BCSD Board of Education March 23, 2026

001Call the meeting in order. Everyone stand for the pledge of >> allegiance. To the flag of the United States of America and to the republic for it stands nationy and justice for all. All right. So, before we get to our guests here, we're going to do a couple things prior. Uh, we have public to be heard, but we do not have any. Right, Charlie? >> All right. So, we're going to do some good news from the district. Uh, first up, >> what? >> Okay. Uh screen, please. >> So, we have >> Thank you. >> Couple throwbacks. Uh a couple thank yous went out to coach Velts and the varsity team, Kerianne McBride and the BMS Honor Society students and our SRO's who did a uh fundraiser. Was that for the Olympics? The special Olympics for

002the polar with their polar plunge. So, that was two years ago. Uh some new ones for this year. We have Mrs. Nutaro, our principal at Jackson for Andy Martin, built our students a new lending library that sits outside Jackson Primary. The old one could not withstand the weather elements and Andy took it upon himself to make us a new library. Thank you, Andy. I know our students appreciate it. Uh let's see. We're going to skip ahead to Mrs. Fix from Robert Morris. Thank you to Eric O'Donnell for always going above and beyond for our students at Robert Morris. Every day is filled with new ideas and exciting activities. You are the backbone to our school. Work behind the scenes to help ensure that our school has the brightest of days. Thank you, Erica. Make the

003impossible possible. And to John Kennedy, I'm gonna screw up on his last name. G >> Thank you. Uh from John Kennedy, a giant thank you to our nutritional services staff. They provide applesauce and cornbread for all of our second grade students to taste as we celebrated the curriculum of our wit and wisdom unit about pioneers traveling west. Uh let's go to Mandy, our art teacher. The annual K through2 district art show is now up for viewing at the Richmond Library through the end of March. There was an artist reception for the students, parents, and community members that were just this past Friday. So, we encourage our community to get out and take a look at those. Uh, let's see. How about library media specialist? The last one there for I'm going to screw up his

004name, too. Congratulations to Gideon Bradley, who won the prize basket for submitting his blind book date review. In celebration for Valentine's Day, over 600 books were wrapped by the middle school spying support staff. Then clues were written about the contents of the cover. Students chose them based off the information, read them, and then submitted the review for a chance to win. So, congratulations to him. There is some more listed on the website if you want to take a look at those. All right, so next up, we have a some special guests here with us a second time, right? All right. So, we have our girls 4x two relay team who just won their second state championship. When was the last one? July last year. I think you guys were in Was it in June you

005came into the July meeting? >> Yeah, June. >> Excellent. So, we got a little video that I want to play that Mr. Smith sent to us. 7 9 8 7 6 5 4 3 2 1 zero. >> My name is Addison O'Donnell. We race the 4x200. >> My name's Ella Shamp. >> My name is Noa Thomas. >> My name's Chris Mescott. >> Um really close with the first three legs and then Rose just kind of kicked it out and got the win for us. >> It's so surreal. It's such an exciting feeling. Like there's no better feeling than winning with people that you trust and that you have worked with all season. So, I really think that our hard work showed. >> Um this is our second uh state championship title and we're always pushing

006each other and like boosting our confidence and like that helps us win more. >> Yeah. So, practice. We'll make sure we're uplifting each other, trying our hardest, going 100%. We practice like we run every time. We're always, no matter if it's handoffs, strides, anything, we're always getting 100% social. >> Um, definitely the team bonding part and just like having things to like get closer and having that bond through on the track and off the track. >> I think a lot of people don't see how much work that our coaches also put in to working with our relay. It's really important for them and for us to trust them and we do a lot of stuff with them to make sure that we're ready. When there is a bad hand up, we all uproot each other

007and we know that we're going to bounce back from that. Even if it is me day and we have a bad race, we know that when it's time to um our track program is a very dominant team. Every team knows who we are. They when we walk in, teams are like, "Oh, Betavia has all of their athletes." We walk in and we're ready to compete. So, I think it's really an exciting but like uh dominant moment because we put in the work. Everyone on our team does, not just us. And I think that shows that means when we blow teams out of the water like us winning so much makes us want more. Everyone, >> I think definitely don't let your mistakes define you and learn from it. >> I think embrace every moment, every

008up, every down. It's very, it's a learning experience. Not every meet's going to be perfect and you have to be able to move on and keep competing even with the bad performances because at in the end, you're going to do what you want to succeed in. I think the mental block in track is the toughest part. So, once you really find like your event that you love showing up for and love stepping on track for and want to And if you got it, that'll help you throughout your whole journey. Um, and just stay positive and don't just worry about worry about the friends. >> Very nice. >> I want to say on behalf of the board, we want to thank you girls. Um, you guys represented your school, our district. Amazing. Um, I I can

009put Mike on the spot here, Mr. Brownley. When's the last time that's happened to state repeats like >> Have we had anything? >> Um, Sheldon. So, Sheldon for outdoor and then very rarely. >> One one boy and then this group of four young. No pressure to get a third then. >> So, we're very proud of you. Um, by the looks on your parents' faces that you represented your families very well, too. So, thank you girls for for doing that. Um, being a student athlete is not easy. Uh, trying to keep up on your your school work. Uh, going this long into a season, having to deal with coach Burke, I'm sure, is not easy either. Um but uh that's a just stands to your character, your determination and your dedication. So thank you girls very

010much. So we have a certificate for each of you. Uh first up, Charisma Wcott. >> And we have Addison O'Donnell. Congratulations. and Thomas. Congratulations. And Miss Ella picture. Perfect. Congratulations. So, who was the relay? Who went first? What is it? >> Okay. And then you brought it home at the end. >> Excellent. Well, thank you guys very much. Coach Buck, Coach Burton, anything to say about that? Why? History. >> Excellent. >> They're just they're an amazing group and uh sky's the limit for these four. Well, thank you. Uh, thank you girls again. We'll get you out of here early so you can get some free dinner off your parents for >> Thank you, girls. >> All right. So, >> so big shoes to fill the follow on that one, Mr. Kesler. >> I know. Come

011on. >> All right, we have Mr. Kesler up for our John Kennedy and uh excuse me, and Mrs. Jordan Bryant, our AP for our John Kennedy group. Our I'm old enough to remember those girls when they were in second grade. All right. Well, thanks for having us tonight. Uh we have our JK update. I'm Paul Kesler, principal at John Kennedy, and this is Jordan Brandt, our assistant principal. So, we're going to uh tag team together. We're going to do a little bit of different presentation tonight. We wanted to um walk you through a little bit of what a typical um professional learning team uh activity might look like. So, um Mr. Smith had uh I don't know a couple weeks back said that his his dream was to uh to have the board uh get

012to ch get a chance to walk through what one of those meetings would look like. And I said, "Well, maybe I can make your dream come true tonight." Um so we'll we'll abbreviate it, but we're going to give you a chance to uh look at some data that the teachers would look look at and talk through that tonight. Uh but we'll do a couple of um overview highlights from Jenna Kennedy. So, um, so we're going to start with a a video that, um, our coach, Jen Sloan, worked on with, uh, Ally Elliot and then with us on the content, um, just to give a little bit of an overview of our PLC work at John Kennedy. The guiding coalition team meets twice a month to support and strengthen instructional practices. Last month, the team analyzed

013Luis Cruz's tight PLT rubric to evaluate the effectiveness of their professional learning teams. Members discussed their findings as a whole group and identified clear next steps for improvement. The team decided that each PLT will also complete the rubric to reflect on their own practices and guide future growth. The second grade PLT celebrated the end of the module with an engaging hands-on learning experience for students. Students rotated through themed centers, including quilt designing, covered wagon rides, and Oregon trail activities. They also participated in a marble game and taste tested applesauce and cornbread to connect learning to real life experiences. The celebration provided an interactive way for students to apply and extend their understanding of the module content. The third grade team began unpacking essential ELA standards to build a deeper understanding of the expectations for student

014learning. They started by examining module one of wit and wisdom, identifying where the essential standards are taught within the lessons. The team chose this module because they are familiar with the content and lessons, allowing them to efficiently begin the work and get a head start for next year. Next steps include developing common formative assessments aligned to the identified essential standards. The fourth grade team has been working to reach consensus on a common formative assessment for standard 4. NF.1. The math instructional coach first reviewed and vetted potential assessment questions before bringing them to the team. The team then analyzed each question together, discussing and critiquing them one by one. Team members provided suggestions. The math coach revised the questions and the team is continuing to review and respond to the updates via email to reach final

