001All right, everyone. Welcome to our August 2025 board meeting. We have already returned to regular session. So, if everyone could stand for a moment of silence. Mr. Deluchia, will you please lead us in the pledge? >> Thank you. All right. Uh, welcome everyone. Persons wishing to address the board must sign up prior to the start of public participation. Speakers must register on the form provided by the district at the entrance of the BA boardroom to maintain a first come first serve process. For purposes of following up with the speakers, the speakers must provide their name, address, and telephone number and/or email. 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 address the board must identify a single spokesperson. Okay.
002In case of emergency, would everyone please follow the exit signs to the outside of the building? Please stay completely clear of the buildings to provide space for the emergency vehicles. Can I get a motion to approve the agenda? >> Motion by Tim. >> Second. >> So moved. >> Any abstensions? Opposed? All in favor say I. >> I. >> All right, Dr. Teranova. I'll turn it over to you. >> Thank you, Mrs. Casti. Uh I have three items to discuss during my superintendence update and it's uh related to what our staff has been doing uh both leadership and faculty and staff as well as what we're going to do in the next couple weeks. So a highlight uh to our entire faculty and staff and our administration team for offering so much professional development over the
003summer. There's been multiple book studies for our staff whether it's uh regarding multi-tered systems of support. They read the book the anxious generation around technology and cell phones which is appropo uh with go what's going on with the state law. Uh a ton of work on classroom assessments as well as artificial intelligence implementation. Tremendous curriculum work going on around uh all sorts of areas such as reading instruction uh and the reading curriculum and application of the resource in grades three through six. MTSS for reading improvement. There's been a ton of learning sessions for teacher assistance, not just in curriculum, but on just overall uh job responsibilities, curriculum revision across nine subject areas this summer, including the significant work that I mentioned around 3 through six ELA resources. And our special ed department has done a
004ton of work around quality teaching practices tied to our district focus on a model of instruction. Lots of also uh work has been going on uh around formative assessments and developing those formative assessments that are common across teachers for courses uh especially at the 7 through 12 level. So just just a great opportunity for our staff to work on professional development. That's going to lead to our staff their three-day staff conference days that occur starting August 27th. Um, we have our kickoff for teachers and staff on that day and Lisa Casti as our board president will uh welcome the the entire staff. We're also going to have a shout out from our PTSA leadership for about a minute just to recognize the PTSA and and so our staff understands their important role and we do
005the the very important unsung hero uh award ceremony. The conference day is is targeted on three major areas. the conference days, the three conference days. That's going to be a deeper understanding of the uh relationship between curriculum and the instruction that happens in the classroom, a deeper dive into the curricular areas for all of our teachers, a heavy focus on mathematics and literacy professional development. And yet the common theme from the professional development uh that I talked about this summer use of data to assess student learning and the role of our amazing professional learning communities to support that and also to support the model of instruction uh that is focused on student centered rigorous instruction that's relevant and uh really working on keep creating consistency K12 on that. And then my last update is a
006hiring update. A shout out to uh Dorothy D'Angelo and her role as assistant superintendent for personnel and all of the leadership staff and the teachers that have been involved in hiring. Specifically, I want to shout out Dorothy Christine Griffin and Kelly Clink for the transportation department. We've uh they've done tremendous work filling many positions for our our transportation department and bus drivers. We're not exactly where we need to be, want to be yet, but we have made so much progress thanks to their leadership and the leadership of the whole transportation department. So, we're feeling much better about that. And thanks to Dorothy's leadership, we filled 96% of our probationary teacher openings since the spring and our interviews are occurring for the other the other 2% that we haven't filled yet. So, we're in great shape
007with that. Again, thank you to Dorothy and everyone for their leadership. And that's my superintendent's update. Thank you, Dr. Teranov. Uh, we have no recognitions tonight. I'm sure we're all looking forward to next month when we get back to that. Next item is 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 who wish to speak. When you approach the microphone, please identify yourself before presenting your thoughts. Individual comments will be limited to three minutes and the total time for this portion of the agenda will be limited to 30 minutes. Please note issues related to specific school district personnel
008or students must be brought to the attention of the superintendent of schools privately as they are not discussible at this venue. Anyone? No. Moving along. Uh acceptance of consent items 6A through J. J. No, I'm skipping a page. There are a lot. >> It is Jay. Okay. Uh before I ask for a motion, any comments or questions? >> I would just um mention in the personnel agenda the resignation due to retirement of Nancy Williamson, elementary teacher effective August 22nd, 2025. Nancy taught in the ECS for many years and um really uh made an impact for our kids and we're definitely going to miss her and I just want to thank Nancy for her her time in Victor and the dedication that she gave to her kids and wish her a great retirement. >> And I
009would just highlight a thanks to the budding readers program for the donation of the books and the class sets to the ECS and UPK kindergarten and first grade. >> Absolutely. Nothing else. Can I have a motion to accept these items? >> So moved. >> Second. >> All in favor? >> Say I. >> Any extensions? Any >> This is the last month you need to listen to me for campus news. But our uh it's some great stuff going on. So, at the Ve, the ECS, the final month of summer has been a busy and exciting time at our school. The building is almost completely cleaned and ready to welcome our new learners with just our hallways left to be scrubbed and waxed, and the ECS is looking fantastic. Next week, we'll welcome our new teachers, and
010we couldn't be more thrilled about the talented, passionate educators joining the team. The anticipation is building, and we're ready to launch into another wonderful school year together at the VPS. uh in her third what is it third or fourth week fifth week on the job Amanda Burn this week the Victor primary building leadership team came together to consider communication and support for upcoming building initiatives including the master schedule changes to maximize instructional minutes opportunities to increase student voice and engagement with establishing clear clear expectations for the community and also supporting the internet enabled device ban at the primary level this Summer VPS has been filled with students for extended school year and summer academy. There was also students in the building for summer enrichment and some sports camps. It's really exciting to see so many
011students learning and being active over the summer. It's a great reminder that our campus is an important part of our Victor Farmington community. VPS is excited to welcome all of our students back for our meet and greets on September 2nd and for their first day of school on September 3rd. And Mr. Mororrow at the VIS says that at VIS we are extremely excited about our upcoming school year. As we prepare to welcome our students back, we have analyzed a wide range of data including staff feedback, student academic data, and social emotional data as well as to inform our focus for the 202526 school year. VIS has historically been a place where collaboration, community, and teamwork has been at the forefront of what makes our school great. We will continue to leverage those strengths to provide
012students the support they need both academically and social emotionally. Additionally, we will be working to provide opportunities for student voice to solidify a sense of belonging and continue our learning regarding restorative practices to enhance the community at the intermediate school. Thank you for your continued support to make VIS a wonderful place for students, families, and staff. The junior high under Mr. Gee have added some really extremely strong and talented team members to the junior high this summer for the start in the fall. They're very pleased with the talent we have found. We have also done some excellent work around goal setting as a building based on the equity audit feedback which the board's going to hear about in a few minutes and uh which was run through the University of Rochester to support all kids
