001Hello everyone. Welcome to our October 16th uh board of education meeting. If you are able, can you please stand and join me in a moment of silence? Yes. Thank you everyone for being here tonight. It's awesome when we can see a full house um for some upcoming recognitions. Uh public participation reminder. Persons wishing to address the board must sign up prior to the start of the 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 with speakers, the speakers must provide their name, address, telephone number, and or email address. to limit comments to matters which may be properly discussed during public participation. The speakers will provide the topics. Any group or organization wishing to
002address the board must identify a single spokesperson. Reading of the emergency evacuation procedure. In case of an emergency, which is not the sirens we hear outside, that's for good things right now. 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. Can I get a motion to approve tonight's agenda? >> Motion by Tim. >> A second? >> Second. >> Any abstensions? Any opposed? All in favor? >> Motion carried. I will turn it over to Dr. Teranova for his update. Thank you, Mrs. Castki. Uh, I first want to congratulate the incredible acco accomplishments of Kayn Cordial, who we're going to recognize in a few minutes for being inducted into the visual and performing arts hall of fame. It's a
003great honor. Uh, in addition, the sirens you may be hearing in the background. They are a good thing. Our girls golf team won the sectionals about two hours ago. So, uh, they're celebrating in the north area of our high school. So, congratulations to them. I do want to talk briefly about four examples of partnerships that we are continuing to develop and in our district and are so important to the culture of our district. First, a thank you to the security professionals that work in our district along with our school resource officer, the faculty and staff at the high school and the Ontario County Sheriff's Office for their quick response to the safety situation yesterday. They were exceptional. Also, thank you to the board uh for their really large leadership in creating an outstanding security team
004a couple years ago and having the courage to put that in our budget which consists of a director of security, five full-time security professionals and uh Ontario Sher Ontario County Sheriff's Officer uh who is fantastic and also works full-time in our district. Uh and he is an active member of the Ontario County Sheriff's Department. So we have a robust security team and I think because of that we were able to act swiftly yesterday and we appreciate the work of all the professionals. That's definitely a partnership. The second partnership is with local and state political leaders. Again, board leadership has played an important role in setting up and meeting with various legislators and government officials this fall to advocate for appropriate amounts of state aid funding. Just today, uh, we met with Assembly Member Jen Lunsford
005to explain our needs, and that is one of 10 advocacy meetings that the board, myself, our PT, our our VTA president, and our assistant superintendent for business are part of this fall. We have specific needs we're advocating for. We're going to definitely make those more apparent and clear to the public in the near future, but appreciate the advocacy of this board of education and the many meetings that they're going to. A third form of partnership is with the towns of Victor and Farmington as well as the county of Ontario. Next week, leadership from these municipalities as well as the superintendents from across Waynefinger Lakes Boseies and our area are sitting down with the CEO of RG& to discuss the serious situation of the electric grid in New York State. We're finding out more and more
006information around the lack of infrastructure on the electric grid, which certainly could have an impact on our energy needs across our county and the state. This could be a serious issue, especially with the implementation of our capital project that was approved last fall. So, we want to thank Jack Marin, supervisor of Victor, and Peter Inglesby, supervisor of Farmington, for helping to set this meeting up. And, uh, we're excited about the meeting with the CEO of RG& to really discuss the intricacies of the electrical grid issue. And finally, a thank you to our community partner group. That's a group of over 25 community members selected by the board of education to help us with ideas to find beyond the advocacy that we're doing with our state legislators to find additional revenue, beyond the taxes and state
007aid that we get while also looking for innovative ways to save expenses, share uh expertise, and maintain or even improve opportunities for students. This again shows the board of education's proactive leadership to get ahead of a critical area of need which is funding. We've met twice already with this group with a third meeting scheduled for next week. Cannot thank these community partners enough for their leadership and we will have a presentation to the board around these ideas that ultimately will be vetted by the board of education and that presentation will occur either next month or the month of December. So partnerships are key and we are certainly building them across our community. These are just some of the examples of the work that we're doing and the leadership of our board. So I appreciate it.
008That's my update. Thank you. >> Thank you, Dr. Teranova. We will now turn it over to Mrs. Finter. Karen Finter and I'm the assistant superintendent for instruction. And one of the many hats that I wear um is that I have the honor of serving as a chairperson uhmin for the uh Victor Central School's Arts Hall of Fame committee. It's the mission of the Arts Hall of Fame to celebrate and honor the accomplishments of outstanding alumni, staff, and community members who have excelled in the arts and to inspire current students to make contributions to the arts by reconnecting those selected for the Hall of Fame with our students, staff, and community. In order to qualify for induction, a nominee of the highest character and integrity must meet one or more of the following. They must have
009graduated from Victor Senior High School at least 10 years ago and have been affiliated with arts programming sponsored by Victor Central Schools. They must serve as a staff member in our arts program for a minimum of five years. Make significant contributions to the students of our district through the arts programming. Graduated and made a significant contribution but may not have necessarily participated in a current program. Tonight, I'm proud and honored to share with you the latest inductee into the uh Victor Central School's Arts Hall of Fame, Miss Kayn Cordel. Tonight, you'll be hearing from a current and maybe a surprise guest um to share with you the impact that both the arts and Miss Cordial has had on them. I'd like to introduce now a current Victor Senior High School student, Miss Jill Smith, who
010is also a member of the Victor Marching Blue Devils, who will share a little bit about her experience in the arts. Take it away, Jill. [Applause] >> Hi, my name is Jillian Smith and I'm a senior here at Victor as well as a six-year member of the Victor Marching Blue Devils. Tonight we're here to celebrate Miss Kay or Miss Cordial in her induction to the Arts Hall of Fame. The Arts Hall of Fame is to celebrate those who bring community and connection through music. And no one has done that for me and our band more than Miss Kay. She had a hard job as our visual instructor since everyone who joined marching band for the most part knows how to play their instrument already or knows how to spin their flags. But no one knows
011how to march. And she had to bring people together from ages 11 to 18 and teach us all how to march, not individually, but as a group and look as a unified band and perform a show that's almost 7 minutes long. Miss Kay always brought such an amazing energy to our rehearsals and our shows. Whether it's dressing up for a theme day or cheering as loud as she can when we perform. Marching band builds a community between all the grades in our school in the junior high and the senior high. And no one has brought so much joy and pride to our group as Miss K. So, Miss K, thank you for being who you are and showing me that community is the most important thing you can bring people. Congratulations and I'm so happy
012for you. [Applause] We also have another message um from a former student of Miss K's. I think Miss Dole you have it on video. >> Hello to the board of education, the community, and Miss K. My name is Kaylee Sheets and I'm a 2025 Victor graduate. Prior to graduation, I was a proud six-year member of the marching band. Joining marching band was definitely the best decision I have ever made and it has truly changed my life. When most people hear the words marching band, they usually think of halftime shows, football games, or musicians performing while marching in formation. And while marching band is all of those things, to me, it means so much more. I think of friendships and connections I was fortunate enough to build, the countless hours of teamwork and dedication it took
013to create an unforgettable show, and the personal growth I experienced through being part of the band. Marching band taught me that excellence doesn't come easy. It is earned through perseverance and discipline, which is a lesson I will carry with me forever. I was lucky enough to have worked with Miss Kay in all the years she was at Victor Marching Band. When I first started out in marching band, I wasn't very good at the visual aspect of performing at all. But Miss Kay saw my potential and never let me settle for less than my best. Every rehearsal, she pushed me to improve each rep. And at the time, I didn't realize the value of her feedback. But now, I couldn't be more grateful. Miss Kay would always tell us that no matter how tired we were,
014we had to choose to have grit and the rest is fall into place. Now participating in a marching band at a collegiate level, I can say with confidence that I would not be where I am today without Miss K support and discipline. I have rehearsal four days a week with a pit marching band, followed by long performance days on the weekends, and there are definitely days where I don't have the motivation to go. But then I remember all the hard work it took to get to a college level band and the grit it takes to persevere even when things are tough. The lessons that Miss K taught me stick with me still to this day. Miss K, thank you for your dedication to the band and the incredible impact you have made on not just
015me, but everyone who learned under your direction. You taught me more than just music and visual performance. You taught me discipline and resilience and how to lead with heart. I will always cherish the time I got to spend working with you. And I'm so thankful I got to know you. It is because of your hard work, passion, grit, and love for the arts that you are being inducted tonight. And it is truly something to celebrate. Congratulations on this incredible achievement this day. [Applause] Good evening. For those of you who don't know me, I am Laura Brewer, a music teacher at the senior high school where I teach a variety of courses, direct the pit orchestras, and am the woodwin instructor for the Victor Marching Blue Devils. Kayn and her classmates, some of which joined us