015consensus before their next meeting. The guiding coalition identified a tier one concern in third grade related to students mastery of foundation skills. An intervention inventory was administered to all third grade students to determine which specific skills needed additional support. Reading teachers used the data to group students and provide targeted support through level one and level two foundations intervention groups. Special area teachers reviewed the real criteria to identify the most important essential standards within the fifth grade standards for their content areas. Teachers are currently unpacking the selected standards to gain a deeper understanding of the skills and concepts students need to master. Teachers are also beginning to design lessons and plan instruction aligned to these essential standards for implementation next year. Okay. So, that just gives you an overview of uh some of the work that

016we're doing. We're going to refer back to that uh a little bit. One of the things that you saw was that um it was referring to Foundations, which foundations is um our phonics and phmic awareness program um kindergarten right up through third grade. Um and um and so uh we're struggling with some of that data. So we'll talk a little bit later about how we use our PLC process to um make some adjustments with that. Um so we're working on our strategic plan. Um and so but we did want to highlight uh you know some of the holistic fun things that we have going on at uh JK. So Mrs. Brand's going to highlight a few few things that we've been working on this year. So, we've had lots of great um family and community

017events so far this year, as well as some great events um for our students that happened during the school day. So, um one of the events that we ran back in January um as an incentive when students took their I Ready benchmarks in January um was we called it crushing I Ready um and so Mr. Kesler and I got full orange crush costumes um and we did an incentive for all the students who showed improvement on their assessment. So they take these benchmarks three times a year, September, January, and June. And so we weren't necessarily looking for the students who had the highest scores, but the students who showed the most improvement on their scores from September to January. Um, and we treated all of those students to orange crush ice cream floats in the

018cafeteria um after the benchmarks were over. And that was a real hit. Um, and then another really fun program we've got going on right now, um, is that our steam teacher, Melissa Clander, has been working with, um, the Jennese County Economic Development Center and Chris Pulley to help some of our fourth grade students, um, create their own comic universes and comic characters. Um, so that's been a really fun opportunity for those students um, to showcase their creative side, but also um, hone in on those steam and tech skills as well. This is okay. Um, so this is just kind of a snapshot of what student discipline has looked like so far this year. Um, as of putting together this presentation, we have received 196 total discipline referrals on the school year so far. Um, you

019can see the majority of those that we're dealing with on a day-to-day basis are bus referrals. Um, that's pretty similar to the data that I showed you last year. Um, you know, the bus is just a harder area to monitor. um there's less less adults present. Um it's not our GK staff that's present. Um so just a little bit of a different environment there. Um and then you can see some of the other um areas that have been kind of heavily hit this year so far um with referrals. All right. So our our theme is challenge accepted and uh we use it quite often. We want our students to be able to do hard things, but uh also that means that we as adults have to do hard things too. Um and so um as

020uh Jordan and I were thinking about uh what are some of the challenges that we're working on um at John Kennedy is um obviously we're starting to think about um the best way to transition our fifth graders um back into an elementary setting. Uh and so um we've already started to to uh for that. Um, you know, it'll probably be a little bit of an adjustment for for the teachers to move from maybe a middle school style to an elementary style. Um, but, um, we know from the parents that we've heard heard, um, and my personal opinion is that fifth grade, fifth graders are really still elementary students. And so, um, we're excited about that. Our students really won't know any different because it's our current fourth graders. So, it's not like they've been to

021another school and are coming back to one. um you know but uh you know definitely like fifth graders are heading into adolescence so there's you know some different kinds of challenges um that are coming along there and so um we're working on that um and so you know we're even you know looking at our our discipline systems um to make sure that that we're prepared for any challenges that um come with that. And then um last year we were really proud of getting the designation of a promising practices uh school that required a an application that we had to do and they looked at our student data and um our growth. And so um the next step in the process is after um typically it's two to three years of them looking at your program

022and data um looking to be a model PLC school. Um, and so, um, I think that's a realistic, uh, goal for JK. Um, you know, and we're we're really excited about the work that our teachers are doing to help us move in that direction. >> Mr. You mentioned discipline systems and the last slide was the referrals. How is that verse last year? Is that comparable last year? Is it up? Is it down? >> Yeah, it's very similar to last year. Um, you know, one of the things that, um, really proud of, like we call it our student support team, um, so it includes Jordan and myself, but it's, um, also our counselors and social worker and such. Um, is to really try to work with teachers on the front end. Um, you know, and got

023one of our teachers here, but like, um, our teachers are really good in saying like, listen, you know, so and so has really been struggling at lunch. you know, seems to constantly have have drama and what have you. Would you come down and work with me on that situation? And so, um, you know, and actually Mr. Moo and I were were talking about, um, that really the best way to do it is for it to be a collective effort where the teachers aren't saying that's the administrator's problem and for the administrators to say teachers need to handle all this on their own. um we would be collectively working on it, but it's it's pretty similar to last year. Um terms of discipline, probably our biggest challenge is the segment of kids that really struggle with

024regulation. um you know and so um it's maybe not necessarily like an individual conflict or moment but it's you know um you know really trying to when they emotionally like can't handle a letdown or something like that and our team responding to that. So um that doesn't necessarily show up in our discipline numbers but it you know does show up in our day-to-day support for students. Do you find the the cooperation with the the families? Obviously, we're contacting them with with this. Do you find that the cooperation's there with the families? Are we getting them, you mentioned the administrators, the teachers, are we get bringing in that third branch there, the the parents, and getting them involved? >> Yeah, most of the time. I mean, um, you know, one of the things that we're finding

025is that, um, more and more parents are saying, I'm having the same struggle at home. um you know they're they're looking to us for resources. So um you know often you know they're saying like yeah I've been seeing this for six months Mr. like you know and so um you know so I think a lot of the work is um you know um parents need help you know there's been a um you know just a lot of lot of changes in terms of society and such and um you know kids struggling with things that maybe I had seen more um you know a 13 or 14 year old struggle with that now we're seeing a seven or eight year old Um, but I I I think our parents are looking for help in a lot

026of ways. Um, you know, maybe some of them aren't, you know, quite as skilled and so, you know, they they need a partner a lot of times. Okay. >> What am I? Did I cover it? All right. >> Yeah. Okay. All right. All right. So, what what we wanted to do tonight is um to just do an abbreviated uh PLT meeting with you. All right. So, you're the teachers tonight. Um and so, uh Jordan's handing you um some student data um that often we would look at at the beginning of the meeting um and um there would be some problem solving there. So, I'm going to let Jordan kind of walk you through uh the process that we would use, but you're going to need that data in front of you because you're going to

027be making some assessments on what we might need to look at. >> I know the print is small. I'm sorry. I got it as big as I could. >> I got it as big as I could. Um, okay. So, what I have up on the screen right now, make this a little bigger if I can. So, this is the agenda that all of our um grade level PLT meetings as well as our reading PLT and our special area PLT use every time that they meet. Um so, some of the things we're not going to kind of use today in our simulation are um all the members present would be assigned roles. Um the facilitator, recorder, timekeeper, and then active participants in the meeting. Um they go over the team norms every meeting. Um this was

028something that we actually found in year three we had kind of drifted away from um and so we've kind of made a big effort this year to go back to reading those team norms and going over them at the beginning of every meeting because it does make a big difference in kind of just the culture and feel of the room um before the meeting starts. >> What's the team norm? >> So the team norms are listed right here. So being respectful of the start and end times of the meeting, presuming positive intentions, um being an active participant, avoiding side conversations, using electronics, um and then being solutionoriented and open to new ideas. >> That's for the members of >> Yeah. So um all of our different teams have these same norms that they use every

029meeting. We use these for our district or our building guiding coalition. Um so there's four PLC questions. Um I've highlighted in blue are kind of where we're going to land in the data that we're looking at today. So, how will we know when they've learned the material? So, for the data that you're looking at, it's foundations data that Mr. Kesler had referenced before. So, our benchmark that actually foundations gives out for mastery of the content is 80%. Um, so we want 80% of our students to have achieved 80% on their assessments. So, that's how we'll know they've learned it. Um, and then question number three, what will we do for the students who haven't learned it? Um, so that's kind of the big question when we're reviewing data that our teams are looking at is

030where do we go for our students who still haven't mastered this material. So that's kind of where we're going to land today. And then in the four-week PLC cycle, this particular simulation meeting would kind of be week four where we're looking at data um and discussing it with the protocol, which is the other sheet that you have in your hand. All right. So, the data that we have shared, maybe it'll be easier to look at on the screen. I'll kind of blow it up, too. All right. So this is foundations data as I referenced earlier. Um so there's students one through 10 here. Um and it breaks down each and every place where they could have earned a point on their end of um unit assessment for foundation. So blue one means they got it

