001of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Thank you. >> Could you um could you please make sure your phones are on silent or turned off to do this for everybody just coming in? I don't have a sheet either. Sorry. Thank you, Amanda. Tiffany, you gonna speak? >> I just want them to say yes. Thank you, Amanda. >> Okay. Um, I would take a motion to move into executive for >> Eric. Eric, are you good? >> Pretty funny. >> All right, we're good. >> Are we ready? Okay. Thanks. >> Mr. Herman. >> Uh, right. So, thank you. Uh, I'd like to introduce Miss Diosi who is going to do her first draft budget presentation of our budget
002cycle for this year. So, >> thank you for having me. Uh, always an exciting time to talk about our budget and what's coming up in the next year. Um, to start off, I wanted to share similar to last year, we'll send out a survey for folks in the community where they can send us what's most important to them so we can make sure we have that feedback as part of our process. Um, so we'll present here tonight the kind of first draft. Uh, that survey will be released this Friday and we'll take that feedback and incorporate it into the budget process. Um, the current draft budget includes preserving our existing general fund programing. um continuation of our strategic equipment replacement planning um and includes the funding for our robust offering of a athletic and club
003activities for our students. Um so it is uh you know sort of continuation of what we have as well as looking at how we can do things better in the district. Um as you know the governor's numbers for revenue came out. Um, so I just wanted to show you those numbers and talk about a few of them and why my numbers and my projections in our future presentations might be slightly different from these numbers. Um, so as you can see the first big change for us is really our foundation aid number. Uh, if you'll remember last year when I presented I said safe harmless we used to get 3% now we get 2%. This year I'm going to say last year we got 2%. This year we're going to get 1%. So it's not a
004a positive change for us. Although it's a positive 1%, I would see this as a loss of 1% of foundation for us. Um the next number on here is our Bosey's a put a little star next to it just to say you can see that 36% increase of about half a million dollars. Two things with this number. The first is that these projections are submitted by our OCE on our behalf. Um so I don't control what goes into that number, but I do know what ends up going into the A number. These numbers are typically in the governor's proposal higher than what we actually receive in our BOS. So you may see my number be a little lower. The second thing is that our Bose surplus every year needs to come out of this number.
005So if you're looking at my revenue projections, you might see a little shifting and you might see my numbers be a little bit lower than that. Um on all in all though I would expect our Boseies a to go up. We have a couple of new programs running through posters this year and I get the revenue for that in the year following. So you will see an increase there. Slight changes in our access cost a just based on our students. Um same thing for instructional materials. Our transportation aid increase there as well. Um kind of same conversation as the aid. Those projections tend to be a little bit higher than what we actually collect at the end of the year. Our building a number though is the big one. So on the governor's proposal you'll
006see that she has projected that number to decrease. When you look at my numbers you're going to very very very large increase. The reason being that in the last budget cycle we talked about how our budget went down by $2 million because we had debt payments falling off and then the revenue for that debt also fell off in 2627 I now have debt for a capital project that's ongoing. So that aid is going to come in next year but it's not included in the governor's projections because I haven't filed the paperwork yet. So I know what's going to come in. The governor doesn't know what's going to It's a big number. It's a big difference from what she projects, but it's we have more information in district than the governor does when she's running these
007numbers. Overall, they're projecting that 4.2% increase, but again, you know, the big number for us is foundation a we know on our side what is going to come in. Pretty much the foundation aid is what we rely on that annual increase from the state to be able to continue operating our programs. So that said, some fiscal challenges for us. Um, initial projections of our tax cap is 3.2% about $170,000, a little bit over. Um, just kind of to keep in your heads, a 1% increase on our tax is approximately $55,000, whereas that 1% increase in foundation is approximately $130,000. The reason I say that is we know inflation is about 3.2 3.3%. So if my revenue isn't going up to match that, my expenses, even if everything stays exactly the same, are going to increase
