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>> So that >> there's so many little things that we all do dayto-day that won't end up right like in our school improvement plan, but that mean so much to students and to educators in the building. So >> yeah, >> I appreciate that the answer, the honesty. It's hard to leave things on the cutting room floor. >> And um >> yeah, I'm interested in where we can go on that very topic. That's an important one. >> That's true. >> Yeah. >> Is there anything you need from us in particular as you pursue the things that are listed for next year's school improvement plan? >> I just I'm so grateful that our students can come here and talk about so many of the great things that they're doing. I know that recognition means a lot to them and they love that time. So, thank you. And if we can continue to have them come back to school committee next year, um I know that goes a long way.
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I don't have the 2425 unodited actuals with me. Trusty Longshore, as the last time we had these discussions where questions were coming with dollar amounts, um I had emailed and requested what line they had come from and so that staff could locate those. If you would be willing to provide him the line and page number from the unodited actuals, that would be the best um approach to this so that we aren't taking assumptions sitting here that we're all on the same page literally. >> Right. Okay. Yes, thank you. So, uh just for clarification, Mr. Schulenberg, you would like to know um if this number came from the budget side of the unodited. >> Well, I would like to know what two numbers you're comparing to reach 16 million and what your source documents are and then I can prepare an accurate response. >> And should I email you directly?
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It had to do Sorry, I'm going back to how you broke it down. It had to do with, you know, is there? Have we? I'm sorry of the teachers who have participated Have we? I'm sorry of the teachers who have participated Have we? I'm sorry of the teachers who have participated in the cohort and whatever Have we? I'm sorry of the teachers who have participated in the cohort and whatever Have we? I'm sorry of the teachers who have participated in the cohort and whatever other professional development teachers who have participated in the cohort and whatever other professional development teachers who have participated in the cohort and whatever other professional development opportunities. You were wanting in the cohort and whatever other professional development opportunities. You were wanting in the cohort and whatever other professional development opportunities. You were wanting to know? Because they're correlation or some relation between.
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So, thank you for that. >> Yeah. No, we're super grateful. I think that we absolutely appreciate your support and it is felt from us and our staff. So, thank you. >> Thank you. >> Well, thank you. Thank you. >> It's fun hearing the students talk about the last two weeks because it's been such a whirlwind. I WAS SITTING OVER THERE getting Cheerios 9 to five. I go that felt like I was like >> I thought it was 3 months ago 3 weeks ago. >> Yes, that feels like a long time ago. >> Like a lifetime. >> Thank you so much. Thank you. >> Thank you. >> Will we continue to middle school now? >> Yeah. So Mr. Cameron comes along which this is the only So you'll get gentler on him because he has partner Molly our comfort dog. Good to see you, Will. >> Uh just a very quick shout out uh to Mr.
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I think if you email the superintendent's office and Miss Nelson or Miss Codell will get that information to me. And I there's some other ones too. For instance, the next question um on your list as number three. Um why did our projected expenditures increase only 2 million from the 2425 unudited actuals to 2526 estimated actuals after an approximately $17.4 4 million rise in total compensation. Um I would like to remind the board that expenditures do fluctuate between fiscal years across the major object codes from year to year. And trustee Longshore for clarification. Um I I'm not sure where you got a $17.4 million rise in total compensation. So I was curious if you could provide the data that supports that calculation and if any source documents you have to determine that calculation. Um yes. So that was the um last handout I handed to the cabinet and the board um that directly referenced the AB1200 for CSEA and the AB1200 for um AVUDA.
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Their Because they're correlation or some relation between. Their Because they're correlation or some relation between. Their work there and their and the Because they're correlation or some relation between. Their work there and their and the Because they're correlation or some relation between. Their work there and their and the outcomes of their students and some relation between. Their work there and their and the outcomes of their students and some relation between. Their work there and their and the outcomes of their students and and, if so, how can that be work there and their and the outcomes of their students and and, if so, how can that be work there and their and the outcomes of their students and and, if so, how can that be implemented with the other? outcomes of their students and and, if so, how can that be implemented with the other? outcomes of their students and and, if so, how can that be implemented with the other?