031correct and earned that point. The only other option is red zero. So there's nothing in between. They either got the point or they didn't. Um, and then their average score for the assessment is over here in the right hand column. So, what we'd like you to do is on the data protocol form that I passed out, we're just going to kind of live in these three questions that I highlighted in yellow because we could be here all night if we spent time looking through the whole form. Um, but if you could just take a few minutes kind of looking over that data and answer those three questions on the bottom there. So based on the data um what do you see different from student to student? Just kind of what do you notice? Um what

032are the implications of this information? So what might this mean moving forward um instructionally? And then what's the plan? Where do we go from here? So we'll give you a few minutes to kind of look at that data and I'll put it back up here too so it's bigger for you. This is third grade data. >> Third grade data. Yes. Um, so this is actually from one of those targeted intervention groups that we were talking about in the video that were developed when we looked at the tier one third grade data. when it comes to so I understand sounds words trick words what is marking >> yeah so so marking is uh students indicating that um that they know which sounds are coming together so like brunch you could see is like you know probably

033you noticed the trend that like that was the one kids fell down on um quilt >> and and you know so that they would mark up that this the ch is creating its own sound >> and that's in there um that the the B and the R to get you know can be scooped together and so uh that marking is important because it's telling the teacher um does a student just know the word brunch or do they know like the individual sounds that are in brunch That was a good notice on, you know, that that it was the same word, but like that the kids got the word right, >> but how they mark it up. >> We can kind of start some conversation if everybody's ready and if not feel free to just chime

034in when you are. But um if we just start by looking at um that question one. So how does the data differ from student to student or just generally kind of what did you notice while looking at the data? >> Yeah, >> I was thinking student number 10 maybe was either absent or had like a major family thing going on and just couldn't focus and concentrate >> or they know the words but don't know how to scoot them together with the way she's describing it. So they can they know the word bunch, but when you're asked to chunk it to mark it it together, they can't do that. But they know what the word is. >> Yeah. So they might know that word by sight um just by memorization, but that they can't or how

035it fits in >> break that down. Yeah. >> Um >> you need to retach the bunch thing. >> Yes, agreed. So a piece that our teachers really look at when they're looking at student data is what does the whole class need to be rettaught and what do just a few students need? Um because those whole class pieces tell us, okay, we've got to kind of backtrack for a minute here and look at the big picture on that's a reflection of me as a teacher, right? As opposed to that individual student um just not quite grasping that concept. >> And that quilt um word, half of the students didn't understand that lesson either. >> Yep. So that's another one that I would say like whole group, we've got to go back and retach that. Um Would

036you anticipate that you would give the student number 10 individual teaching? >> So, because because this represents a group amongst a lot of groups, um it's going to lead us into our next uh slide in a minute on what we do with our win time. >> Okay. >> But that that's the natural question is like what do you do with student number 10, >> Right. Um >> but then what do you do with one and two? Because it got it all. >> Exactly. Right. So yeah, so that leads into wind time too. That's why that time's differentiated. So um >> so we could just segue into time. That's probably good. >> Yeah. >> Um you know, so there and those were good discussion points is like when you're looking at data, you're you're almost asking

037questions wondering like, all right, did this student miss a lot of school? Is that why like he or she missed it? Or, you know, um is there sounds they're not hearing? retaching that needs to happen, you know, and so those are all part of the discussion on what do we as teachers think like are the reasons, you know, and then um them breaking off and saying, "Okay, what do we do for the students that already know it? Um because, you know, you could see there were four students on there that like right across the board um got all the points that are there and that's what we use our win time for. Um and so um we have a 30 minute period of time uh for English language arts wind time every day and for

038math wind time every day. Um and we actually started wind time I'm going to say about 12 13 years ago. Um so uh before even the PLT process um but the same concept of um you know how do we create a time where the students that already know that right are allowed to extend in the standard at the same time while supporting let's say student number 10 and a similar group. Um, and so, uh, during our during our win time, that's when, um, we have about seven or eight teachers at each grade level. And so, we're kind of able to split the group in half and then have our AIS, uh, reading or math teachers in the mix so that we can create some groups um, based on what they might need. And so um

039and actually this group that you saw right here um are actually um because this this is a past standard for most of the students and so we said let's put them in this group. So on a good note like a lot of effectiveness had happened that these students are now passing this unit but then there's still that some that are not getting it. And so that allows us um when we regroup to say all right student one and two might be ready for a different grouping. the next time, you know, while student 10 and I think like students six and seven, you know, um might still need that additional >> but this is data only from one teacher. >> Yeah. So, we're just giving you an example of that. >> So, in that general discussion,

040they each of the people that are in that teachers that are in that group would have this broken down by each of the other teachers also. >> So, is that when a lesson. Let's say for lack of knowing all the teachers names. Yeah. Miss Smith um had all of her kids learned the bunch thing. >> Would she then do a lesson for a teacher, help this teacher who was having the issue with the bunch kids? >> Um best practice. >> Yes. So she might I'm going to give an example without naming names of um a situation where we had a we had a newer teacher um that said my my students this wasn't on foundations but this was on um answering short answer questions just aren't seem see seeming to like elaborate on their answers.

041Um and another teacher and I will name his name Mr. Moo that said hey this is what I have my kids do. Um, I have them, you know, I take all the names off of them, off of them, but they have to like peer assess. Why don't you come over to my room? We'll we'll tag team together. So, they've actually now done like three joint lessons where he's modeling that. Obviously, a more experienced teacher uh and such. And um I wish I I could read you the text that the um the newer teacher just was talking about like the improvement she saw in the students and um they've created a kind of a friendly competition. Uh now >> well she must feel also that she learned a lot from that lesson. >> Yeah. Yeah. For

042sure. So yeah, so that that's all part of that, right? And so like her her skill of seeing something just done a different way, >> right? There's certainly a lot of value add to that versus like me saying like let me just give you this nice article that will tell you you know like there's some value to that but um you know that is part of the collaborative nature of it. Um what differentiates a a PLC philosophy from like anywhere else is is the word we that's there you know is that um I'm interested in our third grade data not just Mr. Moo or Miss Smith's data or you know so yeah so that's a good good question. >> So you talked about the data how often are you collecting data and like coming together

043to talk about it like how can Yeah, depend. Uh so the the the foundation's data um us each unit is about three or four weeks. So they're they're testing um their um you know all the time. Um uh for you know if you're talking about math they have a they have a common assessment usually every like every three to four weeks. >> So it's been adjusted then like monthly based on what they need. Is there big changes or not really? So, the classroom teachers will make some adjustments like sometimes every three or four weeks. Um, if they're going to like um a reading or a math teacher, um we usually try to wait about two months before doing that. You know, there's there's advantages and disadvantages, but if you move kids around too much, that

044relationship that they need to form with the teacher, you know, isn't there if they're switching every, you know, three or four weeks. But um but like I said, like on this one individual student, right? Um the teacher could say, "Hey, I think he or she would fit right now in a different group because I'm ready to move on with these other nine kids." So, we're flexible enough that we're able to make those adjustments. All right. So hopefully that was helpful uh to you just uh you know kind of look at a day in the life of our our PLT meetings. I I I want to reiterate that um really really our John Kennedy teachers um just they put a lot of time and effort um into really looking at it um on having a collective

045pride in what we do. Um I'm just really proud of them as always. I'm really thankful for um the support that you know now 21 years in um that that John Kennedy's received from the board. Um you know so um thank you everyone and do you have any other questions for us? >> Did you come up with what's the plan like what is the plan because that was our the last question this I'm curious to know what the plan is going forward. >> Yeah so this data specifically hasn't been reviewed by the team yet. It was pretty recent data that we pulled for you guys. Um, but my guess would be that the plan is pretty similar to what we just talked about that that one student clearly needs more support. Those two students are

046ready to fly into the next group. Um, and everybody else will just kind of keep pulling away in that same group. But an example of what would happen with a question like that, um I'm going to stick with third grade is when they were reviewing their math data, um they really recognized like the automatic automaticity of um subtraction was like really an issue at third grade and that like how essential that was. And so um they decided that all their win groups were really going to focus in on subtraction with regrouping. you know, to see if we can get that to be automatic. Um, you know, and they're doing that with all the facts. And, uh, they, um, I want to say probably every two weeks you, um, they were rechecking the same data to

047see the progress of the students that that we had. So, that's kind of an example of like what do we do? Like, we recognize a major issue and that's what we do. >> And worst case scenario, and I've had this discussion with Molly. So, what about number 10? what happens if we don't get to where we need to be? >> So, um the the answer to that is more students more of the time, right? And so that might be a student that um if that student learn more more of the time, right? Because you know and so like that yes, that student hasn't reached the standard yet, but no, we're not going to just leave that student there. You know, is he is he or she getting more more of the time, you know. Um,