013feeling safe and valued uh in their environment. He also uh recognizes the work the teachers and staff have done around professional development throughout the summer and is excited to have kids back soon. At the high school, Mr. Siesta mentions the freshman class of 2029 who entered the building on Tuesday, August 12th with our freshman orientation program. Special thanks to health teacher Miss Katie Mcinty and special education teacher Mr. Mike Wido as well as the student leaner leaders who supported our freshman class with a day of fun and team building activities and we'll be checking in with our freshman throughout the year. Also, uh Thursday, August 21st, this coming Thursday is the annual senior connection for the class of 2026 and it's a fantastic way for those students to get together and kick off their senior
014year on a positive note. The students will be doing some friendly competitions, team building activities, and painting their parking spots. Thank you to our class adviserss, Mrs. Courtney Tortoella and Mrs. Allison Baker, for working to make the start of the senior year memorable for the class of 2026. And that's the campus news. >> Thank you, Dr. Terteranova. Item 7B, a capital project update from our colleagues at SWBR. Hi, thank you. It's good to see everybody again. I'm Allison Shannon with SWBR here with George Spanaris from campus and Mark Matalina from SWBR as well. Works good. All right. So, a lot of this is just a refresher to see where we've been and where we are today. So, just going to give you a brief little update. You will have seen these slides before, so bear
015with me. Um so again the capital themes for this project um safety and security building renovation innovation facilities repairs and addition based on enrollment needs and space needs. Here we go. So at the early childhood school we've got PA and clock upgrades happening in phase one and in phase two adding uh air conditioning to the gyms and cafeterias. So, we'll be adding uh air conditioning to the gyms and cafeteria throughout the district in phase two. So, you'll see again PA and clocks in phase one at the primary school and air conditioning. Uh intermediate building, there's some roof restoration um going on at the uh intermediate building as well as KLEX and PA at phase one. air conditioning uh to the gym and cafeteria and adding a visitor parking lot of about 116 spaces um potentially
016at the max um in phase two at the junior senior high school. again, PA and CLS and then turfing uh the soccer field, adding an ADA accessible walkway and some fencing to that area and also uh some roof restoration work at this building. And then phase two, this is a big one. This is where um all of the excitement comes in. Uh there will be some um sanitary system work. There's a secure vestibule happening at the junior senior high school that will involve relocating the main offices at the junior and senior high school. Um, an unused uh locker room will become an ath athletics office. Um, some miscellaneous repairs to the art room. Again, cafeterias and gymnasiums will be uh aironditioned. We're relocating a health clinic to the front of the buildings. Um, and the
017big project that you'll see are the addition of 17 instructional spaces to help keep um with expanded up with the expanding enrollment at uh the junior senior high school and a small sensory cafeteria will be added to the junior uh junior high cafeteria. So, these are some renderings of a potential science room and interior classrooms. You'll see that they're kind of a blank slate. Um the district is going to put their own stamp on the graphics and design of these buildings, but a lot of these finishes we've been working with the district to standardize in every building. So every building will have similar branding um and finishes. Uh again, in phase one will be the renovation of the Victor Learning Center. So here's uh a little bit of an updated graphic showing the exterior. So,
018it'll be an interior and exterior upgrade involving uh uh resurfacing of the parking lot, new um new roof and new um siding for the building. So, really giving it a facelift to make sure that it um blends in with the identity of the Victor campus. And then also the op center will h house um a new CT automotive program. So again phase one as we go to SED we're about three $13.3 million. Um, and also the project schedule. We're we're on track um to have bidding for phase one at the end of October of this year, breaking ground in for the buildings in January of 2026 and hopefully in spring of 2026 for the fields. Um, phase two schematic design is complete, design development is complete, and we're looking to complete construction documents at the
019end of this year. Do you have anything to add, George? >> And that's it for us. >> Any questions? >> Um, I do have a question, but not it may not necessarily be uh related to this capital project, but I was part of a advocacy uh committee that was looking at ways to either generate revenue or reduce cost. And one of the one of the suggestions that we heard from the group and we'll be talking about this later, but one of the suggestions from the group was solar. I know I've asked the question in the past, you know, whether solar panels can go on the kinds of roofs that are on our buildings, and I've heard that perhaps not, but I also heard the suggestion that there may be a roofing material that are actually
020solar panels. Are you folks aware of that? And can you speak to that perhaps? >> Mark, do you want anything or George? >> Did you want to take that? >> Go ahead. >> I know a little bit about it. >> So Mark is our sustainability guru for SWBR. >> Well, and I have not done a vast amount of solar projects, so I can't can't speak as an expert on that. I've I've worked with solar. Um there are different ways to apply it. um ballasted weighted down I think would be the the method for your roofing here. Um otherwise we'd get into a lot of structural and and boots and and that sort of a thing to get an array on a roof. Um we have uh probably a a great location in in your new
021addition to junior senior high school. However, there's uh you know still plan for future addition beyond that. So um it's a consideration. I do know that incentives for solar are pulling back and uh I as I understand it if it's not um bid or or part of a project by the end of this year um those incentives are are not available. So I I think we're challenged from from the incentive standpoint but um could could we? Yes, I'm I'm sure there is. And if there's a um a location or a if you'd like to see a business plan around that, we'll probably get somebody to step to the table and provide that. >> Okay. Thank you. >> Anything more? >> You want me to? >> Yes, please. >> Uh we put them in over at
022the Greece uh transportation building uh two years ago. So, it is a ballasted system. Basically, you take the solar panels and put them up on a roof. And you do have opportunities here in order to p proceed with that. Um, but the thing is to make them really efficient, you need battery backup. You need a host of other uh items to work in conjunction with the solar panels to make them efficient. And when you get the rebates, it kind of makes it affordable in order to do otherwise they're quite expensive. So studies have to be done. And if the incentives are not there, then it's it's a balance of whether or not you're going to get your return on investment. Thank you. >> Just piggybacking off of that, have you done any where there's solar
023on like um car ports for the buses? Because I I know I've seen that out west and if we're eventually going to have electric buses, you know, there would be the need right there. Have you done any of those kind of >> I I will say our our civil engineer just spoke about that today, too. Um she's she's done that before. Um, and it does come with a cost. You have a a structural system that you're building uh to build that canopy, but it it is a great application. It provides shade. Um, and so um I think it would be uh an exercise just to to evaluate uh ROI in this case, right? Investment and return. Um as George mentioned uh backup and battery and a system and uh you know uh converters trans transformers
024uh electrical systems to accommodate um it's worth a study I would say. All right. >> My question then for this group would be we should have a well my first impetus and then question would would be that we should have a discussion on whether or not we as a board would suggest that that study occur based on what potential things are to your point going into electric buses and how that that outlay in turn return on investment long term. Um, and also, and I don't understand the specific nuances of if we were to put some sort of an array on a building that is it's feasible, you know, whether it's this one because we're not building up or anything like that. What is that return on investment versus our RG& costs every year just from
025what our normal standard operating procedures are and budgetary expenditures are with electricity for the district? Is that something that we would charge to you, Dr. Teranova? Is that something that we would push to the facilities committee? Is that something that we would go back to SWBR and say, "Please conduct a study." I'm just trying to think of a way to do it where we're not spending additional district money if we can avoid it to find out what the efficacy of it would be. >> I think just by bringing it up, you're kind of charging me to do it, which is good. >> So, uh, >> I just But I don't want to speak. B. Well, I want to make sure I got So, what you're saying is check on the feasibility of a potential solar
026study. >> Well, not not the feasibility of the study, but actually a study to check on the feasibility of >> harnessing solar energy that would long-term benefit the district versus what the expect. >> We can definitely do that. >> I would just report back to the board if there's any cost to the study itself just so board's comfortable with that. So I I think too if we can you had mentioned rebates are this is like the last opportunity to be applying for those. So my question would be if we what's the harm in applying if we're not going to actually use it. >> Whoever would be your consultant would tell you the timeline and the sunset dates and and all your your um incentives that are available u and and durations. So, um, you'd have
