use time to review and refine our personal items.

[1:21:18] We encourage our community to be able to look at it, research shows that daily readings are

[1:21:22] fun.

[1:21:23] So that's not when I force the kids to read, but when you're playing it, it's only for fun.

[1:21:26] of 15 to 20 minutes a day, improve these scores.

[1:21:30] We have common running assessments that we analyze during the time

[1:21:33] when we have TV, we decide on what we need to do

[1:21:37] as a whole school, we decide on what we need to do seven

[1:21:39] through 12 to elevate vocabulary, to elevate

[1:21:43] where kids are at with their fluency, and so a lot of that time

[1:21:47] and looking at those things, and then we use all of that

[1:21:50] to make our continued improvement plan, our step for the next year

[1:21:54] on where we ended up each year.

[1:21:56] And so our faculty does that all together and we need our community and that all is well.

[1:22:03] Any questions?

[1:22:05] Any questions for Jen?

[1:22:08] Oh, very good.

[1:22:09] Good question.

[1:22:10] Okay, so go to my part of this.

[1:22:13] So looking at what the individual buildings did about now looking at the SU version of this.

[1:22:18] So what is the purpose of our professional runtime facing to approve teacher effectiveness and directly boost student learning achievement?

[1:22:26] So, has that achieve one big thing and big?

[1:22:30] A push for me this year is not going to jay about earlier today, is analyzing student performance data. So taking a look at some of our mentioned here in a couple minutes, common assessments, looking at that data and really making educational instructional decisions based off of that data.

[1:22:44] Second thing here is from those data points, we're finding our curriculum, we're finding our instruction to meet our students needs. Collaborative problem solving, we have to do this together.

[1:22:53] You know, each building can't act in a silo, we have to do this together, use that in service time to our half day time for our teachers to come together across buildings to plan and instruction plan assessments and make sure that we are holding our kids to the same standards.

[1:23:09] And then fostering consistency, it's a huge thing for me.

[1:23:11] You know, we have multiple buildings within our SU and also within this school district.

[1:23:16] We want to make sure our buildings are doing things on a consistent level and making sure that our teachers are working together.

[1:23:22] best we are students needs. So we have three large buckets in our achievement trends. First

[1:23:27] when you are a whole, first two you are you heard about, VidCAP, it's assessed one time a year.

[1:23:33] Okay, assessed in March. Our fast bridge, tests are assessed three times a year, fall winter

[1:23:37] and spring. Now what we're using a lot of our professional development time we've used in this

[1:23:42] past spring and now coming into this school year is what I have a huge passion for and that's

[1:23:48] form of the assessments. Those are assessed monthly, and these assessments that the teachers

[1:23:54] are working on during our professional development time are all aligned to VICF, as Chris

[1:23:57] mentioned before, making sure that those assessments are aligned to the VICAP, a definite knowledge,

[1:24:02] make sure we're attaching the same level of rigor to assessments to match what is asked

[1:24:08] them in VICAP and in fast bridge. Okay, so what common form of assessments are,

[1:24:14] They're a quick form of assessments given in every great and content area, monthly, to gauge student understanding.

[1:24:19] So again, these teachers are working on these assessments.

[1:24:22] They're not so much taking or building it new assessments.

[1:24:26] They're taking what they already do, refining them and making sure that they're being analyzed on a consistent level.

[1:24:32] So that's another big part of that is, after they give the assessment, what do you do with it?

[1:24:37] Do you change your instruction based off the student needs?

[1:24:39] Yes.

[1:24:39] Okay, for what those assessments are telling us, we need to make some changes and that's what our professional learning communities are doing, right?

[1:24:47] We're going to be expected to do this year

[1:24:51] Monthly so they're going to give the assessment. They're going to meet together as a group and then there's a whole data analysis procedure that is going to be put in place

[1:25:00] That's again talking with Jay about earlier today that's going to make teachers look at the various professors at levels four through one and who did well

[1:25:09] what we need to work on and what's the plan.

[1:25:13] So that's going to get a large portion of our teacher's professional

[1:25:16] development time this year.

[1:25:18] Again, looking at our in-service coming up next Friday,

[1:25:22] we already have about three and a half, four hours to work on this

[1:25:26] information, grant, broken up in different sections,

[1:25:29] but still a large part of our times in the teacher's working together

[1:25:31] to work on these common formative assessments.

[1:25:34] Okay, so are we seeing a return of investment

[1:25:37] professional development, you know, what has improved?

[1:25:40] Our literacy instruction has improved.

[1:25:42] We're increasing the invitation of evidence-based practices.

[1:25:45] So the base taking, taking a look at our programs,

[1:25:48] are the evidence-based, are we implementing them with fidelity?

[1:25:50] Are we actually looking at what how students are doing with them?

[1:25:54] Strong internet intervention systems?

[1:25:55] The more data we have, the more information we have to

[1:25:58] specifically target students in their education

[1:26:00] and what their deficiencies are.

[1:26:04] And how can we bring those up?

[1:26:06] Okay, we have seen improved benchmark growth in several grades.

[1:26:10] You saw that from the Dadves presented by all of our principles.

[1:26:13] You're just a little bit ago and then my big thing here is

[1:26:17] teacher collaboration around student data.

[1:26:19] We can make a lot of decision, it's just qualitatively.

[1:26:23] But when we look at the quantitative data, that is how we can best

[1:26:26] inform our instruction.

[1:26:28] Okay, what is non-proved?

[1:26:30] So the state of efficiency still remains below what we expect from our district.

[1:26:35] And as we talked about cohorts there a little bit ago, growth has seen on the even across great levels.

[1:26:42] So looking at cohorts, look at grade 1, last year, to 3 next year, how are students progressing?

[1:26:49] We do see EBS and flow is in different grades.

[1:26:52] And that's it.

[1:26:52] We need to look at basically what the assessments look like, what the structure looks like,

[1:26:57] and then make decisions based off of that because again, every teacher does their craft a little differently.

[1:27:01] And that's their craft.

[1:27:02] But we want to make sure we're looking at that, so we can make most best informed decisions.

[1:27:08] And then some student groups, as we talked about different cohorts,

[1:27:11] or underperformer in some areas.