048but there are there are students that really do struggle with the with the grade level standard, you know. Um and um but for them more more of the time you know with the idea that um you know if you look at the general research over the last 20 years the most important factor of students graduating student success is really on getting them as close on grade level in terms of reading in third grade right some of it says fourth grade some of it says third grade >> because I think that's that's always my question to Molly is so you have these kids who aren't quite there but they still have go on and they're already starting up behind, how do you catch them up? >> So, they're going to continue to be in those targeted

049intervention groups until they've caught back up to grade level. So, um just because they're not reaching that skill doesn't mean that we're going to just throw them back in with everyone else. So, they're going to keep getting that win time at their specific level um you know, all the way up in our case through fourth grade when they leave us. Um, and our hope is that for those students, they would be making more than one year's progress in a year in hopes that we're getting them back towards grade level. >> Thank you. >> All right. Thanks for being good students. >> Appreciate you. >> Thank you. >> Yep. Thank you. >> Thank you. >> Right. Our next presentation, we have our director of curriculum and instruction, Dr. Corey. I'm >> going to expand a little

050bit on what you heard from John Kennedy and maybe fill in some of the gaps because the reality is the PLT stuff is happening in all schools and as a district we like my job is to look collectively at how is each school doing and I like to try to hone in on how is each grade doing. um because that's where the PLTS are and you know I work closely with the principles to make sure that we're doing things but I also work with the instructional coaches. I mean they're boots on the ground and sometimes they see things at kind of like a low level um and they they brainstorm how can we get better and I meet with them um almost every Friday and it's we come across together across um all of the

051schools to share what they're seeing and we look at data and different things. Um, what I'd like to say though is that for me to see this strategic plan really come to life and um, be a living breathing document in all the schools is really important. Um, when I first started here, we had experts recommend that we have a strategic plan and we didn't until um, we started the plan in 2022. Before that, we would have goals, but the goals changed. And you've probably heard from people that they're always doing something different. You can't say that anymore. You know, we're really going deeper with what we're doing. And, you know, we have the four goal areas that encompass a lot of what you heard with the collaborative culture, making sure that we've got a curriculum

052that everybody understands, and then using teaching strategies in their classroom. But that comes to life in each school a couple different ways. We added um how it will look with some teams working together because we wanted to make sure the school teams had people that were helping to move the work forward. Uh we're in year three of our three-year plan with solution tree. We started off learning mostly about essentials. We moved into analyzing the data and this year we've gotten into like what it means to have extensions and supports the MTSS process and that's where some of the questions have come from. I I think you could hear if you remember all of um the presentations of the past few years, we really are getting deeper with the work and you you can see it.

053And I I'm going to bring to life um what it looks like in another school and I and I'm really excited that every school has really advanced with this work. Uh we've had a deep commitment from teams going to learn in the summer. That's sometimes the best time to, you know, think about something new and how it's going to come to work in your school. Um, and we've had coaches along the way. We added some extra coaching this year based on somebody we met, Barb Phillips. Um, she was at the summer conference and everybody just loved her. And she's a New Yorker. She um came from a PLT district down in the southern tier and has actually left teaching to work for Solution Tree. She's going to continue with us next year. We signed on

054for two more years. There's still questions that haven't been answered and Solution Tree is offering two more years of guidance with support from the coach. Um we we signed on for that and we're going to be able to fund that through our Bosey's budget. Um you've heard in your sessions about the commitment that it takes with really starting with you guys as superintendent the board and I can say that that has helped us in small ways. Um the the one thing that we've added this year, we just kicked it off in January, is um having vertical PLTs because Jen, you know, that's an area where sometimes teachers can come together to answer when kids aren't making progress the way we want them to. Um we're we have a deeper commitment with it next year with

055our calendar. But the reality is um so one of the PLTs that we started in January is we call it um vertical foundation skills. So Mr. Kesler said that they start with foundations in kindergarten and it goes through third grade. Well, that is such a critical piece of learning. If they don't learn how to read by third grade, then they really continue to struggle. And we've seen that in some of our middle school scores for a while. And so what we're doing with this vertical team is we're having everybody talk about those kids that really struggle. We've brought together the reading teachers and the special education teachers and we want them working together on what they know about what the kids are supposed to be doing. And um it's been wellreceived. Um it's two groups

056that have never really collaborated before. they should have and they're they're valuing the time and they're excited to know that we're going to go deeper with it. Um they did some of the same work that we've been talking about. Um and we're adding it to the Betavia curriculum site and that's another piece of the puzzle of where are we putting all the good things that we do and almost everything lives here and um you know I go and spot check it when I can but what I'm grateful for is that the principles and the teams are really utilizing it as well. So, the documents that you saw from Mr. Kesler are loaded on this site and the ones I'm going to show you next are there as well. Um, what's neat about this place is

057like when you have a Google doc, like you guys might have made one as a board member, you make something on your personal Google account, it it's yours. And if you aren't a board member here anymore, that account kind of goes away. We've made this site so that it's timeless. I'm not the owner. Antonio's not the owner. A teacher isn't the owner. The tavia is. So if a teacher leaves or you know somebody's not there, the documents will stay there and live there and not go away if somebody leaves. Um this year with MTSS, this was a big document that um the solution tree PDS that we've had has really focused on and that helps to see kind of what it looks like in a school setting. They call it the upside down triangle. And

058tier one is what you want to see in the classroom. And you can see they've divided it into two things. The teacher has a big responsibility of what happens in the classroom, but they want to make sure that the guiding coalition is keenly aware and looking at some of the data points, the universal screeners, the I Ready that they're talking about, um making sure that there supports um and access when people need additional assistance. that guiding coalition team really helps to set that up so that you have the structure in place in their master schedule. What I wanted to point out is when you're thinking about intervention, they've really expanded it and it's not just academics that solution tree has helped us with this year. You know, you've heard a lot about how the students

059have changed um and they've added, you know, really looking at social emotional behaviors. um home and attendance. Those are important factors that play a big part of this puzzle. And if kids aren't coming to school or if their behaviors causing them to disrupt learning for others, you know, we have to have a response to how we do it. And you're seeing that um live in the plans for schools. Um I started what I call a year at a glance gosh a long time ago and it started as just a document. I wanted teachers to be aware of what school looks like across the months. Um, some months we have a lot full weeks of school with five days and other months we really don't. That's only a part of it. I took a snip so

060you could see it. But what I wanted you to see from it is it's become a living breathing document as part of their cohort spreadsheet. This is um, first grades and this year they've added a PLT tab to it. And I think that that speaks to just what a commitment this PLT process really is. You know exactly what they're doing and when they're doing it. Um I blocked off the teacher names, but each teacher has a tab as well so that you can scroll to see who did really really well with it and um you know so that they can help each other. And I would think that the collaboration really truly is changing um across all of the schools. Then when you look a little bit closer at that PLT tab, they have their

061essentials for math and they have their essentials for ELA. And what makes me, you know, we gave them some recommended documents to use, but they really made it their own. They wanted to make it useful so they could really use it. So when you click on any of the standards that they pick, what it takes you to is a slide for just that standard. has the essential broken down, has the agenda for when they're going to be talking about it, has the calendar of what it's going to look like when they're teaching it. There the assessments, the formative and summitative are here. Um has the data once they have it and the resources that will help you when you're teaching that. Every teacher said that it was hard to get all of that together for

062one standard and they found a way to make that happen. These are all hot links to it. So when you here's an example of the data when they gave their preassessment in January about 50% overall had mastered it was 77 out of 154 and they broke it down to there were some that were close to being on. They came up with cut points for it. I blocked off the kids the teacher names. They had some that were near it and then they had some that were far from it. And that's where they had to develop the plan of how are we going to make help these kids to get further along with it. At the end, 84% have mastered. Now, they didn't all get there, but more are moving where they want it to be,

063and they're responding to it. Um, with that upside down triangle, some of the kids that are far, quite honestly, are ones who um just their behaviors are causing them to not be able to learn when everybody else is learning. So, when time is shifted, um I think many of the schools, I don't I don't want to say all just yet, but they're they're using this book called Behavioral Solutions in some of the wind times to help kids learn what it means to be a student and how to get a control of their behavior. So, when they're back in the classroom, they're more on task to where we want them to be. you know, it's not meant to be a long, but there's some kids who really need to know what does that mean so that

064they're not disrupting learning for others, and that's become part of what we do. Um, we've brought students into it at the middle school and high school to help with peer mediation. You know, we we're finding that that helps when a peer says to them, "Hey, you know, when you do that in class, it disrupts us from learning." They might talk about it and they're having circles and we're seeing that it does have an impact. And we think collectively if we keep at this, you know, we're going to have more kids following what we want them to be doing. Um, and now I'm going to move into where are we at with our scores. You know, for English language arts, I put several years. The green shows from this last year the improvements that we've made.

