001Good evening everyone. Today is Monday, October 27th, 2025. This is a special meeting and workshop of the board of education. Um, first order of business is to um have a motion. Second. All in favor? Okay. Next is to convene to executive session. Can I have a motion? Joel. Second Pete. All in favor? Okay. We will be back around 7:30. Thank you. Okay. Everybody, thank you so much for your patience. Sorry that we are a little bit late. Um, first order of business is pledge of allegiance. Um, so we're going to start with um more comments if anybody has anything. But um So comments have wait for comments after the presentation. >> Yeah. So, first and foremost, I want to thank our district steering committee for coming together last week. We had our great first meeting.
002Uh different stakeholders came in. We had the meeting here in the library kind of setting the charge and the the mission for the district uh and the work the team's been engaging. So, more will be forthcoming for uh the steering committee. We're going to be sending out some community surveys in the near future. I plan on two meetings in November, then probably one in December. Uh with the goal of really getting our communication surveys ready. We're going to take a look at the previous two from him survey that were done last year as part of the search to get some of that feedback. Uh we're also going to be checking in and a lot of the district data the team to kind of confirm where we're doing well, looking at some areas that we're really
003proud of and also start to identify some areas of need for the district. Uh and then really working with the community to further engage with how we can communicate with all stakeholders, individual meetings, different events to to gather the community about the priorities of our school district. Uh the goal for our team is really to uh continue to work collaboratively with with the board and also with with all of our stakeholders in the community to forge with our long-term steering plan uh long-term strategic plan, excuse me, with the goal of presenting a draft to the board in June as part of a workshop and then hopefully adoption by the board at our later meeting. So that's the timeline. more communications to come, but I'll keep updating the community and sending out different communications with our
004progress as a team. One of the things I discussed with the team members, it's a very transparent process. We want to really engage people. It's not confidential as we go and start to discuss priorities. Obviously, as a team, we want to refine those, but we want to really have open dialogue uh the things in the work that we're doing so that everyone's fully aware and informed and um we'll give progress updates along the way. Another update on the uh position, very important position for our district, the director of curriculum, instruction and technology. So, in terms of updating the community, uh we did obviously I mentioned earlier this year, we had a late resignation. Unfortunately, due to pristine circumstances, so we did go out and advertise to the position. We did a full interview search. Unfortunately,
005going through that process, we didn't find the right candidate that we're looking for for Tahoe from the applicant. So through discussions with the board, we we reposted as an interimm position. So we're looking at candidates now. We're looking at some of the the applicants that get us through the end of this school year. Uh a very qualified person to be a great resource for us leadership this year with the goal of eventually uh finding a great candidate this spring and long term. So one of the the priorities I said to the board and also for the our hiring committees is that we're never going to settle. We're going to make sure that we bring the the best and brightest candidates in, make sure that we have the the right instructional leader to take that important
006position for us uh to join our administrative team and support the the work of the district. Uh on the horizon for us, we've got superintendent conference day coming up. So, just a little plug in terms of our superintendent goals and the work we're going to be doing as administrative team. So, we're excited that uh no November 4th, election day, when our students will be sleeping in will be hard at work uh here at the district really going into professional development. We're going to focus a great deal on the curriculum mapping. So, we've partnered with with Atlas Rubon Atlas to begin to the uh instructional technology platform that we're going to use. So we're going to be providing professional development all of our teachers getting them set up and more importantly giving the time uh once
007trained up to really work and start to get their current curriculums onto the platform and then we can start to take a deep dive into alignment and a much longer process. So that'll begin on the 4th and then we're also going to be spending some time with professional development on an AI platform. So the board was kind enough to approve last year uh the magic school AI platform. So we're going to be we've given that u the login information to teachers at the beginning of this year but now we're going to start with professional development really go into uh how that tool can be used for instructional purposes for lesson planning uh to have another platform and then we'll kind of expand from there. So those are two of the highlights for conference today along
008with a number of other things looking for. I wanted to send a congratulations to our stepped up here at port. So at Tahoe, excuse me, we uh got the good news that the SEPTA charter is moving forward for December 2nd. So congratulations to all of our uh parent leaders that took on that charge that have begun the process of getting separ chapter recognized here at Tucker. So uh we have a slate of offers that'll be going up for recognition and vote as they formalize that an official charter. So congratulations, President Alexander Kana, Vice President Laura Ramirez, recording Secretary Julia Serusta, corresponding Secretary Jordi Deo and Treasurer Megan Kiski Bolino. So congratulations for all of our parent leaders and for putting that important initiative forward and we look forward to celebrating them on the second and
009I'll have some comments at the end but just wanted to highlight those part of my remarks. Thank you. comments. Good evening everyone. I'm very excited for student life going from the beginning. Sorry, any parents? Um, and we're very sent out on Friday email um, which is going to be new and hopefully we'll be doing it monthly. Um but um basically it's a little snapshot of what has happened our board meetings with a link to the board meetings. Um and then it does at the end list um what the um upcoming workshops and regular meeting dates are and times and how to get that information. Um and at the very end there is an infographic about what the board is responsible for and what we responsible for um just to give everyone a good idea of
010um what we actually do. So a lot it's it's something I've been wanting to do for a long time. It um aligns with our goal of more community engagement and um it's a way that I felt, you know, we could bring the information to you rather than having to search for it. And also um often people would say to me, you know, what what does the board do? And so incorrect to give um a strong um representation, something easy to see so that you can understand what our role really is and what we are not responsible for. Um and um another thing that a lot of people ask me since what is the difference between a workshop and a regular meeting? So workshop is what you're seeing tonight where basically the board is doing business
011of the board in public. Um we don't allow public comment in workshops. We just kind of work together and it's for the public to see. Um they're generally presentations. Personally, I feel that they're really like to meet by the district. It's really great to see um presentations and the data that is presented to the board. Um regular meetings are more the business of of getting things settled. Regular meetings are where you can come and give public comment. Um workshops you can't. However, you are encouraged to pay attention. You are encouraged to attend to watch and if you do have questions and comments, email them in and somebody will respond to you with something response. Um, so it's not that you can't have any. We don't allow it during this sort of meeting. But certainly um
012all meetings that are listed on the newsletter on the website are technically public meetings where the public is encouraged to pay attention and to participate. So um if nobody else has anything to say then we will have the presentation spotlight on college programs and student success literacy practice and data review by our college administrators Mr. Morash and Mr. All right. So, good evening, Superintendent Roberts, Board of Education President, Miss Hollerin, members of the board of education, and our Codle and Tuck community. On behalf of William E. Codle Elementary School, we thank you for the opportunity to present this evening. Tonight we are excited to share an overview of the wonderful work happening at Codle highlighting the continued commitment to our students, staff and families in academic and social emotional excellence. Our presentation will focus on
013two areas updates on existing and new programs at Codle and an indepth look at academic progress and data review in math and a special focus on literacy. We will begin by sharing updates to our positive behavioral interventions and supports program cause and how we are strengthening school culture through consistent expectations, student leadership opportunities and community building initiatives. Over the summer, members of the pause committee, Miss Lundelle, Miss Listista, Miss Valentine, Miss Karate, and Miss Connelly met to revamp the program as part of a summer curriculum project. A focus was placed on initiatives that promote kindness, acceptance, and inclusion while also tying into social emotional learning to build resilience, self-confidence, and positive behavior. Using the values outlined within pause, monthly themes were identified and will be targeted throughout the building. Each theme is also embedded within
014the morning announcements. One book was selected for each monthly theme and is read aloud in each class from UPK to fifth grade. Each book is accompanied by a differentiated followup activity to reinforce the theme. Every month, one class per grade will display their work related to the readaloud on one of our pause bulletin boards. This initiative aims to build universal language and a common focus among students and staff. Highlight our values and instill intrinsic motivation. This month, class 1 DC and class 5 DGS joined forces to explore the pause theme, be brave, be you together with their teachers, Miss Castro, Mr. Fusco, and Miss Beastman. Students read the dots by Peter H. Reynold, discussing its inspiring message about courage, creativity, and selfexression. After reflecting on how bravery can mean trying something new and believing in