027a business case that would consider that as a result of the study. >> Okay. >> Yeah. >> So, would what I'm saying is would the study put us in a position where we would be up against the clock to try to get those rebates in a timely fashion. >> I can't say. >> Okay. I guess and to follow up that with with how you answered it is then would SWBR is that within your Valley Wick of being the consultant or is that something where the district would have to look >> to another entity specific to that expertise? >> We could recommend some uh and I think that'd be the best uh forward. >> Okay. Thank you. So I I think that's a notation too is the timeline for rebates and incentives. Yes. Well, >> and
028we're looking for a space that we're not going to keep building up on, right? Because we would have, which I'm not sure where that space is other than this building, like you said. So, >> and and also what potential environmental impacts would be as a byproduct of if we did >> pursue something like that, which would all come through a feasibility study. >> Yeah. There's a lot of implications for structural concerns as well as, you know, did you replace the roof recently? Is there a long-term life of that that roof system? >> Well, I I can just say um because I'm also on the planning board in Farmington, uh some of the solar projects that come before us, I mean, it took two years, >> one of them to, you know, start to finish, a
029lot of implications, um a lot of things to think about. So, and um batteries are considered on some of the, you know, solar arrays. So yeah, it's not it's not an easy task, but I wanted to bring it up because it was one of the things that was mentioned out of this group as as a potential. And you know, not only do we have perhaps roof space, but you know, there may be land available that is facing south like where the old White House used to be years ago um to put a solar array. But again, perhaps a two-year process just to, you know, get it through the town approvals and EPA approvals, etc., etc., which may align with uh the state's recommendation that we go to electric vehicles. So maybe we can link it
030to that and get some kind of incentives after these expire. >> Yes, >> good point. >> Just a quick question for Dr. turnover, but do you know where our fleet electrification plan study that um that was supposed to be uh a year ago or so? Like I don't know if we ever got results. >> I don't off the top of my head, but I can check. >> Okay. Thanks. >> I got a couple questions if you don't mind shifting gears. Any other stuff before I move on? No. Okay. Um, I'm sure you've already discussed it, but with phase one, is it going to require movement of classrooms and stuff like that while that stuff is going on? No, because it looked like a lot of PA stuff and clocks. >> Actually, we did an EPA
031lighting project. It's all on second shift, so they come in at 3:00 3:30 and they work until 11 o'clock at night. So, the PA system would be kind of done in the background, so it wouldn't impact anything. the um the roofing project. You know, we just work around the district again with that. And then the two other uh projects during phase one is the op center and the learning center. That's going to probably start January one. Um once everybody moves out and and that's going to be done, you know, during the school year and it's not impactful because we're in separate buildings. So, we really should impact the the district whatsoever. We put a site safety logistics and phasing plan together. We run it past Chris and then we roll that out to the administration
032and get everybody's buy in before we start. >> And because my day job, I'm very inquisitive about scoreboard, sound systems, and everything else over on the field. Is that is there going to be a press box or anything like that or is it just the field? >> Just the field. No press box, but there will be a new scoreboard. >> Okay. We are we're dragging on that stuff. >> Alterate alternate scoreboard. >> Alternate scoreboard. >> There you go. >> We're hopeful. >> We need those. Not that I care. >> Any other questions? >> Just a quick question. Timeline. Um because as I was in the intermediate cafeteria, which was a sauna over the summer, um do we have a timeline on where in AC? I know it's phase two, but is that two summers or?
033>> Yes, that would probably be the second summer. Summer would be 26 27. >> 27 summer. Okay. Thanks. >> I was in the I feel you're paying that. >> Yeah, it's it's hot those 90° days. >> Any other questions? >> Thank you all very much for the update. >> Thank you. >> Enjoy. Thank you. >> Item 7 C 2025 2026 management plan overview with our favorite Karen Finter and Karen Ryan. Good evening everyone. Karen and I are pleased to be here tonight and to have the opportunity to share with you highlights from the four-year management plan um that we will be reviewing with you. The management plan is is driven by the strategic plan, the district mission uh mission and vision statement and is focused on outcomes and accountability. It is anchored to the pillars
034of culture, learning and instruction, student supports and opportunities. The manager plan really ignites the work that the district will engage in to support student achievement. A collaborative process is used throughout the implementation of the management plan by enlisting all stakeholders um in reviewing the accomplishments of the plan and looking towards um what the next year plan will be. And this work begins in the development of the 2526 management plan began this past spring. and the leadership team and key stakeholders responsible for the goals, the action steps and the um tasks reviewed each area, identified those areas that needed to roll over into this school year's plan and these um items were incorporated in June into the management plan and then worked between June and August across leadership and stakeholders really finalized the plan by identifying
035the action steps that um were tied to each goal area. The management plan really influences the annual district focus and goal areas. It provides a starting point for the analysis and planning across departments and building levels. It aligns directly to our mission and vision statement for the district and district leadership and shared decision-making teams really operationalize the management plan through development of building goals and focus areas and really drives the action steps for each B goal or building department and district. It really is an accountability mechanism and provides opportunities for us to evaluate progress with data. I'm going to turn it over to Karen. So what's in the plan? So as you know in years past we have our three pillars of the strategic plan. Culture being um one where the g the goal is
036to create a welcoming safe and inclusive community where all members are valued and the wellness of each individual is at the forefront. In the culture pillar, it's not just about the classroom, but it's the culture of our district as a whole and the systems that support our robust culture. It includes important components like um you'll hear in in a little while about our equity audit and the action planning stemming from it. A continuation of the work of building structures regarding the master schedule and letter day alignment at the secondary level. certainly opportunities to provide staff support to get and enlist their voice and to offer their appreciation for the work that they do and certainly opportunities to engage student voice and really awaken that as well. Um so the culture pillar is incredibly important. Lots
037of components that are not just um within the classroom but some of those systems as well in terms of learning and instruction. um the overall goal to develop comprehensive processes and systems that positively impact all students academic success. We've worked throughout the last few years to define and operationalize student centered culturally responsive instruction. This year we'll work to refine practice and introduce a model of instruction for Victor which spells out with great clarity what exemplary practice is and what we expect to see in our teaching and learning spaces. The bulk of the action steps within the management plan this year relate to this model of instruction areas like providing professional development to grow our staff's capacity as educators to shore up practices that will enable teachers to review data efficiently and effectively to design differentiated
038learning experiences to meet the needs of groups and individuals and to share expertise with colleagues within our robust PLC system. We'll also refine utilization and understanding of assessment practices. First starting with guaranteed and viable assessment as a component of our curriculum using tools like EDOCTrina to make analysis more efficient and transparent. We'll also gather information about grading practices across the district to help better understand what those approaches are. We look forward to sharing the model of instruction with you throughout this year. under the student supports and opportunities pillar where we want to maximize support so that every student can achieve their full potential. As you'll see in a moment, the management plan will support action steps that respond to the data identified through the U ofR equity audit. Identifying what those barriers to access will