008at a faster pace than my revenues. Um, and in particular, I've highlighted some of the expenses that I would be happy if 3% increase was what I was getting on those expenses. We're getting much more than these. So if you look at our utilities from we had held pretty steady for a few years. From 242 last year to this year we had a little bit over $100,000 increase. From this year to next year we had a little bit over $100,000. The reason being our utilities are going up% next year. So we're really seeing that hit our bills. I'm sure everybody at home is feeling that as well. Um particularly with our electric bills. they are really going through the roof and we don't anticipate that to lessen in the next fiscal cycle. >> Not related
009to usage increases. >> Correct. So this is the delivery rate. So our total overall electric usage or usage in general is relatively flat. Um the delivery rate it has gone up exponentially which is just what we get charged for needing to have electricity brought to us. Um some of that has changed some of their pricing structure, but some of it um you know also as the grid attempts to be able to have enough power for electrification, we the consumer are feeling some of that pressure financially as well as that cost pass on to us. Um the second big number to talk about for expenses is really our health insurance. Last year we talked about a large percentage increase um aing about 15% 26 27 we're looking at a style increase for active employee plans for
010our Medicare plan. The increase from year to year is 80%. Um, which is a pretty shocking number. Um, those are benefits that um, you know, once someone retires, they have that health insurance, we're obligated to provide it to them. Um, and we're seeing some pretty shocking increases with that. And the last number to talk about is our number. These are typically this number is a large cost for us and I would say that these are not our total education budget just our contractual expenditures. So that would be overseas and tuition. So this number we have relatively little control over. We have to provide programming for students with disabilities that's appropriate for them. Sometimes that means district programm had students who need those types of placements more number. So just a few areas these are areas
011that have strong impact on our budget. They're high dollar values. Um so as these have strong changes you're going to see that reflected inall budget. So the first look at a budget that I wanted to give you is by what we're buying, not necessarily split into that threepart budget that you'll see later on in the budget, but salaries, benefits, services, some of the big salaries, we'll see benefits we're seeing at 6.74%. So although we're seeing those really high increases to the plans, what I'm also seeing is some folks getting insurance elsewhere and we also have a unique demographic of our folks so that we are not participating as many of those higher costs. So when I do the analysis of our actual folks that's the percentage increase that I'ming um for between four and contractual
012I would say is relatively normal um materials slight increase our cost stronger increase thereum This is strongly driven by the special education rates um that are also increasing at the business level. Those are set by the obligated to pay for programs that we participate in. Um equipment pretty much flat 0.96% it's a drop in the bucket in this overall budget. We plan to replace some of our maintenance grounds equipment. We do a little bit every year so that we don't have equipment that's failing and also that we don't large budgetary spikes um from cycle to cycle and then of course this last number our debt service so going up $2.2 million that's a function of our capital project started um so remember that all of the expenses going up $2.2 million and also receiving that
013building on the other side of the equation you'll see both ends of that and it's $2.2 million number is not going to the that capital project had no tax implement increase. If I take that debt out of the equation, it's about 4.6%. Um, I would budgetary%. So this tells me that our other assumptions and estimations are right on track. So where do we go from here? So I told you my revenues are going to be estimated a little differently. You'll see that number. Our estimated expenses are about 28.4 and our overall budgetary is Um from this point last year that number was much higher. So what we're doing to address our continental budget to voters So that's the work that we're currently engaged in to go through that as part of the work. Some of