065We have several grade levels that are trending upward in that direction. Um, we've had a few struggles at some grade levels where we've had some teacher changes. You know, we're constantly attending to that and we know that, you know, we're not where we want to be just yet. Cohort data, we have cohorts that are still showing that they're growing with us and giving us good information to watch. And with regard um to where we compare, we we've gone back to the same list that we've used to compare our data against other small cities. And we like that as a guide sort of. Um I what I want to show you is that you know we're we're following the same thing for math. So I didn't lose um math we've had several grade levels continue to

066make really good strides. That's the first PLT that we really started doing you know so we're in year three of using math as a guide. The math cohorts are showing some are making really big gains. Um, what I wanted to show you is this is a sample graph that we get where we compare ourselves to the region. What we're noticing is the priorities that we're picking are the tallest graphs and they're really standing out. That's telling us that what we're doing with that PLT process is working. In year one, we started with one standard. In year two, we've generally wanted to have three successful cycles, a fall, a winter, a spring. We're adding more cycles to it. and we're seeing that our data is showing that it's trending in that right direction. Um I have

067the same comparison against the small cities where we stand. Um overall ELA we've been first using this comparison list for quite some time and we know we still want to grow. Math is very similar. We first we trended into second just this last year. So we decided to you know update the list. PLTS matter to us. So, we went and pulled these are districts that are PLT districts. We're using that as a comparison. Now, we want to make sure and see how are we comparing against others that are doing the same thing. There's some real high performing districts that are giving us um some things to look at. You know, on the all things PLC website, we can see their master schedules. We can see how they do win. We have contacts to go to

068their principles and visit if we want to. We're scheduling some of that now. We want comparison to help move the bar forward. We think we've we've done what we can with the small cities and we want to just keep growing with that and our teachers want to learn from other PLT schools. Uh we are there's not a Rochester um professional learning um community conference like we went to the last two years, but GB Boseis is working with us. We're going to host our own. We're going to have it at the RIT conference center. So, we're going to be able to take a lot of our teachers to that. It's going to be much, much cheaper. We're going to have a guest speaker from Solution Tree. We're going to have breakout sessions just on a smaller

069scale. It'll be a one-day event to help keep growing that work. >> What questions do you have for me? I'm not familiar with the behavior solutions y that you were discussing and how you were saying that most often that the kids that are having the most trouble are having the behaviors but have we deciphered whether they are having their behaviors and therefore they are not doing well or they're so frustrated because they're not doing well they're having their behaviors so we always want to go deeper with >> particular students the um this behavior solutions book solution tree wrote it on top 10 behaviors that they're seeing across the nation. And what it does is it um it breaks down what is the behavior, what should it look like and sound like, and what do you

070do when kids are presenting is needing support with this. So that's serving as um researchbased stuff that we can use during that win time. You know, I I um I always like to talk to kids and find out what's behind because sometimes it's something that you just don't even know. Um you know, and I would say that I think every school has teams that are responding to try to learn what is the narrative for that student so that they can truly help. Um, and by by looking at a lot of data more often, I think they're starting to see trends with it. Like in the set that Mr. Kesler showed, there was really just one piece that marking up that was where kids were falling down. That's quite helpful to know, you know, to have

071the granular details across the unit. It helps you to know who's where. And in the tabs that we have, you can see how individual teachers do and then against the whole. That's also helpful because it helps you to know where the whole grade level at. But when you've got kind of a rockstar teacher, and I don't think Antonio will mind, he was um he became really competitive with the state assessment eight or nine years ago. and um he was at one of my PDs and I gave an example for when I was teaching and he took it and he just made it his own and when I looked at his scores against the rest of the peers like double what everybody else was and that kind of started like wow what did you do and

072he g he used gaming and they started to share and we had principal schedule so that they would talk about different things at different teams and it just slowly grew over time. I mean, we've had wind for a long time. We've had some of the pieces in place. What we didn't have was that collaboration. Do you agree? >> And and I think that now as we watch and see things trend, it's that really working together. If we can bring the teachers in who really help work with the neediest, hardest kids at times, you know, who are a puzzle to what's happening, you know, special ed working together with reading, like they've never before had time to talk and look at their student data and come together. And my hope is that we're going to keep

073getting more of the kids who need us the most by also having the extensions for those who are ready for it. you know, they there are certain kids who they just do so because we say so. They like to learn. They're they're they're natural at what they do and they need a push and we're finding that they're willing to take that challenge as well. So, you know, the work is never going to be done. You know, we I'm working on a grant now that can help bring behavioral specialists to the schools because there's really a need. you know, the administrators run around a lot almost um during the day. We want them focusing on instruction more than behavior. So, if we can get extra support for that, it'll help just to bring the puzzle together

074a little bit more and hopefully alleviate some of the I hate to call it hurriedness of what happens, but it you know, different schools, you know, it's it can be challenging. We've had interims helping us recently who said, "Oh my gosh, do you experience, you know, they're just running all day with some some things that are happening and it's, you know, there's some societal trends. We we don't have all of the answers, but if we can work together with additional resources and find ways to try to just make kids aware and and want to own their part, I think that, you know, it's that collective commitment to improving Does that help? Kind of. Yeah. Yeah. >> So, with all these extra needs, we had uh listen to Taro here just a couple months ago and

075gave us a presentation on working with the APS and introducing them to so many of the county resources and resources. Are we utilizing them if our needs are so high? >> I ask Mr. Kesler, you know, are we getting the the parents involved? And there has to be that balance where we're educating and you know if there's those resources available in the community between the county and and whatnot. Yeah. >> Are we getting the parents involved with those? >> We're trying to you know we um each school has um family nights and the family nights often have some teach pieces to it. They've had an SEAL family night in every school and that's where they try to work with parents on what they're seeing. Show them how to use the circle approach, how to talk

076to kids. Like sometimes you just, you know, you get into a power struggle and you're not changing the behavior and learning how to do that can be tricky. You know, television hasn't helped us either. The snarkiness and some of the shows where kids think it's okay to talk to adults the way they do. It's, you know, we we've probably all felt it a little bit with our own kids, but we see we see it in schools and, you know, they um I think we're doing what we can with that. you know, the uh there's always a little bit more. You know, time is just that precious commodity. If we could get more parents into school more often to learn some things and really work together. But I I think we do have the collective commitment

077to the seal liaison help with things. The social workers are helping. We have counselors that connect. Um we work with a lot of outside agencies as well. We we drive them to places. You know, we're doing what we can. Um, but there's probably always a little bit more. >> I know in the middle school project, Dr. Cry making room for some these outside agencies that are in the school that honestly need more space. Yeah. So when I tour during one of the breaks she had mentioned that these outside agencies I can't think of all them right now but there's two or three you know that have had astron >> upwardbound um you know we we you know we definitely have a commitment by adults that want to help kids and it's just um sometimes space

078sometimes time. We have you connect here here at least once a week known as Bob's organization. >> Thank you. >> All right. Moving right along. We have Mr. Lang, our business administrator, to give us an updated final draft budget overview. Yes. All right. >> So, here we are in the budget calendar process. Uh again, today we're just going to do a continued budget review. Uh we took some input that the board provided at the last budget work session, made some changes, and hopefully uh today we're presenting to you a balanced budget. So we'll go through that and uh all the changes that we've made since we last met. So on the revenue side really uh no changes except for the fact that we are showing uh in this final draft of the budget a 2%

079tax levy increase. Um uh previous um budget drafts we've used uh different increases but this increase uh in the final draft of the budget we've included a 2% increase. Again, the same amount relatively appropriated fund balance and reserves. And then we're not showing really any significant changes from the last time we presented the budget with regards to this state revenue sources, which again state aid, those expenditure driven aids, foundation aid, all together state sources. Uh this is just a graphical representation of kind of the percentage of of where the district receives the majority of its revenue from. So the two largest sources of revenue the district receives uh 57% is in the form of state aid um and then 21% is in the form of the of the tax levy. So really the other two

080forms of revenue um other revenue and then appropriated fund balance really only equates to about 11% of total revenue. So the the lion share is uh in the form of the real property tax levy and then the state aid. So, in regards to to the tax levy, um I know in our last budget session, we went over some uh scenarios in regards to the tax rate impact as a result of the tax levy. Again, the uh the board authorizes the total amount of general fund budget. That budget includes a tax levy and then that tax levy is part of the calculation in determining the tax rate. That is how it's levied to each of our residents. And so this is again just a a a small chart a a chart showing the um the impact

081of the tax rate on the home valued at 100,000 and two and then 200,000. So again, this is a 2% tax levy increase or $415,000. And as you can see, uh it's going to be about $334 for the city of Bavia and town and possibly 38.84 84 for the town of Stafford for a home bag at 100,000 and then 6679 uh for townia for a home bag at 200,000 and then 7768 in the town of Stafford um for a home value at 200,000. Again, these tax rates assume no changes in assessed values or equalization rates from the prior year. So this is kind of an apples to apples comparison of the tax rate from the prior year. This could change once finalized assessments are done and we receive the finalized tax row usually in July.