015themselves, students in first and fifth grade worked together to create their own unique dot artwork to celebrate their individuality and confidence. Another wonderful addition to our pause program is the introduction of the paw testic award. At the end of each month, two to three students are nominated by each teacher. Students who exemplify All worthy behaviors, particularly those associated with the monthly theme, are nominated. Winners are announced at a grade level assembly and given a certificate at the end of each month. Winners will also take a picture with Cody Cub, which will be displayed on the new Paul Wall of Fame. Still in the works and in partnership with the PTA and PTA grants committee, the pause committee is into guest speakers to discuss topics such as empathy, respect, inclusion, belonging, and making healthy choices. We
016are also looking to expand our experiences to foster social emotional learning and mental well-being. Those experiences include yoga practices, pet therapy, and animal assisted activities. Now we're going to talk about one of our new programs here at the executive functioning program. Excuse me while I thank you for assisting me. All right. This year we're excited to introduce a new executive functioning course for our fourth and fifth graders here at College. The course is being taught by our esteemed teacher, Miss who worked tirelessly over the summer through a summer curriculum project to design and develop the curriculum that for this new offer. Executive functioning refers to a set of cognitive skills that help students to plan, organize, focus attention, remember instruction, and manage time and emotions. These skills function as the brain's control center, guiding students
017as they set goals and develop action plans, stay organized and monitor progress, initiate and sustain attention on tasks, regulate behavior and emotions, and adapt flexibility when faced with challenges or change. Together, these abilities form the foundation of academic achievement, social success, and lifelong learn. Strong executive functioning skills help students take responsibility for their work, manage time and materials, improve focus and perseverance, work well with others, and feel confident and independent. These skills are key for academic success and life beyond classroom. Additionally, as an extension of our new executive functioning course, our college students will participate in an improv class with unthinkable comedy during their cycle. Improvisation or improv activities can improve executive functions by training the brain to be more flexible, adaptive, and creative. Now, let's hear from some of our fourth and fifth grade
018cuddle cubs who are participating in this first cohort of the podle executive functioning courses. >> Favorite executive functioning skill is pomodoro technique because it it's a time management thing. So, so like I would recommend 10 minutes to 25 minutes to do your first pomodoro and then you get a 5 minute break and then you keep doing it again and again. favorite strategy is make it a song because it helps me remember um what I need for school. My favorite strategy for focus is meditation because it helps my body calm down and get ready to focus on people. It makes an activity seem less boring. My favorite skill is the first then f first then is a time management skill that you only plan for your next two tasks. I like this strategy eat the frog
019which is you got to get the hardest task out of the way first so you could do all the easier easier tasks. I used this once when doing my math homework. It was a very hard question, but I got it out of the way so I could finish it faster. >> My favorite executive functioning strategy is countdown from five because it be because before I my brain stops me, I could get up and like go. My strategy is reducing the distractions around me so I can get my work done. A special thanks to Codle, Eli, Tahara, Zoe, Parker, Hunter, Axel, and Vero. And of course, a very special thanks to Mig on her tireless work in creating this curriculum over the summer, continuing to build on it in its pilot. Miss Silver, our school counselor,
020has been leading a comprehensive program that supports all students while also taking the lead on monitoring attendance and reducing chronic. Each month, Miss Silver provides classroom lessons to every grade focused on a different things like friendship, respect, stress management, and kindness. These lessons build common language and strategies across the school so that teachers and students are all speaking the same language. In addition to in school instruction, Miss Silver sends a monthly newsletter home to families. The newsletter includes what students learned, the books and songs she used in lessons, and simple ways for families to continue those conversations at home. This keeps families informed, reinforces beyond the classroom, and helps strengthen the connection between home and school. This pyramid shows the different levels of counseling support available to students. All students receive monthly classroom lessons. Some
021students participate in small groups. Right now that includes social skills groups for kindergarten and first grade and a new executive functioning group for second and third grade. Silver will also meet individually with students for shortterm support, usually four to six sessions to help them work through a specific challenge or problem. Miss Silver's role also includes monitoring chronic absenteeism. Once a month, she meets with administration to review attendance data and identify any students who have missed 10% or more of school days. We use a structured process that includes letters home, phone calls, and parent meetings when needed. And we document everything carefully so we can track trends and follow up consistently. This focused team-based approach has made a real difference. Our chronic absenteeism rate has dropped from 9% to just 5% since we began this process.
022That's nearly half the number of students missing significant amounts of school. And it reflects the of proactive communication and family partnerships. Overall, our attendance work go hand in hand. When students feel supported socially and emotionally, they're more engaged, more connected, and more present. Next, we would like to take a deep dive into some of the instructional practices at Codle that have had a positive impact on learning, particularly literacy. This chart illustrates the many programs, support, and assessments that have been steadily and methodically implemented over the course of the last seven years to better address literacy at will. We have heard some say that programs at Codle are introduced and then shortly are removed. As you can see, this is not the case. New programs that were introduced have in fact been extended into other grades
023and continue year to year as illustrated in the chart. Programs like foundations, reading wonders, integrity, units of study and social studies crosscurricular reading practices have been both implemented and sustained. Similarly, assessment tools such as I Ready and Dibble that have been introduced or gradually integrated still contribute to our continuous improvement efforts through the insight that their data and resources provide. Furthermore, successful practices such as partial and full content specialty models in grades four and five are always undergoing refinement. For example, as of last school year, the win period has been expanded to five times per week in grade five. Last year, our grade four and five PLA teachers, interventionists, and special education teachers underwent training in Linda Ma. Additionally, last year we began piloting wordly wise in grades three through five and we rolled out
024universal design for learning practices which were supported by the enlment of an outside consultant to further bolster academic growth by providing different ways for students to access content and different options to show what they've learned. At Codle, our K to2 literacy instruction is built on a strong researchbased foundation that supports early reading and language development. We use integrity to explicitly teach awareness, helping students recognize and manipulate sounds in spoken words. Foundations builds on that by focusing on phonics, handwriting, and spelling patterns, giving students the tools they need to decode and write words accurately. Through reading Wonders, students develop reading comprehension, vocabulary, and fluency as they engage with rich text across various genres. New this year, our speech and language pathologists are pushing into kindergarten classrooms once a week. This proactive approach allows them to support
025students with potential language processing or articulation needs right within the tier one classroom setting. Another initiative to ensure that all students build a strong foundation for literacy success from the very start. A large scale study by the Harvard Graduate School of Education found that a contentrich science curriculum for nearly 3,000 students across 30 schools resulted in improved reading comprehension not only on science text but also text in history and literature. Demonstrating how building background knowledge enhances William Codle is utilizing and emphasizing crosscurricular lesson content in all grades. Third grade uses an integrated crosscurricular approach to ELA science and social studies. Students are exposed to a variety of fiction and non-fiction texts. These texts are used to build content knowledge and develop strong comprehension skills. The students learn how to annotate text, pull out keywords and
026details and analyze information. Students also learn how to curate their own claims about what they have read and use details to support their their thinking. They also learn to generalize these strategies and use them not just for other content areas but in the real world. In addition to text, students are also building comprehension with documents such as infographics and models. They are using these tools to learn about topics and to also to create them to teach others what they have learned. The content and skills they are learning in third grade help students become lifelong learners. So here we'd like to share a snapshot of how a crosscurricular approach to reading and writing standards is applied in grade four ELA novel studies and social studies. In grade four, two literary novels, Fourth Grade Rest and Eagle