039be a big part of the work this year under this pillar. things like reviewing our acceleration practices, ensuring that all students have access to work-based learning opportunities to provide those supports around our internal as well as external supports for families. And then we want to think about what are ways to inform um academics and social emotional progress um using resources to help us do that. So student supports and opportunities again is a is a large pillar that incorporates a lot of areas. So we can think about the pillars as isolated silos, but honestly it's better to synthesize the work across the year. And so I offer this graphic just as a way to show the interdependence among the pillars. You have to have a strong culture. You have to have solid systems of support and
040to be focused on student learning and instructional practice. These dependent relationships really cut across all three areas of the management plan. Another way to look at it is that twothirds of our work is really student focused on on instruction and learning. And for the most part in this year four management plan, a lot of the work is refinement. It's not brand new systems, but it's that continual um improvement process. So, student growth, cutting across all three pillars, we'll be asking questions like how are we monitoring student progress toward achievement goals? How do we really know if students have learned what was intended? What do we do if they have not? And how do we use data effectively to help us differentiate? What are barriers to achievement and growth for students? What can we do to
041remove these barriers to access or opportunity without compromising high expectations? Exceptional teaching for all also cuts across all three pillars. Continuing our focus on a student- centered, culturally responsive classroom environment through that model of instruction, but also helping teachers refine and grow their craft. thinking about teaching as a system um to listen to provide um resources and support teachers overall growth. And then finally in the culture, systems and structures arena um cutting across two of the three pillars, we know that it is um imperative that we remain fiscally responsible and forwardinking. The pending capital project, as we just heard, is a forwardthinking project that is about to come to life. We've done a lot of work over the last three years to develop the support systems so that as we do have to um deal
042with what construction will be like on campus, we've got solid supports for our staff, opportunities for student voice and staff voice to be heard and certainly feedback from the community. >> So what's next? It's really taking this information and really sharing it with our staff, helping them understand the themes in the management plan and like Karen said, how they connect and how they cross over, where our focus is, where are the resources, and and enlist them in their voice and their feedback throughout the year. It's also reviewing this with our shared decision-making team and having them look at it and give feedback. And then as as an entire staff and district, really engaging in the action steps throughout the 2526 school year, holding ourselves accountable, making sure that we're looking for the evidence and we've
043got the accomplishments that we said we were going to do at the beginning of the year completed by the end of the year and and provide updates to you throughout the year. We want to thank you and we'll take any questions. Any questions from the board? Okay. Well, we're going to move right into the equity audit. Okay. So, as part of our ongoing commitment in equity and excellence, we want Karen and I would like to share our recent equity findings with you. The audit helped us examine student experiences, participation, and outcomes across academic, extracurricular activities, and school culture. And by reviewing our strengths as a district and our areas of growth, we can ensure that every student here at Victor um has equitable opportunities to succeed and to be recognized for their achievements. The equity
044audit um was a result of the work of our DEI committee and the DEI committee was um was part of the strategic plan and that committee um looked for us to really um take a closer look at where our strengths and our areas of growth are um across academics, extracurricular and a sense of belonging. Tonight's presentation is going to highlight those for you. The district is committed to making Victor Central School just a place where differences are seen as strengths, opportunities and access are equal, and all students feel a sense of belonging. We uphold this commitment when we empower every stakeholder, our students, our families, our staff, and our community partners to take an active role in creating a school community where all can thrive. We achieve this commitment when we work together as a
045school community to ensure equity, belonging, and respect for every learner is embedded in our culture. The equity audit audit started July of 2024 and completed June of 2025. A team from the University of Rochester partnered with the district to establish goals for this work. The goals crossed three areas. To what extent do all students feel a genuine sense of belonging and inclusion? How equitable are the opportunities for all students to access academic, extracurricular, and social emotional resources? And how well does the district recognize, values, and leverage differences as an asset in our school community? The UN University of Rochester team partnered with the district to collect and analyze that data. And the data really was anchored in the 23 24 school year um data and part of the um fall 2425 for our panorama survey
046data. In addition, our principles Brian Siestu at the high school and principal Brian Gee at the junior high enlisted student their student um communities to form student focus groups at the 712 level ensuring representation from a diverse range of perspectives and experiences. The data anal an analyzed by the U ofR team looked at advanced placement participation, graduation, diploma attainment, participation in athletics, music's grades 2 through 12, national honor society as well as our panorama data, grades three through eight, student focus groups provided qualitative data in addition to the quantitative analysis. And Karen and I really want to thank our University of Rochester partners for their collaboration and the dedication to this work. But we would also like to recognize Liz Temple, our um district data coordinator for her provisioning of the data sets. She went
047well well above and beyond her job and she was instrumental in this process. As part of unpacking the and interpreting the findings in the equity audit, district demographics were reviewed to provide an important context for interpreting the results. And this information serves as a reference point helping us understand how our student population that that composition including factors of race, ethnicity, socioeconomic status, language, and special programs relates to access, opportunity, and outcomes. As we've previously shared in prior presentations, there's a history of high achievement and student involvement here in Victor. The equity audit confirms strong academic performance, robust participation in extracurricular activities and key strengths within our district that supports that warm and welcoming inclusive environment. Disproportionality in the equity audit refers to the pro the presence of unequal representation or outcomes for specific groups of
048students relative to the overall population in the school district. While the equity audit highlighted many strengths, it also uncovered growth areas for us and there was persistent disproportionality across our academics, extracurricular participation, culture and climate. This does call for intentional strategic action to ensure equity for all students. We'll share some of the examples of these findings tonight with you, but also how we're going to respond. So, I know electronically you have access to the executive summary provided by U ofR and some of the data charts. Tonight, Karen and I just wanted to share a snapshot of some of that information and certainly as you have time to distill some of the information provided by U ofR, if you have additional questions after tonight's presentation, please don't don't hesitate to re reach out. Um, student voice
049played a critical role in the equity audit with focus group feedback providing insight into lived experiences that numbers alone cannot capture. The student perspectives help us better understand the stories behind the data and guide actions that truly reflect student needs. So for tonight's presentation, you're going to see some of our focus group feedback as well as some of the quantitative data that U of analyzed. We wanted to to share kind of both in proximity to one another. Students shared their appreciation for the wide range of academic offerings and for hands-on learning opportunities. They noted that their teachers have a key role in supporting their academic success and that teacher responsiveness to their needs helps them to be more engaged and interested in learning. The auda also probed into data around understanding of differences in terms
050of our our curriculum and the conversations that are happening in classrooms leveraging panorama data. The data indicated that 40% of our students felt that our teachers encouraged them to learn about different races, ethnicities, and cultures. One of the data sets as Karen mentioned around academics was our regents with advanced designation rates and these rates are are very strong um in the high 60%. The equity audit shared um this data um as certainly a point to be celebrated but when we look at that level of 60% what groups aren't achieving that level. So we did note disproportionality for three of our racial or ethnic subgroups as well as our students with disabilities and our economically disadvantaged students versus our non-academically disadvantaged. So there's some disproportionality. What does that mean? That means that we'll have to generate