016tonight, knew me as Miss Smith when I met them 29 years ago. downstairs in this building where the junior high band room used to be when you were in seventh grade. I was fortunate enough to work with Kayn in different capacities throughout her junior and senior high school years. Whether in the classroom, a performance venue, or during her private lessons, she always brightened my day and helped to bring the concert band, marching band, jazz ensemble, and put orchestras for the musicals to a higher level of performance. I enjoyed watching her grow in her musical studies and was so proud during her saxophone performance recital as she completed her bachelor's in music education. I enjoyed working with her years ago and today one of my greatest joys is calling her my colleague and friend. Kayn is
017currently the fourth through 7th 12th grade fourth through 12th grade instrumental music teacher at Ramula Central Schools. She has built a thriving band program, serves as as the director of the middle school and high school musicals, and is the chairperson of grants and projects for the Romulus Foundation for Educational Opportunities, an organization that provides opportunities for funding and materials for students at the Romulus Central School District. She is also an active pit orchestra musician playing in area school orchestras for their musicals on a variety of instruments. Kayn came back to work as the visual caption head of the Victor Marching Blue Devils in 2020 and served in that position for five years. During that time, she worked collaboratively with the staff and the student leaders to help continue the legacy of the Victor Marching Blue
018Devils as an organization that exhibits excellence in performing on and off the field. Kalin's depth and breadth of expertise was an asset to the program and it helped it to grow as an overall organization. And as Jillian and Kaylee have shared tonight, help students in reaching their full potential as members. Rachel Hucko, do you want to give a wave? Shared the following in Kalin's nomination. It is often said that music teachers don't teach music so their students become famous musicians, but to inspire the love for music and to teach skills like persistence, risk-taking, dedication, practice, and collaboration that will transfer to all areas of their lives. Kayn is the epitome of that music student and that music teacher. She grew in her musicianship as a student here at VCS, playing in the orchestra, band, jazz
019ensemble, marching band, and pit orchestras. She continued to grow as a musician, mentor, educator, and community member at the collegiate level. as she pursued a degree in music education. Now she spends her long and rewarding days teaching music and providing opportunities for building character, leadership, growth, and overall admiration of the music arts for which her students rise to the occasion every time. She is loved and respected by the whole student body of Ramula Central Schools, as evidenced by the yearbook dedication in 2024 and being voted the most influential teacher for the 2023 24 school year. Kayn is actively making the world a better place by touching the lives of students through music and theater every single day. I agree with everything that Rachel shared in her nomination for Kalin to be inducted into the visual
020and performing arts hall of fame. Kayn, like so many outstanding educators, does not teach for the recognition or accolades that others may bestow on her. She works hard for the students so that they can achieve all that they are capable of and reach their full potential. In closing, I would like to share with you one of my favorite moments from the marching band season. Each year, on the day of the championship show, the marching band staff host a senior breakfast to celebrate their final dome performance. Every breakfast, Kayn made sure to remind the students that being a member of the marching band is something that you should take pride in and always remember. She would share that, and I will do my best with this. 10 years from now, you might be walking in a
021store and run into someone from the organization that remembers you, and they'll reminisce about how great those years were and what they meant to them. That is the part of the marching band legacy that will carry on forever. And you are a part of that legacy now. Kayn, the staff, and I will continue to remind the seniors of this each year. The messages you bestowed on our students will continue as that as a part of your legacy with our program. So on behalf of the visual and performing arts hall of fame committee, the board of education, the Victor community, and the Victor marching blueevils organization, it is truly my honor to say congratulations on your muchdeserved recognition and induction this evening. >> Oh, you already beep. I was going to >> Well, I was gonna
022Yeah. Thank you. 29 years. >> Just a minute ago. >> That's amazing. >> It's my 30th year teaching. >> It's awesome. So, uh I can't really say anything that's going to top this, but uh as superintendent, I greatly appreciate or we greatly appreciate uh along with our board of education, not only the tremendous career you had at Victor Central School District, but the amazing things you've done since then, especially to influence so many. Those are some great accomplish accomplishments that you had. So, uh, I'd like to present our 2025 inductee for music, Kayn Cordel, the class of 2003 into the Visual and Performing Arts Hall of Fame. >> They said I get to talk. Thank you so much for this incredible honor tonight. and filled with gratitude and I have to thank the people who
023help uh lit the spark in me way back 29 years ago and more. Uh I didn't grow up in a family of musicians but I was lucky to land in a district that believed every kid deserves a chance at music. I'm a sympathetic cryer. I'm not really crying. I have I have vivid memories of early music classes and when someone let me join the beginning strings uh beginning strings program in second grade and band in fifth. Those Mississippi hot dogs and hot cross buns became more than just songs. They're in in me. It was the experiences beyond the classroom. Sorry. Again, it's just uh adrenaline, right? Intermediate jazz band, the select chorus called the Victorians, high school field band, jazz band, pit orchestra. They gave me not only lifelong friends but musical memories that shaped
024my own philosophy of education. Uh, I consider myself very very lucky to have been led by such inspiring teachers again. Hello. You were I'm good. You were the first to hand me an instrument. I said I wasn't going to cry. >> I told you. >> You were the first to hand me an instrument and the first to say, "You got something. Keep going." You taught me discipline, creativity, and how to truly listen not just to music but to the world around me. Uh you taught me that grit and import is you taught me about grit and the importance of showing up even when the days are long and the task feels endless. You smiled every time. Your belief in me made my career possible. And I promise to keep showing up for the next generation
025of students just as you did for me. Because encouraging kids, supporting them, and making music together is truly the greatest gift we can give. I'm a mess. Please know that every note I've played, every stage I've stood on, and every lesson I've learned carries your fingerprints. And to the administrators and the board of education, thank you for investing in music. Thank you for investing in me. It connects us. It strengthens our schools. and it brings our community together. I can't wait to see how your current investments play off in the next generation of Victor students. Thank you. [Applause] >> I'll stop crying. I promiseing Okay, we're gonna get some pictures. Taking off my board hat for a minute. I also happen to be a marching band parent. Um, and I can certainly say if anyone's
026ever been anywhere near a rehearsal on a Tuesday or Thursday, you have heard Miss Kay's voice from the top of those risers. And it is a voice of encouragement. It's a voice of determination. And it's a voice of accountability. Those kids know it. They she is there for them. and uh couldn't be prouder as a parent to see this happening for her. Congrats, Kaylin. >> I have a zillion pictures. Oh yeah. >> Sorry. Rachel, >> sorry. [Applause] And I'm supposed to give a closing remark. So, I will just say that it's truly an honor to see so many people here to support you, Kayn, and it made me so happy when I texted and people told me they were coming because you truly deserve this recognition. To the board of education, as a music teacher,
027I can't thank you enough for having this for the arts, for theater, visual, and performing arts. It's really amazing for me to walk by that display case and to see former students, former colleagues up there. So, just thank you so much for supporting all of us. It's our day-to-day life and it's what we truly are passionate about, but to see so much support from the district really truly, it means so much. So, thank you so much. [Applause] >> Kayn is a prize. You can also leave if you want or you can stay, but it's up to you. You and your entourage. I will say I'm I'm about to introduce uh recognize the board of education for Board of Ed recognition month. There's a slight chance I'm not going to cry. But I hope you don't
028hold that against me because you know how much I care about all of you. Um it's also though before I do that real quick, it's also principal uh recognition month. So, I want to shout out to Brian Gee, Jim Morrow, Amanda Burn, Rob D. Rose, our uh uh inim uh principal, Kate Pile right now, who is in doing a great job temporarily for the legendary Brian Siesta, who's going to be back before we know it. So, I really in this case, all six principles are such an amazing group of leaders and I just want to thank them. So, big round of applause for them. You know, when I walk through a uh when I walk through the district, I see a lot of we we call them unsung heroes, but you know, whether it's in
029the classroom, the hallways, on the bus, in the uh kitchen, uh cleaning our facilities, these are people no matter what that are doing things because it's good for kids. They don't want any recognition. They just do what's best and make a huge impact. And I would put our board of education right into that group. They are the some of the most unsung heroes you have because they make such important decisions. They are basically overseeing not just the culture of the district but the general offerings of what we give our programs, our financial support, the ability, like I said earlier to have things like safety and security paramount in our district. And so they do that without any fanfare. They do that behind the scenes uh because they want others to shine. But without their leadership
030um none of this would happen. Uh personally as a superintendent uh we consider ourselves a team and so I greatly appreciate not a single one of them have individual agendas that they bring to the table. They're here for one reason and one reason only for what's best for kids. And they certainly have different perspectives than each other which is awesome. They have their own group of people that they that they know and they work with and they and they support throughout the community and those multiple perspectives actually help the board make greater and better decisions than if everyone had the same opinion. So I love that about this board and I love the fact that they act as a mentor towards me and as a coach and as a colleague in some ways and uh
031appreciate that that stewardship and that leadership. So, um, what's awesome about this year is we have two additional board members, and although they're not getting any gifts for this, uh, I have to recognize Bella and Aiden as our first student board members, board of education members, and they've been fantastic. Just today, we had a workshop where both of them had some really significant input in that workshop. So, it's already something that's been a huge win for us. So, without further ado, I just want to thank our board of education. Uh there's some gifts from the VASA group, the administrative association. We also have some awesome cards from our kids that really speak to their love of the board of education and what they do. And without further ado, I think uh we're going to show
