001we could get started. Thank you everyone for being here tonight. Before we get started with a really exciting and fun evening, uh, if we could all stand for a moment of silence, if you are able, Mr. Snder, will you lead us in the pledge tonight? United States, justice for all. Thank you again. Thank you to everyone for being here tonight at our final board meeting for 2025. As a reminder, persons wishing to address the board must sign up prior to the start of public participation. Speakers must register on the form provided by the district at the entrance of the boardroom to maintain a first come first serve process. For purposes of following up the speakers, the speakers must provide their name, address, telephone number, and or email address. to limit comments to matters which will
002be properly discussed during public participation. The speakers will provide the topics. Any group or organization wishing to address the board must identify a single spokesperson. Also, in case of emergency, would everyone please follow the exit signs to the outside of the building? Please stay completely clear of the building to provide space for any emergency vehicles. Before we get to the good stuff, uh, can I have a motion to approve the agenda? Elizabeth. A second. Brian. All in favor? >> Any abstensions? Any opposed? Great. Uh, I know no one's here to listen to me ramble on. Um, so without further ado, I'd like to introduce Dewey Wymer, our director of health, physical education, and athletics to kick off our recognitions tonight. >> [applause] >> Welcome everyone. Uh thank you Miss Kasaki. My name is Dewey Wymer.
003I serve to champion courage respect and resilience here at Victor Central as your director of health PE and athletics. First of all congratulations to all the honores tonight for both athletics and performing arts. I want to thank the board of education, Dr. Terteranova, administration and staff, especially our administrative assistant Georgia Turner and our assistant athletic director Mike Ferrari. I want to thank the coaches. I'm proud of your commitment to continuous growth. I want to thank the student athletes, especially the 62 being honored by our board of education for always representing yourselves and our school community proudly. We've had so much to celebrate this past fall season. 51 all-stars, 181 scholar athletes, that's 13 of 13 eligible teams with about 75% of our varsity uh participants with a 90% or higher, which is incredible. And during
004my time here at Victor over the last seven and a half years, um the one constant ingredient in my opinion to our program's positive culture is the fact that our championship teams you're going to hear about tonight um have celebrated each other's successes more than their own. Um the teams being honored tonight have excelled in this in every way, showing what resilience, courage, and respects respect looks like in action. Uh in addition to the certificates being presented by the board of education, our sectional championship teams are being uh provided a congrat congratulatory citation by Senator Pam Pamela Helming of the 54th District. So we want to thank her for that as well. Without further ado, I'm going to invite our Monroe County Unified Bowling Championship team with Coach Arnett. Come on up. [applause] Right along
005the stage. >> [cheering] [applause] >> Good job, guys. Good evening, ladies and gentlemen. Thank you to the board of education for allowing me this great honor of showcasing our incredible Victor Unified Bowling Team. I am so proud to present to you tonight the 2025 Monroe County Public School Athletic Conference Unified Bowling Championship Team. Let's hear for Victor. [applause] [cheering] >> [applause] >> We are a comprehensive team of 26 students, although they're not here tonight, all here tonight, representing athletes and partners from a variety of programs in grades 9 through 12. Each athlete and partner contributed to this year's successful season, not only with pin totals, but with laughter, secret handshakes, celebration dances, kind words, and encouraging support. Please join me in that big round of applause as I read the names of our students. I
006encourage each student who is present to just wave your wave as I call your name. In ninth grade, we have Nate Braithweight, Blake Buyers. In 10th grade, Josephine Arnitz, Naomi Kemporal, Matthew Crane, Kyle Helmer, Jake Helmer, Landon Rankert, Allesandre Wymer. and 11th grade. Both not here tonight, but Keegan Hey, and Giovanni Bermudez. And now I have 15 seniors. This year I have GA Arnitz, Gavin Deesher, Jack Erson, Casey Heg, Tenzen Jordan, Janice Coup, Josh Leman, MJ Lord, Darien Mills, Olivia Nicholson, Ashna Raman, Ronan Urkvitz. Did you wave? That's big smile. Jacob Van Renolier, Joselyn Wymer, and Colin Wheeler. Thank you athletes and partners for a most memorable season. Whether this was your first or your fourth unified season, each of you contributed to the success, laughter, and memories. But to my 15 seniors, best of
007luck as each of you embark on a new journey. Keep your laces tied tight, your toes pointed forward, and aim for that next strike. I'm so proud of you and thank you for your dedication to the unified Victor program. If you have never been to a unified event, I strongly encourage you to check out many of these athletes and partners this spring as they trade their bowling uniforms for their basketball jerseys and take it down the court. Congratulations to all the teams tonight, the the arts programs. It's just a huge accomplishment. We are a proud community here in Victor. Thank you for your efforts and your accomplishments. Have a wonderful holiday season. We really appreciate you, Victor Unified. [applause] Get a picture. [applause] Squeeze in. Come down. [cheering] >> Yeah. Come down. >> [applause] [applause]
008>> Thank you. >> All right, so the next team we're going to invite up is our section 5 class A champions. Uh the girls cross country team, which had the longest season ever. I think their last competition was leading right into the winter season here. So, uh, Coach Hunkovic and his staff and the champions, come on up. [applause] Thank you, Mr. Wymer. It's been 21 years since our girls won a sectional championship, and I sent an email to give our girls a little perspective. 21 years ago, I was a sophomore at Sunni Jio. Uh, Coach Bingley next to me was in elementary school, and none of our champions had been born. So, pretty incredible. Uh, yeah. Thank you, [applause] Uh, additionally, eight years ago was my first year as a head coach and we finished
00912th at sectionals. So, uh, it's definitely been a long road and a lot of people helped us get here so quickly because I know we're short on time. We have to thank our entire team. This was the largest roster we ever had with 58 athletes 9 through 12. That is as big of an accomplishment as winning the championships. Every single athlete in this team played a role in getting these girls there. Also, our coaching staff, uh, Coach Bingley to my left, we've had for three years now. She's such a fantastic role model for these girls, and she's done so much to elevate our game. Coach, uh, Kavalowski is our other assistant coach. He's not here because he actually runs the theater uh, production at Ganond where he teaches, but he is my longest standing assistant
010coach. He does a fantastic job. And finally, our most veteran staff member is Chris Levy. He's our modified coach, and for many of our girls, he was their introduction to cross country. and he goes way above and beyond in terms of not just supporting modified but our varsity staff as well. Uh to our parents, you have done such a phenomenal job supporting us and believing in our vision and I always say the character that these young men and women have in our team really starts with you at your dinner tables. We really appreciate that. Additionally, uh we really really appreciate the support of two special parents who are in the audience. Our booster representatives, Jackie Christensen and Tracy Leennena have been with us for years. They have done such a phenomenal job. Just a quick
011round of applause for them. [applause] And finally to the board, to all of our administrators. We so much appreciate your support as we've grown this program. Two shoutouts. You know, Mr. Wymer has been with us since we had a roster of about 15 athletes and helped us grow with our vision. And last but not least, I've taught and coached in a lot of districts. And to be honest, in some of the schools where I've been, cross country is kind of seen as not very important and maybe second rate to some of the more popular sports. I've never felt that way at Victor. And one of the signs that you can see is Dr. Terteranova has been to more of our cross country meets than any administrator that I've ever seen at any school. So Dr.
012Tanova, thank you very much. [applause] >> [applause] >> Okay, the main event, uh, these are our sectional champions and they're actually lined up in the order that they raced at sectionals. To my far end, that is our freshman phenom, Lucy Johnson. If you were at sectionals with about 1,200 meters to go, she took the lead in the race and was our runnerup individual, only two seconds away from the win. I have a feeling you're going to see her in this room quite a bit throughout her career. Uh besides her incredible athletic ability, she's brought so much positivity. She's so fun. I always say she smiles every single day. We're really excited for her future. Next to her is our sophomore, Josie Supo. Josie's really been our pioneer because last year she was our first girl
013to qualify for states for cross country in 15 years. So when you think about bringing these girls to uh the state meet as a team, Josie was really somebody who would kind of pave that way. She's our school record holder in the 30,000 meters indoors. Both Lucy and Josie ran sub840. That's 18 minutes 40 seconds for 5K. So that is 558 per mile for 3.1 miles uh at the sectional championships. Pretty outstanding. Our third runner is Maggie Christensen. I would say in my 16 years as a coach, the most dedicated athlete that I've ever had the privilege to coach. Uh Maggie is somebody who has never cut a corner in her entire life. She does a phenomenal job setting an example for our other girls. She's also a sectional champ in the steeplechase. And out
014of every single athlete that went to the state meet from section five, she was chosen for the sportsmanship award winner, which was incredible. Our next athlete is Mave Donlin. Mave is one of two senior captains in front of you. Mave is also won our most improved athlete award twice in a row her junior and senior year. and she set such uh such an example for showing a lot of athletes if you believe in yourself and you put in the summer training what you can achieve because like so many of our runners she has taken minutes off of her time and she's done such a fantastic job mentoring our younger runners next to Mave is our fifth runner Kelsey Schaffer if you look at the results what you don't know is at the sectional championships Kel
015our fifth girl almost wasn't able to race because a week before the championships she had such debilitating knee inflammation that we didn't know if we were going to get there to the line. But with a lot of hard work, some physical therapy, and a lot of grit, she was able to get the job done. She really put the team on her back, and she's a large reason why we won. Our sixth girl is our second captain. This is Sophia Le Penna. Sophia has been our captain for three years in a row. And in our career, we've only had two underassmen voted in as captains. And Sophia is one of them. So, it gives you an idea of her leadership. When we had a meeting in June, we knew that the target was on our back
016and we had a shot to win for the first time in over two decades. And it was really Sophia's voice that was the most important in terms of getting our girls to believe. Next to her is Romy Monaceelli, our seventh runner. Romy is a true rookie on the team in that this is her first ever year running cross country, which is incredible if you think about it because this is one of the hardest top sevens to make in the entire state of New York. Not only did those girls win sectionals, but we finished sixth in the state of New York. So, she beat a lot of veterans runners to get that final spot. And then last but not least, to my immediate right, this is Addie Hall, a true multiport athlete. She also does flag
017football. And we had a really cool moment at the state meet. We were running around together to cheer on the girls. And I said, "Addy, did you ever think that in your first year running cross country, you're going to be at the state meet?" And she said, "No." But I told her I wasn't surprised because like so many of our girls, she's worked so hard and bought in and we've got a very uh bright future as a program. So, uh, thank you so much for the time. Uh, we're incredibly proud of you and congratulations. [applause] >> [applause] [applause] >> The last athletic team we're going to bring up tonight, uh, we have a couple, uh, individual class A1 champions and an A1 championship team is our girls tennis program. Come on up. [applause] Perfect. Good.