[1:27:13] Again, those are categories we need to look at and make plans for and make that

[1:27:17] going back to targeted intervention.

[1:27:22] So what are we changing?

[1:27:23] Increase instructional walkers.

[1:27:24] That's me and our admins.

[1:27:26] We do once a month.

[1:27:28] We get together.

[1:27:28] We go into classrooms.

[1:27:30] And we look at how teachers are teaching.

[1:27:32] How are the kids receiving the instruction and then making some instructional changes off of that more target of coaching?

[1:27:40] That's us looking at how our we can best support our teachers in the classroom.

[1:27:44] What do they need to grow in? What do they want to grow in?

[1:27:47] And how do we make those plans?

[1:27:51] So clear implementation expectations.

[1:27:53] So that goes to my part of consistency.

[1:27:56] is our expectation, my expectation, with the common form of assessments that they are done

[1:28:01] monthly, and they are analyzed monthly for that data, so we can then make those educational

[1:28:07] instructional decisions and changes.

[1:28:09] More frequent progress monitoring, that's again going back and looking at data.

[1:28:14] Big part of it is looking at student data and the making changes.

[1:28:18] And then building specific action plans, assuming again I've stuck in.

[1:28:21] I fucked a lot the J today.

[1:28:23] Yes, we did.

[1:28:24] Yes, we did.

[1:28:25] We had a long conversation.

[1:28:26] And I'm looking to, and we are looking to our building

[1:28:29] admins to really talk this lingo,

[1:28:32] live it, and then make sure it's happening in the buildings,

[1:28:35] and making sure they're working with teachers through this,

[1:28:38] these data discussions, if you will,

[1:28:40] to make sure they're happening, and we're making changes to best

[1:28:43] me or best me or student needs.

[1:28:46] I know I threw a lot out here there.

[1:28:48] Do you have any questions, though?

[1:28:49] If you're interested, tell us about it.

[1:28:51] I have a question.

[1:28:52] Good evening.

[1:28:53] As you go through student data,

[1:28:56] and you identify students who are performing below the curve,

[1:29:00] what are you doing for the students that are performing above the curve?

[1:29:03] Are there any programs for them?

[1:29:06] Oh, programming.

[1:29:07] I mean, not specific programs,

[1:29:09] but yes, during like students,

[1:29:11] when block, what I need,

[1:29:13] investments,

[1:29:14] activities are given to students.

[1:29:16] Again, also looking at student achievement,

[1:29:18] And we never want kids to plateau, so there's always that building to push more.

[1:29:25] And the one big thing we're looking at is, especially the higher level grades, how do you,

[1:29:32] sort of looking for it?

[1:29:33] Sorry, completely different.

[1:29:35] How do you apply what you learned?

[1:29:37] So, you know, you're looking at sure if I can regurgitate back to you.

[1:29:42] Man, do you know what you memorized it?

[1:29:45] But how do you apply that information?

[1:29:48] So that application piece is really big for us?

[1:29:50] So what would you do like if a student on

[1:29:54] that cap scored 97% accuracy in the nation?

[1:29:59] Would you say hey?

[1:30:00] Okay, the students really great at reading. They're in your class. You should push them to do a higher grade level curriculum. I can tell you some things we've done. It's kind of like grade sharing. If there's a, you know, second grader say that comes in and around a fourth grade level and that. We work it out and they would go spend some time in another classroom. So they'd still be with their home. Okay, people, but they would go to get that exposure to the higher level curriculum. We've done that.

[1:30:28] Is that going to be like a common thing amongst the, you know, the other schools?

[1:30:34] I mean, that does again.

[1:30:35] So that's cool.

[1:30:36] Yeah, best practice.

[1:30:37] Well, I will say that as a proctor, we have an ability for kids to take like an honor and

[1:30:43] bubble truck.

[1:30:44] And those kids can do independent projects.

[1:30:47] And they meet with their teachers above and beyond within the curriculum.

[1:30:51] And the secondary admin team have been talking about moving that practice out.

[1:30:57] I will say that we see that the social emotional side of kids that are advanced, often

[1:31:03] so hard as when we advanced them grade levels because you're taking a kid, that 14 is really

[1:31:10] advanced but then you're graduating and getting them into a hospital that you might be then

[1:31:14] into the world where they're 17 and so sometimes it's in a great idea to advance them all the

[1:31:20] way but we do have a way and a policy available that you can review about where you

[1:31:30] Megan, we've talked a lot about, you know, college structure, you know, the single greatest

[1:31:34] fact to really is the quality of the classroom teacher.

[1:31:37] That's the biggest, you know, program, sign, whatever, it's the, it's the individual, it's

[1:31:42] probably these students.

[1:31:45] And we focus a lot on, you know, instruction, but there's an instructional form, but there's

[1:31:49] also an instructional ceiling.

[1:31:51] And one thing you referenced is a lot of times, you know, so many of this year, 34 year

[1:31:56] 35 across three of them states, a lot of times we'll happen situations where a lot of our

[1:32:01] officers are on students who are below the presidency, so we're trying to get these kids

[1:32:05] to a certain point and the kids who are doing well, they'll just do extra work, go sit

[1:32:09] over there.

[1:32:10] What we have to do is we have to really look at how our admins really work with these

[1:32:14] classroom teachers to work towards what's called the Instructural Sealing.

[1:32:19] They really can provide classroom structure or a lesson that meets all needs, not

[1:32:26] just the higher end kids are doing more work or they're doing just working in a corner

[1:32:29] or you go like, you know, Mike and Sir, you guys go work independently over there.

[1:32:33] That's not what we're trying to do.

[1:32:35] Yeah, so we really have to make sure that our teachers are equipped to handle the learners

[1:32:38] all classroom.

[1:32:39] So therefore, if we do have individuals who need that, you know, the instructional seal

[1:32:44] and that they have the schools, the pedagogies, the skills to work with those kids, as

[1:32:48] well as the students that may be, you know, a little proficiency who are struggling as well.

[1:32:52] And that is our goal through instructional leadership is to work with them.

[1:32:57] But it's not just about a program or additional work or things all those lives.

[1:33:01] It really is.