027Song, and an historical novel, Pedro's Journey, are taught in tandem with social studies units on New York State geography and European explorers of New York. Reading and writing skills developed in ELA literacy lessons are applied to complete research and writing assignments in social studies. Likewise, concepts and vocabulary guarded from readingformational text in social studies leads to a deeper understanding and appreciation of their fourth grade novel studies. Reading standards are crosscurricular and are focused in all content areas. For example, as students read anformational text about New York State, they continuously build content knowledge that then will dotail with events and characters in their novel studies. Students make connections between literature and history. Through maps, text features, journal readings, and hands-on activities, students develop a deeper understanding of the content they read. Crosscurricular writing pieces have students
028apply skills like drawing inferences, identifying themes, and making text to text and text to self connections, and help to build and apply vocabulary effectively. New this year in grade four, teachers are using the English language arts companion to reinforce and extend classroom instruction. This resource provides students with additional practice in the exact reading and writing strategies they are learning during core lessons. It supports key grade four skills such as close reading and citing text evidence, summarizing and analyzing fiction and non-fiction text, constructing well organized written responses, strengthening grammar, vocabulary, and sentence structure. By using this companion book consistently, students are getting more opportunities to apply strategies, deepen comprehension, and build confidence as readers and writers. This core screen, this crosscurricular emphasis continues in grade five across all content areas. Here we can see a partial
029list of grade five reading and writing standards and These standards are applied to science. For example, the students understanding that their statements must be backed up with detailed evidence in the text is equally valuable in science as well as in ELA. The effects of crosscurricular applications are cumulative. Applying ELA reading and writing skills to other content areas becomes automatic. Vice versa, as students accumulate content knowledge from science, social studies, and other subjects, understanding of concept and flourishing vocabulary adds to their ability to read more accurately and with deeper understanding of all reading material. This is also reflected in their writing assignments as they learn to write with greater detail with more complex vocabulary and express themselves more precisely. Units of study also utilized to build vocabulary in context reading standards. Novels include Dark Water Rising
030by Marian, The Lion, the Witch in the Wardrobe by S. and Espiron's Rising by Pam Nun. Similar to grade four, teachers in grade five are also using the English language arts companion book to reinforce and extend classroom instruction. This resource provides students with additional practice in the same reading and writing strategies they are learning during four lessons. This year, our approach to reading continues to get stronger and more comprehensive. We have continued to use our existing researchbased interventions such as the he theic awareness program. That is a program that is set researchbased explicit and systematic daily lessons to help young students developic awareness skills. Linda visualizing and verbalizing program develops concept poetry which improves reading and listening comprehension, memory, oral vocabulary, critical thinking and writing. The Wilson reading system is an intensive evidence-based intervention program
031for students in grades 2 to 12. This program focuses on the foundational skills like phonology, spelling, fluency, and comprehension. The PAF or preventing academic failure reading program is a comprehensive multiensory program that builds foundational skills using used as a beginning reading program in kindergarten or as an intervention for struggling readers. Fun and focused is an intervention kit for struggling readers within the foundations program designed to provide small group targeted practice and reinforcement. The kit is intended for students who require additional support beyond standard tier one instruction. This year we are also very fortunate to welcome our new literacy specialist, Miss Connie. She has quickly become an important part of our team. Her primary focus is on early literacy in grades K1 and two where students are learning how to read, not just reading alone. She
032supports foundational skills using the programs we discussed foundations integrity and fun. Right now, in addition to providing RTI tier 2 and tier three small group pullouts, this baby is able to push directly into every kindergarten classroom for 45 minutes each week, working alongside kindergarten teachers to support early readers within the classroom environment. This approach not only strengthens instruction but also supports our community to least restrictive keeping students in their classroom community while still receiving targeted support. While her main work is in K1 and two, she also continues to work with a small upper grade where support is still needed. We are truly grateful to have this baby with us this year. She has jumped right in and is already making a meaningful. Finally, the last piece of our presentation will share an overview of our
033New York State assessment results and our I Ready benchmark data. We want to begin by noting that all of the data, New York State testing data and I Ready data that you'll see tonight includes every student, general education students, special education students, English language learners, and students with 504s. Every child is included in these results because every child is a part of our story. While the New York City assessments only measure students in grades three through five, it's important to recognize that these results are truly a reflection of the work being done from kindergarten all the way through grade five. The foundation built in K through two directly contributes to the success we see in the grades tested through New York State testing. At Codle, we believe strongly that we all own the data. We'll
034begin by reviewing our math New York State testing data and then transition into our math ready data and we'll follow the same format on the screen. This is the updated format that parents can access through their parent portal following the release of the 2024 2025 New York state math math assessment results. This report is designed to give families a clear, easy to understand summary of their child's performance on state math exam along with how that performance compares to both school district and state. On this slide, you'll see the New York State math assessment results from last year's grade three students who are now our current fourth graders and the graduating class of 2035. As highlighted here, 74 out of 79 students or 94% of the cohort scored at or above proficiency of the New York
035State Math Exam. That means that nearly every student group met or exceeded state standard. This level of performance is not only impressive, it is a direct reflection of the strength of our instructional program, the dedication of our amazing teachers, staff, students, and families. Some areas that contributed to the success, strong classroom instruction and curriculum alignment, the win for what I need time and early intervention, teacher collaboration and data driven practices and families who support learning at home and reinforce high expectations. Next, we have the New York State math assessment results from last year's grade four students, who are now our current grade five students and the graduating class of 2034. This slide shows their performance over two years. Looking on the left side of the slide, in 2024, when this cohort was in grade three,
03675 out of 83 students scored at or above proficiency. That's 80% of the cohort demonstrating proficiency in math. Now on the right side in 2025 77 students scored at or above proficiency bringing the proficiency rate to 92%. So for this group the class of 2034 we saw a 2% increase in proficiency from one year to the next. This is not only not only strong performance but evidence of sustained growth and continued excellence. It shows that our student are not just maintaining success but improving as they move through the grades. It highlights the effectiveness of our instructional practices especially around problem solving number sense and multi-step mathematical reasoning. It reflects strong alignment between for instruction intervention support like wind time and our commitment to using data to adjust and respond to student needs in the classrooms
037and through our RTI process. And importantly, this growth represents the collaboration of administration, teachers, students, families, and support staff. Everyone working toward a shared goal of student success. Here we are looking at the New York State math assessment results for last year's fifth graders who are now the current sixth grade cohort class of 2033. This slide shows their performance across two testing years. On the left side in 2024 while this group was in grade four out of 73 students scored at or above proficiency which represents 75% of the meeting or exceeding grade level expectations. On the right, in 2025, 58 students scored at or above proficiency, raising the proficiency rate to 77%. This marks a 2% increase in proficiency in the class of 2033, showing that not only are students performing well, they are growing
038and moving in an upward direction. This is significant because this is a cohort that faced some of its foundational math years during pandemic disruptions. Yet they continue to climb and demonstrate resilience and strength in their learning. They are growing in key areas such as multi-step problem solving, fractions, algebraic thinking, and mathematical reasoning. Progress shown here reflects the impact of strong tier one instruction, targeted supports through wind time and AIS and a commitment from teachers to implement datainformed instruction intervention and enrichment. And as always, behind these numbers are families and the community that partner with us students and believe in their success. This slide compares the average grades three through five New York State math proficiency scores levels three and four across districts in the lower Hudson Valley region. You'll notice Tahoe highlighted in green with