018Good evening. Um, I'm Christina Barnham, uh, also known as KB, uh, from a lot of the kids with this moves. Um, um, and I'm the varsity tennis coach, and it's truly an honor standing up here with this amazing group of girls. Uh, it was such an incredible season this year. We finished the season 13-2 and we defeated all the teams at team sectionals 70-0. So we had beat Fairport 6-1 during the season and we go we show up and you think it's the finals and maybe nerves play a part but these girls with their hard work they won 70-0 and it was honestly phenomenal. Um it didn't happen by luck it happened because of hard work, dedication and heart. Um, these girls set a goal to win team sectionals in the beginning of the season
019and they accomplished it. So, congratulations to these girls for being the 2025 A1 tennis team sectional champions. So, big round of applause for them. [applause] Um, there's a doubles team, Isa Sanderson and Tegan George. Can you step forward, please? Yeah, I know, Isla. It's okay. Um, these two girls are seniors. Um, they played first doubles all season long. Um, they can handle pressure really, really well. They trust each other and with grit, they became the class A1 doubles champions. So, big round of applause. [applause] >> [applause] >> Um, also another player I would like to highlight is um Emily Miller. Emily, can you step forward, please? Um, she played first singles all season long, not just this year as a junior, but also last year as a sophomore and the year before as a freshman.
020Um, her dedication, consistency, and sportsmanship has set the standard for excellence. She finished her regular season 15 and 0, undefeated all season. She is the class A1 singles champion, section 5 New York State qualifying champion. She is named all greater Rochester and is player of the year. Big round of applause for Emily. [applause] >> [applause] >> I kept mine um fairly quick and short, but I would really just like to say a big thank you um to our boosters who are here, uh Missy Marino and Amy Scotta. They really help a lot with the season and they make it so easy for me. So, I really appreciate and support them. Um Dr. Teranova uh and Dwey um thank you for your continued support. Um we appreciate you coming to the matches and seeing you and
021I appreciate it. I know the girls do. So we're really really thankful for you. Um board of directors, this is my first time up here in 2020 when we won. We didn't have this because of COVID. So thank you for your support. Um I'm just really grateful to be coaching here at Victor and I'm looking forward to a successful 2026 season. So, thank you so much [applause] [applause] Maybe There we go. There we go. There we go. [applause] >> Congratulations to our unified bowling, girls cross country, and girls tennis team. These are all amazing accomplishments. Uh, next up I'd like to introduce Kristen Melma, Gretchen Judge, and Laura Brewer. [applause and cheering] [screaming] [cheering] >> All right, we are extremely proud to recognize our outstanding music students from the junior and senior high school tonight.
022Area Allstate students, please join us up front. [applause] These students were selected based on their NISMA solo festival evaluation scores to perform with the area all-state ensembles this past November. They rehearsed and performed over a weekend with the best musicians in the Rochester area. Please join me in congratulating them on their outstanding work. [applause] [applause] >> We are not in the picture. Thank you. Congratulations [applause] conference all state folks please remain. Okay. >> We had three senior high students um earn recognition as conference allstate participants. One of our students, Ben Song, was not available to be here tonight, but we have Veronica Tavallet and Eliza Casti. We are extremely proud of their accomplishments. They were selected again based on their NISMA All-State solo festival scores to participate in the conference allstate festival, which highlights the
023very best students in the state of New York. This festival was in Rochester last weekend where the students spent four days of intensive rehearsals with outstanding conductors and colleagues and performed in the Eastman Theater on Saturday night and Sunday. Congratulations to these girls on their truly outstanding performances. [applause] Thank you so much, Dr. Terteranova, and the board of education and all of our administrators for your unending support of our music programs. [applause] And again, congratulations to our area All State Junior High, Senior High, and Conference Allstate participants. Uh, next up I'd like to introduce Jeremy Hawinson. [applause] Hi everybody. I'm Jeremy Hawinson, director of uh the fall play this year. I hope you were lucky enough to be part of the high energy audiences we had rocking in here uh for our production of 30
024plays in 60 minutes. It was just that, a collection of uh twominut plays, two-minute scenes. Uh the audience had a list of titles and could shout out what they wanted to see next. So, every night was um a new order. So, uh it's fun to introduce students to new uh interesting ways to approach theater. Um but they had to be on their toes for this one uh because they didn't know what was coming next. Um, I know you've gotten a lot of uh feedback, great feedback, and uh welld deserved. You're an amazing uh cast and crew. 17 uh cast members. Uh Llaya, Emily, Skyler, Sophie, Ella, Colin, Jonah, Claire, Eliza, Maddie, Drew, Paige, Sammy, Griffin, Sadie, Logan, and Cody. And uh we've got six crew members, Ian and Isaac, Mia Manning, Veronica, Mia Ibraimovich, and
025Kayla. Okay. So, thank you to everybody there. Um, special thanks to Mr. Denner, Mr. Wolf, and uh, Mr. Isaacs, Mr. Scentive, Mr. Coggin for helping on the production. Mr. D. Rose, thanks for sharing your space with us. Uh, to the board, and Dr. Terteranova, thank you uh, for this continued recognition. Dr. Terteranova, thank you for being such a good sport during your cameo. Uh, Liz and Kim, thanks for organizing. Uh we're auditioning uh for the the musical next week. So we'll see you at Mean Girls in March. Okay. Thanks everybody. [applause] [cheering] >> [applause] >> And again, congratulations to our participants in the senior high fall play. And last, but certainly not least, Mr. Maine, if you will join us, [applause and cheering] >> and the entourage [laughter] >> really Come down here. >> It's
026a very small group. >> Whoa. >> Talk about representation. Thank you all for coming. >> This is awesome. >> Very good. >> [applause] >> small fashion, too. Hello everyone. My name is Matt Mine. I'm the director of the Junior High musical and this year it was Charlie in the Chocolate Factory. What you see up here is only a fraction of everyone that was involved in the production. We have tons of people backstage, on stage, in the pit, crew, painters, they're all represented here in some way. And so these guys are awesome. Give them a round of applause. They're so great. >> [applause] [applause] >> So this fall I had the privilege of directing this show. For the past several years I've been the producer. It was a really exciting time to jump up into the
027director position. And Charlie and the Chocolate Factory was a really fun and exciting show for all of us. More than 50 students and I would say more than a hundred students really were involved in this production along with our incredible assistants, our musicians, crew members, artists, everyone there is awesome. Everyone came together to build an awesome production and this was a really really special production for us. In many ways our musical is like a sports event. We have worked hard for months and months and finally we have our one and only meet at the end and this year we totally won. So congratulations everyone. You were amazing. [applause] I couldn't be prouder of these students and uh also our whole team of our production team was amazing as well showing dedication, joy, resilience and creativity
028every single day. Watching all of you step into the process of creating a performance as awesome as our show was, some of you for the very first time ever, and discover what you're capable of is an honor for all of us. And and I hope that you had a great experience as well. I am also very grateful for our board of education and to our district for supporting the arts and giving our students the opportunity to do this type of production. It uh it is a great honor to be able to do that. And I also wanted to specifically thank Dr. Teranova for also his cameo in our show [laughter] as a part of Mike TV's, you know, demise. Sorry. [laughter] Thank you everyone for trusting us with the with this production and for valuing
029the power of theater in our students lives. You guys were awesome. Congratulations [applause] >> [applause and cheering] >> somehow. I don't know. >> This is quite the large group. So maybe some people can >> squish in here and like make another level in there. >> Do you want me in the picture? >> [applause] [applause] >> I think this is about where it is. >> Congratulations to all the students we recognize tonight. This is truly one of our favorite board meetings because this is what we love to do most. So, I'm sure all of you now are going to follow us across the hallway for the rest of our board meeting. For those of you who are not, thank you for being here tonight supporting our students. Everyone else, we will meet back across the hall.