[1:33:02] Make sure our class and teachers are better equipped and with their design lessons that the lessons

[1:33:07] help meet the needs of every single one of the kids in the classroom.

[1:33:10] Thank you.

[1:33:11] And.

[1:33:13] Okay.

[1:33:13] I'm sorry.

[1:33:13] And just looking at this in the past couple, many times, a student will come in just

[1:33:21] told me they're going to go to the bathroom or sit in the water and die and think

[1:33:26] you're just being alone.

[1:33:28] And then you get the report card and they get a one because they choose not to participate,

[1:33:34] but their work is in there every day, it just seems car-productive.

[1:33:41] You're penalizing the student for not being comfortable in that class and not participating.

[1:33:47] Well, that's a situation we do have, the gravy also have its work, so technically that

[1:33:52] really shouldn't be occurring, that a student is doing the work that's just sitting there,

[1:33:56] that happens to work for your collective of their work ethic, but their score should reflect

[1:34:01] more of where their actors academically. So that's a situation, please have that very

[1:34:07] reach out to the bill of Mr. OSU, because that's not the happening in the classroom, because

[1:34:11] that's one of the, you know, with proficiency-based learning, I'm hearing you do separate

[1:34:14] these two, where there's the behavior, then there's actual the learning part, and there's

[1:34:20] two separate entities. They're not lumped in, like the 100 point scale used to be, where student

[1:34:25] comes in and puts their head down, and it doesn't matter if they're hit 100 on the test,

[1:34:28] we're taking 20 points, but you talk during the test. So we're moving away from that punitive aspect

[1:34:34] of. I just couldn't understand. The work was there and it's in and it's okay and you're not

[1:34:41] acting up which you get a one. It just is counterproductive to me.

[1:34:46] One may go have it's a work but that's the case and that's that should not be occurring. That's

[1:34:51] something which that parent or you know that should definitely be reaching out to to build a

[1:34:56] mystery to myself to totally so to understand. And that goes back to like said the quality of

[1:35:01] future is having a better understanding where, you know, there is, there is not that few

[1:35:06] of the aspect, you know, there are some kids who will come in who may are introverted,

[1:35:11] you know, who will sit and say, just let me do the work and can demonstrate mastery of

[1:35:16] proficiency in an area, but it looks a little bit different than what other kids can do.

[1:35:20] And that's one of the benefits of proficiency-based learning, is that we should be taking

[1:35:26] individual, you know, individual styles and their approaches in the consideration.

[1:35:32] Well, in some cases parents have come forward and asked me, of course, I'm from a different era,

[1:35:39] we're going to have one to three, four, we have real life grades.

[1:35:42] And one to three, four is a real life grade.

[1:35:44] Oh, I know it is, but it was easier when we had the number.

[1:35:48] And, you know, the student comes in, doesn't participate.

[1:35:52] work is in because they didn't participate, they then got moved to a lower class where students

[1:35:59] have more needs and the parent was question is that a pyramid ship. My answer was go see the

[1:36:09] teacher. I mean that's the unit's job. Yeah teacher teacher. Yeah teacher teacher. That's what you

[1:36:15] need to do. That's what you need to do. That's what you need to do. That's what you need to do.

[1:36:20] Parents have to advocate for each child, whether they're below, medium, or above, and that's the responsibility

[1:36:28] to advocate to the appropriate individual, whether it's the building admin or the classroom teacher.

[1:36:36] And unfortunately, I think social media makes it easy for people not to advocate in the right place for their children.

[1:36:43] Especially if they have not had a good educational experience coming up.

[1:36:46] I have to remember, that's true.

[1:36:48] They have a case on a Facebook parent group,

[1:36:51] is, well, that's not an advocate, that's complaining,

[1:36:54] but actually coming in and speaking

[1:36:55] with classroom teacher bonus, or that's interesting.

[1:36:57] And I think, you know, I always say

[1:36:59] as I work in a variety of settings,

[1:37:01] the inner city, suburban settings,

[1:37:05] and it's just that the difference is advocacy.

[1:37:07] And I think, you know, we need more paths

[1:37:09] coming in and hold teachers, buildings,

[1:37:13] accountable for their kids learning.

[1:37:15] Yeah, it has been asking questions about what's going on, because that's how we could

[1:37:22] need to raise it.

[1:37:23] Yeah, that's the first time it happens.

[1:37:24] That's three months later.

[1:37:26] Yeah.

[1:37:27] Let's get a watch out for retaliation.

[1:37:30] Also, that does happen. Not a lot, but in a class where, you know, performing, you know, where the teacher was able to make space for her and a few other students who were performing a little above level to explore what it might look like to push.

[1:37:59] And it was just made space within the classroom, as well as a curricular, a little bit of a curricular opportunity this coming year.

[1:38:09] So, yeah, just to say, it happens.

[1:38:11] The differentiation goes both ways.

[1:38:13] Such the ability in our school size.

[1:38:15] Just one last thing to this session, if you want, I clearly don't have a slide here, you don't have the presentation, but you can take practice tests.

[1:38:25] so if you'd like I can have that link for you so you can look at the various

[1:38:30] practice sets that we give to our kids at all or this is in your board or

[1:38:35] it's a presentation so if you want to click on that link they'll take you to the

[1:38:40] Vickette practice sets you can take them at all different grade levels and

[1:38:44] isn't it is it anonymous so I feel had to sit down and do this together

[1:38:50] Yeah, you can see that it's on the boat.

[1:38:54] I guess I've been going to have fifth grade.

[1:38:56] So, yes.

[1:38:57] It is anonymous if you want to.

[1:38:59] And you can take a test and see what?

[1:39:01] So, even that's would be available to a parent.

[1:39:06] Very good.

[1:39:07] My previous district, we went into executive session and gave the third grade

[1:39:12] kneecap test to the board at that district.

[1:39:17] And it was hilarious.

[1:39:19] very eye-opening world of board members to see what a third-rate or was being tested on.

[1:39:27] Yes, it was a very, very eye-opening.

[1:39:32] Any other questions on this topic?

[1:39:36] Okay, thank you, Ty.

[1:39:37] Thank you, teachers, administrators.

[1:39:40] We hope to see the work go forward.