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Houseman. We got 18 staff right now in DC, about 200 kids. >> Yes, >> they're in the hotel room preparing for dinner dance uh in the hotel. I'm sure they're watching on their devices. Um and as quickly as that, I'm very proud to share that counterprogramming that um with the group that's staying back from DC. For the first time ever, the state asked our middle school uh to come to the DCU center to do some showcasing of the civics uh action project that all eighth graders do throughout the Commonwealth. So that happened this week with the group that stayed back, a small cohort went to the DCU center. Second time this school year where the stadiums asked us uh to showcase and model. So >> wow, that's great. >> Special. >> I might have stayed home my eighth grade DC trip and it wasn't like that.
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I know we don't have an AB1200 for our management uh raise but I according to numbers that were provided to factf finding I was able to create that spreadsheet. Um I'd be happy to send you another copy. >> That would be great. um because it references the actual um resources that I pulled data from. Um so I can do that. Would you like it just if I drop off a hard copy? I I >> actually Matt let me jump in there because as I recall that was the reason we had requested the um specific page the specific line so that they could reference those and verify the data instead of a um you are welcome to provide your spreadsheet but without them having the page that it came from and the resource it's very hard for them to cross-check and it does take extra time to do that.
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Yeah. Yeah, I think that's sorry. That's all I can remember, yeah. Yeah, I think that's sorry. That's all I can remember, yeah. Yeah, I think that's sorry. That's all I can remember, yeah. And so, a question in that, uh, Yeah, I think that's sorry. That's all I can remember, yeah. And so, a question in that, uh, Yeah, I think that's sorry. That's all I can remember, yeah. And so, a question in that, uh, domain. You know, question That's all I can remember, yeah. And so, a question in that, uh, domain. You know, question That's all I can remember, yeah. And so, a question in that, uh, domain. You know, question around, you know, the And so, a question in that, uh, domain. You know, question around, you know, the And so, a question in that, uh, domain. You know, question around, you know, the measurement of the thing would domain.
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It was very nice. That was the 80s though. >> All right. I am here to highlight some important foundational work um in tier one that's being uh focused on this school improvement plan. Uh very briefly, tier one um is the foundational work that all students have access to and strong foundational work that is done in the mainstream classrooms. uh quite frankly if you have strong one strong tier one instruction happening in SEAL focus then all your data improves and all your data source um you can have the best special education and intervention programs in your school but if you don't have strong tier one it will fall and it will falter so underneath the two objectives of multiple path to success and well-being and mental health I'm just going to briefly share some of the focus um that we had at this school year which launched us um to these two new goals.
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So, I had originally requested in reference to that specifically the page, the number um and the document dated and instead that was provided. So, I'm going to ask again that that is what's provided to them in order for them to do the appropriate um response. >> Oh, okay. Well, I just want to make clear that I do invest a lot of time and effort. um language and referencing documents is a big uh thing for me. Um and I feel like I did reference uh specific documents in correspondence with the numbers. Going through and offering actual line items is like above and beyond my already above and beyond. Um so I would be more than happy to sit down um if you want me to point to them on the pieces of paper. Um, but I do think it's quite clear. I don't know if you have any specific clarifications on that.
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You know, question around, you know, the measurement of the thing would domain. You know, question around, you know, the measurement of the thing would be looking at, you know, how? around, you know, the measurement of the thing would be looking at, you know, how? around, you know, the measurement of the thing would be looking at, you know, how? How are we measuring what measurement of the thing would be looking at, you know, how? How are we measuring what measurement of the thing would be looking at, you know, how? How are we measuring what students are included, which be looking at, you know, how? How are we measuring what students are included, which be looking at, you know, how? How are we measuring what students are included, which students aren't included in the How are we measuring what students are included, which students aren't included in the How are we measuring what students are included, which students aren't included in the measurement.
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So the entire district um did some work very important work with Danisa uh Jackson Dr. Jackson around UDL which is universal design for learning. >> Uh there are two areas that are highlighted in this school improvement plan. One is tier one instruction um and making sure that all of our teachers in the mainstream classrooms are giving choices to students and have multiple paths to success for our students. Um and that UDL work um is again aligned very strongly with tier one objectives. The way in which we're going to be monitoring that work um and supporting the teachers is through professional development and uh what we already have in place with with is which is um some monitoring of data that we do um almost every other month. We do that at the team level, the grade level team level and then we do that as a student support team of administrators, guidance counselors, school psychologists and nurses about once a week as well.