032a quick video of appreciation as well. [Music] >> I love our teachers here at this school. I also like our I like doing sports here. My favorite thing about school is hanging out with my friends and all the senior activities that we get to do this year. >> I love how the teachers help during class and stuff, like checking up on you, >> meeting with new adults, making connections, and just having good relationships with them. >> I really like the teachers and how kind everybody is here. >> I like the teachers and how they're so optimistic and supportive. So, thank you. >> What I love about school is how the teachers are all committed to the students. All of the nice teachers, >> the kids, >> the students, of course, >> the food. I love
033the library. >> I like taking pictures and getting students involved. >> Making friends, learning new things, and making sure everyone is okay. >> Music, art, >> learning, >> books, >> playing Mississippi hot dog, >> playing on the playground. I really like the environment cuz there's a lot of clubs. Like wellness club is my favorite. Thank you for all the clubs. >> I love the kids. I love everything about it and I love the support we have from our parents, students, teachers, and of course our board. >> Thank you board of ed. >> Thank you board of education. >> Thank you board of education. Thank you board of education. >> Thank you board of education. Thank you, Board of Education. >> Thank you, Board of Education. >> Big thank you to the Board of Education. >>
034Thank you, Dr. Teranova, and thank you to all my colleagues sitting up here today, including Bella and Aiden. We are so excited to have you. Um, we are a great team of eight, as we often like to say, and now 10. >> Um, and I appreciate every single one of you and what you bring to the table, and uh, I can't wait to do more great work with all of you. Now, we have public participation. Although the board's work is open to the public, this is not a meeting with the public at this time. Privilege of the floor is offered to those who have signed up to speak. The chair will be happy to recognize those of you wish to speak. When you approach the microphone, please identify yourself before presenting your thoughts. Please note,
035issues related to spec specific school district personnel or students must be brought to the attention of the superintendent of schools privately as they are not discussable at this venue. Thank you. Do we have anyone? No. I should always ask before I start the long- winded reading, right? Um, on to item six, the acceptance of consent items. Before I take a motion, any comments or questions? >> Yes, I have a couple comments, at least one, and then uh actually after I'm done speaking very briefly, I'm going to ask Christine Griffin to talk a little bit about uh the last few items on the consent agenda. But before that happens, uh couple things. One, I want to recognize and welcome Dave Pasro, our new assistant superintendent for personnel. This is his first official meeting. So, well, great
036to have him. And certainly, I want to thank Dorothy D'Angelo, who I made come to this meeting. It's the first time I ever when she asked me, "Why do I have to come to the meeting?" I said, "Because I said so." You would never do that with Dorothy, but it is her last meeting. So, the reason I wanted her to come here is to make sure she understands uh what an amazing career she's had in Victor Central School District, not only as a principal of the early childhood school where she influenced our youngest learners for many, many years, but certainly in the last uh approximately five years as a assistant superintendent for personnel. Um, as I told the leadership staff, she's smart, has an amazing sense of humor, great social emotional intelligence, rock solid character
037and ethics, and immense empathy for others, which is critically important in the job that she holds. Uh, again, I told the leadership staff, she's been an incredibly important influence on my professional life uh since I met her, both as a principal and certainly in her role now. She's been a mentor to me, a leader, and she's going to be sorely missed. But I obviously want to thank her for everything that she's given back to the district and the thousands of people that she's influenced. So, thank you so much, Dorothy, for everything. [Applause] And now, if it's okay, I'll just turn it over to Christine, who's uh going to talk a little bit about the end of the consent agenda. >> Good evening, everyone. Um, I'd like to highlight the three key financial uh items that
038are on the agenda tonight for your approval. Um, agenda item 6H is the district um recommending that the board of education accept the audited financial statements for fiscal year on June 30th, 2025. Um, at the October 6th audit committee meeting, um, Tom Zuber from Mangle Merbar did present uh an executive summary of those financial results. Um, in summary, the district finished the 2425 fiscal year on a strong note. Um, overall, we ended the fiscal year with a positive operational results of 6.0 million. Um, looking at our fund balance, uh, and putting this all in context, our unappropriated fund balance this year ended at, uh, 4.39 million, uh, which was an increase of 261, uh,,000 approximately from the prior year. This is the 4% that districts are able to keep in unappropriated fund balance in compliance
039with real property tax law. Um, additionally, as you recall, we had appropriated from this year's fund balance 3.6 million towards the 2526 school year budget. Um, remaining is 2.1 million which we are allocating to reserves which are the other two agenda items uh on the board for your approval tonight. So um in short you know we need to watch our 2526 budget performance closely so that we can reduce our reliance on fund balance uh to support expenses. Um in 2425 also we spend about 96% of our budget. So 4% um at the end of the year in our contingency when we're trying to keep you know between three and a half to to 5%. So um we need to be watching that pretty closely. more critically. Um this year we had a you know um
040a higher cost in our um health insurance and benefits that we um than what we budgeted. So we need to take a look at that. Uh that'll be a critical challenge because this next year the latest update I received last week is probably uh 15% increase uh in health insurance premiums. Um, so based on this uh 24-25 uh performance and the strategic need to fortify our long-term position, we recommend that the two uh funding resolutions uh on the agenda tonight, they're designed to protect um our long-term financial stability. So item six, agenda item 6F recommends approving a resolution to fund the 2024 capital reserve up to a maximum of $1,463,249. Um the rationale on that is um you know our capital reserves are crucial to funding our major uh future infrastructure projects. By increasing these
041funds, we reduce the need for future borrowing or taxpayer burden for vital planned improvements. Agenda item 6G recommends approving a resolution to transfer funds to the teacher retirement reserve in the amount of $690,197. Uh this allocation is vital for increasing our overall non capital reserves which currently sit at about 4.7 million which is only about 4.2%. 2% of our 2526 budget. Um this that 4.2% is on the low end compared to our peer districts which aim for 20%. So we need to start looking at building our reserves not not reducing our reserves or using them. So, um those reserves will help us mitigate um volatility as particularly this one against unexpected spikes in our um future required contributions to the teacher retirement system. So, in summary, the board's being asked to accept the audited financial
042statement, approve the allocation of 1.46 um to the capital reserve million to the reserves, approve the allocation of $690,000 into the teacher retirement reserve. Um and these actions um reflect sound fiscal management by proactively dedicating the year's surpluses to address future liabilities and close gaps in peer reserve levels. Um we'll review our overall reserve plan uh document at the November board meeting. Do you have any questions? Thank you. Any other comments or questions before we take a motion? >> Uh just a thank you for the on the consent items. There's a donation from um PTSA and PI for the inquiry program. Uh just that comes from the Square One Art uh uh fundraiser and it's just you parents do value the enrichment opportunities that we have to offer and so I'm very glad that we're
043able to offer that to them. And thank you to the other donations to our music department and the boys basketball budget. If nothing further, can I have a motion? >> Second. >> I'll second that. >> Any oppose? Any of all in favor? >> I. >> Motion carried. Item 7A, Campus News. Hello. Um Rob D. Rose and Laura Reynolds are not available tonight. So I'll be sharing the campus news on behalf of the Early Childhood School as well as Victor Primary. So um Rob wrote his campus news in the first person. So, if you could do your best just to imagine that Rob is here. I'm not going to try and flip it um into the third person. So, here we go. We've had a wonderful October so far at the early childhood school. Our students
044are now independent with their arrival and dismissal routines, which is a big milestone for our youngest learners. A sincere thank you goes out to the many people who support this process each day and help our children build their confidence so quickly. We're looking forward to our open house on October 23rd from 5:30 to 7:00. This event is always a highlight of the fall as students and their families get to explore our school, see their classrooms, follow their daily schedule, and connect with teachers, friends, and families. It's always a joy and a positive evening for our community. Later this month, our students and staff will celebrate with our fall costume parade, which is another favorite tradition that brings smiles to everyone in the building. We can't wait to see the students proudly march around our bus
045loop in their special costumes and to cheer on their friends as they do the same. In mid November, we will host a PTSA event in our auditorium from 5:30 to 7:30. The event is our popcorn PJs and a movie night. Information will be sent out via parent square tomorrow for our families with more information and how to register for this fun PTSA sponsored event. Finally, a heartfelt thank you to the board of education for all that you do. Our students were so proud to make cards, draw pictures, and express their appreciation for your tireless work in supporting our students, teachers, staff, families, and the community. Thank you. So, I don't know how convincing I was, but now I'm back to being Amanda. So, I'm going to move on to Victor Primary School. Um, so for
046the primary school, October has been a month of connection, care, and collaboration. We began by having our first whole school community meeting um bringing all the students and staff together to focus on what it means to care for ourselves, others, and our school. The gathering of course is energetic um joyful and really grounds us in those shared expectations for how we treat each other. Our whole school events are just a wonderful way to reinforce that school culture that we're we're trying to build. This month, our staff has been diving into our building goals and learning a bit about psychological safety, which is the idea that when adults feel safe to speak up, take risk, share ideas, our entire school community benefits. So, we've been reflecting on how we can create that type of of environment