051more questions to look at why are there differences? what are barriers to access that kind of opportunity to achieve at that advanced designation level to attain that that region's diploma with that distinction. And so that's some of the work um that lies ahead that we'll talk about in a little bit. Another area of academics was AP participation. It also reflects disproportionality across our subgroups. one point to celebrate. 47% of our high school population took one or more AP exams. That's about half of our students. That's amazing. That should be celebrated. But when we take that percentage about 50%, we should see about 50% of those subgroups also participating. and we don't unfortunately um uh there is disproport disproportionality only our white and Asian students white Asian and multi-racial students are within that range again as
052I mentioned we have to look closely at uh potential barriers that might impact participation and again this isn't about watering down I'm not suggesting that at all it's what are the on-ramps what are the ways to provide um more information about what these opportunities could provide to students. What are ways that um perhaps some of the cost associated with these opportunities could be met in another way? What are some of the support opportunities to bolster academic skills? Again, more questions than answers right now, but but having this information points us in a direction to begin to uncover those um those questions. Extracurricular certainly is an important component of the school experience. Our student focus groups provided feedback regarding extracurricular opportunities and they certainly share that there is an abundance of them to participate in. Clubs
053and extracurriculars are places where students identified friendships can be fostered and a strong core community is created. Student voice highlighted the need to celebrate both arts and athletics equitably. They articulated that this would strengthen school culture as a whole and ensure all student accomplishments are publicly valued. Dewey just a few months ago shared amazing participation information around athletics. Um there is an incredibly strong culture of athletics and high levels of participation in Victor with 58% of our students participating in a athletics. More than half participate, but then take that same percentage and apply it to our subgroup data. Again, we see disproportionality. And so it's how do we uncover what what is getting in the way? Um, our economically disadvantaged subgroup population is the closest to that overall participation rate at 30%. Music ensembles is
054uh incredibly strong. 40% of our students that are eligible u uh participate in music. Again, great things to be celebrated, but we do see disproportionality as well. And so again, it's thinking about how do we engage with different stakeholders, our teachers, our our ensemble directors, our admin to really think about what are what are the ways kids get involved in these activities? How do we bring more parents in, build awareness of what these opportunities are and what they mean for students. The focus groups also yielded a great amount of information relative to students sense of belonging and the overall culture and climate within their respective buildings. They shared things like what stressors are present in their lives and they shared that our teachers are incredibly important to setting a tone where they feel a sense
055of belonging and conversely they may be unintentionally being exclusive. Teachers may make for instance strong connections with students based on affinity areas but that may exclude other students. So students kind of shared that perspective that um a teacher may really be focused in on a particular sports team or a particular sport and by doing that and having those conversations they may be missing out on getting to know other students on a deeper level because they don't have that same team affiliation or sport knowledge. Students also shared insights into the role of social media as a major source of anxiety and a stressor in their lives. We found that 63% of junior high students feel extremely or quite like they belong at school and 48% of senior high students feel extremely or quite like they belong
056at school. And that's on a fivepoint scale. That's the the top two, the five and the four. the view of our compiled um the student statements and shared back with us just some visuals to help our planning and our our work here back in the district. This represents the high school profile of the student and the kinds of stressors that are um top of mind for them. Um that could serve as a reminder for us as ways to think about how are we supporting these aspects of um student life. And then at the junior high, the question was subtly different. it was more framed around what additional supports or help do you need um as opposed to what stressors exist. And so students identified areas for academic support, social emotional support, including mental health and
057well-being, ways to help classrooms, ways to help them feel more connected or supported, and then some structure structures and systems that that would help them as well. I'm going to turn it back over to Karen to talk about what we're going to do with all of this great information. So, this past July at our our K12 leadership retreat, we unpacked the equity audit and we looked deeply at the data that it provided us and helped us identify our strengths and areas of improvement. And even though the data sets really primarily sat with our 712 data, it was really important to have our elementary leadership at the looking at this with us so we could build what are those systematic pieces that barriers that are in place and how can we begin at the ECS in
058the primary and the intermediate fostering those opportunities or developing that climate and culture and or looking at our academic supports for students so that they can access those um um honors classes or AP classes. And so that was um really powerful that we were together as a group doing that. And so building leadership teams and departments really work together, develop goals grounded in the audit findings. And in the area of school culture across K12, you'll see action steps that really focusing on student leadership opportunities, student voice, a sense of belonging, community engagement, connection with adults, student awareness of clubs, activities, and resources. So, even here at the ECS, they're looking to build those leadership roles by having first grade ambassadors or having students participate in the morning announcements. um at the at the um intermediate
059level they're having mentoring um no um morning show they're going to participate in they're going to um help plan the monthly assemblies. So every school is really looking at how are we going to build that sense of belonging and those strong leadership qualities for our students. When we're looking in the area of learning and instruction goals are really focused on like Karen said unpacking and defining those core instructional elements through our model of instruction. How are we using our assessment practices to really inform as students are learning what we've intended for them to learn? Um building a student awareness for course pathways and opportunities. When are we having those discussions with students about advanced placements or what electives they want to take and what are we offering at the high school and in their junior
060high and what are those academic supports and how are we leveraging our MTSS practices to ensure students are getting what they need so they can access that core curriculum. What's next? Our next step is um our DEI committee will be meeting in August and we'll review the findings and identify potential district-wide next steps, communicating these findings um with our staff and our community. Each building throughout the year is going to provide this data um as they unpack their goals. So, if there's a goal around ensuring every student feels a sense of belonging, why are we picking this goal? what's the data that's related? Even here at ECS, they're going to ground to that equity audit so we all have a strong understanding and we're going to continue through building goal action plans to address each
061of the areas that were surfaced. We're going to continue to ask ourselves the questions. Karen said we have a lot of questions right now because we really want to keep to identifying those barriers so that we can provide these opportunities. So, we will be happy to take any of your questions at this time. Thank you. If could would you please go back to the the athletics followed by the music participation slides. Mhm. >> The just the question that I had from in comparing the two is there's the number for athletics and then it fast forward and then we look at 7th through 12th. But then if you go forward one more I may have misread it but but then when we look at music we then go 2 through 12. And my question was more
0627th through 12 because in the younger grades everybody is doing music or chorus. And so I'm interested from the standpoint of I was curious as to why we didn't have a 7 to2 comparison. So it's the same grade comparison for both. >> Um I the this music ensemble. It really is the the extra it's not the core curriculum music class. It's the students that are participating in the Suzuki program at primary. It's the students that are continuing with the morning ensembles in orchestra, band, and the coral work at intermediate school. >> Right. So the core is not part of this. >> No. >> Okay. >> Yeah. Just the extra just the extracurricular. So it's an addition to um what what is in music class. Yeah. >> No. Thank you. That makes sense. >> Other questions?