039an 88% proficiency rate. What makes this especially notable is that this represents a 6% increase from last year's grades three through five proficiency average. So, not only are we performing at a high level, we are also continuing to grow at a meaningful and measurable rate. With 88% of students in grades three through five meeting or exceeding proficiency, Tahoe is among the top performing districts in the region. Tahoe is not only achieving excellence, it is growing year over year. This is something we should truly celebrate. Our students are achieving, they are growing, and they are doing so within a supportive, close-knit community that believes. This slide tells a powerful story. It shows how much growth our students made in kindergarten through grade five in mathematics last school year based on our I Ready benchmark assessment. In
040the fall of 2024, 34% of students in grades K through five were already meeting or exceeding grade level expectations. 55% of students were ready to access grade level curriculum and 11% of students were two or more grade levels below. Another way to look at this is if you look at the faded line which represents all 2024. The students that are in the checkered green and in the green are already meeting or exceeding the grade level standards of the grade level they are about to enter. The students in yellow, that 55% are ready to access the grade level curriculum that they are about to enter or are entering. So they arguably are on grade level in the fall of This fall data gave us a road map. It helped teachers group students identify needs in form
041how to structure our win periods, provide AIS and RTI supports immediately, and of course, special education support went into effect on day one. By spring of 2025, 78% of students in grades K through five were meeting or exceeding grade level standards. That is more than double where we were when we started in the fall. 19% are still approaching grade level readiness and 3% of students were two or more grade levels below, down from 11%. This slide represents our beginning of year I Ready Math benchmark data for grades K through five. Taken this 2025. It's important to remember that this data is a starting point. It tells us where our students are as they enter the school year, and it helps us target instruction, provide support, and accelerate growth from the very beginning. What's really encouraging
042about this data is how much potential and readiness we see in our students. 33% of our kindergarten through grade 5 students are already meeting or exceeding grade level expectations. These students are on or above grade level at the start of the year. In addition, 54% of students are ready to access grade level curriculum. These students are actually on grade level and ready to access their current grade levels curriculum. Of those students, 12% of the students are receiving AIS or RTI supports or support through special education. Taken together, that means that 87% of our students are either already on grade level or positioned to access grade level content successfully with classroom instruction. Finally, 12% of students are two or more grade levels below. This is a much smaller portion of our population and they are the
043students who benefit most from structured intervention and specialized support. Within this group, 73% are receiving AIS RTI support or support and special education. And if past years are any indication, our students make tremendous growth from fall to spring. We have a strong history of students moving up one, two, sometimes even three levels with consistent instruction and support. This data is not a finish line. It's our starting point and it shows that our students are capable. They are ready and with our teachers expertise, we are set up for another year of outstanding work. Now on the screen, this is the updated format that parents can access through their parent portal following the release of the 2425 New York State grades 3 through8 ELA assessment results. Again, this report is designed to give families a clear, easy
044to understand summary of their child's performance on the state ELA exam along with how that performance compares to both school, district, and state averages. This slide highlights the result from the New York State grade three reading assessment for the class graduating class 2035. To be clear, this data reflects the performance of last year's third graders who are now our current fourth graders. And the results are extremely encouraging. Out of 79 students, 68 students scored at or above proficiency, which means 86% of this cohort met or exceeded the state's expectations read. What this tells us is the majority of our students are reading on grade level. Many are performing above grade level. This shows a strong foundation in phonics, comprehension, vocabulary, and writing that begins in kindergarten through grade two and carries through grade three. And
045this also demonstrates the effort of our teachers, interventionists, service providers, and families at home. This is incredibly strong data for the class of 2035 and it gives us great confidence as they continue into the upper elementary grades. Overall, this is a celebration our students celebration of our students and of high quality instruction and of a community that values literacy and learn. This slide shows the state New York State reading assessment results for the class of 2044. To clarify, this data reflects the performance of last year's fourth grade students who are now our current fifth graders. And this is a cohort we should be incredibly proud of. In 2024 with this cohort within grade four, 52 out of 81 students scored at or above proficiency. That represents 64% of students meeting or exceeding state standards in
046reading. In 2025, one year later, 63 out of 86 students scored at or above proficiency. That is 73% of the cohort meeting or exceeding proficiency. This reflects 9% growth in reading proficiency in the class of 2034. Our students are becoming stronger readers and writers over time, not just maintaining where they started. This shows strong foundational literacy, vocabulary development, writing, and comprehensive instruction. It also reflects the efforts of interventionists, ENL teachers, special education teachers and staff, and the ongoing partnerships with families. This improvement is not accidental. It's intentional. We use New York State testing data, I ready benchmarks, and classroom assessments to inform instruction, adjust small groups, and target student needs within each cohort. grade level team meet to analyze data together with administration. We meet to identify trends and make decisions about interventions, enrichment, and
047curriculum. We don't just collect data, we act on it. And that is a major reason why this cohort continues to show growth year after year. And again, while New York State testing begins in grade three, this success starts much earlier in kindergarten, grade one, and grade two, where students build foundation. This slide highlights the New York State testing assessment for reading results for the class of 2033. To clarify, the data you're seeing represents the performance of last year's fifth graders who are now our current sixth grade cohort. In 2024, when this cohort was in grade four, 45 out of 74 students scored at or above proficiency. That represents 61% of the cohort meeting or exceeding state expectations. In 2025, one year later, out of 74 students scored at or above proficiency. That is 76% of
048students meeting or exceeding proficiency. This is a 15% increase in proficiency the class 2033. That is tremendous. This cohort is particularly significant because they are the first group of students in Tahoe to receive foundations instruction starting in kindergarten. These students began foundations in kindergarten and continued with structured literacy instruction into grades one and two despite their early years were also interrupted by the pandmic. So to see this level of proficiency and growth even with interruption is truly a testament to the resilience of our students and the dedication of our teachers. When you combine funations plus high quality literacy instruction plus targeted intervention plus enrichment the result is exactly what we see here. students performing at higher levels and showing measurable year overyear growth. This slide, this slide shows how our district students in grades three
049through five performed on the New York State Reading ELA assessment compared to other school districts across the lower Hudson Valley. You'll see that Tahoe highlighted in green with an average of % of students in grades three through five scoring levels three or four, meaning they were meeting or exceeding proficiency expectations. What makes this especially impressive is that this number represents a 19% increase from last year's grade. That kind of growth is special. 19% jump in proficiency. Direct results of high quality consistent reading instruction across K through 5, structured literacy programs like foundations integrity and data-driven instruction. These results also speak to the success of our universal design for learning philosophy which we rolled out last school year. By designing lessons that offer multiple ways for students to engage, access content, and demonstrate understanding, we are
050seeing more students. In summary, Taho's grade 3 through five average ELA proficiency is 78.3% up 19 percentage points from last school year and among the strongest in the region. This is something we should be incredibly proud of. This slide tells an impactful story. It shows us how much growth our students made in kindergarten through grade five in reading last school year based on our I Ready benchmark assessment. And what this slide tells us is that our students made wonderful gains in the fall of 2024. That was last year's starting point. 46% of students in grades K through five were meeting or exceeding grade level expectations in reading. Another 46% were ready to access the grade level material. Again, that means that on the bottom faded line, students represented in yellow 46% are actually on grade
051level ready to access their grade level. 9% of students were two or more grade levels below requiring targeted intervention. Spring 2025, last school year's end of year results, 83% of students in grades K through five were meeting or exceeding grade level expectations. 13% are still approaching grade level readiness and 4% were two or more grade levels below. This reflects that over four out of students were reading on or above grade level at the end of last year. This kind of progress reflects significant academic growth in one school year. Students moved up multiple performance levels, strong tier one reading instruction in every classroom. our consistent use of data meetings, wind time, small group instruction, AIS and RTI supports, ENL supports, enrichment and special education supports and most importantly our work by students, teachers, support staff and