[1:39:43] My question would be, is there anything the board can do to help you,

[1:39:46] especially those who are not happy with the way their trends are.

[1:39:50] Is there something that we can help you with?

[1:39:52] I would just ask, if you have parents who are routinely

[1:39:56] speak with you, whether it be the store or just near regular,

[1:40:00] just direct them back to classroom teachers too,

[1:40:04] because I think the advocacy is very important too.

[1:40:08] You know, your doors are open to that.

[1:40:09] Correct, nice of you.

[1:40:11] Appreciate it.

[1:40:12] All right, next topic.

[1:40:15] student handbooks. So this really there's really no formal action. He's taken just as

[1:40:20] more of we placed copies to student handbooks in the board of view, which is if there

[1:40:27] are any questions or have to do a dress or talk to you at the side of the day.

[1:40:32] I thought the coaching handbook looked really good. I do think there was an odd line in there

[1:40:37] about how we work for a valley year or something. I think it probably should have been

[1:40:47] I understand what you're saying, but what it said was, essentially, if you weren't wearing

[1:40:52] Cory Valley-esque shirts, that a Cory Valley shirt that you would be in violation of the

[1:41:00] dress code.

[1:41:01] I think what it meant to say was if you weren't wearing the appropriate school i.e. Cory Valley

[1:41:08] like you shouldn't show up in a different school or something.

[1:41:11] If I'm coaching at West Rotland, I should have green and gold and something.

[1:41:15] I mean, not dark or not.

[1:41:17] Not darkness or somewhere.

[1:41:19] But it says that the line says pouring down.

[1:41:23] So I just thought that was, but I thought the essence of it.

[1:41:29] I like that we have a collective book that way.

[1:41:34] I think just having that is a starting point.

[1:41:37] I'm sure after this year there's probably a couple things in there that I would come back.

[1:41:41] but I think it's a good starting point.

[1:41:44] That's online. Do you have a question online?

[1:41:47] It's in our folders.

[1:41:48] Yeah.

[1:41:49] It's in your drive.

[1:41:50] Do you have a question online?

[1:41:54] All right.

[1:41:55] Go to it.

[1:41:55] Any more comments?

[1:41:57] Yes.

[1:41:57] Yes. I think it does.

[1:41:59] And who enforce is that?

[1:42:01] The 80s.

[1:42:05] Next item of business is a point of two possible.

[1:42:11] the landowner agreement.

[1:42:12] Well, landowner agreement.

[1:42:13] Well, landowner agreement.

[1:42:14] Okay, landowner agreement.

[1:42:15] All right.

[1:42:17] That's enough.

[1:42:18] Okay, who wants to present this?

[1:42:21] The landowner.

[1:42:22] The landowner.

[1:42:22] The landowner's going to be the one.

[1:42:24] So, um, this is actually fourfold.

[1:42:26] The islandowner's goal is you like, this has been going on forever and a day.

[1:42:32] Um, we're going to pass it.

[1:42:33] I, um, must have been more time with the attorney about this and know more about the trail.

[1:42:39] I don't know that I probably ever needed to know.

[1:42:44] We did have a call and went through and cleaned up a lot of things that I think when

[1:42:52] Eric was here, he and I had talked and gone over something that we've got, we're problematic.

[1:42:58] And just talked through so that the items that we have are, it's essentially just protecting

[1:43:05] us.

[1:43:07] Would you reference a page and paragraph?

[1:43:10] These are so if...

[1:43:11] I don't have many issues.

[1:43:13] I've read this so many times that I'm at the point now that you don't want me.

[1:43:18] I can probably even though we think memorization and wrote our bad things.

[1:43:23] That's about where I'm at, what can we do in our agreement.

[1:43:25] So I would recommend moving forward.

[1:43:28] I don't know.

[1:43:29] I'm just saying next step is give it to the organization to review or have they review.

[1:43:35] So we would go back to Mick Letty, who works with Chris Leopold's firm, who deals specifically

[1:43:44] with these type of contracts, and then he would then coordinate with the for a bike association

[1:43:51] or the slate was a slave ballet trail, and then with their attorney or their representative

[1:43:56] representation, and then once they both parties agreed to it, then we would go back to the

[1:44:05] If after we send it to them and they come back with issues, if they're concerns in there,

[1:44:10] that you allow Chris and I then to meet with our attorney again, because we've been

[1:44:15] the constant dealing with this, and he changes that we've made, or things we've done have been on

[1:44:25] the, with the attorney, and it's been about protecting landowners rights.

[1:44:31] You'll still have to come back to this board to write a case and so let's go back to this late colleague and they reveal what their attorney

[1:44:38] They may come back and not like we did we have changed a multitude of things

[1:44:42] So if they come back and have concerns about that I would just ask that it'd be a lot to come back to Chris and myself and the attorney and for

[1:44:51] Or to allow us to review up what are attorney any possible changes before it comes back here as a final I do that to be

[1:45:02] Okay, thank you. And that may take another month or two before that process takes place. So it's ongoing. It's ongoing. Very good. Thank you, Lisa, for your effort on that.

[1:45:12] Chris and to our attorney staff there.

[1:45:16] All right, four members.

[1:45:20] We have, I believe, a couple of candidates here tonight

[1:45:23] that have expressed interest.

[1:45:25] Several, three, two, one.

[1:45:28] So what we'd like to do is,

[1:45:31] we'd like to have you introduce yourself.

[1:45:34] I'd like to put around, I'm sorry, Europe.

[1:45:36] But I just want to clarify just how it's worried on the agenda

[1:45:39] that there are two seats.

[1:45:42] So, one seat, you know, they'll obviously, you know, we have two seats, both will serve

[1:45:48] through March, but then both will have to then, you know, run through, you know, run through

[1:45:53] the election.

[1:45:54] The first seat though will have one year, so, you know, after in March, so the March will have

[1:45:59] one year remaining for March.

[1:46:00] The second seat will have two year.

[1:46:03] So, both will go up until March, but then in March, the election won't be a one year.

[1:46:08] And then it's not going to be a tear, does that make sense, everybody?

[1:46:11] So we just need to make sure that whichever to, we appoint, we have to appoint one do the, you know,

[1:46:18] seat number one and one to seat number two and understanding what the length of the terms are.