063That was the only question I had. >> I had one and I just thought it would be good information to have to look at the certain groups that are struggling academically and overlapping if they're also econ economically disadvantaged just to see because you don't want to pinhole somebody or a group. You know what I mean? Just this that information being presented like that could come off a little weird. >> Yes. >> Um but maybe it has nothing to do with that. something else or you know so and I don't know how we're going to intend to use that and the information is the information but I think that would be important >> any other questions a lot to unpack there but thank you so much for working with the U ofR and ensuring that we
064have this data so we can really start to make some meaningful changes for our students All right. Item 7E is we have a lot of trips to approve the cross country cross country team to Queensberry, New York for the Queensberry cross country invitational in September. The JV and varsity girls volleyball to Half Moon to compete in the Shannondoa girls volleyball tournament in October. the eighth grade French students to Quebec City uh in May of 2026. The marching band to Toledo, Ohio to compete in the Bands of America Northwest Ohio Regional uh in September. I think that's all of them. So yes, if I can have a motion to approve these trips. >> So moved. >> A second. >> Adam. >> All in favor? >> I. Any obstensions? Any opposed? Motion carried. All right. Item 7F.
065Uh after the policy review, um we are rescending the following policies. Uh from the Victor Central School District policy manual, everyone had an opportunity to review those. It's policy number 5400, 6,6800, 8,422,8500. Uh so I will also need a motion to resend those policies if there are no questions. >> So moved. >> Adam, >> you guys are having fun tonight. Uh all in favor? >> I >> Any oppose? Any abstensions? So moved. Um item 7G which we alluded to earlier um an update on the advocacy community engagement discussion related to funding. Dr. Terteranova. >> Yes. And I'm going to turn it over to Mr. Deloo Sha who joined me at the meeting on August 12th and uh because he had some significant input and I can give you the perspective and then I can chime
066in on anything that uh I have that might be a little different. >> Okay. Thank you. Yeah, the I I'll first read what the challenges before us that was presented. Um Dr. Turnova and Christine uh Griffin, our assistant superintendent for business, did a nice job in terms of uh laying out what the specific uh state of our district is. Uh so the challenge before us is how do we maintain the needed staffing and programming for a school district with stable enrollment trends while dealing with a deficit model between expenses and revenues. So the specifics that were offered were um basically with our state funding and other revenue sources uh compared to our expenses uh we're seeing a gap of uh two 2 to 4% um which is a challenge. So the what we're asking this
067committee to do is to identify ways to reduce expenses or uh find new revenue sources. Um so after after the presentations um we went to smaller groups and that's where some of the ideas came from. the, you know, one that I already talked about was the solar um option and, you know, another small group also talked about not only solar panels that we know exist, but uh roofing materials that are um actually solar panels, you know, and one the only one I can think of is the Tesla >> I'm sorry, >> Solar City. uh and whether those are applicable to you know put on on u buildings or structures in the in our district for the purpose of reducing uh expenses. Um also what came up was which we have tried uh repeatedly a couple
068of times the sales tax share in Ontario County the sales tax is 7 and a half our uh the surrounding counties are at eight. So what we have tried to do in the past is to convince Ontario County to go to 8% and even share that extra half a percent between uh the county and school districts within the county. Uh so that's that's another um option that we could pursue. A couple of other interesting ones that came out of the small group I was in was um adding a fee for housing starts or a fee to building permits. uh that would go to school districts. Um there's a a similar fee that's actually added to I believe the permits right now for um recreation and parks at least in Farmington. I think that perhaps they
069might do it in Victor as well, but um so trying to get you know those kinds of fees that might generate some revenue for the district as well. Um, another idea was a cell tower as a revenue stream. You know, um, we have buildings that you can put a cell tower on, uh, and you can generate revenue from renting that, uh, facility for a cell tower. Um, there was there's was also an example of using EV charging stations for automobiles as a revenue stream. you know, you would have a bank of of um EV charging stations on campus for people that own uh electric cars like me to come and and charge your vehicle and charge them a nominal fee that would go to the district. Um, one thing we're not sure about is advertising,
070you know, like at on sports fields around the fencing or on buses, you know, whether or not that was doable, but that could be a potential source of revenue as well. So, those those were some of the ideas that came out and, you know, next step um next steps will be uh the district is going to send out um a survey. Um, is it a survey or I forget what you call it. >> That's fine. I'd call it >> survey to identify these kinds of ideas and anything else that people may have thought of after uh um understanding the the position that the district is in and what other ideas that um may have come up or or they thought of after after the meeting. So, uh, subsequent meetings would then, um, uh, talk about,
071you know, what potential revenue, uh, streams may be out there and, uh, reductions in, uh, expenses might come out of some of these ideas. Um, so, Dr. T, I'll let you fill in some more details on what I may have missed. >> Uh, I think you did a great job covering it. Um, which is why I I turned it over to you. Uh, I would I guess I would only add the group makeup was extraordinary. Uh, we ended up having in the middle of the summer 17 individuals be able to come to it. Uh, as you know, I think we have about 28 or 29 who have officially said yes, they're going to do it. And certainly not everybody can make the meeting. We actually had one somebody who was on on the speaker phone
072the whole time and did a great job as well. But we're going to make sure that every one of those 29 people gets all the information that the board got and that was given in that was talked about in that meeting. I would just say that the the objective of the meeting was actually just to give an overview of our financial situation and as Mr. Doo just said the the group went way beyond that in the hour and a half. It was so they all those ideas weren't even part of the plan of the meeting. They just started to come and percolate. So I wanted to I just wanted to mention that um the group also knows very much that their their role is to come up with these ideas, consolidate ideas, be a think