030[applause] All right. Thank you for joining us back in the boardroom. Um, again, without further ado, I'm going to pass it off to uh Dr. Tanova for superintendence update. >> Thank you, Mrs. Casti. And uh I want [clears throat] to have a or announce a huge congratulations to all of our students who were recognized tonight. Uh there was so many of them which is fantastic. Athletics, music award winners, performing arts. It reminds us uh to never forget the amazing job our school community does under the direction of our board of education to offer as many comprehensive opportunities for kids as possible. That was a great illustration of that. Secondly, I want to shout out the 2025 athletic hall of fame honores. They are Adam Wilman from the class of 2010. Jimmy, there's actually three brothers
031in this. Well, and I didn't have the pleasure of knowing any of them. So, uh, but I met I met him briefly at the awards. They seem like fantastic people. There's Jimmy Wagner, class of 2011. Tommy Wagner, class of 2013, and Mike Wagner, the class of 2015. All three of them were inducted in the athletic hall of fame along with our legendary Victor teacher and coach Dave Condan and former high school principal Levon O'Shea. So it's a tremendous honor which requires significant and extraordinary contributions to athletics as a student athlete, a coach or a community contributor. Dr. Parks, are you on this committee? So thank you for that and uh it's a great honor for these individuals. Also, my last point is um celebrations and accomplishments of our school district have a direct relationship to
032having enough resources to offer these programs and experiences. So, I want to again thank the board of education for their leadership because they literally turn over every stone to find us the revenue that we need to support our programs. This includes an agenda item at the end of tonight which is where the board will decide on which of the five ideas to explore more fully from the community partner group that gathered this summer and fall. These ideas are either potential ways to add revenue to our budget beyond property taxes and state aid or potential ways to save on expenses while offering similar even better experiences for our kids. We have close to 30 community partners that have been involved with this work across our school district uh since the fall, actually since the summer. It's
033a unique opportunity for us to access the ideas of people who value our school district and I cannot thank the board enough for not only coming up with the idea of the community partners, but helping to select them. We did the presentation in November uh and I look forward to the discussion tonight. That's my superintendent's update. Thank you. Thank you, Dr. Teranova. Item five is public participation. None. So, I will skip item five for tonight. Item six is the acceptance of consent items A through O. Um before I take a motion, um I will take some comments or questions. I'd just like to make one comment. Um items I J K were discussed during our audit committee meeting. Both Mr. Douch and I were there. Um, felt very comfortable with what we heard. Again, uh,
034excellent job to Christine and her staff for all they do. Um, and the other comment is, "Congrats to our student section. Super cool that we won a$1,000 award for being an awesome section of students cheering on their peers at athletic events. Any other comments or questions about these consent items?" >> Uh, uh, Mrs. Keki, I just have to I always mention retirees on our personnel agenda and we have three doozies on this one who are amazing. We got Steven Fish and third grade teacher, Todd Forest, high school social studies teacher, and Karen Erland, our junior high family and consumer science teacher. They're all retiring at the end of this year. Those are three amazing people who have done so much for our district and for the kids, thousands and thousands of kids. So, I hope
035some of them want to sub for us uh next year. uh but they have done a great job and I just want to recognize all three please. >> Any other comments or questions on the consent items? >> If none can I have a motion to accept items A through O. >> I'll make that motion. >> Second. >> Carol. >> Thank you, Carol. Uh all in favor say I. I >> any abstensions? Any opposed? Motion carried. Thank you. Uh then we are on to our favorite thing, campus news. >> Good evening. My name is Rob D. Rose, the principal at the Early Childhood School. As we reflected on this past month, we're super grateful for the ongoing support and partnership of our families, caregivers, teachers, staff, and students. November and early December brought a number of
036meaningful events that showcased the strength of our school community and the joyful learning environment that we have here each day. Throughout the month of November, our students explored the theme of thankfulness through classroom activities and schoolwide experiences. This work culminated in a special assembly where each class shared what they're grateful for, ranging from friends and families to food, laughter, and even our reading super kids program. Students and staff closed the assembly by singing an original song written by Mrs. Naomi Foley called the thankful song, adding a memorable and heartfelt touch to the celebration. Students can be heard just singing that ac cappella as they walk through the hallways as it comes to their mind. We're also excited to welcome the PTSA and the Harlem Wizards for a special school assembly this past week. Students loved
037the opportunity to meet the Wizards player and the energy enthusiasm throughout the building was contagious. Many students are now eagerly awaiting the opportunity to see the upcoming game in January and we're always grateful for the PTSA's continued partnership and these joyful experiences that they bring to our students and families each year. Uh last Friday, the during our parent teacher conference day, the Victor Brew Devils operated their first ever popup coffee shop here at the ECS for faculty, staff, and families. our connections program at the high school led by Joanna Arnitz who was um the lead of the unified bowling team this evening during the recognitions portion of the meeting brought her team down to the ECS and they sold coffee and uh tea and just brought a lot of positivity and positive energy to our
038halls making an already positive experience our parent teacher conferences even better faculty and staff are still talking about the experience and hope to see the Brew Devil's pop-up shop return here to ECS and a regular occurrence. Later this month, our PTSA will once again be spreading cheer by funding a teacher appreciation jolly trolley filled with staff's favorite treats, candy, snacks, refreshments. One of the school's Girl Scout troops will be helping by um setting all the things in the trolley and decorating it and adding a special touch of student creativity and appreciation. In addition to these community building experiences, uh we'll be finishing our parent teacher conferences tomorrow afternoon. Again, like I mentioned last month, these conferences offer an opportunity for families and teachers and staff to partner together to reflect on the great things that
039have happened so far this year, but also to plan on what needs to happen for the remainder of the year to ensure that all the students reach their learning and potential in all areas. Lastly, next week our school will be ringing in the holiday cheer with singalong assemblies, including our annual UPK holiday concert, which is a yearly highlight. Seeing the littles and their proud families and caregivers fill the auditorium, has a wonderful and memorable experience each year. A big thank you to our UPK lead teacher, Lynn Reeves, and her fellow UPK teachers and aids for their hard work to make sure that this special event takes place each year. As always, we appreciate all you do as a board, our faculty, staff, families, and students uh because they make this school such a special place
040each month. Thank you. Good evening. I'm Amanda Burn, principal at Victor Primary School. Updates this month at Victor Primary center around key three key themes. Strengthening relationships, supporting highquality teaching and collaboration, and building the psychological safety within our adult teams. We continue to deepen our communication and connection with our families and caregivers. We have continued our seal newsletter in partnership with our building council which provides updates and practical ways to reinforce social and emotional learning at home. Teachers also recently completed their progress reports and are holding their parent teacher conferences which provides meaningful opportunities to celebrate student growth and strengthen those school and home partnerships. In partnership with the PTSA, we also hosted assemblies inviting a Harlem Wizard to join our school and the school auditorium. It's the first time that Victor Primary has done
041it that way. There was a lot of enthusiasm um and it was a really fun, joyful community building event. Alongside this, we are as a school taking a thoughtful look at all of our community events. um auditing each one to consider its alignment to our goals, its impact on students, families and staff, and its inclusivity. And this process will help us to sustain our beloved traditions while also refining somewhere needed. As we strengthen those connections within our community, we're also focused on supporting the daily work of teaching and learning in our classrooms. PLC's continue to be our regular touch point for professional learning, unpacking curriculum, examining data, and strengthening how we progress monitor and align the supports for our students. This year, every stakeholder group is using their PLC time a bit differently to meet
042their immediate priorities. Whether that means digging into a new instructional resource, learning how to use EOTrina effectively, or collaborating around tracking student progress with greater clarity. We're also being thoughtful about still creating space for colleagues to collaborate, problem solve, and share ideas to elevate their collective practice. A recent grade three PLC brought this to life. They had four stations that rotated so that every colleague had a voice in the conversation. It was facilitated by Lauren Les and Kira Kreny. The structure enabled teams to learn from one another, share practical strategies, and deepen their collective understanding how they are the best resources in the room to strengthen their practice across classrooms. Alongside strengthening instructional collaboration, we're intentionally building the conditions that help teams do their best thinking together. A major focus of our faculty this year
043is psychological safety. And that's the belief that teams thrive when adults feel safe to share ideas, ask questions, and take risk. This fall, everyone reflected on their own sense of psychological safety within their team. And together, we analyzed that data. After reflecting, we entered the building phase, which includes identifying the conditions that support collaboration and strengthening how we can prevent those that hinder it. This morning, every grade level and department engaged in a structured circle conversation protocol. They named one strength and growth area from their psychological safety data, reflected quietly, and then brainstormed those conditions that support their collaboration and some of the things that get in the way. Each team selected a small actionable step that they'll take that they will take over the next few weeks to improve how they work together. It
044might seem small, but collectively all of these all of us together taking steps forward to work even better together is really important to support our improvement efforts together. These efforts strengthening relationships, deepening our professional collaboration, and fostering psychological safety directly support our teachers in improving their pre professional practice in enhancing our students learning. Thank you. >> Good evening. My name is Jim Maro and I'm the principal of the intermediate school. Last month, our students focused on the character trait of gratitude and we had a meaningful reminder of what that looks like in action. We are especially grateful for Mrs. Leman, our library clerk, who leads a wonderful quilting project that allows students to create quilts for those in need. We recently received a very heartfelt email from the coordinator at the Lionus Project or Project
045Lionus rather thanking our students for the beautiful quilts they donated to support children across Monroe, Ontario, and Wayne counties. She shared that the quilts were just beautiful and that they will be so loved by the children who receive them. Additionally, our student council groups as well as students from Mrs. Msky's fourth grade classroom participated in bell ringing for the Salvation Army this past weekend. We are incredibly proud of our students for their compassion and their commitment to helping the community. This month, our focus has shifted with students to the character trait of integrity. During our grade level assemblies this week, students at each grade level performed skits to demonstrate what integrity looks like and sounds like in everyday situations. They did an outstanding job bringing these concepts to life and helping their peers see how
046integrity guides the choices we make. Finally, I want to express our sincere appre appreciation to our VIS families and teachers for their strong partnership during parent teacher conferences over the past few weeks. We know how much communication, preparation, and collaboration goes into these conversations and we are grateful for the shared commitment to supporting every child. I hope you all have a wonderful holiday season and thank you for everything you do for our students, families, and staff. >> Good evening everyone. Uh Brian G, the principal at the junior high school. Um so last night we concluded our winter concert series with our eighth grade uh band and chorus concert. It was absolutely fantastic. Uh, and a really great sendoff for a student teacher that we had. Uh, that just shows the power of having young people