[1:46:22] And also the candidates will need to understand what the processes to get your name on the ballot.

[1:46:26] There's definitely a process if you haven't done that before.

[1:46:30] Your clerk will be happy to share that with you.

[1:46:33] And there are some requirements and there are also some timeframes that you need to file that.

[1:46:37] So we'll go from there.

[1:46:39] So I guess we'll start with who would like to start.

[1:46:43] How about that?

[1:46:44] We'll give you that.

[1:46:45] See how bold you are right now.

[1:46:47] Who would like to start?

[1:46:48] OK, please, your name.

[1:46:50] Ashley Converse.

[1:46:51] Ashley, OK, Ashley.

[1:46:52] Can we from Ashley?

[1:46:53] I am from Holtene.

[1:46:56] OK, trust me a little bit about yourself.

[1:46:59] I'm a mom of a recent Holtene high school graduate

[1:47:02] It's an almost fifth grader, so that's exciting.

[1:47:09] I'm also a resident of Holtene's since I was nine years old, graduated from Holtene

[1:47:14] High School, and even for a while I worked at Holtene High School as a parent educator,

[1:47:21] and I kind of worked my way up when back to school, and now I'm the director of student support

[1:47:26] services for the Vermont Department of Corrections.

[1:47:30] So a lot of experience with education on the education track as well, and it's kind of like

[1:47:40] really close to my heart to work with students with special education, make sure that people

[1:47:44] have what they need, and to kind of put an end to the school to present pipeline, like

[1:47:51] and this way I could be on the other side if I were to sit down on the board.

[1:47:57] So what is your desire to be on the board?

[1:48:03] Yeah, what is your desire?

[1:48:06] Yes, my desire is to be on the board.

[1:48:09] On the board?

[1:48:11] Anything else?

[1:48:13] That's it, thank you.

[1:48:14] Okay, all right.

[1:48:16] So make it a unique to you last.

[1:48:18] Do this here on the floor of this house.

[1:48:23] My name is Matthew Dingman.

[1:48:25] Say that again, please.

[1:48:26] So I can hear it?

[1:48:26] My name is Matthew Dingman.

[1:48:30] I live in Paul Me.

[1:48:31] I've been a resident for about three years with my wife.

[1:48:35] She graduated from Fairhaven on the transplant from New York.

[1:48:43] We have two kids, a stepdaughter, who's going into seven-grading Paul Me.

[1:48:48] And a two-year-old son is, hopefully, we'll go through all the elementary school and through, and I currently work in the apprentice program at GE, up here in Rutland, and in my second year doing that, so I have a lot of school in myself that I have to go through and go through cast, and university, and I'm trying to take extra glass on the side to finish up my bachelor's degree as well, so.

[1:49:17] figure, try to join the board to just help the community and see what I can do to help my kids.

[1:49:26] Pretty good, thank you, Matt. Thank you. Hello, my name is Megan All. I am a

[1:49:32] completely resident. I've lived there for maybe like 14 years, I think. Something like that.

[1:49:38] I have three kids and put me on my preschool which we love for great school.

[1:49:42] So, in terms of my experience and education, I went to school, I know, but I am a licensed

[1:49:51] project management professional and I do work for a large company.

[1:49:54] Your life is what?

[1:49:54] Project management professional.

[1:49:56] So, I have a lot of experience, you know, coordinating things and asking the right questions, making

[1:50:01] sure things get done and where they should be.

[1:50:03] So, I think I can really bring that to the board if anybody needs help with that and I really

[1:50:07] have a vested interest in the success of our union.

[1:50:12] So, yeah, it's meeting all of them.

[1:50:16] All right.

[1:50:18] So at this time, what I would propose to do is to table these members or these applicants

[1:50:21] for a month to allow the board members to get in contact with.

[1:50:26] And to be also note that I don't know if we've published this out yet.

[1:50:30] So it's maybe the first time the public knows about these vacancies.

[1:50:34] So we want to make sure that they have an opportunity.

[1:50:37] So if I could get a motion to table till next month,

[1:50:40] I appreciate that.

[1:50:44] Okay.

[1:50:46] Any further discussion on that?

[1:50:49] All in favour?

[1:50:51] All right.

[1:50:52] Any opposed?

[1:50:54] Okay.

[1:50:55] As they will say, we'll be in touch.

[1:51:02] And would you make your email and phone number available?

[1:51:05] To members who may be...

[1:51:06] We have it.

[1:51:07] Christian, okay.

[1:51:08] All right.

[1:51:09] All right.

[1:51:09] Okay.

[1:51:10] so we'll let you know. How's that? Okay, thank you. You can stay and see what happens

[1:51:16] which is probably a good thing if you want to be on the board. Let's see, okay, let's see,

[1:51:24] Georgia Committee appointment. This is a big one here.

[1:51:30] We've talked about this to some degree,

[1:51:33] The merger for a couple years, we're not in a position where the state is mandating and

[1:51:42] conversation again about the possibility of mergers there.

[1:51:48] So I believe that I don't know how many sleep values appointed?

[1:51:55] Do we know what the number is to that?

[1:51:57] For sleep?

[1:51:58] I don't know.

[1:51:59] So right now all that so all that we know is that each district has to appoint one representative

[1:52:07] I know that the state is currently trying to figure out equal representation what they may look like

[1:52:13] but by statute by September 15th this board has to appoint one member now we may find out between now and then

[1:52:23] that there we made conditional numbers.

[1:52:26] No, no, no, because cornstarch, like we've missed it.

[1:52:30] Like Setsley Valley, we'll have one representative, which would be the same, you know, about our position in say, Rutland town, who was one school, one town, Setsley Valley is a larger supervisor of districts.

[1:52:41] And so there were a lot of conversations about how they increased representation, but then they started to see that we think I've made these up to 130 members, which is, which is, that's just the same.

[1:52:56] It would not work, so we don't know, so by statute, this board just has to appoint one, and then if we receive more information,

[1:53:08] then we can look at increase in the information that will come back to the board for that decision book.

[1:53:14] And I just to note that this board does meet again prior to September 15th.