073tank for the board to then vet and make decisions about uh they know their role is to come up with the ideas uh and then send them to us, especially the board to to really make decisions about what might work and what what won't. And even if one or two things ends up sticking out of this work, that could be one or two things that saves us millions of dollars andor shared expenses across um across different areas. Um so we're going to have we're looking at two to three more meetings. We're going to decide whether they're going to be Zoom or in person. Uh we're also going to uh share the notes that uh Kim Dole I was thankful that Kim was there and she was able to take the notes. will obviously share them
074with the board as well. And um a big thank you to Mr. Deluchia. It was great having him at that meeting. Uh he's got a ton of respect obviously in the community and he was able to give the present stuff that's going on in relation to what a lot of the community members either didn't know or we also had some former board members in that group that were then able to add insights from their experience. So just a big thank you to Jim for the numbers. How many folks did you have total at the meeting? >> I think. I'm sorry I didn't hear the question, Adam. >> What were the total numbers including you and and uh >> not counting just of individuals counting Tim there be there were 17 that were able to there
075actually 18 if you count the person on we should the person on the the cell phone >> you count >> um and then Christine did a great job uh helping to explain everything and uh Kim was there and I was there. The one more thing I I forgot to mention but intrigued me uh a bit was one of the one of the members at my table uh does manages donors uh highprofile high you know rich people basically for uh the U ofR and he had some ideas about how we could potentially do that for um our district. Um when I leaned over and talked to him, I said, "Would you, you know, he was telling me about there I have this uh membership sheet that he handed me on how you go after donors for
076um different, you know, like a charitable trust or a gift annuity, these kinds of things, which I don't I have to admit I don't completely understand." Um I said, "Would you be willing to do a presentation?" He said, "Sure, I do that." So that's something that we can think about as well. It kind of intrigued me that, you know, there's people out there that may perhaps uh want to give to the district and we should take advantage of that >> and you could tie that to the alumni. >> And that's kind of where they go basically with with their alumni at the U ofR. Yeah. I would just add too, it was a great opportunity for different constituents to join together. We had the foundation leadership there, a lot of discussion about the alumni leadership,
077just community leaders across the board. Uh even a couple individuals on the group that don't have kids in our district, but do a lot of work with our district. And all these ideas that are going to be generated, I think, are are going to be very helpful to us. Any other questions? It's great that we had I I mean I think it's summer. It's towards the end of summer and to have a turnout of 17 18 people is is I think that's a pretty healthy number to start. Um, and I look forward to hearing more about what we can do. >> And and down the road, I would just be interested in what it is from the board of education, the superintendent's office as far as a communication of gratitude, >> right, >> to everybody
078who was there, the ones who are still there, the ones who said yes, just to to extend that to them. So >> definitely we have to do that. Uh, quickie, I think some followup maybe would be rules and regulations for I think um the fundraising. What What can we do? I'm not even quite sure we can do that. I hope we can. And then um putting banners and stuff up because some schools do it, some schools don't. They say there's a rule you can't, but some schools don't care. >> The schools that don't care got a lot of good stuff. So >> our Yeah. And our kind of mantra to the group this week was because people started to talk about well what can we actually do and what can't you do as a school
079and we said listen just suspend the judgment on what's legal. I didn't mean it like illegal, but this that all the all the nuts and bolts around what we can do and can't do and just come up with ideas and then it's our job to vet those ideas and decide and then ultimately make decisions on both what's appropriate and what's not appropriate and if it is appropriate, what does this board feel comfortable doing and believe are good ideas. So trying to generate as many ideas as possible from this part of it and then kind of filter them through the board to and the experts among us around what we can do. >> Good start. Thank you very much and thank you Mr. Deluchia for attending and being a part of this group for us. Uh
080okay. Item 7H, selection of board of education committees for the 2526 school year. Um Kate was kind enough to send out the descriptions of each committee and then uh who was currently serving in last school year. We did realize as we were sitting down that there are actually two committees, the Boseies leaison and alternate and the advocacy committee that are board leadership. So those uh Elizabeth and I will will jump on for the 25 to 26 school year, but the others we uh will go through one at a time. Um we will start with the athletic hall of fame committee. Dr. Parks has currently been sitting on that. We do know that's a three-year term with the potential limit of three consecutive terms. >> I love to do >> You would love to do it
081again. Is anyone else have an interest or are we deferring this to Dr. Parks yet again? >> I I'm fine with that with Dr. Parks. >> The only one I was sitting there saying I really really want everything else is >> all right. If no one has any issues with that, Dr. Parks will remain on that committee for the 2526 school year. Uh there's the audit committee. Uh this past year it was uh Mr. Adams, Mr. resolution myself on that committee. Um I don't know if there's others who have interest. I will say for me personally, I feel my skill set fits well with that committee. I I this is what I do uh in my day job. So I I like being a part of that. Um but if others have an interest obviously,
082please speak up. I would be happy to do it, but if I would defer to someone else if they want that opportunity, you know, it's it's something that's pretty interesting. Um, so step up if you so want to, but [Laughter] >> asking if you want to take it from >> Well, I I'll take the X factor out. I'd like to remain on the committee. I think it's important to have some consistency and we've got a lot going on. >> Yeah, I'm the one that's deferring if someone else wants to jump on with Lisa and Brian. >> I'd like to stay, but >> we're doing audit, not policy. You're on policy, right? Or are you on >> Yep. audit committee? >> We're on audit. >> I thought it is Brian, me, and Lisa. We're already on.