014those variables are still happening in the budgetary process. We do have some outstanding million dollar for us. Um as those rates come in it will budget. Um we'll also have a better idea of possible March typically by the March meeting we have a good idea of who's retiring who's not um and we'll have that firm projection as we see where students are landing um academically in the year. So part of our process of course when we have a gap we have to prioritize what we're going to offer here at Red Creek. So we've got the community feedback that's part of that survey from folks tell us what's most important to you so that we can incorporate that process of course your input as a what's most important to you here in our ongoing student needs
015what's most appropriate for our children academically and how we can best go about correcting that. So overall I would say yes we have a gap is it still going to be a challenge for us but in a better position than we were this time last year. >> Any questions? We're at the end of February right now. >> Most Boseies have already sent out their final service request forms for next year. It's unheard of to hear that Wayne Fingerlakes has not given the rates yet for next year. What can we do as a board to put some pressure on those folks? Because it's not fair for the other components to play the guessing game of oh what rate are they going to play next year? >> Yeah. So I think uh as as you may be
016aware Boseis has undergone some leadership changes in the last few months which I think highlight exactly what Mrs. Digman is is bringing up those kind of uh fiscal gaps in information and numbers that districts have been asking for. Um, I know I've been very vocal in pushing Boseies to provide that information for us. Uh, obviously every district is doing this same work right now that we are. So, every district is craving that information. Um, I have a meeting this week with Boseies. Uh, Danielle had a meeting two weeks ago with Boseies. We're hoping to get some more clear answers from them as as early as this week um on on what that looks like. Um >> can I ask a clarifying question to that? So there is no set date that the information has to
017be provided by. >> There's an expectation that we have received it by this point but we are at the mercy of Boseies to provide that information to us. otheries set dates. >> They set the budget calendar like we do and they submit everything. >> December and June. >> January. I was going to say January the latest would be >> is this a regular practice by >> more consistent? >> Yeah. >> Do you need us to taking it the other way. >> You know, they have some openings on the board and maybe we need to have >> somebody needs to write this down who would like to go and advocate for the smaller district north because it's a lot different budgeting for Red Creek than it is >> big. Sure. Sure. Um >> so what what
018those projection numbers really come from is when we do a final service requests every district is locking in the things that they are asking Boseis to provide for the following year and then Boseies takes all those requests and adds them together comes up with the total cost divides them by the schools that have asked for those requests and then sends them out to us absent of those numbers as Danielle just indicated it's a guess right So, we're guessing based on how many schools in past years have asked for that same service with us, maybe based on the rates that we have previously received from last year. But if other schools opt in or out of those services, it could drastically change the overall cost structure to each individual school. And the sooner we have that
019information, the it's another check mark in the the list of unknown things that we're waiting on uh that that we just continue to wait on. Um >> kudos to you, Mrs. Diazi, for doing this on such a whim and and not knowing the information. But I will say that I I think that we do need to do something to show that this is unacceptable, especially with a gap. If there was a huge surplus and we were sitting on an extra $2 million to buy fun things, then that would be different. But I think especially because we're we're at a point where we're potentially not going to be able to offer the same programs that we have in the past. I think that if there's an opportunity, as Mrs. Digman is saying, for us to make
020some sort of noise and some I think we're all on board and and helping that along. >> Yeah. Or if somebody would like to run for the Boseies board, I would be happy to nominate you. I think another piece of the puzzle uh is as Danielle mentioned, the governor released her budget numbers which included that the decrease down to 1% for for schools like Red Creek. Uh it's important to remember, right, that the legislative budget gets an opportunity to kind of uh negotiate and amend those numbers. another timeline that we have no control over. You know, we hope, you know, by law the governor has to present a balance budget in April. Oftentimes that does not occur, which further challenges, right? It's another variable that's an unknown. Um, so I think what you're hearing and