047where every adult feels valued and heard, knowing that a culture of trust directly impacts the experiences of our students, too. From a systems and supports perspective, we've launched our first academic and social emotional learning data days where we're collaboratively analyzing universal screening data to celebrate our students progress and consider our students who may need more. Um, this aligns with our systems for multi-tered systems of support or MTSS. Making sure that we're being really proactive and coordinated with how we're targeting our students needs. As part of this process this year, we have um adjusted our structure for what we call our PPS point person meetings. And the heart of that is just that every classroom teacher has a point person who they meet with once a month to talk about every child in their class um
048to problem solve ideas and to just be really proactive and responsive before students needs become big. You know, we try to be as um thoughtful as we can from the get. And finally, uh, this evening, we welcomed our families back into the building for our annual open house. It was tonight from 5:30 to 7:30. Um, one of our favorite nights of the years to see our students so proudly walking the hallway with their families and their loved ones, um, and connecting with their teachers in person. Events like these remind us just how strong our partnership is with families in the Victor School community. Um, and it I always leave with my my cheeks hurting from smiling so much. So, um, just want to close with a sincere thank you to the board of ed for
049all the things that you do both big and small for both Victor Primary and just the entire district and community. Thank you. Good evening everyone. My name is Jim Mar. I'm the principal of Victor Intermediate School. It's been a busy and exciting first month and a half at Victor Intermediate School. Our students and staff are already hard at work pursuing our goals for the year, and it's been wonderful to see the energy and enthusiasm across the building. Classroom and building routines are well established, and students are learning what it means to truly belong to their classrooms, their grade level teams, and our greater VIS community. We've also had some fantastic events to kick off the year. Our community read steam day centered around the book Shine gave students opportunities to practice collaboration and problem solving
050using the engineering and design process. It was great to see students working together to build paper rockets and mini marshmallow catapults, learning through creativity, teamwork, and a little bit of friendly competition as well. Our sixth graders also had the chance to extend their learning beyond the classroom during their field trip to Camp Bristol Hills for conservation days. This hands-on experience allowed them to engage deeply with topics related to environmental conver conservation while exploring nature and connecting with one another. Finally, our recent openhouse events were a huge success. It was wonderful to see the pride and excitement on students faces as they shared their classrooms, teachers, and projects with their families. A big thank you goes out to our staff for creating such welcoming and engaging environments and for continuing to build strong partnerships with our
051VIS families. Overall, the school year is off to a great start and we're excited to keep the momentum going as we continue building community, fostering curiosity, and celebrating the incredible things happening every day at Victor Intermediate School. And I'd like to also echo what Amanda had said. Thank you, Board of Education, for all that you do to create such wonderful opportunities for the students um in our district. Thank you so much. Hello, I'm Laura Westerman, the assistant principal at the junior high. Um, a continue area of focus for the junior high school is fostering a strong sense of connection and belonging among our students. It continues to be one of our goals um that we work towards. Uh on October 3rd, we held our first junior high activity day where the last hour of the
052day was intentionally designed to strengthen relationships between students and staff while building our school community. Our student council did an amazing job organizing a wide range of activities including different arts and crafts, gaga ball, puzzles, cornhole, a variety of different sports options. Um really providing students an opportunity to connect with peers outside of their regular classes and form new friendships through shared interests. And it gave our teachers a chance to see students in a different light as well. Our staff also launched the seventh grade setup for success program this year. It was a collaborative effort developed over the summer by a team of our teachers. This initiative is designed to build students social emotional learning and executive functioning skills to support their transition to the junior high. Early lessons have focused on our R3 values.
053Respect yourself, respect others, and respect Victor Junior High. Along with strategies for effective study habits, time management, and organizational skills, this program has provided a strong foundation for helping our newest students experience long-term success at the junior high. Additionally, our faculty have engaged in professional learning focused on the New York State literacy briefs, specifically the first and the second one over the most recent superintendent conference day where they spent time exploring the core principles of the science of reading. This work directly aligns with our building goals and supports the district model of instruction, ensuring that our instructional practices reflect evidence-based approaches to literacy. And finally, on behalf of the entire junior high community, we would like to thank the board of education for your ongoing support of our students, staff, and families and community. Your
054commitment continues to make a meaningful difference in the experiences and success of our school community. Thank you. Good evening. My name is Kate Pile and I am currently I have the privilege of serving as the acting principal at Victor Senior High School. Um, before beginning my building update, I just want to extend my sincere gratitude to Tim and the board for entrusting me with such an important opportunity to lead our school in Brian's absence. Um, having been part of the Victor community for only a short time. Uh, it's really humbling and I'm very grateful for your confidence and support. So, thank you for that. As you know, high school operates like a bustling city of its own, alive with energy from early morning to late in the evening. They say that New York City is
055the city that never sleeps, but I'm beginning to think that we could give it a run for its money. We recently wrapped up an incredible homecoming week that culminated in a dance where over 500 of our students attended. Um, I want to say a huge thank you uh to Dewey Wymer, Mike Ferrari, John Aldrich, Danielle Westbrook, Gina Patenza, and Trevor Susa for their hard work organizing all the activities from the pep assembly to the during and after school activities that made the week so memorable. This past Saturday, our marching Blue Devils hosted their home show. And although the weather forced them inside, they handled the change with grace and professionalism. Their show called The Market was a beautifully crafted performance that showcased countless hours of preparation and collaboration. Um, my sincere thanks goes out to
056Mark Gowen and his team of assistants and volunteers and our extremely talented student performers for an incredible evening of music. Also, this past weekend, our girls volleyball team traveled to Clifton Park for their annual tournament hosted by Shannondoa. This trip gives our athletes valuable competition outside of our usual region and an opportunity to strengthen their team bonding. We appreciate very much the board's continued support of these experiences for our students. Looking ahead, the Senior High Orchestra will present their Halloween movie concert this Monday, featuring musical selections from Halloween, Rudy, Pirates of the Caribbean, Schindler's List, How to Train Your Dragon, and a special piece titled Red Tale Visions, arranged for Victor by a young film composer who will be joining us as a guest conductor. Later in the month, be sure not to miss our
057fall play, 30 plays in 60 minutes, directed by Jeremy Hawinson. This unique production features a collection of short two-minute plays performed in an order chosen by the audience, meaning each of the three performances will be unique and exciting, keeping the performers on their toes and the audience on the edge of their seats. Shows will be held in the ECS auditorium on October 24th and 25th and tickets will be available at the dorm. That's a lot. So over the summer, our building administrative team um made a commitment to increasing our presence in the classroom and providing our teachers with um immediate and actionable feedback. Throughout the month of September, we were able to make time to drop into 40 classrooms and give those teachers each immediate feedback within 24 hours of what was seen in the
058classroom. And even more exciting than that is what we observed while we were in there. our teachers are really embracing what they've learned so far about the new model of instruction and students collaborating um making and creating thoughtful highquality lessons that are promoting critical thinking and student collaboration. So, it's really wonderful to see as we go in our classrooms. Finally, I'd like to update you on the implementation of everyone's favorite thing, the new internet enabled device policy. After just 30 school days with roughly 1,250 students enrolled, we have documented 127 violations of the policy, which overall with that many students in that many days is not terrible. Um each of those violations resulted in parent contact and students that have had multiple violations have also been spoken to and potentially received some um additional consequences
059for violating that policy. But what we're actually seeing most of all is some very positive shifts in students being more present in class with each other in social situations and taking advantage of actually sitting down and having face-to-face communication with their peers and their teachers. Um some students have even shared that they're actually happy about the fact that this law came about and this policy came about. uh which we were honestly shocked to hear, but it's really nice to see that a lot of our students are also seeing the value in this as well. So, of course, I will sound like the broken record. As everyone has already said, thank you guys so much to all the members of the board for your hard work, your dedication to our staff and students and everything that
060you do for Victor Central Schools. Thank you. >> Thank you. So, sounds like month two of the school year is going very well. Uh, next up, item 7B, we'll invite Mrs. Finter back up. Hi everyone. I'm uh Karen Finter, assistant superintendent for instruction. I have a few guests with me this evening as well. Uh, Mrs. Carrie Gadell, our director of science and mathematics, and Miss Cara Cary, our director of humanities, will also be sharing some updates and information about uh the 2425 school year as we do a retrospect of our data to inform our work forward this year, which I promise I didn't pay off the principles to talk about the model of instruction, but you'll hear that a little bit in our presentation tonight. So we hope to continue to update you on the