082So this could be subject to change. Hopefully if assessments increase that tax rate would would decrease. >> Okay. >> When do those usually come out? Uh the finalized uh assessment rules are usually July. >> July. Thank you. >> You receive them finalized. Uh this is just a chart showing um prior years tax levy increases and then the percentage change in the levy and then the average of those increases or and percentage increases. So as you can see 2627 is showing the current 2% tax levy increase. So, with that factored in, our three-year average is just a little little over 2%, 2.16% um for the average of threeear increase. Uh 5year average is 1.7, 8year average is 1.4, 10 is 1.3, and 13 is 1.2% increase in the total tax. On the expenditure side, uh based

083on our our discussion at the last uh budget session, we have made some adjustments on the expenditure side. Uh the top items remain unchanged. We still have a unfortunately a 30% increase in health insurance. Uh we still have an increased uh number of students that require special education outplacements. We have a relatively small increase in foundation aid which is impacting the revenue side of the budget. We do we have ment agreements uh uh with regards to our collective bargaining agreements. Um we do have some uh other contracts that we're negotiating as well transitioning some of our services currently our communication services over to Boseis. We're adjusting our facilities equipment and contractual costs. So we have dialed back some of our equipment purchases and we've also taken out some of the projects that we would like

084to have gotten done through the general fund budget next year. some of those um lower priority, we still are maintaining some of the higher priority items and we want to make sure to to get it there. Um we do have some uh four pending future retirements. Of those four retirements, uh as of right now, we are anticipating not replacing one of those uh retirements. We have an elementary retirement that we don't believe we'll need to uh to replace. We have uh as we've talked about in the past, we we've been trying to make a concerted effort to add the social workers that we currently have in the general uh in the general fund budget. We've been trying to add those and maintain those in the general fund budget. We have five social workers. Four of

085them are written into uh a current grant that's going to be expiring in January of 2027. So, not this school year, but the following school year. So, we've taken those four social workers that we have added in one a year approximately for the past couple of years um to the general fund budget and pulled those out of the general fund budget and shifted those to the special aid fund. That's where we account for all of our our grant funds. Um so, uh that certainly benefits the general fund budget. It's a decrease of of fours in the general fund budget. Um but the concern with that is is when this grant runs out um those will need to be considered to be um either discontinued or else moved back to the general fund. So that's going

086to be a discussion >> or or another grant absolutely sustained through another grant. So those are certainly other options moving forward but um it's just a consideration as we kind of plan for subsequent year budgets. >> And when will those um conversations occur if you know that there's no grant >> and you have to move it to the general fund. Is that in November? >> That's a next that's a next year budget question. So that's going to be you know November, December, January as we start the planning process for the 2728 school year because again this is a midyear grant ending. It ends in January of 2027. So um we we have funding all the way through next year which is why we're we're using that this year to kind of pull pull back. Um,

087but it's something that's going to have to be considered in next year's budget process. So, we'll have to remember that. >> Um, we do have one retirement in the uh business office. We have a payroll person who's retiring. Um, we're not going to be replacing that person. So, that's a savings in the general fund budget. Uh, and then again, similar to the social workers, uh, we have a a sore director who's who's shifting from the general fund to special aid fund. Are all of the retirements in now? >> Uh yes. Yes, we have we have two retirements for this year officially. So those four pending changed to two. Uh finally we have a vacant music position that has been vacant for the full year I believe. Correct. >> Yeah. Almost fill them out by sub.

088>> Yeah. and uh that position is going to be uh also reduced as well. So what we're presenting to you today is a balanced budget. So our total expenditures are matching our total revenue. There is no gap. So this is a balanced budget. Again, it includes the 2% tax levy increase. And then on the on the expenditure side, again, just to kind of break up where our expenses are devoted to in our general fund budget, again, 36 or 36 over 36 million or over 56% of the total general fund budget is direct directly related to instruction. Uh about 6% is transportation. 23% are employee benefits. So that's health insurance, FICA, TRS, ERS, purpose compensation, unemployment. Uh and then about 4% is debt service. Uh less than 1% is our inner fund transfers. And then finally,

089general support. That's buildings and grounds. That's our utilities. That's our our liability insurance. Administrative central office costs. All of that represents approximately 11% of the budget. So on the ballot this year uh on May 19th is going to be two propositions. Well a number one proposition would be the general fund budget. That'll be the total amount of the general fund budget. And then we we have two uh uh me board members up for election this year and that they will serve the uh the two members will serve a three-year term. The budget hearing will be May 11th at 6 PM at the Betavia High School in right here in the superintendent's conference room. The vote will be the vote itself will be on May 19th. Uh one thing that is changing this year is that

090the hours have changed slightly for the election and board of education vote. Uh it's going to be from 11 to 8:00 p.m. Uh prior years it's been 11 to 9:00 p.m. but again it's going to be 11 to 8:00 p.m. this year. And then another change this year, uh, because of all the construction that's happening at Robert Morris, uh, anyone who is in election district number one, which normally would vote at Robert Morris school, will be voting at John Kennedy School this year. Um, election district number two, which is where I am, uh, would continue to remain at D High School. That's it. Any questions? How are we getting the word out about that change for the budget? >> Uh what's the uh >> it'll be in the news. It'll be in the budget newsletter.

091We'll have post the budget budget news out Facebook. I'm sure we just can't advocate for the budget. We can just like tell them where what the spots are. So, I'll call and make sure we have some good information on that, too. >> Any other questions? >> I just want to say uh thank you, Mr. L. You've had your hands full. I think the very first presentation you gave us, we were at 3.31%. Um, we've heard from some stakeholders, obviously. Uh, we worked hard through the the budget process getting down to a 2% One slide showed over the last few years we've actually decreased that from I think 2.4 down to 2.2 now this year at 2%. So um you know you've done a phenomenal job getting that you know especially battling some significant increases especially

092that health insurance going up 30% in one year was a big hit for you uh to try to balance and I think you and your team did a phenomenal job. So so thank you. >> Thank you. All right. Anyone want any other questions for Mr. M? Thank you. Thanks. >> Thank you, sir. >> Yep. >> All right. Eli, we're counting on you for some good news coming from your end for your report, but I'm just a little disappointed I can't use anything. That's next month. We got to get you up to that that level. >> Um, this past Friday was the senior breakfast commemorating the 100 days graduation. Lucky to win Tim Horton's gift card, so really riding that high. Um, the travel club will be heading to Europe to visit Germany, Austria, France, Likenstein,

093and Switzerland on April 4th. Um, prom planning has begun and it will be at Woodsmith Estates on June 19th. Got a few fundraisers. Uh, the senior class will be selling lawn signs. Juniors will be collecting bottles and cans. Sophomores will be selling coupon books. And then the freshman will have a popcorn fundraiser through the website double good from today starting today March 23rd to the 27th. Uh Bavia High School finished first at the Globe Region Tech Wars. The uh Battavia City School art show is still up. So if you haven't seen it, I recommend seeing it. Um Mr. this Friday and tickets for students have went on sale today in their lunches. It will also be on sale at the door. Uh music in our schools is the music in our schools concert is March

09431st. Um kind of my last thing on Anastasia uh had a success with great night run and I thought it was thought it was great. I think I played pretty well too. Um and the team will be participating in the stars of tomorrow event later this spring. Um and then sports uh obviously the spring sports season has started in boys basketball. Gavin White and Casey Mason were named first team allstars from Monroe to division 4. um obviously the KB girls 4x2 uh one states um and as well as other strong performances from other athletes. So you're giving yourself a lot of credit today finally. So do we get a sneak peek at your Mr. Matt talent after >> all right good luck at that all right so I hope you stole a lot of Mr.