052families. This slide represents our beginning of year I ready reading benchmark data for grades K through five taken this fall 2025. This fall, 45% of students are already meeting or exceeding grade level expectations at the very beginning of the school year. An additional 42% of students are considered ready to access grade level curriculum. Within that 42% of students, 21% are students that receive AIS RCI support special education. 12% of students are performing or grade levels below. Of this group, 89% of students are receiving AIS RTI support or support through special education. Again, this is not the end. It's the starting line. We know from previous years data that our students previous data that students make substantial growth between fall and spring and we expect the same upward trend this year. Speakers are already this data
053to form small groups, target instruction, and plan enrichment and AI supports right from the start of school year. This data tells us our literacy foundation is strong, our interventions are targeted, and our students are ready to grow. And as we've seen in years past, this fall baseline will become a spring celebration. As we At this 2526 school year, we'd like to highlight the key areas we continue to build upon to support student growth and instructional excellence. A strong system of reading and academic interventions remain in place. Both the continued supports and new initiatives introduced this year. That work will remain a cornerstone of how we meet students where they are and move them forward. All faculty members reviewed New York State testing data and are providing feedback regarding adjustments or innovations we may want to
054implement. That feedback has been collected and is crucial for guiding our planning and decision making this year. Data meetings will continue at every grade level and in collaboration with administration. Following the winter I Ready benchmark assessments, we will hold extended individualized meetings with classroom teachers, interventionists, and literacy specialist and will analyze every student's trajectory and determine how best to support and challenge each child moving forward. We will maintain our robust MTSS or multi-ter systems of supports process and our ongoing IST or instructional support team meetings. These structures ensure that no student falls through the crack. Our meetings bring together teachers, administrators, interventionists, and specialists to collaboratively problem solve, develop intervention plans, and monitor student progress over time. As a district, we are beginning a partnership with Atlas to organize and map our K to2 curriculum
055across all content areas to to ensure strong vertical and horizontal alignment and to state standards. The initial phase of this important work will kick off at the November superintendence conference. Magic school AI will serve as an instructional tool to support teachers with planning, curriculum alignment, and in our curriculum mapping work. It's an efficient way to support teacher creativity while increasing productivity. Deepen work in universal design for learning. on the strong foundation laid this year. A new consultant will be working with our teachers during extended days and within the school day to support tier one instruction with a particular emphasis on literacy through a UDL lens. We will prioritize enrichment at every grade level and in every content area through UDL win time and differentiated instruction. Challenge our students beyond and we are committed to expanding
056that work even further. Our K2 reading program reading Wonders is in the final year of its contract in conjunction with Foundations and Hagerty that has served as the foundation of our early literacy work. We have begun researching high quality programs to adopt beginning next school year, potentially extending a reading program from kindergarten through fifth grade. We're looking for a program that will work in conjunction with foundations integrity align with our existing novel studies and crosscurricular reading models and the writing revolution. This is critically important work and as we research and pilot programs throughout the year of course we will keep updated. That concludes our presentation and we hope we have provided you with helpful information about the programs and progress taking place at college school. We are proud of the progress our students are making
057and grateful for your continued support as we work to ensure that remains a place where every child feels valued, challenged, and inspired. Thank you. A lot of work went into it. just real quickly. So, so my my daughter was actually part of that class who uh was in their so seeing those numbers 15% that's huge. So when you guys were Thank you very much. >> I mean, >> yeah, no problem. >> I have no problem being honest. Um, yeah. Um, you know, we have we have tremendous reading of supports. They they are they are impressive numbers and you know, if board would like to uh bring on specialist, you know, that sounds lovely. Um, but I I'll I'll say this. Um, you know, just right now, right off the bat, Connie Katie has made a
058tremendous impact. I mean, her u expertise uh already it's almost the end of October, so almost two months in. We've seen the impact that that she has made on our students that are learning to read and that pushin time which um might have an expiration date depending on growing. But the time that she has to push into kindergarten classrooms right now is extremely val. So we had a meeting the interventionist myself uh Mr. Ken and Satie and we met to discuss you know how would we want to because like I said before coming into the school year we already have a large number of students that predetermined how we support the tier two or tier three. So looking at case loads, looking at the students that needed comp work, the number of students that needed
059uh decoding and coding support, things like that. And then of course we have another group that need math support. So all the interventions on all the task reports and right now they're focusing more so on the comp work that needs to be done through the other two upper grades and M is focusing on younger grades also because with that case right now we gave her that gave it gave her that ability once a So they are fantastic at what they do. They they are certified in Wilson. They of course they are level one certified in Wilson. The district took care of that about two or three years ago. did that for our two interventionists at the time as well as a number of other special education teachers like most special teachers like most of the
060special education teachers in um do interventions are they certified literacy specialist I don't answer so they're they don't have that level of certification but they absolutely 100% provide a very valuable service to all students and um I I really hope that one day, you know, we have our students come and speak because I think you'd be truly impressed at what their depth of knowledge I would leave that still I know there's 27th grade that there are 36% to me upper classes. I think it's also important, I'm sorry, Mr. Gallen, to notice the two bar graphs. You're looking at the trend. What you see on the left compared to what you see on the right is a significant decrease in level one and level two and an increase in level three. Ones went to twos, twos
061went to threes, threes went to four or perhaps twos went to fours, ones went to threes. So I I think that's what you're seeing and and I think that's very important to emphasize as this was before our literacy specialist who is absolutely amazing and we are thrilled to have her. But what you see here is a direct result of what we've had last year and the years prior to which would include our two. I think that could be a great ongoing discussion. >> That was a question I not ready. that it anyway or is it? Yeah, that's why I tried to clarify that. So again, I I'll restate what I what I said during the presentation when you look at the faded line. So again, the bottom line is fall 2024. The top line is
062spring 2025. in the fall 2024 that you can see right now 46 46% of students in yellow are ready to access their grade level curriculum. Now this is the whole building from last school year. So the 46% of kindergarten through fifth graders in that yellow line in the fall of 2024 are ready to start their new grade level. I guess a little or a little bit confusing is one thing. >> Well, first of all, it does say that yellow is one. >> Well, so when I when it says one grade level below, it's because it's normed against the end of year standard, meeting those end ofear standards. So technically a first grader or second grade, any grade level that is taking this in the fall, if I'm a first grader taking this in the fall,
063I am ready. I'm in the yellow because I am being normed against what I should know at the end of first grade. >> So you're one. Now I put that in there and I did change that wording on a different slide and I said I put it in there. I kept it on one because it says it in graph as well. So, >> okay. So, I I get that. So, thank you for the clarification and clarification. >> No, no, no, no. I I appreciate that. Thank you. >> Um, but it was confusing. >> Yeah. No, I'm glad you asked. Thank you. >> So, I guess what you're saying is that if you're one in the grade, if you're in the yellow, you're >> correct. Okay. So, Mr. Getti, honestly, I I'll say it one more
064time. As many times as you need me to say it, actually, I'll say it. 46% of students in the fall of are one grade level below as it states because that is being normed against what they will know or should know at the end of that. If you're a fourth grade reader, by the end of the school year, you read in that yellow, then you're >> correct. And what correct? And what it also means is that 24% of the students that took in the fall are actually already meeting most of those grade level expectations and 22% are exceeding the grade level expectations. So, I'm I'm a first grader and I'm in that 22%. I've already mastered the content. So, We need to meet that 22%. >> So maybe maybe a better way to say it
065is on pace. >> I mean when you said the green and it makes sense to me now. Yes. >> Correct. Right. Yeah. Yeah. You want your yellows to go green, you'd love your greens to go checkered green, and you'd love your checkered red to go red or yellow. And you know, so that that's what we look at. >> The grade five New York State classes 2033. That's how you this is how you would start. >> So yeah. So So that is comparing and I think I have it on the screen there. That's what I'm referencing. I think that's the data you're referencing. Um, so, so this is similar um to the I Ready, but it's comparing the cohort from the New York State in the spring of 2024 when this group was in fourth grade,