[1:53:19] of the board like to have time to think about that, we could go back and sit down for

[1:53:24] our September 10th and then vote at that time as well, which we may have more information

[1:53:29] as well about, fully members will. Just put it out there for the board, that time.

[1:53:32] How is it just doing?

[1:53:34] What is that Lisa?

[1:53:36] I would suggest waiting until the second time.

[1:53:38] Is there any disagreement on waiting for a month?

[1:53:41] Consider what member we would like to appoint to that board.

[1:53:44] And maybe by that time we'd have more information as to how to proceed.

[1:53:47] is right? Okay, so what does that board mean? They're for us. They don't have to be

[1:53:54] in October, but the board is established and they will talk about the frequency of

[1:53:59] meetings, the time of meetings. Are you talking about the 15th times out to date that you

[1:54:04] were talking about the September 15th? I think it's just asking, I'll just be able to do

[1:54:09] it where working people can do it. You know, not like you're 10 in the morning or

[1:54:13] Correct.

[1:54:14] I think that these boards are comprised of solar board members, so I think you'll see more

[1:54:20] evening meetings than you would say most of the CSATs, almost every CSAT board is comprised

[1:54:27] of superintendents, and it's being held at the end of the year.

[1:54:31] It's been held at the end of the year.

[1:54:32] It's been held at the end of the year.

[1:54:33] It's been held at the end of the year.

[1:54:35] I'll just say from the CSAT, we're only required to be four times a year, but we decide

[1:54:40] that we're going to meet on a monthly basis just because of the work that needs

[1:54:43] be done, I would assume that the verdict committee is particularly, you're on a much more aggressive

[1:54:49] timeline than ceases are, because by the fall of next year, that has to be a report

[1:54:54] ready to go, so you're on a look at the, or truncated timeline in the ceases.

[1:55:01] So, you were talking, we have to maybe get money to this new person, you're going to run

[1:55:08] everything, a new committee or whatever.

[1:55:10] How long is that going to be in place or do we know that yet?

[1:55:14] Right now it's statutes law, so until they decide otherwise.

[1:55:19] It's a place where you're passing different laws.

[1:55:22] Yeah, that's it.

[1:55:23] So at the time I think that I think really the concern is always the first year.

[1:55:27] Because I think if you look at in theory that the cost of saying is that the director could be all set by other reduced savings throughout their shared services.

[1:55:40] So if, like, say, we went to, like, a much larger business structure, a financial model within

[1:55:48] our region, and we can, there are some consolidation there, services, or, you know, through

[1:55:54] special education, there would be reduced cost to that cost, but then pay for that position

[1:56:00] as well as provide savings back to districts.

[1:56:03] But the issue that we found is, right now, we're not in a position work to be around budgeting

[1:56:09] to make those cuts, we're looking at right now just cost and so we're looking at, do we find

[1:56:14] somebody for that $50,000 budget just for this year so I think that's just, you know, the

[1:56:21] conversation we're still trying to have is, because as I said this to me, I don't play our

[1:56:26] goal as I can't, I said I can't come back to our board and say, well, we need more money.

[1:56:31] You know, particularly when we don't have them, the vision we don't have is a plan approach,

[1:56:35] So we're out of strut. It was not intended to be just another thing we're going to do.

[1:56:40] Like we're great. Here's another unfunding minute that we now have to fund.

[1:56:43] But that's not what the purpose of this was.

[1:56:46] Major committees a little bit different as the conversations really will be around.

[1:56:50] What does this look like and, you know, just, you know, more regionally.

[1:56:54] So, and I do know that there have been discussions at the Wall Street War about

[1:56:58] well enough. They want to join with the rest of the GRCSU or to stay.

[1:57:04] so that there are some shifting and moving of verticalities as well.

[1:57:08] So is there a timeline when they have to say comment with us or their temperature?

[1:57:13] We don't know that yet, so what are going to the zoo board that's happening?

[1:57:20] Do we have a, say they're doing something and they need an extra however much money?

[1:57:29] Are we talking about CSP?

[1:57:30] Yeah, I'll just be bored if we say no or we don't.

[1:57:33] So that's a question too, is the CSSA and I brought this up that we are we are we're

[1:57:42] a service. We're not an independent board and so we know we can't make this financial decisions

[1:57:50] independent of our own board. And so therefore we have to come back to the boards and discuss financial

[1:57:57] applications of decision making what that looks like and that's what these executive directors should be

[1:58:02] doing and helping navigate those conversations, but, but legislature mandates us to be a member

[1:58:10] of the point.

[1:58:11] So, the whole fiscal component is a little-

[1:58:15] Shade, murky, correct?

[1:58:17] Because it becomes a taxing district because it's mandated and we're mandated to be.

[1:58:22] And back to Tom's question about savings or your comment about savings, not to be the negative

[1:58:29] But I see a little bit of it kind of like at 46 around the savings. Remember how we are going to save and

[1:58:37] Remember the propaganda tour when they came from up north and they say $2 million when they merged

[1:58:44] one time

[1:58:47] One time when they merged

[1:58:49] So you may move everyone to this new

[1:58:53] into entity, but you're only saving that. It is all done to it.

[1:58:59] One talent. And as we even saw here, those savings you had, the first year, didn't

[1:59:08] stay at that level. We have added staff at the SG level. So I do think you have to take

[1:59:17] a little bit or what they say about savings with the pretty big green assault in my

[1:59:24] So you have the CSA and you have the merger committee, sort of two different things.

[1:59:27] Well, the merger committee is something that I would just say from our perspective, it has to be someone that is attuned to what we want and will attend every meeting because you can't afford to not be present at the table.

[1:59:43] They are going to write a report. They are going to re-align and do things.

[1:59:49] And if we are not at the table in front of the world, you will become somebody else's pony.

[1:59:56] So when you said about advocacy, what?

[2:00:00] I don't have some say now with GRCSU. Thank you.

[2:00:04] Well, I see what you're saying. This is more at the state level.

[2:00:10] I did, but I'm just saying, yeah. I don't know.

[2:00:15] And I think that conversation did in some respects come up at the issue board about if a district

[2:00:23] isn't going to move with us, even in merger study, how much are they moving with us

[2:00:32] in terms of the issue? How into and are you with us?