047who want to go into education, having a chance to work with our staff. Uh, and the connections he made with kids and the things he was able to learn were tremendous and our kids really appreciated that time with him. So, thanks to my music staff for a great winter season and also supporting the next generation of great music educators. Uh this last month or so we've been focused on our goal of culture uh around our building quite a bit. So we started off with an all school assembly, our annual family feud competition just before Thanksgiving. Um sort of ironic that we're thinking about, you know, family feud before we go off to Thanksgiving with our families. It wasn't intended to kind of come across that way. Uh but this year we switched it up a
048little bit where the kids were the contestants and the teachers gave the survey questions. um a great atmosphere, a lot of you know positive energy and participation. Um we also had another assembly um supported by our PTSA where we also had one of the wizards come by and kind of get kids excited about the upcoming uh game that's going to be happening after the first of the year. Uh of particular note, our building council is really focused on our culture goal this year, particularly trying to find ways to enhance some of the things we already do with kids. So, we're going to be moving to a live broadcast of our morning show uh announcements that we currently do over the PA, similar to what they do at the intermediate school. And that's really kind of
049through the work of our uh building council working with Aaron Issacs and Angela Affranti to be able to make that happen. So, our goal is that at the second semester starting February, we'll be moving to daily live shows uh which we're particularly excited about. Um, our PPS team is looking at our fall survey data on student well-being and how they feel in terms of connected in the school and we're using that with the work that we did from U of last year to see how much progress we've made in that area. Um, our student council's holiday food drive, thank you for supporting that as a fundraiser. Huge success. Uh, lot of interest. We're generating a lot of good for the community right now. That wraps up next week. And then lastly, uh the PTSA is
050supporting our staff with a jolly trolley next week and we always uh really appreciate that. It's a highlight of the year for us for sure. So, thank you for all that you do and the members of our community to help build a strong culture at the junior high school. Good evening. Uh my name is Kate Pile. I'm the acting principal at Victor Senior High School. I'm pleased to share a few updates from the past month just to highlight what we have going on at the senior high. Um our school counselors, administration, and office of instruction are excited to welcome back members of the class of 2025 for a holiday lunchon and focus group on January 8th. In this event uh or this event paired with a survey aims to gather valuable feedback on post high
051school preparedness, supporting our commitment to elevating student voice and improving our instruction for the benefit of all of our students. Next week marks the culmination of our annual holiday food drive, an event that continues to grow both in scale and impact. Our student council once again has spearheaded the effort coordinating campuswide collections with the support of our staff families and the broader Victor Farmington community. Thanks to their tremendous generosity, we anticipate supporting more than 110 families with food boxes and gift cards this holiday season. I want to extend a heartfelt thank you to our student council executive council, especially the leadership of Michaela McLaren and Ree Mahel Nalia, as well as advisor adviserss Danielle Westbrook and John Aldrich who dedicated countless hours to sorting and organizing all of our donations. We are also very grateful
052to the many volunteers who will assist with all of the deliveries this Friday. This food drive remains a shining example of our students living out Victor's core values of community empathy and service. Finally, I want to take a moment to acknowledge the extraordinary work of the senior high school crisis team led by Karen Ryan and Keith Pedzik as they guided our school community through the unimaginable reality of the recent tragedy that we have experienced. These individuals put their own lives on hold, put their needs aside as they focused on the well-being of our students, staff, and families. They had multiple meetings all weekend long. They gave up time with their families over the weekend to come be here for our students and staff. and just um it was amazing effort by everyone involved and just
053such a great um a great thing to see in light of the tragedy that was going on, but to really see people shining through that. Um, I have experienced unfortunately um untimely passing of students uh in my career, but I've never ever experienced the compassion and the thoughtful and sustained support that these professionals provided to our students and families. So, I cannot say enough about um how amazing they are and what a privilege it is to work alongside them every day. Um, so thank you also for your continued support of everything that we are doing at the high school. Um, it was a pleasure to have some of the board members touring our school last week and stopping in classrooms and learning all kinds of calculus and French and all different kinds of things. It
054was really a pleasure to have you guys there and you are welcome anytime. So, thank you for your support. Uh thank you to all of our building administrators tonight. It sounds like we are ending 2025 with some really wonderful things going on in the buildings. Uh and thank you for all that you do. Next up is the spot update or I suppose the update on the spot with Karen Ryan and our spot leadership team. Good evening everyone. I am thrilled to welcome the representatives from the spot tonight. Our community partners dedicated to supporting our students and our families. The spot is an invaluable organization that provides essential resources including food, clothing, personal items um and school supplies to our students and families. Their work directly ensures that our students have the essential fundamental um necessities
055they need to thrive academically, personally, and they remove many of the barriers that these families face. So now I'm going to turn over this presentation to um Carly Bradley, the Victor program director, and Lee Thompson, the executive the executive director designate. Thank you. Hi, I'm Carly Bradley and I'm Leah Thomas. I'm the executive director designate. Thanks so much for having us tonight. Um we want to begin by um touching base on Victor's mission which focuses on preparing every student to achieve their academic potential. The spot removes barriers to that success by meeting the basic needs of food, clothing, and supplies. When students aren't worried about what they're going to eat or wear, they can focus on learning and thriving. We serve UPK through grade 12 students in both Canada and Victor schools with one vision,
056every child ready to learn. Our services are accessible right in the schools, working handinand with educators. Through strong community partners, we meet immediate needs that enable long-term student success. So the need for our services is growing really really quickly. Uh we started in August with our back to school event uh providing backpacks and school supplies. Uh we provided 282 um backpacks to students. Um and we're expecting about a 25% increase um next year. Uh we provided uh winter gear um through our uh gear up for fall and winter event in November. in this very room. Uh we were able to work with school community members um and DECA uh in order to make it happen and plan to host another event in the spring to provide spring and summer clothing. Uh we had 35 families
057come through for our first initial um event um and over 45 family groups um requesting um new coats, boots, snow pants, mittens um that sort of thing. Uh our monthly food distribution program has seen tremendous growth. Also, uh tonight we had a youth basketball program, a group of fifth grade boys come in to pack bags for a 100 families. Uh this has seen we've seen an 29% increase since just in September in the need. Uh in addition to the backpack event, um our resource rooms are located in every single building. um and are stocked with school supplies, snacks, clothing, uh any staff member, social worker, teacher, um and you know, bringing students as in as well um are able to stop by and take what they need. No questions asked. Um the questions the no
058questions asked, no red tape policy extends to our monthly food distribution program as well. On average, we're sending home about 19 pounds of food with each family. Uh with winter break upon us, uh we double that for the break uh knowing that students aren't going to be having breakfast and lunch um at school. Um we're working with Food Link, Wegman's, Aldi's to stock our pantry and rely on community volunteers to stock the shelves, pack bags, drive our deliveries uh to participating families. Um and their involvement is essential and we wouldn't be able to do it without them. our annual monthly food distribution that went out. Um Oh, I think I'm good. Oh, I'm okay. Uh our actual monthly food distribution that went out this school year. Um we provide long-term and short-term support. Um sometimes
059we're helping families that are paying a large utility bill for the month and just can't afford groceries. Um a lot of our families stick with us um throughout the school year. Uh we're providing um special bags for families that are unhoused. Uh recognizing that hotels often only have a microwave, uh we do have a handful of families in the district that we're providing weekly support to as well. We partner with Victor staff at every level from social workers to administrators. This seamless collaboration ensures that students get help quickly and discreetly. The results students focus on learning, participate confidently, and thrive in all areas. Exactly what Victor's pro vision promises. Working families are struggling with inflation, SNAP cuts, and rising housing cuts, housing costs. Our $100,000 budget serve students through SpotMart and resource rooms funded by
060community donors, businesses, grants, and fundraising events. You can help by continuing our strong partnership with referrals and access, helping spread awareness, and reduce stigma around accessing support. connect us with donors, businesses, and volunteers in the Victor community. >> Uh we've got some um really wonderful families that we're working with. Um they're really really appreciative. Um we're generally finding um that um we're you know, they're calling us a blessing um for them. Um which makes us really proud to do what we're doing. um at our Gear Up event, um one of the moms said it was like her own Christmas, uh because it took away some of the pressure to provide her kids with winter gear. So, moving forward, um we're committed to growing while maintaining seamless, dignified support. We invite you to tour our resource
061rooms and see the impact firsthand. And we thank you for your partnership in supporting Victor students and their families. Thank you both very much, not just for the presentation, but what for what you're doing for our community. Uh especially this time of year. It's incredibly important for everyone and I personally am very grateful for the work that the spot is doing. >> Thank you. It's really our pleasure. Thank you. >> Up next, uh multi-age program review, Karen Finter and Kristen Amato. Good evening everyone. My name is Karen Finter. I'm the assistant superintendent for instruction here in Victor and I'm happy uh to be here tonight to share with you the recommendations uh produced by our multi-age program review. As you know, a program review evaluates the effectiveness of our educational programs or initiatives. We convene
062a committee of diverse stakeholders to get together to examine research, explore current practices, collect and analyze data, and ultimately make recommendations to make our program even stronger and more effective. We had a fantastic uh committee um that also solicited a lot of input outside of the committee in canvasing parents of current and former multi-age students as well as the entire district, our staff um to get perception data around the multi-age program. So, thank you um to those members. Um our program review, we did it thoughtfully and well um over the course of a year and a half. um really anchoring into um what multi-age uh history and philosophies are. We consulted the research base, spent a lot of time looking at what are the best practices around a multi-grade level or a multi-age program. What
063are some additional um strategies that make multi-age impactful? Um, we spent some time being thoughtful around the questions and the data that we wanted to collect in addition to achievement data, but some survey data as well. And then we needed some time to analyze all of that information and really think about what are the themes that are emerging and how do we take those themes and make them actionable in the form of recommendations and action steps. And I believe you have a copy of the recommendations provided to you. So you see the scope and depth and breadth of the document that was created. Um, so for those of you that may not know what is multi-age, um, it's been uh, in existence over 30 years within the history of the district. It is a very