066sorry, fifth grade, and 2024 when they were in fourth and 2025 when they were in fifth. They are the current sixth graders right now. Um, this I'm glad you you had mentioned this slide, Mr. Camp, because this also shows what you want to see. You want to see from the left bar graph to the right bar graph, level ones and level twos go down. Level threes and level fours go up. But when you just look at the right side bar graph, you do see the level fours have gone down. Now, that is a data point that is not ignored. We drill down on that and we see which students did that impact, who fell into that group of students that went from four to three most likely and what areas might we need to focus
067on within those for those students within that cohort. Well, now they're in sixth grade. Um, but that would be the idea is to see, you know, what what happened there. Um, and again, uh, what I wanted to mention, but if I kept mentioning all the data through this presentation that we drill down into uh it would have been 49 slides, it would have been 109 slides. Um but it's uh it's very important that we continue to focus on on students. If there was a group of students that went from four to three, what happened there? And when I say we analyze data, we drill down on not just entire grade level data in terms we look at grade level classes all the way down to each individual student. This is why I stressed during the
068presentation uh that after the winter I ready benchmark we do sit down we did it last year for the first time but obviously very beneficial Mr. Ken Dr. and myself sat down with each individual teacher and this year we'll be including interventions reading specialist to drill down on each individual student based on their middle of the year assessment and I ready and we look at classroom data and what is their trajectory January February what do we need to make adjustments whether that's continued interventions or starting of intervention or challenging them further which brings me back to So reading and writing go hand in hand. So um all reading assessments have a written respon most reading assessments have a written response applied to them. writing is assessed through reading assessments, extended responses, short responses, our work
069through the writing revolution which is still the case writing curriculum. So that's how writing is assessed and that's how we tander with reading and on the parent report I believe the second domain of reading on the right parent report is writing from sources. So is boring their written responses. Can we just switch back to first of all the trends are all good. >> Thank you very much. >> What's very good about everything's trending upwards on the um the math side of it. Um clearly the grade five last year scores were lower schools were lower than the third you mentioned that was the class most >> so I guess my question is well first of all are we sure that's the reason why I guess >> I'm also not trying to explain away data I do
070think it's an important factor that that impacted that cohort of students in reading and math But for me, the important thing is that 2% growth in that and that 15% growth in reading. It's not about comparing one grade level to the next. It's about looking at the growth within a obviously that was impacted and now they're in. So what is there anything being done in that? The middle schools obviously I would imagine communicate. >> Sure. >> Is the middle school uh administration aware of the fact that this this grade >> may be a little bit behind? I mean it's not awful. 70% but what are we doing to sort of close the gap or what can we do? Basically, when our fifth graders graduate and move over to the middle school, we provided them with
071a very detailed report on students that were on our radar going up to the middle school. We handed them off basically, you know, these are the kids that we had our eye on and keep them as they start. So, there is Yeah, there's there's full uh vertical articulation and our um our intervention is to send a vertical report of our final instructional support meeting of what our recommendations would be for students that were receiving RCI or AS supports. we communicate that to the saying that they were staying with us. This is what we would have recommended. Uh but again, I don't want to speak to where they picked up >> right. I just hope that that's being picked up because obviously those kids have experienced that that situation and >> clearly had an impact lower
072you know I just hope we're collectively as a district knowledge that we're addressing. >> Absolutely. And again, I do want to reiterate at Codle, even with that cohort that was heavily impacted, they still were able to receive fundations. Now, that foundation's roll out was in that first year when we were all social distancing. Some of it was being done, you know, virtually. Um, but I really commend our teachers and our students on on foring through that. And really each year, like I said, the goal is to drill down and really analy Some things like a global pandmic will impact an entire grade level more so but we still work to meet where they're at which is why universal design for learning philosophy was tremendous work last year we're calling we're calling uh this year year
073two of the pilot still trying to really uh G gathers feedback from teachers about it more so vocabulary and isolation uh which I think has value and middle school very impacting middle school high school. What are we going to do? We can't just continue to let them so far behind based on something that happened years ago. We've got to do something to get those So that was something that we high school. >> Yeah, I think it's a great point. Um, and thank you for a lot of this information and the data and looking at the fifth grade in particular. I think many times when we go to year-to-year analysis, there's a lot of things that change in the New York State It's always important to use the multiple fields ready coupled with the New York
074State assessment coupled with the classroom grades observations teachers really get a holistic where students are performing because again the New York State assessments are one two day snapshot that day they're going to have a good day generally it's going to show temperature gauge that they weren't prepared to be successful in a completely different level but holistically I think we look at where we want to see our students grow and then the shift kind of pointing out the the progression of students that are achieving at a level two that maybe two or three. We also have to look specifically at the test scores each and every year. So sometimes that number changes for New York State. A student may have gotten sele but they still they progressed from where the four line was to where they
075still grow. So I think the really specific data and that every students making at least a year's growth and that students that are coming from a place of deficit have to exchange more. We want them to make sure that they're closing the gap and getting you know 1.2 years of growth. So to your point about the middle school, that's a conversation myself with the high school administration and the middle school administration about what are our academic supports and how do we respond through RTI or MTSS system looking at the data specifically and how do we kind of provide that a postal structure. So so going through that process now working closer with Mr. Mr. what that looks like at the middle of the school. How are we responding to student needs, different courses that we
076have for students that do need the extra help in terms of course and also making sure that we're accessing all the extra help that we have time for students that need the extra help with our teachers each and every week. So that is the the continuation piece. I think that's an evaluation that we need to really look at is do we have the rigorous support infrastructure at the middle school level to make sure students continue on the upper trend. that they are ready for to access high school level courses to be successful higher level skills. So that's a to be determined for me to yet to get into the middle school dynamic of those inter what the programs are and learning what's there. I'm really excited to really go into that make sure that we
077do have a good response being taken care of and that it's built into their It's great to knowic Well, again, um >> you think I mean listen where we were I think I think the trend. Oh. Oh. Under transition program leadership. They got you know, data analysis, science, science, you know, programs under John's leadership. tonight. It's basically all the future's hard work and once again program always looking to raise the bar at that. >> Appreciate that. Thank you. Thank you very much. I'm gonna pick it back up. First of all, I do want to mention that your improvement is significant. And so it does show because one of my original questions was, you know, the point of these workshops and all of your presentations to us as a board is really are the things that
078we all are spending the money on, you know, are they working for our students and are they worth We've got we've got integrity, we've got we've got all of this stuff and I'm just wondering how with so many different platforms the administration manage all the data to see what's all these programs not just costwise but within the building um and also So then you know how do you how do you respond? What expand our brains? How do we keep our brains and and what else do you what what do you need said? What do you need to close that gap? We do still have significant Right. >> We're looking at actually getting a software that takes all of the data location instead of having to go to multiple sites to pull the data. We're looking
079Um but these are also programs that teachers findable instructions assessments ongoing conversations with teachers. They this actually helps helps them always get feedback from teachers. Uh the one thing that we did talk about is there's information everywhere. How can we centralize it? That's something that working with programs that take all the information and bring it to one spot so that it pull from different sites. Um, but you want to provide as many tools as possible. >> To expound on Oh, I'm sorry. >> To to expound on that funation's integrity have made a tremendous impact teachers love those programs. Um, I met with a community member with Mr. Challen and uh Dr. K last year who brought up his reading road mapap. Um and I was very happy to report out that we had basically a
080comparable program Zach program in foundations. These are programs that and and with foundations I honestly I I credit I credit the kindergarten team. Um in my first year at Codle we had lengthy conversations about the need to bring in foundations and even with pandemic we brought it in and it's still here and is extremely impactful. Our restructured RXDI MTS process with IST meetings and data meetings extremely helpful. uh the housing of one place to have data would be tremendously beneficial and I thank Mr. Roberts for bringing that uh immediately to the table. Um I think link uh was was one program that we're going to be looking at to do that because it would be uh much easier to access the data in one location. So that that will be great and that will help