021and and hopefully that we're trying to get you folks to understand is is that this is a best guess game and and you know, we're trying to put some numbers in place on with a moving targets. Um, you know, and there's it's unfortunate that schools like Red Creek uh kind of are being used as a political football to meet other people's agendas and and it's our kids and our programs that that are up in the air and we have to make these decisions around staffing and programs and we're we're shooting in the dark. you know, we we so yes, if the board I can certainly work on getting a position statement uh that that if the board wanted to sign, we could send to to Boseies or to our legislators um in support of those
022challenges. Uh I'd be happy to do that >> and we'll let you know who Mrs. Damon talks into running for the Boseies board. >> It is an election year. Um it's a big election year at the state level which sometimes optimistically provides a little more uh funding for schools but that's to be determined at this point. >> We're not going to go from a 1% though to a three, four or five though. So >> Right. But that 1% that, you know, going from 1 to 2% represents another $130,000 uh in in the revenue side, right? So that's that's a number. >> That's a number. >> Um Danielle, I I know I saw last week that the governor's adding more money to her budget. Um and I kind of like looked through and I saw Sunni
023was on there. >> Is there any possibility that we might get more from that or no? >> Is there a possibility? Yes. But it really comes from a legislative side. Um at this point the state runs that the governor have released for um public school districts like ours are are the runs that we have until the legislative body makes a motion. >> Thank you. >> Any other questions? >> Thank you. Thank you. >> Certainly our uh our monthly update on MVPs. >> Somebody click >> There it is. Perfect. >> Uh so we have 40 there's 40 names up on on that chart this month. Um and I have again a couple highlights. Uh Carrie Griffith, science teacher in the high school. I'd like to nominate Carrie because she's the one who believed in me when
024I was scared about failing the living environment regions. She's one of the best teachers at Red Creek, obviously from a student, >> right? Um Rebecca Campbell, who is a teaching assistant for us in the elementary building. She is a very hard and diligent employee here at Red Creek. She loves educating the students she works with and she cares about the needs of all of her students. Her dedication to her job and her students is honorable, commendable, and inspiring. And uh shout out to Tracy Woodhams, one of our cleaners. Uh she's an amazing person who is always willing to talk to you. She takes her job seriously and is always willing to lend a hand when needed. I just wanted to let her know just how much she is appreciated. So >> that's great. So nice.
025Mr. Gaffne's back. They're disappointed that you didn't read his >> Yes, that is correct. Try to spread them out. >> All right. Great. Thank you very much. All right. We'll move on to the minutes from the meeting from January 21st. Could I have a motion, please? This is Decker. A second. Mrs. Folds. Any questions, corrections? All in favor? >> Any oppose? Any abstensions? Okay, moving on. Uh the financial reports make a motion for E1 through five. >> Thank you, Mrs. Decker. And a second by Mrs. Allen. >> Questions on this group. Ready? >> Mrs. Kaiser. >> Yes. >> Mrs. FS. >> Yes. >> Mrs. Dingman. >> Yes. >> Mrs. Decker. >> Yes. >> Mr. Joyce. >> Yes. >> Mrs. Allen. And Mrs. Madigan. >> Yes. Thank you. All right, we're going to move on to
026the consent agenda. Make a motion for act one through six except for three. >> I'll get that motion. Thank you. And a second by Mrs. Stamon. >> Questions. >> Mrs. Decker. >> Yes. >> Mr. Joyce. >> Yes. Mrs. Damon, >> yes. >> Mrs. Kaiser, >> yes. >> Mrs. Alen, >> yes. >> Mrs. Fols, >> yes. And Mrs. Madigan, >> yes. Thank you. >> Ready for a three, >> Mrs. Damon. Thank you. And a second by Decker. Sorry. >> Sorry. Sorry. Uh, I'd like to turn the floor over to Mr. Taylor for a moment to speak on behalf of Cheryl Howell. >> Yeah. Uh Mrs. Howell is is great, right? She's fantastic. Um she's very dedicated. She's consistent. She is great for kids. Um and um you know, it's it's a tough job. Fourth grade, you
027know, may may seem like it's an easy thing. And if you see what Mrs. Howell can do, it does seem easy, but it's not. uh it can be certainly can be a challenge because uh but she's you know been teaching our kids and she's a leader you know for decades now she's not just a leader for our kids she's also certainly a leader in our building you know she's a go-to for so many things and when we have new initiatives she is one of the first people that jumps on its how was critical like we're reading right now Gooseberry Park in the elementary building for one book one school she's the one who suggested that book um and you know that and she's you know she was part of the first chapter when our fifth