064child- centered approach uh, to teaching and learning. The developmental span uh is two grade levels and up to four age levels um within a classroom and olders and youngers collaborate within a safe and supportive environment that um not only link academic standards to um uh instruction but also weave in um a tremendous amount of social emotional learning. I want to thank all of the multi-age teachers at the primary school um for all of their work. Julia Pelino, Maryann Buckley, and Rebecca Feisttol, our K1 team. Tea Allen, Kristen Amato, and Sarah Russell, our 23 team. I do have to tell you, unfortunately, um, tonight we had a little bit of a technical difficulty. We had some embedded videos of some of our current multi-age children, and we have a video of a former multi-age child who
065wanted to share their insights with the board. We're going to send those to you separately, so they're not part of our presentation tonight. Um, but Kristen is going to share a little more around what makes multi-age so unique and impactful for our students. All right. Hi, I'm Kristen Amato. I'm a 23 multi-age teacher at the primary school. Um, so multi-age means um a variety of things to all the different stakeholders in the program. families often share that there's a sense of community created within the larger um VCS district. Um this is a quote from our the website as well as a um poem that one of the two three multi-age kids created about multi-age. How do we Oh, I have to change. I'm so sorry. [laughter] Oh, you're fine. Didn't know that. Okay. Um, we
066build many connections throughout the duration of the program. We have K3 buddies, so the older kids um get to buddy with the younger kids and we meet once a month. Um, we have parent nights where they come in and get to take part in um the things that we're doing and um other community connections outside of our building. Uh there's lots of opportunities for student leaders and problem solving. They work together in mixed age groupings to problem solve um without the need to compete. It's a lot more um working together. ELA science and social studies topics are integrated. So much of the reading and writing that they do is all connected to the hands-on studentled learning that they experience. um groupings are based on ability and not age or grade. So much of the direct
067instruction that we do is delivered in small groups. And then we facilitate friendship workshop and encourage play as a way to strengthen the social emotional learning within the program. It is um the community building foundation that we set for um the entire time that they're there. Thanks, Kristen. So, now I'm going to just share uh what the overview of our recommendations are from the multi-age uh program review. And and please know that many of these recommendations, some of the action steps are already in progress. If you've seen the wonderful um website overview that uh Kim has done, she worked very closely with the multi-age team to really set it up for success. Um, so that that first recommendation around collaboration and communication, how are we sharing information about this program so that it's not a
068hidden gem, but that it's a well-known gem, um, is is there. And so that's really um been one of the big stepping stones in under that recommendation. Recommendation two, uh, Kristen mentioned the the um integration of content um into skills-based instruction. And so really working thoughtfully um understanding the standards in those grade levels and coming together to um put them together in projects that that really um help the children no matter what their entry point is to flourish. And so really being thoughtful around the dynamics of that multi-age classroom and providing the curriculum development support and implementation support that they need especially now with some new new faces on the team. Um and then uh recommendation three is around equitable inclusive access. Thinking about how we can support all learners, all children um to have
069access into this program. Sometimes scheduling um with unique needs u per uh presents a barrier and so how can we work together and and really that recommendation some of those action steps get at really uncovering um what might be needed there. And then finally, that idea of of a leadership structure and it really ties back to the communication because the grade spans in a traditional grade classroom span two buildings. Sometimes there are opportunities that might be happening here, for instance, that we want our K1 multi-age students to be able to have access to. And so, who are those point people? what is the communication channel to really make sure that um the leadership to be included in field trip planning or special event planning um is there. And so we wanted to create not a
070person centric role but really a leadership structure that could be um in place no matter uh who the the the changing people might be. So those are our four core areas of recommendations. you have some of the um detailed action steps associated with each. Um and so with that, we say thank you and really appreciate all of the support for such a unique program here in Victor. Thank you. Any questions? >> I do. I had one quick question. >> Sure. >> One of my four students or kids was fortunate enough to be in the program. It was so good. So I have firsthand experience how great it is. Is there an additional tax on teachers that that are this because I have to imagine there is. >> Sure. Tell tell them what it is. [laughter]
071>> Um there is challenges that go along with having um two grade spans within one classroom. Um there's some great things that we get to experience, the connections with families and things like that, but there's also the part where we're trying to almost seamlessly integrate the um two curriculums so that you know every child is accommodated and that they're not experiencing the same thing year after year. So, we really, you know, meticulously are careful about um, you know, where they start and where we bring them so that they can get everything they need, but we're not like repeating topics and and subjects and and really giving the kids what they need. So, it is it is a challenge um because it doesn't we can't just take a a program or something that maybe a single
072grade might be using um to to work with the kids. We have to kind of look at that and go, how does this fit into what we're doing to make sure they get what they need? >> And I'm sure so Sarah Russell is here with us as well. And she's brand new, but you also had the opportunity to student teach. >> Yes. >> In a multi- classroom. >> Yeah, I'm a first year teacher, so it was an extra lift for me to come into multi-age. But it's been it's been really great. And I got to student teach here at Victor in an ICT room. So that was they aligned very closely because we like Kristen mentioned um it's all about meeting them uh at where they are. So it's really not thinking about second and
073third graders it's just thinking about their levels. Um so I would say a challenge for me was figuring out how to teach small group um and whole group but you know you can't teach them all the same thing. So finding entry points for each kiddo um has been a challenge, but it's been really great to see how the olders and youners kind of work together to help each other meet their needs. >> I do have a question. Um having two children who didn't go through the malt age program but are elementary school age. Do the teachers have support staff throughout the day? like what does that access look like to other like either paraprofessional support or like other staffing um to help with that lift? >> Sure. >> We get the same um paraprofessional support
074that other classroom teachers do. So we have um an aid they we try to have it for like 40 minutes a day um just like the other classrooms do. As well as our kids have AIS support and um they go to inquiry classes. They have strength. So they do all the same other things that um the single grade classrooms do. Um and if we, you know, go seeking other support because we need maybe behavioral support or something like that, we are able to access that stuff. Um just as the other classrooms are. >> Thank you. >> Any other questions? Thank you. >> Thank you. Item item D is our management plan update. Karen Finter, just might as well come right back up here. Uh, Amanda Vern and Rob Rose. Shin leaves. Good. Hi there, Amanda
075Burn again. I'm here with Rob D. Rose and we are presenting on management plan updates specific to student supports and opportunities really highlighting K3 MTSS updates. So just so you know what to expect during our presentation, we're really going to be um thinking of this in a few different components. So how do our goals align? um what are the things that are common between the two buildings, early childhood and primary school, as well as some building specific updates. So, thinking about our goal alignment, it's not just the alignment between the two buildings, but thinking through how are we aligned to the district's strategic plan and management plan, as well as our building goals, which are connected to the model of instruction, so that it all feels seamless for our staff and for our students. At
076the ECS for the learning instruction component of our building goals, we really are leaning into reading improvement with our students by leveraging our PLC systems, our afterchool professional professional development opportunities and then utilizing our assessment data through our programs as well as through Ames Webb which is our benchmark assessment system and then working alongside our teachers to ensure that our students are making academic progress as as measured through the Ames web benchmark uh assessment system that we utilize three times a year. For our next goal, I wanted to highlight our student supports and opportunities um section of our goals, which really leans into the work that we're doing as a school through our tier 1, two, and three systems to support our students emotionally and behaviorally. And we are measuring our progress toward this uh
077through the number of support calls we receive from teachers to provide uh assistance when a student needs support with their social, emotional or behavioral needs. Um and as Amanda shares some of those tier one, two and tier one and two systems. Um we've really leaned into this and seen a lot of progress which we will get to later in our presentation. As far as goals at the primary school, we have two goals for learning and instruction. Um the first is really centered on utilizing backwards planning in alignment with the model of instruction and the second second um is about maximizing student centered learning and again directly in alignment with that model of instruction. In the area of student supports and opportunities, our goal is to collaboratively and systematically use data to identify students that need
078support and to be more intentional to monitor their progress and make informed decisions. So the next part of our presentation, we're highlighting those commonalities between buildings specific to academic and social emotional learning. So as far as tier one for academics across all levels, we're really working to have that guaranteed and viable ELA curriculum in particular implementing new and consistent resources whether it's super kids K2 CKLA newly at grade three UFly and Hagerty to supplement. We're really purposeful about how we differentiate at the tier one level. Making sure um actually new learning about how all teachers can use our as web data to create fluency profiles and inform our small groups and using those ongoing meetings or standing meetings as structures profession for professional learning. In the area of social emotional learning, we're also shifting to
079be more proactive and considering how can we use tier one to get ahead of some of the challenges that we've been presented with. So, we've implemented consistent tier one counseling lessons relying on the resource second step. And in both buildings last year and this year, something new we're doing is having PPS point person meetings, which means that every classroom teacher is connected with a member of our PPS team. So counselors, psychologists, social workers, they have monthly meetings where they have a a conversation about every single student in the class, whether they're thriving or having difficulty um and using that time to to work together and problem solve. We also have a universal screening for SEAL. Now to elaborate just a little bit on those point person meetings, those are intended to be part of our
080MTSS process, not just an extra meeting. So it's a touch point for every student and it's intended for the two colleagues to problem solve to implement classroom interventions to be a liaison to other problem solving teams and to really be that first step in our formal MTSS pro process when needed. I also mentioned our SEAL screener which is panorama. Um so students are being measured in different buckets of social emotional progress. K2 that looks like a teacher perception survey. So the teacher is completing it. Starting in third grade it's a student self-perception survey. So just kind of to look at the full story or the full picture um we use that point person meeting intentionally. Of course we want teachers to communicate with families early and often. um using teacher that teacher toolkit and relying
081on the expertise of our educators to put classroom interventions in place. There may still be times when a student needs additional support. So then that teacher may submit an RFA which stands for request for assistance which is reviewed weekly by our um by a standing team where we make a decision about if that student's case should be brought to a small group or large group problem solving meeting and being really purposeful about the ongoing monitoring and support after that meeting. This brings us to our building specific updates. >> All right. Thank you. First update I want to provide you connected to the goals the goals that I shared with you earlier uh during this presentation is an update on our progress toward that goal connected to the student supports and opportunities. So what you have