[2:00:38] Well, I'm just saying that that was a conversation. But I do think that with respect to the merger,

[2:00:44] they're going to write a report. Now, who knows what the legislation is going to look like

[2:00:49] or if they're going to repeal it, but just like with the CSA, as Chris said, it's going

[2:00:54] to be on the box until somebody else under the Golden Dome says it's no longer or they

[2:01:01] put Kule down and say, oh, this maybe wasn't this much thing, another unfunded mandate

[2:01:05] that we want to stand up here and stand them so box and scream about how high property

[2:01:11] tax are and how much money they're spending, but we've just spent another unfunded mandate

[2:01:16] at them.

[2:01:17] What I was trying to ask is Cori Valley going to have a little bit of say or are they going to

[2:01:24] GRCSU going to have to say, I'm always mad.

[2:01:27] Why this season?

[2:01:27] You know what I'm saying?

[2:01:29] So this is a discussion that I have to be had in all local districts.

[2:01:33] I know this is all new.

[2:01:34] Right.

[2:01:34] And I think it's still happening.

[2:01:36] Right.

[2:01:37] Correct.

[2:01:38] The valley has.

[2:01:39] So every board will have input and say in terms of what's going on.

[2:01:43] Yes.

[2:01:43] That's why in consideration who we want to appoint to that, we need to think about those issues.

[2:01:49] Well, that's merger. We're talking about that.

[2:01:51] Right, we're talking about that.

[2:01:52] We're going to do different.

[2:01:53] Yep, yep. Yes, it would not be interested in us to you.

[2:01:56] Yeah, I mean, there will be items that we brought by law.

[2:02:01] You have to bring back a report back to the issue,

[2:02:03] but that seems to be back to all the local boards of conversations with each local board about what this looks like,

[2:02:10] implications of the decision-making, the financial cost, what sort of services or benefits

[2:02:16] that this could provide, and that will then be brought back, and it will be brought to

[2:02:22] this board.

[2:02:22] Yes, it should be because, let's say, CISA assesses us and says we have to pay $100,000 to

[2:02:28] be a member.

[2:02:30] We're going to pay the bulk of that $100,000 because if you're assessed to be in the issue,

[2:02:37] correct.

[2:02:38] So you'll have to say.

[2:02:39] So that should come back to each individual district or to have a conversation.

[2:02:47] So I would table this until next month think about which board member you'd like to be.

[2:02:52] And I hope we have more information.

[2:02:55] So that would be a...

[2:02:56] And I do noticely value a point of two members to the merger study.

[2:03:01] Knowing they had a vote but they're having a point of two people.

[2:03:05] Okay, it will be a pull-up meeting, so anybody could attend to us just it's who as opposed to that that's what the try-for-out who has

[2:03:13] sweetest show up

[2:03:15] So that'll be on our agenda for next month think about who you'd like to up to a point for that

[2:03:21] Move forward to that point of time

[2:03:24] Any more discussion on that

[2:03:26] okay

[2:03:29] F28 student use of cell phones first read anybody read that

[2:03:36] Any discussion on that?

[2:03:40] Okay. Oh, I'll make a motion to approve for the first three first three. This is me a motion to

[2:03:45] Accept that as a first read

[2:03:48] In discussion on

[2:03:52] Favorite

[2:03:54] Any opposed? I

[2:03:57] Okay, then you do roll call

[2:04:02] Okay

[2:04:03] I can be a number. It's okay. Yeah, so so

[2:04:10] do quick local Lisa? Yes. Yes. Yes. Okay, Lisa. Tom? Can I ask a question?

[2:04:17] Sure. Is there something in there you don't like? It's it's it's this is a it's an

[2:04:22] AOE right model policy has to go forward. So it's we take more time than the research

[2:04:30] doesn't support it's a whole big thing. I just want to be on the record because I know

[2:04:37] Yeah, because I have yeah, that's all. Oh, I will. This policy's already. By a lot of the policy's already.

[2:04:42] This is a, this is a conscientious.

[2:04:45] This is a conscientious.

[2:04:46] Thank you.

[2:04:49] Yeah, that's it.

[2:04:51] Yeah, that's it.

[2:04:52] I'm a disagree.

[2:04:53] No, that's not bad.

[2:04:54] Yeah, Tom.

[2:04:56] Tom.

[2:04:57] Do you want?

[2:04:57] Yes or no.

[2:04:58] Okay.

[2:05:01] Okay.

[2:05:02] Lawrence and no.

[2:05:03] Hi.

[2:05:04] Yes.

[2:05:05] Okay.

[2:05:05] Sarah? No. Okay. All right.

[2:05:11] That's a, or it's a stay in three to three to two. All right.

[2:05:15] Four to three. Sure, it doesn't have to go.

[2:05:20] Yeah, but you usually get with the majority, so technically it's, it's four to four to two. Yes. Okay.

[2:05:27] All right, first read. We'll read it again next month. So look it up and read it.

[2:05:32] We do not have to manage it.

[2:05:35] And that's still legislative.

[2:05:37] Exactly.

[2:05:38] All right.

[2:05:39] Finance.

[2:05:41] We don't see the Lewis here.

[2:05:43] Is there anything that needs to be brought up based on it?

[2:05:44] We have in our resource folder.

[2:05:47] Yes, there it is.

[2:05:48] The surplus of compensation.

[2:05:50] Yes, there is.

[2:05:52] Did you want to start that?

[2:05:56] I need to find it.

[2:06:02] Well, Lisa's looking at...

[2:06:04] budget tax. It's titled 2026-8corayvalid.pdf is the final name.

[2:06:15] Is it in the Corayvalid folder?

[2:06:18] It is. It's number nine, Lisa, in the meeting materials folder.

[2:06:25] I'll sorry they're all number goodbye.

[2:06:29] It's the first number nine in the list.

[2:06:33] It's just number nine.

[2:06:35] You should be in your packet.

[2:06:37] That's what we're here.

[2:06:38] August 26th.

[2:06:41] So, yeah.

[2:06:42] It's the one that says we have a...

[2:06:44] Yeah.

[2:06:46] 638,797.

[2:06:48] That would be 22 cent surplus.