061very multiaceted story of academic achievement. Our presentation will focus on the academics throughout the year and other presentations. You'll hear more about some of the work that's happening around some of the social emotional initiatives, our culture initi initiatives, and other great things that are happening across the district that don't fall under the bucket of student achievement or curriculum instruction. We want to highlight those places where we're seeing movement and growth um directly related to the refinement in curriculum, our strengthening strengthening of instructional practice and our use of assessment to also inform instruction. But we also want to showcase some areas that we know we have some continued work to do and we want to inform the board around what those areas are and the progress that we're making. Okay. So, uh earlier this year we
062shared a bit around the year four management plan and in in learning and instruction the work really is around refinement. Right. So Tim very eloquently at the beginning of the year looked at all of the components within the management plan thinking about our strategic plan work the equity audit and really these are the things we want in Victor right we want every child to feel as though they belong and have value. We want to promote high ex high quality exceptional teaching practices that support high levels of student engagement and relevant relevant learning experiences. And we want certainly every professional to feel valued, heard, appreciated while making sure that they have the resources and the capacity to get the job done. Our model of instruction certainly helps to support that idea of exceptional teaching practice. So
063really narrowing the focus around what are those key components that we should see across our prek12 spectrum in terms of instruction in the classroom. what does it look like and how do we support that work with professional learning and resources for our staff? So, tonight's presentation, you have a few handouts in front of you. I believe you have a very thick document called the data book. And if you're a numbers kind of person, you'll really be you'll have hours of fun with this. It is every um uh assessment, achievement, metric, enrollment information um for the 2425 school year. I've referenced through the presentation page numbers, but I've also given you a copy of the slide deck for the presentation that has some snippets of the charts so you don't have to flip through the book
064as we're going. And tonight, we're going to do this in a slightly uh backwards order. We're going to begin with the end in mind and think about our graduation metrics, our achievement at the senior high level because really all of our all of our grade levels build to that commencement level. And then we're going to focus in on our middle level, our 38 assessments, our New York State performance. And then finally, what are some of those internal benchmarks that we have at the K8 level and how do we use those to inform professional learning and instructional practice. So let's begin with the end in mind. Try and Kim. Yes. Okay. So the graduation cohort data. Now reminder, there's a few ways to describe graduation. Sometimes people describe it as the class of the class of
0652025. If you're a 2025 graduate, sometimes that number contains students that may have graduated early, may have needed a little more time to graduate. So, one of the metrics that New York State uses, their approach is a cohort graduation rate. And a cohort is any student that started during their ninth grade year and they were enrolled for at least one day. they're part of our cohort if they maintain enrolled within Victor. So, our 2021 cohort had an outstanding year. We saw an overall graduation rate of 98.4%. Most of our subgroup performances parallel that outstanding number. We had an exceptionally high uh advanced regent diploma, well over 60%. We continue to work very closely and collaboratively with counselors and the instructional support team at the high school to monitor cohort performance to ensure supports are in
066place for students. But even more exciting than the 98% graduation rate is our students with disabilities graduation rate. Three years or so ago, it was around 50%. And I am so excited to share with you that the rate is 91.2%. And I want to give credit to our student support uh team, Karen Ryan, Shannon Mark and Mc Merry, Amanda Trip, and all of the building leaders to really help support um uh the model of integrated co-taught to really refine our data analysis and supports of students with disabilities to achieve a high school diploma at a rate of 91.2% is outstanding. Um so we definitely have seen strong growth in that regard. When we think about commencement level achievement, we also think about our AP uh and dual enrollment offerings for our students, right? It's a
067it's a benchmark, something that we have great pride in. Over 22 uh AP courses that are offered at the high school. Um and we want to make sure that we provide those college and career uh readiness skills that the AP provides for as many students as we can. So, in your data book, you have lots of charts and graphs, but I'll just highlight 92.9% of our students that took APs scored a three or higher. That's an exceptional value. We've had the highest percentage of students challenge at least one uh AP exam over the last five years. We uh achieve higher than New York State and global performance in at least 16 out of 22 exams. And we're continuing to find those just right level of challenge courses. The College Board is continuing to develop new
068opportunities. We're being very thoughtful about what's a right match um for our community and thinking about when some of the new changes come to graduation requirements, how does AP course work fit into that? And so this is very exciting um exciting work, exciting information. Um and certainly within the data book, there's lots more about AP that you can take a look at. I know there's a lot of text on the slide, but one of the areas that we haven't really tracked achievement is around some of our dual enrollment offer dual enrollment offerings. Those are courses that provide students access to college credit, but not through the co AP college board through local institutions of higher education. So we have 26 uh and more uh dual enrollment course opportunities um beyond AP coursework. Some are co-seated
069with an AP but others are standalone and we have a wonderful new partnership developing with the Victor uh FLCC campus. We have students, our first cohort of students participating in a welding course that will conclude at the end of the first semester. They will have a certificate uh of welding that then they can use within the world of work um to have um some very lucrative um uh business opportunities. And so certainly that one course is the first step um to take to offer additional opportunities through that campus. But that also is an area where I think we're about to see a whole host of opportunities really explode that we can take advantage of to help support our students whether they're looking to go from high school to work, go to high school twoear, fouryear
070or beyond. So then finally, the last piece of commencement level data that we take a look at is our regions data. And this is growth and achievement in the face of some changing assessments as the state phases in new iterations of exams. And we're on the precipice of some new requirements that we don't have a lot of clear information about. Um but later this year, maybe even into next year, hoping to have a more concrete picture of what that looks like. Um we have seen year-to-year growth um in proficiency in our regent exams within five out of the 10 exams. This year there were two brand new exams. One in biology. So it's no longer living environment but biology. Um that's the first column that the the pink line represents. It's the first year of
071that. And then geometry was also uh in its first year. Those exams are aligned no longer to common core but the New York State learning standards. Uh we've had seven exams with proficiency above 90% which is certainly outstanding. And algebra was new last year. This is in its second year and we saw strong growth in that second iteration of the exam. We're continuing to refi refine instructional practice aligned to the model of instruction. still living with the five exams as a graduation requirement uh more for advanced designation. But we certainly want to make sure that we're giving students the opportunity um to change that pathway, change that pro trajectory um through strong performance in the regions and then certainly mastery as well. Um we saw year-to-year growth in mastery in four exams. the new exams
072change that target for us certainly. Um, so those exams are aligned to next generation standards. It's really not a fair comparison to compare living environment to biology. Um, and you may have heard some of the conversations around those new exams. Very textrich, very text dense. Uh, very different um, skill set required, not a lot of memorization, but more about transfer of understanding. um four exams with mastery above 40% which again is outstanding. We saw strong growth in some of those exams that we were targeting in chemistry, physics and US history and we want to continue to promote deep understanding and that transfer of skill. That's how mastery drives up, right? We want to raise the bar for all and certainly we can compare yeartoyear but sometimes that's not a fair comparison. exams change, cohorts change,
073and so we look to the region. Um, and so within our Wayne Fingerlakes Boseies district, we see strong performance in our ranking. The last two columns over here, um, you know, really seeing um, strong growth. Although Wayne Fingerlakes is a unique comparison because we have the very large district of Victor and some very small districts where a cohort taking an exam might only have seven students in it. Um and so we want to make sure that you know we're we're trying to compare apples to apples where we can. So we did pull com u comparison information from enrollies and in all regions exams our proficiency rates compare in the top five or higher within those 10 districts that are about our same size. Um, and so that's, you know, giving us some indication around where
074our students stand in comparison to the bigger region. So now I'm going to turn it over to Mrs. Goodell who's going to share some information about our 38 assessment data. Good evening everybody. Um, super excited and proud to talk about this data. The work that our teachers have done um, at the K8 level at at K12 is just impressive. But the work that the transformation and just the shift in mindset and commitment to growth that our teachers have done around some of these 38 assessments and preparing our students is very exciting. So we are going to start by looking at um our overall district averages. When you put the assessments all together holding strong a lot of pieces to be proud of here. Um the overall averages increasing in many of the areas in both
075proficiency and mastery. Um, and looking at ELA on top, we have growth and proficiency and mastery in almost every single grade level, double-digit increases in many grade levels, very strong evidence for the quality work that our um, teachers have been doing around those strong literacy practices. Um, in math, our data has been maintaining and increasing over the years. Um, it's important just to highlight some of the pieces like if you look, I'll I'll highlight fourth grade. that grade level did some incredible work last year around our u math instruction and identifying where our students uh might be struggling or experiencing some gaps. So in a grade level where it looks like yes they had a a decrease in proficiency of 2% what we do is make sure that we take with a grade level and