028graders read it aloud to the whole to the assembly, the Rams assembly last month. Um it's been fantastic when uh we bring out new initiatives. I know coming off of CO years ago when we were coming back off of CO we started doing those classroom circles on a daily basis and I'll just jump right in and that was something that was right there and integral and part of her classroom when we came back and and she built it right there. You know, she has been her teaching goes beyond the walls of our school. It's out into the community. You know, she's been here. She's a very strong member of our community. She's fantastic. She's gonna be She's gonna be Miss She's pulling at the heart. >> Um my youngest is actually in fourth grade right
029now, so she's having lots of interactions with Mrs. Howell and um she is just spectacular. like even knowing that she's retiring, she's like pouring all the love into these fourth graders and like letting them pick things from her classroom as they're done with them and just like really making it special for everybody almost like the kids love it and are like excited for her. But she's not like she's not checked out. She's like even more invigorated it seems this year. So, um it's been really fun to kind of like hear >> your classroom. >> See, I'm starting to feel like Mrs. How's having an estate sale in her classroom. In case anybody needs anything, >> I have a project coming up that she does have to >> take this home with you. Oh, well, please
030uh please give her her best knee. We're very excited for When you're ready. >> Mrs. Folz, >> yes. >> Mrs. Allen, >> yes. >> Mrs. Kaiser, >> yes. >> Mrs. Damon, >> yes. >> Mr. Choice, >> yes. >> Mrs. Decker, >> yes. >> And Mrs. Madigan, >> yes. Thank you. All right. Moving on to new business. Take a motion for one and two. Mrs. Allen, second by Mr. Joyce. So just the first reading on the first group. I know there was some discussion questions follow up from that. >> Just in uh full disclosure, I know there were some questions at the committee level. I did not if you if you look through um like 3140 for instance, I did not reflect those changes in here yet. Uh just wanted to provide that opportunity in in
031public before we we made those changes. Um specifically around just some titling uh you know interchangeability between the board and the district and how it reads back and forth. So, um, I'm aware that they're not changed. Uh, but I wanted to make sure we we brought it out in in open session. >> Great. >> I just have a question, I guess, about um, so the questions were asked and then the response, but is it is it working well for everybody to do it that way via email as far as like questions asked, the response is given, we're checking it. that seem is is the process working for everyone, I guess, is my question. >> I feel like it's the first time we've actually kind of done it. I I'm so I'm not against it. I
032think uh I was a skeptic for seven people on the >> policy committee, so I'm probably not the best person to ask, but um I do feel like it flowed pretty well. I'll be interested to see what this next round looks like >> to vote response because these this first round of questions weren't weren't heavy. It was a pretty light load of feedback that was given. So, in fairness, maybe we'll maybe I'll ask the same question if there's a heavy when they're >> Yeah. When they're a little a little more weighted. >> I was just curious if if the back and forth is is doable for everybody, I guess. But maybe that's an unfair question to ask today. I'll ask it again later. >> Yeah, I think you should. But I I haven't heard any
033any drawbacks so far. Okay. So, >> anything else? on policies or on the whole >> uh anything on G1 and G2. >> So I just have a comment on G2 if we're done with the policy. I don't want to >> So just my comment on um G2, the senior class trip. Um I think it's important to highlight the fact that the senior class trip is for seniors. It's not about teachers. It's not about chaperons. It's not about um anybody but the seniors. Um you think about who's been fundraising money for all these years to go enjoy a trip with their classmates. Um but it seems that year after year after year we're on the same trip um based on where teachers and chaperones want to go. um students present other ideas um they don't pin
034out for whatever reason some are logistics of it some are just impossible um trips to take um but I think it's important moving forward that again the students who are fundraising and the students who are going to have that lasting memory with their classmates should have a say in where they go if students are um kind of heming hawing verbally to a lot of people that this isn't what they want to do. Um especially a group who has quite a bit of funds and didn't get to go on an eighth grade class trip. Um this should have been about them, not about chaperones or um teachers. So I think moving forward that's something that we want to make sure happens is that students have a voice here. >> Thank you. I I have something and