082here is a table in front of you about our um student support calls from the month of November. You can see over the course of the previous four years we had a substantial and exciting reduction in the number of calls for behavioral support from our teachers. a 29% reduction in the number of calls from our teachers to support the deescalation of a situation or to just check in with a student who is in need of some additional supports outside of what our teachers already provide. In total though, this fall, we've had a 10% reduction in the total number of those types of calls as compared to the average of the previous four years. And we do believe that this is a result of the excellent work um connected to the updates that Amanda shared. We're
083doing a lot whole school, tier one and tier two. We're also improving the capacity and toolkit of our teachers as well as their efficacy, their belief in their own skills. So, we're seeing a lot of positive trends. We know any month or any situation could always pop up, but we are excited and proud of the work that we're doing and very thankful for the people that are in the classrooms each day supporting our students in such a positive and proactive way. Moving into some academic updates. What you see in front of you right now is an update from our Ames Webb fall benchmark period highlighting our nonsense word fluency assessment. This is an assessment that presents children with letters, u vowels, and consonants that make up chunks of words. They're not necessarily words that they're
084familiar with. So, it forces students to apply the skills that they've been previously taught so that they can read something unfamiliar to them. So, this past fall, we have some exciting data in front of you. Um, I will let you know a little bit of a nuance to this data is that Ames Webb did adjust their cut scores, but no matter what when we look at last fall and this fall, we are always compared to the national norm. So, we are comparing our students to the national percentiles and we have some exciting updates for our students this year. This fall, 90% of our grade 1 students are at or above average as compared to 80% last year. 12% increase of students in the 75th to 85th or 89th percentile this year when compared to last
085year and a 6% increase of our students in the 90 to 99th percentile this year when compared to last year. Again, despite the cut scores adjusting, our students are still being compared to those in the nation at their same age level and grade level. And our Victor students are certainly making us proud. our kindergarten update. What you see in front of you here is our early literacy battery scores, which is a combination composite score of the assessments that our kindergarten students take through the AS web assessment. So it could be their letter identification, their initial sound skills, as well as their letterword sound fluency scores. And we have some again some very exciting and promising data from the fall. 87.5% of our grade K students are at or above average as compared to just 67.4%
0864% last year and 14% fewer students fell within the first to 10th percentile this year as compared to last year. So despite those cut scores changing, it's really great um data to look at. It's a big celebration not only of our students but the teachers and their hard work as well as the support of our great Victor families. Now switching it over to the primary school updates. All right. At the primary school, we have some updates or things that would be new this year relative to MTSS and social emotional learning. As I mentioned, we're incorporating new data points to decide if a student might receive anal support. So rather than it just being teacher referral or parent referral, we want to have data to guide that conversation. Better aligning your support so students are entering
087or exiting at the same time. and considering exit criteria so students aren't just in a group for the rest of the year. We can see what does that success look like and how can we build their independence moving forward. So as I mentioned our PPS point person meetings they're giving a rating on every student's social emotional progress every month. It's nice to have that extra data point from the teacher perspective because especially at third grade the panorama survey is self-perception. So, if a student doesn't have strong self-awareness, their survey could make it look like they're doing very well when we could notice that there's a discrepancy between how they might be perceived by their family or by the school team. What it looks like when we're around the table for the data days is we
088have the panorama survey which is shown there on the left. For September, we had the rating so it could be one through four. And then we're also considering things like support calls, referrals, whether they're an MTSS and so on. So we'll decide does a student seem like they would benefit from an SEAL support and then what would the best fit be? Would it be counseling, primary project, a mentor or so on? As far as academic updates, I mentioned we have a new ALA resource at third grade training in UFly for our AAS providers and special education teachers. Um, we're reconsidering our entrance criteria for reading AIS to make those national norms match the students in front of us and professional learning for all of our teachers to make sure that we're not only using Ames
089Webb to enter or exit academic intervention. All teachers can get valuable information from that data and use it in their classrooms. Like Rob just wanted to highlight some a celebration. This is third grade uh data for ELA for fall of 2024. It's a composite score. So that's a combination of oral reading fluency, reading comprehension, and vocab. The goal or ideal state is that we have 85% of students that are low risk, 10 students at moderate risk, 10% of students at moderate risk, and 5% at high risk. So we weren't, you know, we weren't getting close to that last fall. This fall for our um third graders, we are much closer to that state of having about 15% of our students at moderate to high risk. So 8.5 at moderate, 9.2 at high risk. Um we
090know that we're the ideal again is about 15 to 20% of our students in that moderate to high risk. So we're getting closer to having more of our students in that lowrisk category. Just wanted to thank you. We know that's a lot of information and open up the floor for any questions that you may have. I'll just make the comment that I love that in um seal you're you have more of the structured tier one um which we didn't have for years just for no staff and and to see that it's beneficial that you're seeing less referrals, you're seeing less interventions. So, you know, I I love that that, you know, data is supporting what we all thought, you know, [laughter] so and um I love the idea of the point person with PPS staff,
091you know, it's it's nice, you know, for a teacher to know they have that one go-to person and that consistent reviewing of kids, you know, that's great. So, wonderful. Thanks. Thank you. Thank you. >> I have a question. the chart that you just showed us previously. Um can you elaborate a little bit on if you're able to I don't want to put you guys on the spot but out of the green the um yellow and the red risk how do students with IEPs or AIS fall into that breakup? >> So we would use this to determine what students would enter into AIS. So typically um when we're doing our academic day-to-days, they're going to fall into that moderate or high risk. So that's why they're going to be picked up for AIS. For students with
092IEPs, it depends on the nature of their disability and what their goals are. So we could have some students that have an IEP and have formal reading support through their document and have reading AIS because the nature of their disability is more related to math or something different. So that would be more variable. So the total number of students the 226 31 and 57 that's like the third grade co >> everybody. >> Yeah. >> Whether it's multi-age traditional third grade so on. >> Okay. Thanks. >> Any other questions? No. >> Thank you. >> It's great to see these uh numbers this year improving. Uh item E, budget development. Good e good good evening everybody. Um tonight um marks the official start of our budget development season um for the 26 27 year school school year
093budget. Um, as we do every year, we begin by establishing our financial baseline uh to set the stage for a detailed planning uh discussions that will come up over the next several months. Tonight's agenda, we're going to take a look at our review a review of our reserve plan, um goals of the budget, the 26 27 um budget factors, and what is a rollover budget. um and look at some um other financial considerations in our next step. Let's look at the history of our um reserves. This table tracks our reserve balances from the n from 2019 through the fiscal year end June 30th 2025. You can see from the progression in key areas such as the employee retirement reserve and the teachers retirement reserve. Notably, our capital reserve has fluctuated uh periodically as we funded
094projects. Most recently in 2425, you'll see that uh we had a reduction for our capital reserve for the use for our cap uh $99 million capital project. Um and our capital reserve is now sitting at approximately $3.3 million. Our total restricted fund balance is just over 10 million uh at the end of last fiscal year ending June 30th, 2025, which represents a reset from the highs in 2024. Um pretty much close to the levels that we saw back in in in 20 uh 22, sorry, 2021. Visually, this chart illustrates um that that reset um after building up um nearly 35 million in uh 2024 largely due to increased state aid as we became fully funded in foundation aid during the 22 through 24 uh school years. That allowed us to fund our $99 million capital
095project uh that we have ongoing at this point in time. But as you can see um in 20 at the end of the year we ended at 10,102437 which is back to the 2021 um reserve levels. This is um our reserves excluding our capital. Um uh when you take that away um this kind of represents more of our operational safety net. things like um liability, unemployment, and retirement reserves. Um you'll see a little more stable um visualization of that. Um while our reserves have grown from 3.9 million um in 2019 uh to um to 20 um 6.8 million in 2025. Um this um growth is crucial um for long-term stability against unforeseen costs, but you see a little bit of a leveling off in that. Um please note too though that uh $6.8 million in
096reserves really only represents 6.2% of our $ 109 million budget. Um so that 6.2% isn't isn't very much. Um and comparatively to other districts, um we should be higher than that. So, looking ahead, um before we get into some detailed numbers, um it's critical that we ground ourselves in our goals for the 2627 budget. Um our primary objective is to maintain the comprehensive education that our community expects and align our resources with the district's strategic plan. Um financially we aim to stabilize stabilize our reserves, maximize the value of every dollar and ensure that we um are positioned to generate aid for future years. Um and of course as always uh transparency throughout this process is a top priority for us. Um what is a rollover budget? um that this is a calculation that helps us
097determine the revenue required to balance next year's budget before making any changes. A rollover budget assumes we maintain our existing staffing levels and apply contractual changes. It does not include any new initiatives, equipment requests, or additions to supplies. It also does not account for retirements. It is strictly the cost to keep doing exactly what we're doing today but in the 2627 economic environment. So let's start with personnel. Um here's a break breakdown um which is um you know we're a people driven business. We always say that um this is the largest driver of our budget. Instructional salaries, we're projecting a $1.5 million increase or 4%. Similarly, we see $550,000 increase in our non-instructional salary and our fringe benefits um was is really the biggest significant jump. Um we anticipate a 10.2% increase in that which
098is over $3.2 million due to rising health insurance costs. Overall, maintaining our current personnel cost will cost approximately 5.3 million um more next year with a 6.4% increase. Of course, um we did note here and just just so you know, these estimates for the salaries are really based on current contractual parameters um and is as an estimate. Um obviously we will be making adjustments going forward uh as we refine the budget. So the non-personnel side of things um you know the it's pretty static right now. We're not projecting any changes um because we've this is a rollover budget. We've kept everything flat equipment contractual tuition boseies and debt showing a 0% change. This is about $26.3 million in our budget. But we do know as we this will also change as we factor in cost
099drivers like inflation later on in the bud budgeting process. on a summary basis for our rollover budget. Um, our current budget this year for personnel um and and non-personnel items is 109771405 which is the budget that we're working on working under in the 2526 school year. Um, this is showing a $5.2 million $5.3 million increase or 4.8% over prior year. uh just looking at personnel. Obviously there will be outside other additional factors uh that we move uh will have to consider moving forward. Um obviously we need to account for enrollment shifts um consumer price index um which also affects our tax cap and our purchasing power. Um and of course ongoing uh contract negotiations and any specific programming needs identified by our um education uh educators. Um next steps, where do we go from here?