076have them unpack that a little bit because our curriculum work that we did were around two very specific strains last year. one around division and one around graphical representation. And both of those standards, if you look at the performance of students and proficiency there, they had over a 20% increase in relation to those specific standards. So, it's important that we take this data and unpack it a little bit so people don't get stuck on just one of those numbers, but connect it back to what we're doing instructionally in the classroom. Now, we'll spend some time looking at how our students are performing compared to New York State proficiency levels on average. Um, as you can see here, so this lists it by grade level um, from last year and this year. As you'll see, we
077um, in ELA, we are outperforming New York State in almost every grade level. And those grade levels where we aren't, um, we have some steady increases going in both of those grade levels, right around third and fourth grade. Um, it's as instructional teams, this is important for us just to use as we make our engage in our goal setting and our focus areas and figuring out which components we're going to look at each year. um helps us um measure that performance across a few years. I think one of the other pieces of value here is that it's not just about comparing one year to the next and looking at our sixth grade curriculum, but it's also there's a value in terms of looking at a cohort of students as they travel up. So, for example,
078if you look at um our current fourth graders this year um where their proficiency was last year in third grade, they went from um they had almost a a 14% increase in that proficiency. So, as a cohort, we can start to identify and use our diagnostic data to figure out where those gaps are happening within a certain cohort or grade of students, figure out how we can identify those gaps, how we can target them with some skill work, and then strengthen their gaps so that they're that cohort is experiencing some proficiency for the next year. So, not just looking at this from a singular grade level focus, but being able to look across a cohort is important. And finally, we have our um comparison data. Um this is how our students are performing compared to
079other Wayne Fingerlakes districts. This is always interesting data to unpack with teachers because what we don't want to emphasize necessarily is that comparison aspect of look who we're performing higher then. But this data can give us some context to that performance data. Um that can help teachers kind of unpack and feel like we're comparing apples to apples, right? Even if we had a decrease in proficiency, seeing where that proficiency compares to other districts, whether they're smaller than us and similar to our size, it allows us to see if that was a similar pattern with other districts around us and with same age peers. So looking at this data, we we are careful with teachers because we want to make sure we're using it to drive the pieces connected to our instruction, not just that comparison
080aspect. If you look at the chart from um right to left here, that's how it goes from um 2022 all the way over to 2025. you'll see some incredible gains in terms of our um ranks and how and where we are ranking in comparison to Wayne Fingerlake schools. Um a piece Oh, I'm just gonna got a little button happy. Um you know, a special one to highlight I think I'd like to point out here is is our science piece just how Karen had just referenced. Um the fifth and eighth grade science assessments are intense assessments for our students and they look drastically different than they did a few years ago. and you look at the performance and the ranking changes for those teachers and the incredible work that our teachers have done to take this
081textbased science and really make it manageable for students to unpack. So, some amazing growth pieces in here. So, all of this growth and mastery at these levels is a true testament to the hard work and the growth mindset of our teachers and this wouldn't be possible without your support um and our continued focus on growing that instructional um proficiency. Okay, good evening. So I have the privilege of actually um starting with um it's it's nice to see where all the skills are solidified at the very end but looking at the very beginning and the use of our assessments is a little bit different and its narrative as we look to really be preventative and taking the assessment data and using it to inform instruction with our really specified um skill gaps and um the varying
082levels of needs um in our early grades. So, we're going to talk a little bit about our K normed benchmark assessments for K8. So, first starting with um our screening process. So, we use assessments to screen to get some baseline data in both early literacy and math skills. And really, it's the beginning of um getting the temperature of where everybody is at and making decisions not only in our tier one instruction, but looking to see where we can fill in uh gaps and remediate as well as extend learning and provide multiple opportunities for practice and application. So, our screening data is used by our um building teams and our intervention providers. We actually just got done with a round of our data days and looking at where students are falling in our percentiles and these
083are compared to um their norm data. So it comes from our national norm. So it really paints a picture of where our students are setting in those specific areas. And we use those cut points um multiple measures um not just one test but multiple measures to see um how kids are performing. As far as our curriculum, we are in our third year of super kids implementation and we're starting to see um the gains in those skill early uh literacy skill areas. Um and we are it's a really exciting time that teachers are going into their third year and are getting really comfortable with the programming and the pacing. And now gives us a great opportunity to dig deep into assessment data and look at our tier one instruction um and how students are responding in
084our classrooms as well as continue to refined our curriculum in mathematics, social studies, and science. Oops, wrong way. So here is a snapshot of one specific measure called the ORF. our oral reading fluency and this specific um measure is really um a great indicator of reading proficiency and success. So we use um ORF to um not only get a picture of where kids are reading um accurately, but it's also with their fluency. And this informs um a lot of what we do next as far as diagnostic data with looking at their decoding um and their code knowledge. So if you can take a look how this is split up, it's uh 23 spring of 23 proficiency for our students that scored in the categories of average, above average, and well above average. So looking at
085uh grade one again, kind of what Carrie was talking about with the cohorts. If you look at grade one to grade two, you can track that from grades one to two and two to three as they're increasing. And again, these are different cohorts, different needs. We look at each year as they come in. Um we see varying levels, but it also gives us a place to um kind of capture where our students are at. And then we want to build that um consistency in looking at this data from year to year. And we'll talk about that in just a minute. And then below um for these charts are the students with disabilities and looking at those cohorts. Again, varying levels of needs um and their proficiency and looking um to give us information on skill
086gaps and where we can dig deeper. So, our 48 screening assessment data, I don't know if I mentioned that we use Ames Web. I might have skipped over that. So, for our um K3, we use Ames Web, which gives us multiple measures starting early in kindergarten classrooms. And like I said, these are these are early literacy measures in the progression of reading that are really critical for to being preventative in what we do every day with these students so that they can be successful and what's solidified in the great work that they're doing um on those final exams and in those classrooms um throughout their career. So we add on um NWA is another uh benchmark assessment that we give our 48 students and that basically is also done three times a year three times
087a year just like our Ames web and it captures um also reading and mathematical skills. Um what we did this year, we added on um Ames Webb because it was originally stopping in third grade with that ORF um measure, but now we're continue it continuing it. So it's four, five, and six. So that will give us that information moving forward on how kids are doing in oral reading fluency. So we can capture and have it in a system where we can look at historical data as well and track cohorts like mentioned earlier. Um and so this screen data gives us again information for intervention and our discussions around data and next steps if diagnostics are are needed um as we look at specified cut scores and we come together with intervention specialists and building teams
088to make those decisions. And this year, also new to our three, four, five, six classrooms is the implementation of the new ELA program, CKLA and Amplify. And we continue to work in our social studies, math, and science use units for focus of refinement, assessment, all those things that we're doing in our PLC's um together to um address our curriculum needs. So this is a snapshot of our um NWA for reading. Um this is an achievement uh data measure. So this is just capturing end of year or spring for these years 23, 24, and 25 as you can see. And again, it's it's showing that year-to-year growth in our spring achievement, even though um across all of our grade levels for ELA. And it is one measure. So, we use multiple measures when looking at students.
089So, this is just one piece of the puzzle that gives us some information on their reading comp, vocabulary, and application of those higher skills at the grades uh four through eight. And then this is our snapshot for NWA um mathematics. Again, year-to-year growth um really in all but one grade level. We look at again the achievement level is at spring from year to year and um our fourth through eight and how they're applying those mathematical skills. It gives us information for um again intervention and looking at those skill gap areas and even in our math. This is what we use for um intervention for math and we look at um this is one of those measures. We're also really looking at um as we administer benchmark assessments to really formalize and make it consistent and
090standardize it. So we are getting um the most accurate information on our students. So, we've been working to really streamline that, working with our intervention specialists on um reviewing at the beginning of every year um to see how each of those probes are administered to students, what language you use consistently, um how students are engaging in the test. So really to formalize that so we get the most accurate picture of where students are at and really um you know we spend a lot of time on this and we want to make sure that we um get that information that we need. So Carrie and Kira really talked about how PLC's unpack this information. They go down to the standard level. We've done a lot of that work this fall to set up those PLC goals.
091All of our PLC's have some type of achievement goal linked to data that they'll continue to work on throughout the year. So really, it's supporting that district focus and making sure that our model of instruction comes comes to life through the data. So I appreciate your patience. It's a lot of information, comprehensive district, um but we thank you very much for all of your support. um and the opportunity to share with you some of the wonderful celebrations and areas of growth um that we're working on this year. So, thank you. >> Any questions? Any questions? >> I got a quick one. Do the regent exams give feedback to you guys or teachers that show like maybe gaps like or commonalities or is that something that's not really provided by the regions? >> No, they do.