095go first. So now we'll pass over to Smith for a superintendent. >> Jump right into the rather my name but important topic and then I'll get to my other highlights. So I do uh there is a motion tonight to approve the intermunicipal agreement for the Boseis capital project. I know this is small font but I mentioned this to you last week in a memo as well. Um but the highlights are the project is uh you are not authorizing the project itself. Um this simply allows us to have resolution how we pay for it. Um really what we're trying to do is have all 22 districts in our region approved inter intermunicipal agreement. If one district does not approve that then it defaults to what's called dazzing where we have no control over the rates right

096uh you can see there I have it from the third bull from the bottom dazz pool financing that will cost more due to principal this does not mean the project is going to pass it's still subject to voter approval in June but the recommendation uh from our from our team is that the board the board adopts the IMA this will be budgeted next last year. It wasn't it wasn't the first draft of the budget we showed you in January. That has been since taken up as the project has been delayed. Uh but if any if any district says no to the IMA does not mean the project itself is not going to happen. It still has to be a vote. But if there's no if one district says no to the IMA the intermunic the

097inter intermunicipal agreement that if the project passes it then defaults to Dazzy which will cost more. So that's the long and short of it. The next step will be a proposed vote. What I'm asking the board to approve later on tonight is that we approve the IMA. Uh which you have the details on that. I'm ask Andy to mention anything that administer overstepped. >> No, no. In regards to budgetary impact, the uh the benefit of the IMA is that districts are able to kind of fund the project over the project length which is four years. They can fund it whichever way they feel they feel they can manage it. Um and the benefit also the benefit is that the can utilize excess funds at year end to begin to fund those pre those those payments

098pre prior to when they're due. So ideally we could do that and not have so much of a budgetary impact uh on the general fund budget. So we can kind of start begin to save for it now anticipation that within two years which I believe is when our first payment is going to be due we're able to save up enough that it doesn't significantly impact the general fund budget. So we're working very closely with our auditors on it. It's very a newer not a newer but unique type of funding arrangement but it has been done and uh so it it it does have some benefit. Obviously we're not incurring the interest the interest costs and the dazzy fees associated with financing it and as well as that duration will be much longer 15 to 20

099years I'd say. >> So so there will be information out on the project itself so the public can come out and vote. They're targeting their vote in June. Um, so pending the approval of the IMH from across the region and then a successful vote pending that the project will then go through. It has been at least two decades since they've done a major project and they are just looking to do nuts and bolts type things. So any question on that? I know we had Kevin back in October on that. So that's that and I'll go to other stuff. Uh, Tech Wars. Uh, I was there last week with Mr. Um, and our principles were there. Our students did outstanding. Um, they came in first. High school and middle school came in first. Some of their

100work on display was very impressive. On the far right is a flag that was made by one of our students. Um, couldn't tell what it's made of, but I know I couldn't do it. Um, so it had 10 coats of polyurethane on it. Um the bottom the bottom left picture as students are given a mystery box and they have to construct a bridge out of paper and mask and they had they had to hold so much weight. Top left our John Kennedy students they made um metals and the bottom right there on the far right there get this to work here. Um sooner there is probably the most popular event is the bot wars the bot contest. That's Travis Bishop there on the far right with his with his car. So, that was a great

101event. I stayed there an hour longer than I wanted to because it was so fun to see our students working. Uh, Anastasia, Cong, you know, congrats to Anastasia and Eli did do a great job on the cello. Um, but the cast did a fantastic job. Miss Wood and her team do a wonderful job. We had great attendance and they are competing on the stars contest. So, that was a great uh event to be part of. uh state champions. Again, I want to recognize our four ladies who were here earlier, representing the high school quite well. Again, we expect to have them back hopefully in the summertime. Uh Robert Morris, I think I mentioned this to you last time, but we're fully operational. I do want to give the board a tour perhaps in April and

102May of the new facilities. What you see there is a new classroom with some of our teacher and age welcome students. This was on the first day uh on on that Wednesday after break. Um so, I want to just compliment Jessica and Mr. Mr. um Chad Bliss and our c our campus team and Andy and SEI for the work and CPL for the work they did on getting that ready to go. So I maybe we'll plan a tour. Would you be interested in doing scene? So we'll um start the board meeting over there. Dr. Muhammad is going to be back with us in March. Two of our principles really bought in all our principles thought in thought brought in what he had to say but two in particular are interested in what's called culture audit.

103So, Dr. Cor is going to give us some more detail on what Dr. Muhammad is going to do in a couple weeks. Actually, this week, right? >> Next week, he'll be here. Y um he collects data and then he comes on site and spends a day in each school and he talks with teams of people. They put together a list. Um he kind of just observes it in the natural setting and then he'll write a final report and give them some recommendations. They really wanted to do this. their guiding coalition teams listened to them and said, "Hey, can we can we do that?" And uh it should help to um really just tighten the process of what they need to do for change and have um a guidance document for that from from the next.

104>> So, we'll have staff surveys uh then he'll he and his team will go through and share that with the principles and with the district as well. So, that's coming up next week. Our show, I went to that Friday night. There are there are all they all did a fantastic job. Um us administrator did a very challenging job of choosing um our favorites. So there on the left hand side are the high school students. On the right hand side our students from John Kennedy and Jackson as well attended. I want to thank our art teachers for the great job they do with it each and every year. Eli mentioned the 100 days to graduation. I was there on Friday morning. It's always a fun event. We fist bumps lots of raffles. Um, so that's that

105was last Friday. And Mr. Battavia, Eli, where are you here, my friend? >> On the left. So, uh, that's Friday night. U, please come and support our students. We have some great students participating for some very worthy local causes and charities and it's a lot of fun. And Read Across America, we partner with our tea club members. Uh, Dr. Seuss Days in early March. So, there you see some of our tea club members participating. um leading to our youngest students at our elementary school in honor of reaccross America day and there's some upcoming days for you. We have the trade fair GCC during the day that's we serve red bands and virtual enterprise classes and Mr. Tavis Friday night music in our schools concert is next week and then of course we're on spring recess

106um next week after that. So any questions? >> Thank you. Thank you. All right. So, at this time we are going to call for an executive session. The board will return to public session after. The purpose of the executive executive session is to discuss the medical, financial, credit or employment history of a particular person or corporation or matters leading to the appointment, employment, promotion, demotion, discipline, suspension or dismissal or removal of a particular person or corporation. So I just need a motion to go into executive session by Miss Lend. Do I have a second? Second, Mr. Schmidt. All in favor? So CHZ made the motion to adjourn and then Bob second at 7:34. All right. All right. Thank you guys for that. Uh, next up is consent grouping. We need a motion to approve the

107consent groupings for agenda items H through N. Do I have first? >> He's just quiet. >> And do we have a second? >> Second >> by Mrs. Anderson. All in favor? >> All right. So now we have a bunch of individuals to vote and approve on under old business. First up is our 26 27 BCSD school calendar to reapprove the new calendar. So the only change there is we move the superintendent's conference day in January from a Friday to a Monday. Um same topic, same type of um plan, but the regious exams take place Friday. So, we're just going to bump it to the heavy cons. Everything else is the same. Any discussion? Do I have a motion? >> So, move >> by John. Do I have a second? >> Second. >> By Karen. All

108in favor? >> I. Next up is a motion to approve the 2526 capital outlay bid for HVAC improvements to Matavia High School from Malberry Vets Incorporated. Do I have any discussion? Do I have a motion? >> So move >> by Mrs. Bowman. Do I have a second? Second >> by Jen. All in favor? I and next up for old business a motion to approve the contract for the 2526 capital outlay project HBAC improvements at high school. Do I have any discussion? Do I have a motion? So move by Mr. Ro. Do I have a second? Second by Mr. Smith. >> All in favor? Hi. >> All right. Next up is our new business. A updated schedule, right? >> This is the uh board schedule for next. It's not I don't think it's updated. >> Okay.

109This is just for next year. >> First draft for what? >> Go ahead. Go ahead. >> Uh for simplicity sake, with one exception, every meeting will begin at 6 p.m. next year. um >> 6 o'clock >> 6 o' and then the only exception will be on July 1st which is our typically our reorganization meeting will be on July 1st at 8 a.m. that typically takes about 10 10 minutes or most but every other meeting will be at 6 um and always on the third Monday and there's no holidays we have to deal with next year on Mondays so so every meeting will be at 6 p.m. save the one on July 1. All right. Any questions? Any discussion? All right. So, we'll need a motion to approve the board of education meeting schedule for the

1102627 school year. Do I have a motion? >> By Mrs. Anderson. Do I have a second? >> Second. >> By Mrs. Lenbe. All in favor? Next up is the Jennese Valley Bosey's capital project proposal. This will be to approve the below resolution with Jennese Valley Boseies in regards to the proposed capital project. And this is what Mr. Smith went over in beginning of the superintendent report. Is there any other questions or discussion? >> Do I have a motion? So move by Dan. Do I have a second? Second >> by L. All in favor? >> Moving right along is our internal audit risk assessment and corrective action plan for the year ending June 30th, 2026. We need a motion to approve this. So moved by Alan. Do I have a second? >> Second >> by Barbara.