100Um my office um and the assistant superintendent for personnel will be meeting with all departments and buildings to assess their specific needs on a personnel basis and a non um nonpersonnel basis. Um we'll then calculate the cost of these requests and present them to district cabinet for review uh and to prior prioritize the c the requests. Once we once we receive um revenue information for next year, we'll have a better concept of our budgetary parameters. [snorts] And then um over the next couple of months, we'll be meeting the next few months, we'll be meeting two times a month with final budget recommendations to be adopted by the board at the um April meeting. So we have here's our schedule ahead. Um, in January, we're going to look at transportation, operations, security, and building budgets. February,
101we're taking a look at instruction and pupil services, followed by critical updates to our revenue and the tax cap. We should have more information at that time. Um, in March, we will have um a personnel update um as well as um any any other updated changes. In April, the board will adopt the budget and in May um this all leads up to the budget vote and the um board of ed um board election. So the rollover budget is our starting line. Uh it clarifies the challenges ahead which includes finding efficiencies and and revenue to cover um the baseline increases while it uh still making being providing innovative education for our students. Um, does anybody have any questions regarding anything that they've seen here? >> Um, Christine, just for clarity, the um, like the non-personnel even
102keep So, there will be increases with that just because of inflation costs. I'm assuming with there'll be Yep. CPI. I also anticipate we'll probably see things in uh, especially utilities again. Uh, we had a big increase last year on that. I I anticipate we'll see things like that. Um we'll take a deep dive. I'll be meeting with obviously our fiscal advisory firm to talk about, you know, where our um activity with the bonding and and bands and interest for the, you know, the capital project as that stuff flows on. Um that those things will will be impacted as well. Yes, for sure. [snorts] >> And um your estimates for the personnel too, obviously there's a big asterisk there because these are estimates, but are they conservative by your estimation or >> Well, so la so
103if you um you don't have it in front of you, but last year um we were about we were about that on both when you combined the non-instructional personnel and the personnel budgets, we were at 4.79 on the professional. Uh I think I explained a little bit earlier that we um had um some shifts in personnel from a non-instructional status to instructional status um in the last fiscal year and we made that swing in the budget. So overall between the two lines we are about 4% in our in our salaries. I used that estimation for this one at this point in time. um the assistant superintendent for personnel and I will be diving in specifically looking at you know individual and and again it you know we're in the middle of negotiations. We really don't
104know where that's going to land for next year. So um I would rather be conservative and budget enough than not enough. >> Yeah I I I appreciate your comments on speculative too. Right. I mean CPI's continues to move. Um there are other indicators as well and then I I presume with fringe benefits and other um headwinds these are all things that you're sort of >> visiting. So I also appreciate your comments around the additional check-ins um from a board perspective. It's really nice to have your thoughts and transparency and you know if you had a crystal ball you know please pull it out. No, I'm just kidding. [laughter] >> I I will do my best. >> Oh but thank you so much. Yeah, you're welcome. >> Anybody else? >> Thank you. >> Sorry. >> Oh,
105go ahead. >> Thank you too for just outlining how what the eb and the flow was of the capital reserve. And thank you just to this board, Dr. Turnover and all the district leadership because the buildup of that capital reserve was instrumental and the community for approving the capital project was instrumental in making a huge dent or a sizable dent into what that cost translated or did not translate being as large to to our community with the other reserves excluding capital slide. So the 6.8 eight. You mentioned that's, you know, our targeted percentage for us actually is low compared to our comparable districts. Do you have a sense for what percentage or if that's something you get to get to us? >> Yep. I can get that to you. What other what other districts I
106can get some comparatives uh regionally depending upon what you want to do. We can go based on you know budget size other districts of similar budget size. We can do other districts with various demographics um regionally um via the county Wayne Fingerlakes posties compared to Monroe County uh districts uh so we can get that that comparison and and try and come up with something that makes sense to say you know where where does uh Victor compare to their peers. >> Yes. No, thank you. and even realizing well that's not going to happen next year but as far as so that we have a goal like we did with the capital reserves to build it to a point where then it the efficacy of it is is >> right right you do need to look at
107it collectively and independently of your capital reserve um because you you know during that time that that was flat was when you were funding and you knew you had this need for the capital project and you were building up for it so you know that's that's very realistic for that time period you were not funding your your other reserves you are funding your capital reserve. Um I see some of the growth I think that's also um occurred over the last several years has been attributable to interest interest rates and we're seeing those leveling off at this point in time. So I don't know that we're going to be able to rely on that growth uh as a factor in it to to to bring those up to a higher percentage. So um you know it
108it will be you know a challenge for the district uh to have those um in to build those and have those to have those in place. >> Yeah. I think also to add to that, as we know, you know, we're trying to have a contingency. You saw the the low reserves in 2018 and 2019, and when the community broke the tax cap, exceeded the tax cap, we were able to develop a system of budgeting where we get somewhere between 3 and a half and 5% contingency left over every year that we could then put into the reserves. Certainly, that plus the additional state aid allowed us to do exactly what you said, Dr. parks is feed the capital reserve so that we can supplement the taxpayer for the capital project. Just a the concern is
109this past year we also had that 3 and a half to 4 and a.5% contingency but we had to use over 3 million of it to appropriate for this year's budget which caused us to only have to have a much smaller amount that we could put into reserves. And that's our challenge right now with the expenses growing is having enough money to be able to put into reserves and not appropriate for the next year's budget to fill gaps. >> But I I do think it's important that you're making the distinction between what is a capital expenditure capex and an operational expenditure op. is keeping that as much as we can say here's money that's earmarked for things that we absolutely have to be doing that we really shouldn't be dipping into another day-to-day operation I
110think that's really nice to hear refreshing to hear and maybe something we need to keep kind of reminding ourselves as we go forward through this process in particular um not not conflating the two things one is happening with capital improvements for example that absolutely have to happen but we also have this another operational piece that regardless, you know, I think that's important to keep making that distinction. >> Absolutely. >> And you're doing it. So, thank you. >> Yeah. Absolutely. So, you know, looking ahead, you have a capital project generally about every five years and you want to be able to have enough in your capital reserve to fund the local share or at least a majority of the local share to reduce or or eliminate the impact on your taxpayers. And that cushion is what
111you use to build that. So I think looking at them independently it'll gives you a nice visual about of where you are uh in building up for that next capital reserve. So right now with the capital reserve that uh as we presented it tonight you have sitting in there you know $3.2 million to get yourself to you know a capital another capital project in a vote in five years. How much do you want to put into that to be able to fund a local share knowing what your aid ratios are? So, if you're using the current project as a litmus test, you have a $99 million project. You use 28 million. You had still had a a a slight um impact. Um but you covered most of your local share. So, when you have a
112what 65% uh building aid ratio, um you want to make sure you've got 35% to cover that. So, we'll be watching it. I did want to say thank you to you, Christine. I know this is your first real full year budget and um this was incredibly helpful. The audit committee meeting the other day was great and and just very appreciative of the work you're doing since you got here. You really jumped up to speed quickly and um are doing a lot of good work for our district. >> Thanks. Thank you. >> I appreciate that. >> Have a good evening. >> All right. Item F. uh policy review. It is the first and final reading of the following policy code of conduct policy 5300. Uh any comments or questions? I know this was reviewed. Um so
113if we have any comments or questions, please let me know. Otherwise, I will no one I will take a motion to approve >> by Tim. >> Second. >> So moved. Uh, all in favor? >> I. >> Any abstensions? Any opposed? Motion carried. Uh, item G, approving the following trip. The varsity wintergard to Bethlehem, PA from 3:20 to 3:22 for regional competition. I again, if there are no questions, I'm assuming no, I'll take a motion to approve the trip >> and a second. Adam. All in favor? >> I. >> No abstensions or opposed. Good luck to our varsity wintergard at the regional compos competition in March. Item eight, meeting reports. Uh Monor County School Boards Association committees. Uh does anyone have any? >> Uh we have not had a district operation since last meeting. So I
114have nothing to report out for that. Um I attended the legislative meeting on December 5th. Um just a few updates there. We um discussed all of our position papers again that they are very similar to the advocacy work we're doing, foundation aid, electric bus mandate. Um Monro County School Boards Association is very grateful to the Victor School District for their opportunity to join us in their advocacy letter to energy providers. um they are appreciating how much we are doing and they are excited to be a part of that. Uh on Monday we had our zoom advocacy day where we met with representatives from Bailey's, Holl's Ororts, Meeks, Meticlo, Jensen's, Helmings, Lungfords, Bronson's, Brooks, Clarks, and Cooney's office. Uh we did that across two different Zoom sessions. Uh it was wellreceived. And then as another reminder,
115I believe I let you all know this last month, but the legislative breakfast is slated for February 7th uh from 8:30 to 12 at the Country Club of Rochester. I think that's all for Monro County School Boards. Uh any standing committee updates? None. I we already gave an update earlier on the audit committee. Anything from you, Mr. Deluchia, on that? All right. Then item C is our community partner ideas to investigate. Um I think everyone has that um PowerPoint. And so anyone want to kick that off? Any thoughts? Any ideas? >> Just to remind everyone of the concept, the five ideas, legacy and major gift fundraising was one, other revenue streams. Finding other revenue streams was number two. educational program partnerships to really combine ideas through universities, colleges, businesses, other school districts to save money
116but expand on programming, community education program and looking at energy and facilities. We're look the community partner groups believe these five ideas could be beneficial and the question is really to the board uh whether you want to pursue any or all of these five ideas uh to try to operationalize them. doesn't mean it'll actually happen, but we would get uh subcommittees together of of individuals who could really work on it and then report back to the board uh later in the year or even in the summer after extensive work being done to see if we can operationalize them. But we don't want to do that work if it's an idea that the the board's not interested in pursuing at this time. So, that's really the the question tonight. I mean, I I personally just knowing
117that not all five will probably pan out or pan out within the next year, I'd like to pursue all of them. I think from attending two of the committee meetings, this is a very dedicated group um from our community. I think we have enough to create some subgroups to really investigate all of them and see what's possible. I I prefer not to limit us. I think they're all great ideas and um the folks who've come up with them are pretty passionate about them. I Oh, I'm sorry. Um I agree. I feel that um with the amount of work that they put into coming up with these proposals, I think we need to find out further information to know what's feasible instead of taking one or two off the table. I think if people are willing