092They definitely do. We get very um detailed reports again down to this question was about this standard and students performed at this proficiency rate this mastery rate and we can compare ourselves to the Boseies to a region to the state. So we do get some pretty deep information about how students students perform. >> This is great. Thank you so much. I know you're already doing all these things, but gives us the warm and fuzzy when it's like there it is. That's the information. So, thank you. >> Mrs. Casti and I were just having a quick aside. Um, sorry. Well, we were, but um, so looking at all of the data from spring 23, so that was from the 22 23 school year, was that the first year that K6 students were in person full-time? >>
093That's what we were speculating. Just seeing that there some of the percentages were lower 23 to 24 it made us think that the that it was because they were in full-time school starting in >> 20 2021 was was the year back and then we were back but masked through March. >> 22 23 was the first typical year. >> Yeah. Yeah. But still, you know, I think like it's it's the recovery from COVID is is persistent, right? Like it it definitely we're we're still seeing, you know, some some areas of >> just see those huge jumps from 24 and then again in 25. It's showing us that we're really attacking some of that. So, okay. Yes. Thank you. That's what we were speculating, but I just wanted to make sure, >> which is it's a good
094news story, right? I mean, it's important to understand what was going on those years before. And so our 2023 assessment grades though good um you can see what happened when those kids were back full-time getting the support they needed to go into those next future years. >> That's right. And it and it really is a testament to all of the work that that the teachers, our directors, the teacher leaders are doing to refine practice, meet students where they are, but then also to deepen toolboxes and and really have consistent resources. And then a huge shout out to the fourth grade team because this is I think the second full year that they're no longer teaming. Correct. And they first full year and so they're teaching both content areas where previously they specialized in one. So
095it is see that growth is just incredible. So shout out to that team for sure. If could you would you be able to go back to the AP slide where it was 16 out of 22 there was 85% it was really early on almost >> yes So, so 69 out of the 22 were the rate of 85% or higher. I guess looking at that and it's not necessarily an answer for tonight, but is there then an opportunity to identify where are those six APS where we're not performing at that level and say is there a trend there? Is there something in common based on how we're offering it or are we supporting the faculty enough in delivering it that they need more from us? Yeah, it's probably a little bit of D, all of the
096above, right? In some of the areas, exams just like regions exams shift and change. The College Board often shifts and change some of the expectations around those exams. Um, I think sometimes too, there's an age-old debate with AP. Um, we want students to have access and exposure because in the day-to-day world of high school when you can take advantage of a college level class with that level of support even if you don't achieve at a three, so you may have to retake that course in a college setting. You've got a foundation now to fall back on. And I believe very strongly, and I know our high school team does as well, that that access is just as important as that achievement level. And so we don't want to counsel kids out if they're not going
097to get a three. We want them to have that experience and stick in even when the content is very demanding and challenging in a senior year that's probably pretty rich and full of other things, too. >> Yes. So that that's thank you to speak to that because it's a I want to make sure we're doing what we can to support the faculty who are teaching it, the students who are taking that and then to your point of it's the access is what's most important initially of if those students do not achieve a three or higher based on what their their grade level is. Is there support for them to do that again? potentially take it second time or is it all they would graduate out? I know it's gonna be >> those exams to to
098be honest. Um and and they're in in the data book. They're rigorous and they're senior level exams. So the students would be retaking in co at the college level. >> So okay, so the vast majority are taking them in the senior year that they graduate. Okay. >> Thank you for that clarity. I have a quick question on uh I think it it's your slide 48 but page 12 in the data book which is that the remarkable growth um and NWA I'll wait till you get there but >> yep there >> can we is it possible to put that up in the sorry Keep going. >> This one or this one? That one. >> That one. Yep. So, you see the remarkable growth in grade 8. >> Yeah. >> Uh from 24 to 25. >> I'm
099curious. Um does how I guess I don't know how to ask this question. It's going to sound dumb. So, I'm just going to preface that. >> There's no judgment. You're correct. Think professor. >> You can judge me after, but um are there would this data exclude anyone who may be taking uh advanced level? Yeah. So, in this case, we're looking at grade eight fa. >> Yes. Our algebra students for instance in eighth grade do not take NWA. >> Okay. So that that's very interesting then when you think about the students who are advanced in mathematics are actually not in the equation when you evaluate them at grade 8 >> see that remarkable almost 10% growth >> and nor are they in the equation for the 38 assessments where achievement is in the 70% to 70%
100proficiency for 8th grade which is outstanding. >> Yeah. So I guess my next follow-up question to that would be how did that trending pattern look in terms of those students in 3 23 24 25 meaning did the the number of students for example grow were taking algebra right in that 8th grade year from I don't know that we know that right now but it just it's it's begging a lot of questions for me >> on how much of a remarkable story really this is. >> Yeah. So >> yeah, I think um you know something to bring up at that point of the year too around that turning point of 2023 is you had those students were coming just off postcoid before they enter into that 68 band and and those skills that they really would
101have reinforced in that fifth and sixth grade year to send them into this were probably not as strong. Um, I think over the past few years when it came to that acceleration piece, what we've done is really tried to refine our practice and use multiple measures and have it be a balance of standardized and observation just so we feel like we're identifying the correct profile of students going into that pathway. Um, so I think that's where we feel like we're at that um, enrollment into our acceleration and algebra has stayed relatively consistent. I'd say at the junior high level, plus or minus, you know, a dozen or so each year um, just in either direction, but feeling a lot more confident about the profile of student that we have in there and tracking that in
102terms of their success all the way up. But I think the work that they've done really strongly at the junior high is figuring out how we can pull those students who aren't in that accelerated path up to some of those same proficiency levels that our accelerated students might be landing at. So, um I think you know all of those combinations of things probably feed into some of those pieces. >> But it's nice to know as you're describing it that there's a consistent pattern of I I guess advancement that is not impacting these. So for example, there wasn't a decrease in advancement from four to five. That's hence that's why we have the growth. No, this is a this is a significant remarkable achievement. >> Yeah. So, >> it's there's a lot to be proud of,
103I think, especially in that 68 band and the work that they've done to really make that consistent and make it >> feel very fluid and connected. >> That's awesome. Thank you. >> So, maybe it wasn't a stupid question. >> Not at all. >> I'm not I'm not a mathematics kid. I'm a on the other side. So, >> no judgment. Okay. Maybe a little judgment, but it's okay. >> Um, thank you so much for giving the numbers and it's nice when the numbers bear out what you are feeling and seeing in action in school. So, that is awesome. And I just have to echo what Karen said about APs. It's amazing that we can offer so many APs and we want as many kids to be taking them because they do get more support in high
104school than they'll get in college. And it's like, as I can attest to my we didn't have APs in my high school, but my calculus in senior year is what got me through U of our calculus. You know, it's like that having a teacher there who you can you feel comfortable approaching. So that comfort level is just amazing for our students. And I just want to say the shout out of, you know, thank you for having a few years of data because like I'm really a big proponent of following a cohort because when you see like certain class cohorts are very different than others and it's like if you're just comparing every, you know, seventh grade to eighth grade, it's like you're not comparing the same students. So I love that you have some, you
105know, at least showing that cohort. So you are comparing apples to apples and seeing that growth. So kudos. Thank you. >> I hate to be back. I'm going to jump right back in because I I there's another thing that occurred to me or maybe it didn't um occur to me just now. But um in terms of resource allocation, it seems to me that that also might play a part here and being adequately staffed and being at a position where we can actually provide the the necessary resources. Can you comment on that with regard to the data we're seeing here? I can speak to it from my perspective. I think, you know, I could have stood up here 13 years ago when I came here and been really proud of the work we were doing then.