081it help us to manage the data. Right now we are managing the data we utilize uh response intervention management system uh which is part of the front line that's where we house all of our data right now but it is all individually input by teachers and reading specialist psychologist myself um but right now that's sort of our digital filing cabinet but something like Mr. Roberts is proposing be tremendous. Um, as far as what we need right now, well, right now we have our our new literacy specialist and we're investigating a new reading program. That's going to be I mean our literacy specialist has been tremendous already made a great impact. The next big change at Codle is going to be a reading program. Um, perhaps we'll continue with um I'm not sure if it's called
082reading wonders 2.0, know, but whatever the next version of Reading Wonders is, um, if it's aligned with science of reading, that might be it. Uh, we're also looking at other programs, but I think that's going to be the next um big transition for us. Um, and and deciding whether or not we're going to keep that in K2 or expand it to K3, K5, or beyond, I don't know. But that's where a lot of our work is going to be focused this year in addition to maintaining all these wonderful programs that we brought in. So I I wouldn't outside of reading wonders which contract is expiring everything that you see up there that we've rolled out over the last six seven years is is staying because it's working because the data shows it's impacting our students
083and they're growing academically or socially. consistency. Second grade or maybe they pay for another program. Is there any sort of issue with interventions. >> Sure. So any intervention whether it's at tier one or two the intervention might change if the intervention is proving to not be impactful or targeting the right skill. Right? So that's one thing that could certainly address an intervention. Um uh the other part I would say no there's a smooth transition year over year or even if it's mid year from one interventionist to another um they all are trained in that same intervention or if a student is receiving an intervention um like Wilson for example and with is successful with that intervention but for some reason we might need to change the intervention which of course we try to avoid at
084all costs. um that next intervention will pick up right where the other intervention is left off especially if the intervention is being impractical uh because anything other than that we risk setting so absolutely it's a very good point so for example understand what happens >> yes >> and is there a preferred tool in the force again whatever works for that student >> pretty much >> we don't match up to whatever >> no we have a a number of interventions from that reading trainings have been completed some are more focused towards awareness some are more focused towards comprehension but so the the intervention is determined based on the student Okay. So, uh, currently off the top of my head, there are >> no, I'm not going to give you no uh, no there there, uh, is
085a small group of students. There are also a group of students that are using, you know, one student might respond better to one program versus another delivery program. So we haven't had as an intervention for some time. We did bring it back with we also do still have special education teachers and other teachers that are trained in PA. Um but part of the district movement maybe four or five years ago was to move to three intervention to fall. Um we have proven that we not continue that practice but that's why and there are other so I I do want to go back and just say that you know if if we were to bring on another literacy specialist or a teacher or educator that has literacy specialist certification that sounds I mean if we were
086to do that fine but I do not want to do that for some reason that it would be assumed or deferred that our interventionists are not qualified to treat the students that need reading support in any grade. That needs to be very clear. Our teachers and Manti and Mista are incredible at what they do and I think any parent who had a student that they taught intervention or any student who had them any member of ISP could absolutely 100% agree with that. So if we were to bring on a new literacy specialist, I would not want it to be because there's some innuendo or understanding that the interventionist could not move. If anything, it is it is far from that. >> I think the way it was and has been brought up in the past,
087I would say that the intention the intention is to make it the interventionist cannot provide that level of support. I want to make it clear that that is far from accurate. I can just jump in. I think the biggest thing for me is always providing the right to question. We have so many offerings in the toolbox kit. Are we making sure we use the right ones? I think a lot of what we're using the tier one for instruction. It's not going to everyone's getting the tier one. Now, which type of resource is going to really meet their needs because they're not picking up or learning style, they adapt better to that. So I think that's where we need the practitioners and applying type of research based program and then making sure that to your to
088your point also about you know literacy specialist person reading degree definitely comes in with a lot of literacy training but we also have really good practitioners provide trained providing a resource different literacy package that's based and targeted effectively that fidelity progress monitor students the same type of high quality work that for me when we're looking at student growth it's really what are we teaching and how are we teaching students not teaching as long as again we best practices the right programs are growing that's our providing instruction and students aren't responding well to it then we have to take a different approach we have to find a different way to access their learning way to maximize that they're they are growing measuring those skills right so whether it's comprehension vocabulary awareness what are students with their
089deficits in and target those deficits that's why it's important to your point Mr. Roberts as we continue to expand tools in every teacher toolbox specialist classroom teachers special education teachers everyone and again we we've done that as you can see on the board that Mr. K earlier and uh and that's big step is is that reading program I think the other piece when we look at success but I think that's really focused on the growth that we have in so many areas and how do we do that sustainable right we want to make sure we look at first grade achieves fourth grade fifth grade to me when I see the data increase on all three grade levels I see that we have good systems structure in place I see that it's start that upward trend
090it's not just a one-year anomaly where you have a phenomenal student the research based instruction that we're putting in is students are responding to it year after year after grade coupled with does it also match our ready data does it also match other assessments that we have so that's where I see our trend going upwards of that 78% get 80% two three four now it's targeting also different challenges students face the presentation that was presented as well which of our students aren't performing because they're chronically have days of instruction. So, how do we make sure that we get them here so that they have access to the instruction on a regular basis? Which one of our students may have other circumstances of our subgroup looking at students? I think the last board meeting talked about
091economically disadvantaged students at our high school level and really accessing education opportunities, right? some students don't have the same opportunities that whether it's after school tutoring, whether it's out to resources, how do we can provide additional programs that support their learning. So I think that targeting into students who are at the cusp and then really coming up with those interventions on top of other resources is how we're going to get to that higher level more consistently and it feeds each area feeds itself. So the math assessments are really predicated on reading instruction. They're as much a reading comprehension test or a problem solving test as it is about computation and math. So, you know, those are all different pieces. And I want to stress back also, I said this at a parent meeting that we
092were at Todd with. Um, we're not just a testing school, right? So, we're focusing on the whole child. The happy kids are going to come in and learners. Um, when they're engaged in higher level thinking and they're they're excited about learning the notabox projects, they're going to apply that to all levels of, right? So, that's what we want to see that then they're going to be able to demonstrate their learning and their success on all different content areas. Yeah. And m Miss Holler, we're we're never we're never going to settle. We we always want to continue to improve. We always want to, if necessary, bring in more program. Again, the most important. We always want to continue to strive and grow and do better. And every year, every day, meet each student where they need
093to be met. But we also do want to take the time to celebrate the growth and the incredible hard work of our teachers at Cotle. I I I cannot stress it enough. The dedication, the professionalism, the collaboration before school, during school, and after school. The caring for the cods, the preparation day in day out is extraordinary. I don't think there's a lot of schools or districts that could manage this type of change year over year. Bringing in a program and doing it with fidelity and precision that that what they bring each and every day is is incredible and I'm honored to work alongside them and of course the incredible leadership uh gallon co that shift principal and u so I I I just want to stress that we always want to get better but we
094do need to take time to celebrate the growth and You did. No. Yeah. I'm just reiterating. It's very mentioned kudos to her executive function for most of us. I've actually had colleagues uh I've actually had colleagues of our executive function really and I don't mean Not again are the things that we need to have so much and how do we make sure that our children when you mention that not just important Yeah. >> that that little bit that does need significant help, what they need in order to be successful. >> Oh, absolutely. you know, that that being the overall message, greatly appreciate. I do think that there might be times where perhaps um that message is it's nice to hear you say that. Um and again, I just want to stress that um what we