035it's something I I say every year I feel um you know when I looked at the anticipated cost it says $800 before you know the grants and then 600 after and I understand fundraising is available for all students. Typically if a student has a difficult time coming up with the 600 chances are their circle who can help with the fundraising is also limited. So I just want to make sure that if a student wants to go and money is an issue that they still have an opportunity to be able to go. >> That is accurate. >> Thank you. >> Anything else? >> Mrs. Allen? >> Yes. >> Mrs. Damon? >> Yes. >> Mrs. Decker? >> Yes. >> Mrs. FS? Yes. >> Mrs. Kaiser? >> Yes. >> Mr. Joyce? >> Yes. >> And Mrs. Madigan? >>
036Yes. Thank you. All right. We'll move on um to reports. So, I'm just going to ask because he's not here. So, does anybody know did they win? >> Aiden's not here at the game. >> The most recent update I had was with four minutes left in the fourth quarter and Red Creek was winning, but I have not >> realwhere. >> I do not have I do not have an unread text. So, >> it's gonna leave us hanging. >> Yes. >> How many comments? >> Um All right. All right. Were there any questions? Uh, unfortunately Aiden's not here to answer, so hopefully he's winning. Um, any questions on the administrative reports? Any thoughts? >> Okay, great. Moving on. Mr. Venorman, you want to speak to the enrollment? >> Yes. Uh again, Roman done just a small
037tip from from last month, but as I indicated in my transmitter, um I had signed, I believe, six uh new student registrations in the last couple of weeks that are not yet reflected in this. And then I believe just yesterday or earlier this week, two more uh to the good. So um >> get them in hope hopefully. Right. It's kind of like a sign of spring. We're getting, you know, we're increasing our student enrollment. So, um, >> yay. >> Any questions on that? >> No, just this time it was kids coming in, so I felt like I needed to say something. >> Absolutely. Uh, next, I just wanted to kind of share uh the the student board member uh protocols. Last year, this current year, as you are well aware, was the first time that
038that Red Creek had a student representative. Uh, as as a board member, Aiden, of course. Um, we put policy in place in accordance with the law. I've spent some time with Mr. Gaffne and Mr. Gaffne has spent some time with student council kind of refining what we had in place from this year based on what we learned. And uh what you know the discussion really kind of centered around trying to mimic in some way the actual board member election process but from the student perspective. So um those protocols that you would kind of see would would align with our policy but also allow for the increase from one student rep to two student reps. Uh possibly a junior and a senior next year. um the opportunity to involve the entire student body in this process
039by uh preparing uh an email and messaging from from you know involving Aiden and student council to the entire student high school population around like hey if you're excited and want to get involved and want to have a voice here's what you can do. Um so that messaging is is scheduled to go out this week um to gen generate some interest um provide those steps and then allowing the students to participate in that same process that that our community does by voting uh through like lunch periods and so forth to you know students that are interested in uh would get a nomination packet and they would get um signatures from other students. which is the same as what all of our uh prospective board members would do with the community of course and then um
040our students would be able to cast some ballots in that democ kind democratic process where we would identify some. So just trying to get more awareness, more student involvement in it. uh just make it a little more robust. And you know, as we've gotten into it and and had a chance to kind of uh dissect what we did, we thought maybe this was uh a more inclusive practice. So, >> I just have a question. Um how do you pitch this to students? >> We're gonna I mean, it's going to go out an email to all students. >> I mean, like what do you say like the job description is? Yeah. I mean, is it simply, hey, you go to board meetings and you make a report every month? I mean, I'm just wondering how how
041does it look to a student? What is included in this type of role? >> You know, maybe that's a better question for Aiden, you know, from his perspective, right? Of course, >> I don't know. >> Well, by the time we have our next meeting, it will be passed. >> I mean, the March first like >> the boys did win. They did >> a yay. See, >> um I would imagine that it would be like good on a resume to have that leadership because they do go through training with other superintendent. >> Yep. >> Yeah. So, we have a regional superintendent that leads a group of all the student board reps from the region. They they meet online. They've met in person um as as a network sounding boards. Um I meet with Aiden on a