118to, you know, further that work and dive deeper into those five um proposals, I I think I personally feel that we should continue to invest all of them as well. >> Yeah, I the yes I agree all of them make sense. The only question I would ask is has the group looked at level of effort between these different initiatives in terms of how many folks for example they'd have to bring to the table? I'm thinking about the shared resources one that seems like a pretty heavy lift. Um whereas some of the other uh initiatives for example alternative revenue source you know I don't I don't know if that's a heavy lift in terms of bringing people to the table but that might be a little bit more brainstorming and I guess what I'm trying to
119get at is has the group had a chance to even discuss prioritization of these or are we sort of saying just take them all on? I think I think if the board decided to pursue all five, what I would do is [clears throat] work with our cabinet to get their perspective on the relevant constituents that would be a part of each of the five. Uh, and then to your point, some of them might be intertwined. And so, how do we maximize the individuals? I mean, I would anticipate there's going to be community members and staff members combined on each of these. And if there are similarities, we could figure out a way to do it efficiently. And then what I would do is take those ideas and run them by the board in terms of
120names and titles and potential community members and get feedback from the board so that we could utilize, you know, between now and and say the end of January to really determine that. and then get the group and then we have obviously have to ask people these people if they're interested in in doing this work and then start moving forward in February with actual work. So we haven't really done that in-depth thought to the level you're talking about uh Mr. Adams, but I think it's important to do. >> My turn. >> Your turn. [laughter] >> Um I agree. I think we should pursue all five. Um, in terms of prioritizing, um, I'm not sure that we're ready to do that yet. However, I also attended, um, a committee meeting for this purpose and there is quite
121a bit of talent from that room that could help support all any of these five. Um, my my own personal opinion is [snorts] we need to pursue the facilities and energy Um, one of the ideas I had just driving through campus is I looked down at my um, compass reading on my dashboard and noticed that the aquatics facility has a big southacing roof line that could house solar panels. I'd be really interested in uh pursuing that um to to see if what our engineering our engineers can come up with in terms of mounting and utilizing solar uh as an energy uh supplement for our district. So yeah, all five is my vote. Um I just wanted on the first point um I think we really need to be talking with the um education foundation of
122and how you know because it's kind of going into their mission. So whether the you know how they're raising funds just working with them and then on the other end that I don't have clarity on how the education foundation like their mission as far as distributing the funds that they do like you know their grant process. So, you know, having a better understanding of that and like how to make use of that because I it's I don't want us wasting time reinventing the wheel if they're already doing things like that and you know just kind of working together. So, subcommittee working together um and I agree uh with Mr. Deluchia the um energy especially because of the capital project going on you know being mindful of it now you know while we're building seeing what
123uh can be done and also being open-minded to newer technology that's happening because like I know I heard for years we had the same issue like when the pool came up it's like oh that you know I had tons of parents saying oh that should be you know we should have solar panels and we were told that it was um the way the roof roof was, you couldn't put solar panels on it, but that was, you know, six, seven years ago. The technology in solar is different now. So, you know, being mindful that things change and maybe you can't just say, "Oh, we can't do it that way." You know, being um, you know, looking forward and seeing if there are other options now in 2025 at work here in 2020 or, you know, whenever
124we, you know, 2017 or whenever we built that. Um, but I I think just the timing of it, I you know, I'd like to kind of push that so that we're looking at it as we're doing this capital project. Um, but yeah, I you're using this doing anything and everything we can to get more funding. Um, and I I know I said it once and I said it again, just also not wasting spinning our wheels like in some of the advocacy meetings. Um some of the representatives said you know look at things that are possible not you know like um if there's something like as far as getting revenue from another from a private entity if that's not constitutionally allowed you you're not going to change that. Um so it's like not wasting time on
125the things that are just you know no win. You know we can't you know there are laws against it. So doing that earlier in the process than later is good. And to your first point, Mrs. Prescott, uh, as I think we all know, Jenner Davis is the president of the >> foundation. She's been a great friend of the district long before I was here, was a former board member, and her and I have just had a a nice discussion about the exact point that you talked about. So, she's we definitely want to utilize the foundation's resources. Uh, I'd say there's a strong possibility. Jenner would be a part of that subgroup. [snorts] Uh, very strong possibility. And then that could really help us in terms of their role in and supporting a bigger effort towards
126legacy and major gift fundraising. >> How like how they grant like understanding you know how >> Yeah. Yeah, I was just going to say we obviously the just looking at some of the names in the group, I am assuming that a lot of people or people in that group had very specific things that they put on this group of five and we want to close any doors by saying, "Hey, we want to sign this." So, but I want to keep momentum going with the whole thing. So, I I would almost kind of put it back on the group like, "Hey, what do you think we could put into actionable items here?" But I definitely think the legacy and matrix gift fundraising if we emphasize that just because I feel like that's probably the most straightforward
127and least complicated um way to get things going. Maybe an emphasis on that with the option for whatever ideas that are probably cloaked in all five of these >> maybe like cryptocurrency or Bitcoin. Well, and I think too what however um like whatever we decide to pursue after further investigation, I think almost if we can have like a living document similar to the management plan where it outlines like a a timeline or a road map of and even seeing like if there's more than one idea that we pursue kind of like the flow of each and the roll out and how that can impact us either, you know, next year or in subsequent years. That would be helpful. >> Oops. I would agree with that. And I I do imagine too as we start to
128pursue some of these ideas, other ideas may emerge when we realize that maybe we can't do X, but we could do Y instead. So, um, you know, again, I'm I'm grateful to these community partners who've showed up for these meetings. Uh to Adam's point, there they are experts in a lot of different areas and it is it's been great to have them all come together uh to again support this district. We have a a great community. >> Anything else on the community partners that you need from us, Dr. Teranova? >> No, I really appreciate the leadership and it sounds like we'll uh take a look at all five of them and I'll be reporting back to the board around our progress. Just just a few thoughts on it. Yes, I do agree. You you cast
129a wide net. We have community members who are they are they are the afficionados. That's why they were selected and we reached out to them. So, thank you for putting that group together before Dr. Turnova. I think it's a few things. One, the solar energy piece I think is excellent. In fact, I do believe that was mentioned in our presentation last month when they did a deeper dive on it with speaking to that too. And I don't know what the latest status of it is, but green roof technology too would also be a potential thing. And I know that there are universities, I know Colombia used to be one of them that districts can partner with potentially link the schools to also research based stuff. Um, I look at it as it's almost to your
130point where, you know, we would be keeping track. It's almost like curriculum mapping in the educational setting of how each one of those is going. and and I look at how we would form it potentially and I might be getting too far down the road but it's it's the board of education tasking you the superintendent to re go back to that community partner group divide and conquer with also the recommendations of your cabinet leadership cabinet as far as how that gets divided and conquered and then with the community partners to your point Mr. Schneider as far as there are certain people who had passion about certain ideas and expertise in those regards and spot on with educational foundation that was that's that's going to be a lynch pin to anything legally what we can do.
131you're going to then potentially populate those as almost subcommittees of those five strands of interest and revenue generating where we may be reaching out further to more community partners because I also know that when we came up with names and suggestions we we put that group together there were some who expressed well I I can give you a limited amount I just can't do the the deeper dive right now this might be you know strike why the iron is hot this might be the perfect timing to go back to some of those who weren't able to be as involved olved to be involved in the smaller committee work which is equally important across by thresholds if that all makes sense and it may come up with even additional ideas where then okay the ideas it
132has to change so we just we have an idea pivot and it brings us down another road and I think the more community members that we can engage and I' and I'd love to see the students as well because >> they're experts in a lot of things >> I didn't want to add too much scope but I agree with you that there might an opportunity here to engage our students in the process as well. >> And it's and it's also student leadership development just like our two fellow board members. It's a great opportunity for them. And I think it's a great opportunity for the community to hear what the voices of our students are. And this pretty much let's let's put together the the framework or the boilerplate that the rest of the United States
133should be doing as far as looking at how to >> how to manage their >> completely agree. >> I think I think that's a long answer. >> Yeah. No, I we definitely need the community partners to be involved and potentially expand on them. And you're right, we had a we had a ton of people that you recommended and many loved would have loved to do it, but they're just too busy but or had at that point just weren't able to do it. But I think some of them might be tapped to do some of the subcommittee work. So, and we'd love to have students involved. You learn a ton from them. >> All right. Thank you. So, our community partners group now has a big charge, right? Um, okay. Item number nine, upcoming events. We
134have our next board meeting on January 13th right here in the boardroom. And then, as Christine noted, our uh first budget workshop will be on January 29th at 5:30 also in the boardroom. If there is nothing else, I will take a motion to adjourn. >> I'm sorry, President. >> Can I >> jump back to the community partners? Y >> is it also I think you're thinking about the students. I think we could reach out as long as there's no legal reason why we can't to include the faculty. >> They're already there >> and the staff. No, I mean and further reach out even more to include more of them because I mean there's boots on the ground right there. >> You got two of the most important the two most important voices as far as
135within this campus are our faculty and our students. >> Definitely. I think I think it would be a combination of like we said community members, staff and faculty and potentially students too. >> Okay. >> That we could add to that list. >> Yes. >> I would assume more staff who have, you know, knowledge of some of these five areas that may not have been involved in those first are going to are going to want to be helpful on that. So, >> yes, >> Brian. >> Oh, yeah. Motion. >> Oh. Oh, okay. So, Brian was ready to adjourn. I'll take a second. Elizabeth. [laughter] >> All in favor? >> I assume there's no abstensions or opposition to adjourning. Okay, everyone. Thank you for sticking it out for the December board meeting. We appreciate it. Have a
136happy holiday season.