095do at Connell is tremendous. All the programs are working and we do appreciate the board's continued support. >> Sure. I like the >> more I understand why >> absolutely absolutely and and you you hit the nail on the head. I would have done >> grave by grave but >> it would have been a little in a final order for us. I don't know what the solution is too they're almost penalized for coming if they stay home. They can see it on TV better than they can see it here. I don't know what we can do but I don't know if there's a way we can bring this But we have the benefit. >> You're absolutely correct. We we'll make sure the audience has a QR code they can option. But I think the bigger piece
096we want to make sure I think that's as well is are we reaching every capacity. It's not just about a destination, three, four. It's also students who are scoring. Are they getting as high as they can? Are we challenging are we enriching the different opportunities for students and that's our priority to bring that student to their potential? And I think that's where the data going into specifically a student who scored a level one on a state test. They made great individual goals. Those are those are things we have to also celebrate. My student my my own child the last my youngest was one that was never going to reach a level four but year to year growth and he was meeting his goals very important we have to celebrate as well the whole child and
097academically you know those the growth from a level one to 11 level two is growth three to four is growth. A low two to a high two is growth. That's why we look at each individual student very closely. And we want to continue to as expeditionously as possible help each student grow as faster and challenge each student where they're at and we will continue to do that. >> If I can say one more thing about tone or you know perception >> I think we look at this think but I think it's our as a team challenge. >> Sure. >> Right. >> So, yes, you're right. We definitely should test. We're definitely in the right direction. But I think maybe sometimes from the questions we ask maybe criticism, but really I think what we're trying to
098do is challenge ourselves. >> I can understand that. >> We just want to make sure we're giving everything we need. We want to >> what what is needed. I think it's more of like, hey, this is the workshop collectively. >> And and I appreciate that very much, Mr. Cast. I do. And I really truly appreciate the support of this board in its entirety. I I do feel that it is my responsibility that if there is some sort of a mistakable possibly implication um that any particular teacher department um whatever it might be is not meeting their expectations for getting the job done. I do feel it's my responsibility to clarify that even if it is mistake on one side or the other. But I I really appreciate you you saying that and and again working
099together with the board of education each and every year since the year I've been here has been an honor. It really has because we have done amazing work. >> Any any organ for an organization will tell you momentum is the most important thing. You have >> We have momentum right? >> Yes. >> And I continue your support. For me, I was well prepared. I was, you know, I like the numbers. You know, I'm happy that my board members all the questions and like this evening. >> Thank you, Mr. >> Thank you very much. >> Is the executive functions part of Is that brand new? >> Yeah, brand new this year. >> Yeah. Oh, absolutely. >> Yeah. The executive functioning should help benefit me as a student because I was not the student that you guys
100were in a process of nurturing as I would say because once working up here and seeing the product that you send out and now they're adults. You know, this past Saturday at the game, I there's some students that came back that I haven't seen for years and but it's just remarkable what we do here at, you know, at Taco. It was just >> great. Just great news. >> Thank you everybody. Mr. Bill, all my board members, Mr. Roberts, I constantly learning and it's so far been great. I'm just looking forward to rest. >> Thank you, Mr. I Oh, good. >> Well, here in Lake, please reach out. >> Thanks, guys. >> And Mr. Cass, we will get you that followup. Great. >> Thank you very much. Appreciate it. Great presentation. Well done. >> Thank you
101all. >> Actually, one other thing. Sorry. >> We kind of skipped over it, but the um the yoga sessions and also >> we're looking at therapy. >> Yeah, >> you're waiting on the >> um I I don't I think they're in the process of training the trainers. >> Yeah, we'll let >> I got that. >> That was interesting. >> Yeah. No, that's uh we're looking very forward to that. That's the issue. >> Okay. >> Thank you so much. Thank you, Miss Holler, and thank you. >> Thank you very much. >> Thank you so much, and thank you for your support. >> We're gonna run through it super quick. >> I should have said that before the presentation was And I'm so sorry. I am so sorry about that. I should have said it right to
102the beginning. >> Thank you guys. >> Thank you, Robin. I I have no idea what time it is. We're just in the meeting and I should have said that before. Thank you. Okay. Um super quick, let's go through this agenda. Um so we are at Okay. Um, a motion to approve the consent agenda items through four. Second, Joel. All in favor? Um, this is the board accepted donations. I don't have my glasses. Excuse me. Whereas the Tahoe Unif School District has been informed of a donation to be made to the district from the TU Athletic Council. And whereas the district would like to accept such a donation, it is hereby resolved to accept a donation from the Tuahoo Athletic Council for the following. 24 t-shirt shirts for monthly recognition of one female and one male
103student for the strength and conditioning program in the amount of $366. Hoop classic basketball tournament fees and additional cost in the amount of $1,000 allocated to code CM7384. Number three, girls varsity soccer rain jackets for cold weather games in the amount of $1,675. Um, four crossount cross country team jackets in the amount of $810.40. Varsity and JB volleyball team apparel in the amount of $1,800. Girls varsity lacrosse wind breakers in the amount of cheerleading stunt coach in the amount of $450 allocated code CM 73834 um and this generous this generous donation is greatly appel any discussion thank you very much athletic council for your generosity um it's greatly appreciated these are great addition to our athletic program. All in favor um accept a donation. Whereas the PCON preschool district has been informed of a donation
104to be made to the district for the parents of the theater from the parents of the codle theater club. And whereas the district would like to accept such a donation, it is hereby resolved to accept the donation from the parents of the Codle Theater Club for the proceeds from the snack and flower at the Mary Poppins performance in the amount of $1,94. The funds will be allocated to budget code 7389A. This generous donation is greatly appreciated. Do I have a motion? Sec. All in favor? Any discussion? Favor. Thank you. Parents of the Codle Theater Club. Um, approve an MOA. Resolve that the board of education of Toko Unifree School District hereby approves the MOA dated October 27th, 2025 by and between the district and the Tahoe Teachers Association increasing the statement for advisers of the
105middle school debate team commencing with the 2526 school year. authorize authorizes payment there under and directs the superintendent to execute said memorandum of agreement do second any discussion >> this this increase just quick the increase the time correct the time spent so yes after we reviewed the um proposed clubs that we were looking at and and after evaluating the amount of time and responsibilities we've decided to increase them and that's what this resolution is is that an agreement to increase those stipens for the middle school. >> Oh well listen I I have to put it to the high school administration. They work collaborately with the adviserss and um you know I know is an important initiative for all of us to make sure it continues. going forward and we're going to send communications out once
106the board approves to to the community tomorrow. So I I know I had asked you asked you about timing of this because I was a little concerned that this issue with this not being high enough was being raised but it turns out earlier it might have been miscommunication administration change. Um I just want to make sure that in the future if we have an issue going forward is not is an issue with Virginia that we we recognize that in a more timely manner so that we're not you know into the club when we're trying to figure out a solution to this. >> Thousand% agreed. I think just in terms of the sequencing this was a discussion I believe that happened over the course of a year or so um maybe longer that that there was
107some request for additional funding for this club and it didn't finally get across the goal line. So this year after much conversation and figuring out a pathway forward, I'm very happy that it's an agenda. >> That was your assessment that this was to uh compared to the other things based on the amount of time and effort that was required for this particular club. That was your >> absolutely this is this club is um the amount of time and effort the advisor spend in preparing students number of students the responsibility communicating with parents to travel and meet this definitely need to be where it is right now. >> I know we do have a few other clubs that you're working on as well, right? So, I don't want to see any clubs. So, we still have
108some work to do in that area. >> We're continuing to look at every opportunity for our students. We don't want any activity or sedition that we weeded in to not go on this year. We're working very hard to get advisors and make sure that we can do this. >> All in favor comments if anybody Oh, sorry. Um I thought I thought I thought I thought I sorry about that. Um, appoint stipens resolved that the board of education of Tahoe Unifi School District appoint Patrick Okonnell and Moren Kazako as middle school debate team club advisors for the 2526 school year at the agreed contractual amount of $5,180 per advisor. Do any further discussion? Thank you Mr. and for this very important all. Anybody have any additional comments? [laughter] I want to thank a lot of work
109teachers over suggest different celebrating all our students for senior days. So we are attorney motion to adjourn. Thanks for sticking around, guys.