083I bet. I bet. Anyone else want to do it? Otherwise, I'll do it. >> You're staying on then. >> I can't. >> Oh, that's right. You can't. Yeah. So, >> you can't. That's right. >> Not allowed. All right. So, those three committee members will stay the same for 25. Uh, as we said, both leazison and alternate are board leadership. So, that will move from uh Mr. Ducha and myself to myself and Mrs. Mitchell. um the district-wide school safety team um and alternate currently that has been Mr. Snyder and the alternate was Dr. Parks. >> I mean I would totally vote for you to stay on that >> if you want to. I'm happy to be the alternate unless someone has strong desire to. Anybody have strong desire to timid anyone >> eyes are making this
084all too easy? >> All right. >> I run with scissors so I can't be on. >> Oh, we don't want that. Right. >> Um facilities committee has been uh Mrs. Mitchell and Mrs. Prescott. I know there wasn't as many meetings last year. >> None. >> Right. because of what's going on. So, I know Elizabeth had said to me prior to this meeting she would like to stay on. >> Yeah, I'd like to see what a meeting is. Sid hasn't >> Oh, we're going to definitely have a meeting. I can't tell you exactly when, but we have to. >> Yeah. >> As a as a to really help with the capital project uh progress. >> Does anyone else have a major interest? Otherwise, should we keep that the same? >> I have interest if one of
085those two of her doesn't want to. >> Yeah. And if you're not gonna meet for the whole year, I have interest as well. >> I would like to stay on it. I am interested in facilities. I asked about it all last year and kind of didn't get straight answers. So, I would like to stay on it. Obviously, Elizabeth's not here to >> Yeah. I mean, Elizabeth was open on that one, too. So, I feel like if if Adam or Brian really one of you really >> I was joking. >> You were totally joking. >> I was being serious. >> Okay. Um why don't we throw down Adam for now and if if there's you know an issue with that when Elizabeth returns we can talk about it but she was open to someone else taking
086that role knowing that we have a couple other committees we have to sit on. >> Yeah she's on um graduates of distinction has currently been Mr. Adams. We need one member that is also a three-year term and can be two consecutive terms which you have not hit yet. um >> three-year term, but I joined this committee last year, >> right? So, you could Yes, you're fine. Term two. >> So, you would stay on for another >> You could serve consecutively. Yes. Until a third year. >> Oh, great. Let's just let's keep it going. >> We're going to roll that. Okay, >> sounds great. uh inquiry program representative. Carol, you were on that last year, I think, with a lot of your I I mean, I would say I'm not forcing you to stay on something,
087but you've got a lot of experience with our inquiry program, so um I think that's helpful, unless anyone else is oodling. No. Are you good with that? >> Yes. >> Okay. uh the Monroe County District Operations Committee. It is um two members, one in an alternate. Uh this past year it was Mr. Deluchia and the alternate was Mrs. Mitchell. Are you feeling Mr. Deluchia? >> Again, my goal this year is to offer opportunities to anybody who wants it. If not, I'd be happy to serve. >> I think you're staying there then. Uh the legislative committee member was also you with um Adam being the alternate. Oh, I skipped uh sorry information exchange that was next which was also you and I. Um that was you and I last year. Tim, I would love to stay
088on information exchange. It actually works during my day because they're always at noon. I can join, you know, I try to get to them in person, but I will jump on the Zoom every week. Um, and I just I find them all very interesting. >> My understanding too was there's the committee membership. >> Yep. And then anyone can join those. >> Anybody can show up to it >> 100%. >> Right. Okay. >> We just have to assign people, but yes, anyone can call in for information exchange. >> Anyone have an interest in joining that? Otherwise, Mr. Mr. Deluchia, if you want to swap and I'll be the member and you be the alternate there. >> Give you a little break on something. >> Okay. So, we'll swap those two on information. >> And then legislative,
089we had Mr. Deluchia and Mr. Snyder is the alternate. >> I don't know if I did anything with that this year. So, if somebody else wants to jump on, that would be >> that. I'm just being honest. >> I would I I'd be interested in jumping on that. You want to stay on with me? >> I could. Sure. Do you want to swap again? >> Sure. I can swap again. >> You be the lead and I'll be the alternate. >> Sounds great. Um, all right. Next one. Policy subcommittee. It's two or three members. This past year it was myself, Elizabeth, and and Adam. I I I've just taken on two committees that I have to sit on as board leadership and three others. So, I am willing to walk away from policy. Plus, I also
090think we're in a really good shape and so it's it's an okay time for me to depart and someone new to come on for the next steps. Anyone interested? >> Is Brian on or not? >> He's >> I was an alternate, but I think I'm going to rotate off. >> You're going to rotate off? >> Yeah, >> I'll stay on. >> You want to stay on? We don't have to have three, so it can be you and Elizabeth. And if someone else wants to jump on or attend on occasion, >> I'll stay on that one then since like anybody's jumping on that one. All right, we'll keep that with um Elizabeth and Adam for now. Technology Committee, I don't know if we ever met, Ryan. I'll be honest. >> We did meet um >> once
091last year. >> Yeah, I don't know if we need to uh do is there a reason we've designated two members? I'm not sure what the board members contribute to those. I'm sure we can talk about offline, but I think one would suffice. Would you like to stay on that committee? >> No, but I think one committee member would suffice to have them on the technology committee. >> Yeah. I mean, >> I'm not sure we need to. >> I I don't know if we need to and I don't know if we're required to have two. I'm not seeing that anywhere. Um it's, you know, I'm happy to stay on if if we need someone to stay on it and I will do that unless no one else wants to do that. >> I would suggest that
092whoever's on that has a reasonable background in that field. >> Yeah. which is like partially but not like a huge part of what I did. >> So this would be my second time on the committee my second year. >> So is there a term limit? >> No, there's the term the term my understanding the term limits are on hall of fame graduates of distinction. >> Yes, because you're nominating people. >> So this is the reason why I didn't jump on policy because I thought I was probably going to have to stay on tech. No, you don't have to stay on tech, but do you want to jump on policy because we can have >> I would if if someone else would be willing to take tech if >> I'll take tech. All right, >> you
093jump on policy. >> That works. >> See how well we do this >> time for your day job? >> I mean, maybe we'll see. >> Let's not forget that some of these meetings like are, you know, they're once every couple. Like I I'll call, you know, I'll call in favors if I need help. Trust me, I'm not shy about speaking up if I'm feeling overwhelmed with my duties. Um, and then the last is our visual and performing arts hall of fame. Again, that's a two-year term and a limit of two consecutive terms. Carol, you did it last year, so you can stay on for another year if you would like to. >> There we go. We have done our committees for the 2526 school year. That was impressive, folks. If no other questions. All right.
094Then item 8A, Monroe County School Boards Association membership dues. Oh yes, people want us to pay dues. Um, we will need a motion to accept those dues for the 2526 school year. So, if I could have that. >> Just a quick question. Is are the dues based on like the size of the district or is it just all a standard fee? >> Just curious. I don't know, but I can look at that. >> Yeah. Like I I still to do it. But I was just curious how >> it was within a couple hundred of what you paid last year. >> So, but I don't know if it's based on the size. I can ask. >> Yeah. >> How they come to that number? >> Yeah. Is it just like everybody pays the same amount or
095is it percentage of, you know, >> you know, by the enrollment numbers or something? I'm just curious. >> It could be on enroll. It seems like that would make sense. You wouldn't ask a smaller, right? But who knows? >> Just curious. >> Good question. Uh, can I have a motion though to accept the dues for the year? >> So moved. >> Dr. Parks. Second. >> I'll second that. >> Thank you, Carol. All in favor say I. >> I. I. >> Any abstensions or opposed? Motion approved. Uh 9A. Upcoming events. Lots of upcoming events. Next week we have our new educator orientation on August 19th. that's in this room starting at 8 a.m. All board members are invited if you are available. Uh and then uh 9B is the superintendent's com conference day. That opening day
096for staff that Dr. Terteranova spoke of in his superintendence update is on August 27th um at 8 a.m. And hopefully uh some board members can join us there as well. Um we do have a board workshop. I'm going to throw that in here on August 28th as a reminder and our two student board representatives will both be able to join us which is very exciting. Um actually Dr. Teranov and I just attended a training with them on Monday evening. They're they're great. They're excited. Um and uh I'm really happy to have them both on board. I think it's going to be um really great to learn from them over the course of this year. uh 9C, our next board meeting is on September 11th at 7:15 and then the NISPA annual convention is October 23rd
097through 25th. I believe it's just myself, Carol, and Elizabeth attending. Okay, so we will hunker down in New York City for a couple of days and bring back information once we are there. That is it folks. So I am going to ask for a motion to adjourn. So moved. >> I'm the one who normally t does that. So someone else is going to do the uh second. >> Adam. >> All in favor say I. >> I. >> Any anyone oppose or abstaining from adjourning tonight? All right. We're good to go. And in the spirit of Mr. Deluchia, we have had a meeting.