111All in favor? I Next and last is our amendment to the services agreement. Uh we need a motion to approve the first amendment to the services agreement between is it >> Omni Omni and >> TSACG compliant services in the T city school district. >> That's just an update us. So we just added on Vanguard. >> Vanguard have the option. You have the option for employees to utilize Vanguard funds and they assume fee. >> Any other questions? Do I have a motion? >> Some >> by Jen. Do I have a second? >> Second >> by Chad. Is all in favor? >> All right. And other reports. We do have our administrative reports for curriculum and instruction in the business office listed on our website. So, please feel free to take a look at those. Uh, do

112we have any board updates from anyone? >> Um, I toured the high school. Fair enough. Ladies first. >> Um, tour the high school um with Miss West. Walked around, saw the cell phone in action, collecting them, whatot um And what else do we talk about? Just kind of talked to her about school behavior issues. Um, kind of threw some thoughts in my head down the road. Um, but overall, you know, I just every time I walk into that school with her, she impresses me so much. The way that she interacts with students and um, you know, my my daughter's at college now and this is her and she just she has this connection with every single kid in that school. Um, I you can hear her. I heard her coming down the hallway with her

113high heels. I mean, she is I don't think she's ever in her office unless she's, you know, has to do a meeting. I mean, she's running around. So, um, very impressed with her. >> Oh, and I went to the art show >> before I opened. I happened to be in there and I was blown away by the level of it was it was very impressive right now. So, that's all. >> All right, Dan, you're up. >> All right. So, I I can attest to what you were saying. It seems like every school that I go in, which has only been a few um we've got highc caliber leaders. That's that's what that I'm, you know, finding discovering um the high caliber leadership that we have in our district. Jessica Corilia. So, I went to Robert

114Morris uh is one of those high caliber leaders. Um she's done a great job preparing her team for the many phases of the remodel project. It was really neat to just walk in the first door and just see that whole special ed wing and and how much need there is and how they're just I'm going to say teaching and loving on these kids. Uh when I when I went into the occupational therapy room, I I mean I really got choked up. I was fighting it. Um just to see these teachers pouring into these kids that have such great needs. Um the teachers and administration should be more than applauded personally. Uh and I mentioned this um uh to Mr. Smith in front of Jessica. Um so I'll mention it again. I I think we should

115find a way to reward um all the staff that's there. Um maybe even considering like a lunch or something similar. I mean, they've been through it this year, right? And they're not done, right? There's there's more to do. So maybe just as a thank you, we can consider something. I I'm new to the table, so I don't know how that could work, but I think if we can, we should. I saw firsthand how everyone from the janitor to the counselors to the teachers and beyond sacrifice for the betterment of of the students. Um, Mrs. Corilius shared how excited she is about having another grade in the in the school. It's going to feel full. Uh, she said, and they're they're really excited about that. uh having a full school of our youngest learners will be

116a great opportunity create a solid foundation for every other school to build upon. So she understands like her job is super important when it comes to that. Um Mrs. Corilius would love for every board member to come see all the great things happening at Robert Morris. Uh so then I just want to mention that I went to the wrestling banquet. I had the opportunity to speak at the the wrestling banquet which was a huge honor. Uh speaking from the parents' perspective of wrestling and then also as a referee and so just had the opportunity to just kind of invest into our students and some of the parents and uh our coaches are doing a phenomenal job and they're a representation of every sport that we have. You know we have phenomenal coaches. Then uh last

117thing I want to mention is I attended the tech wars last week like Mr. Smith had mentioned. Um I think there was what maybe 50 to 60 students or more uh from the school there uh winning awards both uh the junior high and the high school first place which I think is a testament of again our teachers uh these techn I'm thinking about the technology side of of the school what we do in the schools um and I I had a thought walking in and so I wrote it down that that like every student can almost be divided up into two categories. uh college and and then the trades. And I I think the sooner we can help these young students to understand where their giftings are and where their passions are, the better off

118they're going to be literally for the rest of their life and for their community. And so when I think about like Boseies and then I think about the these technology classes, the technology classes are almost like preboseies and these kids are understanding whether or not even from this young age whether they're good with their hands or whether they want to be sitting behind a desk and and so I would encourage just thinking about our community and I've got one son that's at college and one son that was just in San Diego working learning about uh uh electric cars that that we should really do our best to invest in in both directions. Um and and so I just want to congratulate the teachers that are doing a phenomenal job. I think there there's more students

119than they can handle and and I would say again like I I did last month that I know this year probably isn't going to happen but maybe down the road think about increasing you know this this program because they're hitting home runs and we've got a lot of students that are discovering that they're more hands-on oriented versus going to college. >> So that's I was at the middle school I spent the afternoon at the middle school. I was able to attend fifth grade ELA class with Legos. That was really cool. Um a fifth grade math class which was just maybe at my level. Math is never going to be um my best spot of man. She made it interesting. She was enthusiastic. And then I ended the afternoon with Dr. crying going to the um

120on a field trip to the library for the peer u mentoring program that they're putting in place. And I was really I was really excited about the whole afternoon. Dr. Cry has a high level of energy and um she seems to have really connected with the kids and the teachers seem to have a very high level of energy as well. It seems to be a really smooth good transition. Um, and I was really impressed by the peer the peer program that really looks like it's going to be amazing. They were really, as we watched, you know, they were really involved with each other and the role playing in that. And so, that has a ton of potential to, you know, help their own relationships and and the time they spend at the school. So, I

121had a really fun afternoon and I really appreciate Dr. Cry because that's the third time I've done it. the two other times I spent the mornings at the middle school attending classes and it's so fun because you see more you know I before that I had you know been walked here and there and whatnot which was cool too but actually sitting and listening to her present math which has always been my hard hard subject and then listening to her present English which was my stronger subject and seeing the enthusiasm that came out of the kids and I'm thinking was I that enthusiastic did back in the day and was I you know I struggled with some things but it was really fun to see the whole the whole one class you know it just kind

122of put in perspective some of the stuff that um they've been doing and not necessarily getting the credit that they should I take middle school I've always been a you know supporter of middle school and they really are hitting home runs now in my opinion you go >> can I want to add one more thing when I was at high school. Um, a student walked up to me and he was like, "Oh, I just talked to your son and I want to shout out Mr. Czac who set up um um like a Zoom meeting with, you know, an alumni um which I thought was so cool for him just to reach out and he had two students sit in on it that was interested about the military." Um, and I I think Mr. CEC is

123such a great resource for anyone who is a college track, tech track, military track, you know, just to, you know, connect with alumni. So, kind of put that out there for any alumni that has, you know, for connection is huge. >> Excellent. Well, I appreciate you guys, you know, getting into the schools, being visible like we had uh set for goals. um you know during the presentation the reason I asked that communication with uh Mr. Kesler with the parents because I I think the our families our parents need to know that our teachers are are available. They're there to help. They're there to to do what what they can for for their students. Um perfect example today I reached out to two regarding my son and I told Mr. Smith at being both teachers responded

124back by by lunch um just with what they can do to help um offer to to to be available. So for parents that have busy schedules, send an email. Uh the teachers will will do whatever they can for our students and it stands uh again testament to to our staff. You know, they're there to to do whatever we can for for our students needs. So, we'll put them on the spot. One of them was Mr. Justine sitting behind the camera. So, >> all right. Anyone else have anything else? >> Oh, >> yeah. Um, I just want to say, and I don't want to make make a big deal, I've decided I'm not going to run for the board. Even though you all know that I picked a petition, I'm think I'm gonna go on to

125other things and I appreciate all my time. >> Thank you for Well, we're sorry to hear that because >> Yes. So, now we'll have to find another person to run along the bar because it's, you know, two positions open. >> Okay. Well, we'll we'll acknowledge you obviously before before that main meeting, but uh >> just wanted to let you know >> it's uh thank you for giving us the the heads up. >> Sad sad to hear you have a long time disappointed. Okay, >> so all right, anyone else have anything else? >> All right, I think we are good to go. We just need a motion to adjurnn public session. >> So move >> by Andre. Do I have a second? >> Second >> by Mrs. Anderson. All in favor?