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Did you want to look at the document and then get back to me? >> Trusty Longshore, I'm going to stick with what we had requested. Um, while no disrespect, you are spending time doing this, but not unlike any other situation when there is factual documents that are being passed out and drafted, we want to be able to cross reference. We want to be able to present publicly where those documents came from. And while you have verbalized it, having the line and page and document state like title, that is very helpful for us to do this. And I'm going to request that that is how we operate, not off of just notes um where you located it because um when I had requested these the first time um I was told to watch the video and that doesn't help because I don't have the documents with the specific places for them to reference and it would be helpful for us to have that to do the prop cross reference if we're going to answer these questions accurately.
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All of those sort students are included, which students aren't included in the measurement. All of those sort students are included, which students aren't included in the measurement. All of those sort of things would be. The type students aren't included in the measurement. All of those sort of things would be. The type students aren't included in the measurement. All of those sort of things would be. The type of inquiry that is technical in measurement. All of those sort of things would be. The type of inquiry that is technical in measurement. All of those sort of things would be. The type of inquiry that is technical in nature. And for board members of things would be. The type of inquiry that is technical in nature. And for board members of things would be. The type of inquiry that is technical in nature. And for board members to under to have an of inquiry that is technical in nature.
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The data points that we measure um is through pair which is an SEAL assessment that all the students take um through Renaissance Star Math, Renaissance Star English um and of course MCCAST as well. We've been fortunate enough, as I mentioned just minutes ago, um to be recognized by the state um in closing some of the gaps that we've had at the middle school. Um but we are really committed to the strong tier one work and UDL priority that we have in place which gets us to underneath uh well-being and mental health some work that we're doing um through an initiative um called PBIS. PBIS is behavioral positive behavioral incentive supports or systems. Uh the middle school wrote a grant say five years ago um through the conquered ed fund that provided all of us with these pouches um and school story gift cards. Um it is aligned with our school values of compassion, motivation and self-awareness.
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Um, so just so I understand, you have no intent to answer the questions unless I give you the line item numbers. >> I don't think we can factually respond to those questions without the line numbers of where they're located. We're making assumptions that we are understanding what you're telling us off of a spreadsheet that is not one that we have established. And so I'm going to ask that we are provided the actual document. You can highlight if that's better than providing whatever you'd like to do, but utilizing the documents that are publicly discoverable for anybody in the community and provided to our county. >> Okay. I just want to reiterate, I'm an English major, so referencing documents and being very clear on titles and numbers is something that um you know, I make a priority. So, my spreadsheets, if anyone were to go to them and compare them to the corresponding documents as bibl biblically noted, like at the bottom, which documents I'm referring to starred in the um sheets, I understand it's going to take time, just like it's taken time for me to do this as well.
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And for board members to under to have an of inquiry that is technical in nature. And for board members to under to have an understanding of that is nature. And for board members to under to have an understanding of that is nature. And for board members to under to have an understanding of that is generally pretty valuable for to under to have an understanding of that is generally pretty valuable for to under to have an understanding of that is generally pretty valuable for you to having a full picture. understanding of that is generally pretty valuable for you to having a full picture. understanding of that is generally pretty valuable for you to having a full picture. Um. But one of the generally pretty valuable for you to having a full picture. Um. But one of the generally pretty valuable for you to having a full picture.
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We're really focused, which is the tenant of PBIS, in making sure that we are shining the bright light on what is essentially the 99% of kids and their amazingness and how well um they behave and focus on their academics. Um and we're looking to make sure that there's an exttrinsic u focus on those areas by all of us walking around with pouches have school store gift cards attached to them. Uh we started this work about 5 years ago and part of the grant that was submitted to conquered ed fund was curriculum in the area of teaching the kids about compassion, teaching the kids about motivation and then the one that's a little bit more nuanced, self-awareness. Um we've packed a lot in our advisory program and I feel like that education of those three uh core areas, those three core values have gotten lost a little.
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Um, and asking me to do more just to get questions answered, I think, is um not fair and um not realistic. I feel like if you have a specific one where you're like, you know, I went and I looked and I didn't find it, could you clarify this for me? I'm more than happy to, but going back on all my spreadsheets and identifying line items at this point seems rather redundant. >> Well, I'm I'm going to stick with what our expectations for staff is is that I'm not sending them trying to locate or trying to defend something that they don't have the specific information. I'm not saying that we're not going to answer and I'm not asking you to do more work. But as we've re received questions over the course of the last um year, we have discovered that there are some inaccuracies and numbers that have been put on not ours.
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