042regular basis. Mr. Gaffne touches base with Aiden on a regular basis. So trying to gain some perspective, fill him in on some some things. So um >> just be interesting to see how many students we have that might be interested to >> Can I ask a question or maybe two questions? Um so when I read through this, it didn't sound like students were voting. It sounded like the panel was going to select the candidates. By the panel, do you mean like panel of students or a panel of teachers? >> So then when do students vote if the faculty panel is making the decision? >> Was that a change, Mr. Gaffne? >> No, not they got to require 12 student signatures. >> Okay. >> And then we'll collect the we'll collect whoever meets whatever student who
043has an interest will go around and get signatures like a typical board applicant. Once they receive those, we'll collect those and there'll be a panel of teachers that will go through them and review the applicants. >> So, do students vote? >> No, there's no signatures. They got to get the signatures. >> Um, did you have another question? Well, that was a >> depending on what. >> All right. >> Accountability that I I wanted to share this uh out. I know we were uh scheduled on the books to present this last month, but it was not released uh publicly from the state at that point. Uh since then, it it has come out. This is our created version of a report card um for kind of readability and and uh I wanted to kind of draw
044your attention to, you know, some historical reference over the last couple of years. Um, I recognize this may be a little bit overwhelming uh to a lay person who is not living some of these um accountability measures on a daily basis. So the overall the overall important information at the board level is we are in good st what what used to be referred to as good standing. Now they've they changed the language to local support and improvement which is a good designation. Um the worse the lower designations require more intervention uh and and the restrictive use of some of our funding targeted towards interventions related to wherever our deficiency may be. uh based on subcategory like uh economically disadvantaged students if they're not meeting um improvement or or academic targets or um students with disabilities.
045Those you know those designation targets the state gives numbers and then we have to either meet those numbers or show progress towards those numbers in a meaningful way um in order to stay on the the good list, stay off the naughty list. So, um, but I think if you look at the 25 26 numbers, what stands out to me are the amount of green arrows up. Um, and and to me, it's a testament to our purposeful focus on using data to inform a little bit more of our stuff. Certainly led by Mrs. Deini and our lead teachers, our administrators have gotten behind a lot of our data protocols. We're looking at data more closely. We're using data to to make decisions around our curriculum and in our instruction. And over the last two to three
046years, you're starting to see the the improvement shifts with those. Um, is it perfect? Of course not. Um, are we always striving to to to do better? Yes. Uh, and you'll see in the far right column, we're now we're now diving to the point of we're looking at what how many points to get to the next level, right? So, and then that that sometimes means we're drilling down so far into gez, how many students on ex extended response questions on a state assessment are getting one point instead of two points. And what can we do as teachers and administrators to practice those skills or reinforce those things to allow students to get two points on a rubric like that, right? Like those kind of fine-tune these things when you drill all the way down. That's
047the kind of thing um that we might be looking at. When we look at graduation rate, we're looking at things like Mr. Gaffne's um academic recovery program. we're diving into, geez, one kid equals two percentage points on our graduation rate. So, let's go back in our cohorts and find out kids that we might have missed. How can we remediate that and catch them up? Um, that's a culture of data review. That's those are steps in the right direction to to increasing rigor and accountability for students. Resetting that um those expectations around it's okay to be a good learner. it's okay to to want to achieve. Uh and giving tools to our teachers to move them from, you know, level A to level B. Um any questions that you might had on this? Um I know