106Um, but to to recognize the shifts and changes that have occurred, I think can only be done because of strengthening that foundation that we had from the bottom up. being able to put some of those resources um at a leadership level and at a teacher leader and teacher level just to be able to attack things from multiple directions. Coaches, some of those instructional leaders have been imperative in this work because teachers are also going to reach a saturation level and we have to find a way to share kind of that lift. Um, I think one of the pieces that we're really committed to as well is looking at those programs and resources that we do have and making sure they're continuous and that they are aligned so we don't feel like we have different systems
107that students have to adjust to with each transition to each new kind of standard band. So I think the work that um we've done with the resources over the past few years with the support of the board in terms of strengthening those pieces has taken the amazing things we were doing 10 or 15 years ago and really just propelled them to a whole new level in terms of some of that commitment to just to like reaching those excellence levels and making sure we're in the spots where we know our students can perform. So I don't think those pieces would have been possible without some of those human resources and without some of those instructional pieces. So pulling those two pieces together has been a huge portion of this work especi I mean I can only
108speak to that through the lens of math and science but I hear it with the ELA side of things as well. So did that answer your question? Okay. Uh as you can tell this is one of our favorite presentations of the year because this is what we need to know. And as a reminder to the board, one of our goals under curriculum instruction, one of the objectives says that we will talk about the data we receive and these presentations at our next available workshop to come back with any questions that we may have. Um, and so we are committed to doing that since, you know, this is great. There's more to dive into. Um, but we really appreciate you taking the time to walk us through this. It's incredibly important and we have a lot
109to be proud of. Anyone else we good? All right. Uh, item 7 C, speaking lots to be proud of. We have a lot of trips to approve. Uh, our cheerleading team to Orlando, Florida, uh, January 29th to February 2nd. Our DECA team to downtown Rochester, March 4th to 6. Uh, our senior trip to Burlington, Massachusetts from March 19th to the 21st. Girls lacrosse to Seville, New York, March 27th to 29th. varsity baseball to Myrtle Beach, South Carolina in March to April. Uh during spring break, our wind ensemble, varsity choir and philarmonic orchestra to Fredonia, New York in Cleveland, Ohio from April 17th, April 18th. Uh and uh our medical explorers club to Panama from June 29th to July 6. Can I get a motion to approve? >> Adam. >> Oh, Adam Vich. How about a
110second? >> Elizabetha. Uh, anyone oppose? Anyone abstaining? Any questions? I know he's got one. >> Do I just want to make sure going through each of the the proposed trips and when I listed cost per student, that's make sure that the district has the full ability to fund any student who is having a financial hardship and that they cannot be excluded because of that, that we will find the resources for them. >> Yeah, we'll we'll definitely make that. We do that. Um but it's one of our um obviously major focus areas. So I will definitely uh make sure that's occurring. And then and it's probably nuanced, but do we feel confident that through the moderators or the coaches or other staff and counselors, we can actively identify who those students are because some might not
111wish to come forward. >> Yeah. I mean the the Yes. the the easier ones are the smaller trips obviously. Um >> I mean we have free >> but like the senior trip is a big one but the senior trip the counselors do a lot of work to try to make sure and vet out anybody who's not going. There's only from my own experience there's only a small percentage of kids that don't go and so it's pretty easy to figure out why they're not going. And if there's any doubt that it's because of cost, then that then we deal with that and we deal with something. Uh we make sure that that's supported. Um with some of the athletic trips, it's one of the reasons why we held off on one of the trips that's not
112on here because we're trying to make sure that it is affordable for the for the team. So those are things that we definitely consider. >> Thank you. >> If no one's opposed or abstaining, all in favor of approving these trips. motion carried. All right. Item 8A. In front of you, you have our 202526 board of education goals and objectives. Um, as as well as our finalized board norms. Um, I know everyone's had a chance to review these and go over these. We're going to have these posted publicly so the community is aware of all this. And before everyone leaves tonight, we will sign our board norms. Any questions on those? >> No. >> All right. >> Grateful for the lift and the work that everybody did to put these two documents together. >> Agreed. Um,
113any updates from Monro County School Boards Association Committee meetings? >> I attended uh district operations yesterday via Zoom. Uh, and I believe last month's was also after our board meeting. last month was on civil service uh which was um a nice review of things that we've learned in the past in regards to civil service positions and hiring posting um you know the process. Yesterday I sat in on um it was all about artificial intelligence and cyber and data security and it was presented by Dr. Kimmer, who was uh my former CIO in Pittsford. He is now retired and he does his own contracting work. Um things he said that jumped out to me. Um districts need to consider plans in the event of um unforeseen closings of buildings due to illness, weather, natural disaster, cyber
114hack, school threats, etc. um the bandwidth and access for technology uh for both families and staff and any instructional implications with keeping student information secure and just like how like the security of our systems on the campus. Um and to that point he also said it's important for districts to understand internal and external risks through audit. He really stressed third-party audit for threat assessment and cyber security is a good unbiased way to go. Um, and high hold on, I'm just reading my notes. Oh, if there's high impacts based on third-party audits or other audits, plans for how the district will manage that. that and he said that's not necessarily like individual board members or even a board of education decision but just you know to raise awareness among board members and how much risk appetite
115and risk tolerance is a district willing to take in terms of threat assessment and cyber security. So the whole presentation was recorded it's on Monroe County Schoolboard Association if anybody wants to watch it back. It was just under an hour. Um, but it it had some really good information that I hadn't really stopped to think about as a board member. But again, he stressed that it's not, you know, individual board members work or like even some of the things he said it's not for the board to decide, but it's more of just asking questions of the district of what are we doing to support these areas. So that was what I said to him. >> This was not a a committee at all, but and Steve Slavy was there with me one table over. So
116we had some nice time yesterday at what's uh called Rock Tech, Rochester Threat Advisory Committee, and it's been put on by Rock Tech. the sheriff spoke and several other there's very renowned psychologists from downstate and it's it's a consortium of school districts and professional organizations that can and we did a tabletop exercise which was fantastic of identifying and supporting both at the student level and the adult level in schools and in workplaces. Obviously, we were there from a school standpoint and there were a number of law enforcement there as well of identifying individuals and supporting them before there is a progression of events, challenges in their lives where then they become one day an in a person of interest and or an individual who is an active creator of infltor of violence. It was very
117I I'll get the minutes from it. It was really well done. So, I would encourage us. I know we're not officially um one of the districts that is linked to it, nor do we have to be because the resources are there, but also kudos to Steve. I was really pleased. I when I sat down and said, "Oh my gosh." Um so, that was yesterday and I'll get some stuff out to the board as far as what that provided. was it was eye opening and it was also encouraging the work that is being done through that organization because come to find out New York specifically actually Monroe County is really at the forefront nationally in in that area. So it was pre preventing targeted violence was the the title of the of the conference. So I'll
118share more out. >> Thank you. Um October 1st, I attended the legislative committee meeting for Monarch County School Boards. We had 13 different position papers that we reviewed and discussed um on everything from CTE program funding, uh the role of regents in public education, um implications of minimum wage increases on public schools, um you know, as well as safety and security. Um, as always, those meetings are uh it's a lot of reading, it's a lot of talking, but also really important for us to understand how some of these things are impacting other districts in the Monroe County School Boards um and hearing what they're already doing versus what we may or may not be doing. Um, so I will share some of that information as well and all the position papers in case you're curious
119about reading all 13 of them. I know Brian's gonna get right on that. >> Can you send it right now? PD hours read those. >> Uh any other Monroe County School Boards? Are any and if none standing committee updates? >> Uh we had our meeting about the visual and performing arts hall of fame. Um I definitely congratulations to Kayn, but um also a shout out to please if you have anybody who should be recognized. Um it's on the district website under alumni. There is a quick just Google form. Um fill it out. Uh just because we when we first started it years back, we had multiple candidates and we're not seeing multiple candidates at this point. So we just want to encourage people, you know, think about the people in their lives and who have
120impacted their kids and if they, you know, know alumni and um just to kind of try to think about nominating someone. Um, and then also kind of tailed into that, if you didn't go, put it on your calendar for next year. Um, last night was the faculty recital and it is one of my favorites because it's, you know, celebrating the people who are sharing their passions with our kids and teaching our, you know, our kids and it's just really nice to see them in another light, you know, enjoying, you know, and being able to enjoy their talents. So, it is a really good performance and it's, you know, put it on your calendar for next year. >> I'd second that. But you can also watch it. Um, it is, uh, you know, it is online
121and so if you missed it last night, go check it out and and you can again check out our wonderful Aaron Issacs, who's over there helping us out tonight in his performance. Um, as well as some of the kids who joined the teachers on stage. You can also still see the art in the hallways uh, that was that put out by our art teachers. Also incredible fun night. Yeah, I went as well. So, I'll third that. And uh I was regailed with the wonderful talents of Mr. Isaac. >> Um and I know Christine gave an update about what came out of the audit committee. I don't know if Brian or Tim, I wasn't able to be if you have anything else to add. Oh, just that uh Christine since she joined um Victor has hit
122the road running. Uh has done a good job. Her and her um team in the business office. Um I can't add anything more than what she presented. Um they're doing a great job and benefits our district. >> All right. If nothing else, uh item 9A, our board retreat is coming up on the 30th. Uh a preh Halloween board retreat. >> If you come in costume, you get brownie points. >> That'll be uh from 5:30 to 8:30. We will be in the boardroom um with our facilitator Kathy Groutman. Um and and we're very excited to have her. She's got a great agenda going. Um Kate did send out the article that she would like us to do as the pre-eread um prior to that retreat. Um our next regular board meeting is on Thursday, November 13th
123um back here in the early childhood boardroom. As a reminder, I will not be there. So you will have Mrs. Mitchell running the meeting that night as I have to be away for work. >> Can I just come the board retreat? I'm excited for the instruction for sure. Yeah, it's >> and the instructional materials that we'll read beforehand. >> Yeah, Elizabeth and I had a great meeting with Kathy. Was that last week, two weeks ago? And I'm super excited to to to um hear the different things we're going to do. She's got a great agenda. Um she's really confident we can pack it all in in the three hours. >> And she is she's great. So much experience. So excited to have that happening. If nothing else, I will take a motion to adjurnn. >>
124Brian, >> a second. >> Elizabeth. >> Anyone opposed or obstaining? No. Stop it, Dr. Parks. All in favor? >> I >> Thank you. We have had a meeting.