[2:06:50] I think the question was, the big question was,

[2:06:53] do we want to put money back into the capital fund?

[2:06:57] And I would strongly support doing that.

[2:07:04] Is that a motion?

[2:07:06] I'll make the motion, so move 168,000 from the surplus to the capital of 5.

[2:07:16] Was that 168,000?

[2:07:18] Yeah, okay, even, all right.

[2:07:20] Okay, motions were made to take 168,000 of our surplus and move it back to the capital

[2:07:26] fund and you discussion on that.

[2:07:30] Yes, the discussion is should we move more. In the way the actual wording from this two is, does the board want to transfer some or all of that to the general fund and put the funds back to 168,000, back into the capital improvement fund?

[2:07:46] Right, right. Once or something back.

[2:07:50] or some percentage at right, some part of it.

[2:07:52] I mean, the 168th and recoups,

[2:07:55] but we've spent out, that's far.

[2:07:57] What allows us the opportunity of something

[2:08:00] comes up to have that back and that fun,

[2:08:03] and I have a lot of my breaking.

[2:08:05] Not out to pick line.

[2:08:07] Do you want to amend your motion, Lisa?

[2:08:08] I know, I'm just having discussion.

[2:08:11] Discussion for discussion is,

[2:08:13] do people feel like that is what we should put back in,

[2:08:18] or should we put more than 168 back in?

[2:08:26] It's a pretty simple.

[2:08:29] In relationship to other districts, what is our surplus?

[2:08:35] It seems pretty substantial.

[2:08:39] I don't have those numbers.

[2:08:40] I mean, obviously, you know, courbos may have a higher surplus.

[2:08:43] Right.

[2:08:44] You might maybe rather count what those were.

[2:08:47] I'd have to take a look at it.

[2:08:49] I don't have that number.

[2:08:50] I know that all three districts have surplus this year.

[2:08:53] But I don't know the off end.

[2:09:00] What is your pleasure?

[2:09:04] I think moving the 168 makes logical sense to put it back in. You spend it, but you're very good to.

[2:09:12] So, what have we were just making an even 200,000? Just to have that out of it.

[2:09:15] I'm happy to amend and say 200,000.

[2:09:19] Right, like the round numbers, huh?

[2:09:21] I mean, it makes sense. We have old buildings, weird things come up, and that's what's happened.

[2:09:26] Well, the prices are going down, or anything.

[2:09:28] That's great.

[2:09:29] I'm happy to amend and to...

[2:09:33] So Lisa will amend the motion to...

[2:09:35] Two hundred thousand.

[2:09:36] That's so much...

[2:09:39] ...surplus.

[2:09:40] To be put back into the capital fund.

[2:09:42] To the capital for that fund, yes.

[2:09:43] That's one proof of freedom.

[2:09:45] Okay.

[2:09:47] You've read the motion.

[2:09:48] Any more discussion.

[2:09:51] I think we've got a grab at one.

[2:09:52] Yeah.

[2:09:54] All those in favor.

[2:09:55] Hi. Any opposed? So be it.

[2:10:01] Good deal. All right. Let's get to write that big check.

[2:10:05] All right. Anything else concerning finances at this time?

[2:10:12] We've had discussions off and on over the last six months about when we want to start our budget discussion.

[2:10:22] Our favorite topic, what is the, is the consensus of the board, is the one we'd like to start that

[2:10:31] September.

[2:10:33] We have an offer of September.

[2:10:36] Is there anybody who would like it later than September?

[2:10:39] No.

[2:10:40] It's also on our pockets, our tax rates.

[2:10:43] And I think based on that, you're going to have to be pretty conscientious about what this year's budget looks like.

[2:10:50] So, so if September is going to be it, what are we going to ask the business manager to provide for us?

[2:10:59] He needs to know, so he can...

[2:11:01] Well, he'll adjust the timeline that he typically provides a board in October.

[2:11:05] And then I think I'll just come in with the financials, particularly around the 4th or 4th or 38.

[2:11:10] 79722 surplus, about what to do, and then start looking from there.

[2:11:13] And what that's going to look like, or just start that.

[2:11:16] Look at your scenarios about what the board can do with that, and we want that on the agenda for next month.

[2:11:23] And I think you also have to comment when he says what do you want the budget to look like as an increase?

[2:11:28] Flat, negative, or whatever that there needs to be real conversation about that, because that's how you build it.

[2:11:36] That's what makes it to build out.

[2:11:39] That's right.

[2:11:41] Okay.

[2:11:43] There we go.

[2:11:44] So we'll be there with Lewis and look forward to that next month.

[2:11:48] We're up to public comments again.

[2:11:49] Anybody would like to make a public comment in person?

[2:11:53] Anybody online?

[2:11:57] Seeing none?

[2:11:57] Thank you for having us.

[2:12:00] We're always open.

[2:12:02] We're always welcome.

[2:12:03] Always welcome.

[2:12:05] Regardless of where you sit.

[2:12:07] So our future meeting date will be September September 10th, 2026, any future agenda items

[2:12:14] that need to be brought up, but they'd like to see on this time, let's be right now,

[2:12:19] wherever hold your piece now.

[2:12:21] You can either email me or Chris, and we'll see if we can get those on if necessary, so at

[2:12:26] this point I would entertain a motion to adjourn.

[2:12:29] When I says, are we making principals come to this September meeting since you just in school or

[2:12:37] and so that principal reports, I mean, you're a little bit up to the board.

[2:12:44] I mean, I think you go badly. Welcome up from the reports.

[2:12:50] You're going to give us up to September.

[2:12:52] Yeah, we usually we've had September's kind of a pass for them so they can get our business back together.

[2:12:58] unless there's something it reaches that's transpired and you need to come and ask for

[2:13:02] some that 200,000 from the capital improvement.

[2:13:10] That we allow building up and a pass for this up to me.

[2:13:14] Without objection?

[2:13:17] Okay.

[2:13:18] Thank you.

[2:13:18] All right, thank you.

[2:13:20] Now let our pay the motion to adjourn.

[2:13:23] Thank you.

[2:13:23] Thanks Lauren.

[2:13:25] Always in favor?

[2:13:26] Thank you.

Quarry Valley Unified Union

Transcript