048it's a there's a lot of lot of things on here. Um, >> okay. >> Excellent. >> Thank you. All right. Uh, we're set here. So, I will take >> Can I ask a question first about the um the board president section? >> Oh, yes. >> Okay. Um, so I thought you were gonna say the accountability data. >> No, I know. No. Um, I know that I've seen Amanda doing kind of some digging and getting information on questions that were asked with this. At some point, when Amanda's done doing all of her digging for information, do we want to set like a date that as a board we sit down to like wrap this up and put a bow on it and be done with it? >> Um, so we're talking about the on boarding. um
049and the board of education have >> just so that we can like check the boxes that we got them neatly done before the year's over. >> Yes. So, um uh Miss Osborne actually doesn't have like a date. She just randomly comes up with cool stuff and sends it off. So, it's tough to kind of hold her um she's not set to uh provide anything. She just kind of keeps coming up with stuff, which is great. Um I think it would we've kind of bounced this around a lot and it was From what I remember, this was set to when you get a chance, get in there, take a look at it, review it, put your notes in. Nobody's been in there since we had that conversation. So, if we wanted to set a date to
050it, but we would need to we would need to set a date and say that that was going to be the end all. So, I know I just reading it kind of reminded me when Amanda was working on it today like there were some thoughts or comments that I had that really would probably have to be like board decisions or I don't know if we want to do like an ad hoc committee to make the decisions but um I know I could put all of my comments in back when we had originally given that deadline. So, I don't know what needs to happen, but I would love to like have this wrapped up in >> Yeah. Um, I don't think everyone had an opportunity um or a chance to do it, which was part of
051the reason we weren't able to, I guess, mesh all of that. Correct me if I'm wrong with this. Um, so we can do that. I mean, we can set a date right now to to go in there and then basically work off of what we have if that um works. There's going to be uh uh the comments that are in there now aren't would probably have to be a majority, right? >> Um in order to make those changes. So, I was um I was kind of hoping I I think for Mrs. Fols and I speaking that um people would at least be like, "Okay, check mark. I'm all right with that." Or, "No, that's a change that doesn't need to happen." Because that would at least give us a little bit of a better feel
052if there wasn't at least a majority on there at this point. Um why don't we make a point to uh the next meeting is the 25th of next month too, right? >> Uh no, the 18th. >> Oh, yeah. That >> All right. Well, somebody's paying attention, not me. All right. So, why don't we say um if we could do it by the 14th, that's Saturday, so it even gives you a weekend day. Um, and then, uh, Mrs. Hold and I can kind of put the stuff together, maybe pull out, um, what I don't want to say controversial, but that required maybe more information other than just this is one person's opinion, you put it together and we'll just say after March 14th, if you haven't made comments or you haven't had a chance to get
053in there, we'll just assume that you're okay with what's already in there. Does that sound all right? We'll bring it back on the 18th for a final approval. Um, And then obviously discussion if necessary. >> So are you looking for people to go in like am I tasked with going in and saying I agree with this person's comment. I think we should make this change or >> I think it would make more sense if you went in and you said if you disagree rather than >> I would agree. Okay. >> So I would agree with the disagreement. >> Can you choose another word please? >> I would reput comment and I'm like oh I agree with that. I just comma in there. >> I'm going to put those two together. >> I don't even know
054how to get it. >> Um Stephanie, >> I actually probably need Eric to turn the computer on and get me logged in. >> Eric, don't retire um ever. At least until Mrs. Ker isn't on the board anymore. Um no, I would say if you or if you have a new comment to add. So, let's uh let's plan on that. That'll give us a few days to put that together. Um, any major things, shoot me a text or something and we'll we'll take a look at it. But we'll use that date and then hopefully with no other crazy discussion, we can have a we can have it adopted at the next meeting. Okay. >> All right. We'll put that together for any future board members uh for the following years. Thank you for the question. >>
055Anything else? >> What is that that keeps happening? >> The door. the illegal door. I know. I think doors are great. So, um, all right. I'll take a motion to move into executive for a particular personnel matter, please. Mrs. Fold in a second. Mrs. Becker, thanks for coming. >> If you need to graduate, you need to see somebody that works here. >> I didn't want to ask. How?