Conestoga Valley Board Meeting - 11/18/2024

001e e e I can welcome everyone that's here as well as those that are joining us online uh we will start with will you please join me the pledge to the FL I to of the United States of America the stands na indivisible and justice for all this is Mart may we have attendance please all School directors are present tonight we have a forum in place okay uh this is our second meeting of the month uh the most official votes are taken which are listed on a consent agenda which includes those items which are routine or have been discussed at our work session last week all of our meetings and the attachments are posted on our website uh are there any changes additions deletions or corrections to the agenda I have one and it'll show

002up on the consent agenda uh the approval of courses for the high school the attachment still lists the gothic lit so when we do that we will exclude that because we'll do that in the uh discussion action agenda if there are none can I please have a motion to approve the agenda motion to approve the agenda second all in favor say I I are there any NES or extensions if not we have an agenda we will start with our board commendations for the month to get comfortable congratulations to coner Valley High School senior CTC student Jer staer who was named in October student of the month at the monthly joint operating committee meeting he was named student of the month in heavy equipment operations and maintenance students are recognized for their leadership positive attitude and

003commitment to Career and Technical education congratulations to the 22 con Valley High School students who were officially named atalo Scholars they are liar Rodriguez Cal shank Marx Morales Jack sers Cameron Harley Philip Lee Shana Lee M kab kabid Victor Mina I I knew I'd have this Angela loor zib gabri wad gibu gabri wad kyana Davis Gabriel justiano Chia Logan Amanda stpo Aila Washington Smith Mia Kazo ASA Diaz Cruz pz and Jade Flores congratul congratulations to con Valley High School senior volley volleyball player Naomi Lair who was named the lest of the league Allstar in addition Kaye fry was named to the AC all academic team congratulations to Conor Valley field hockey players who were named to Lancaster lebanan League all section teams freshman dilman Junior Emily lap and classmate Ellen buckwater were all named first

004team sophomore Ry hiler hel and Junior Jane younger were named in the second team congratulations to coner Valley boy soccer players who were named all league players by the lanaster Lebanon League senior Zack Layman and juniors Andrew James and Brady staer were named to the first team was senior Brenton Glick and sophomore Jacob hogen the second team honor Grayson fiser received the's representative on the all academic team congratulations to cona Valley High School boys golfers who were named to Lancaster Lebon League all section teams Thomas kowalinski and Andrew kovinsky were named section two All Stars while cash Landis and Toby sha are spots as honorable mentions congratulations to con Valley High School girls soccer players who earned all League honors from the Lancaster Le in Le Junior kalana Davis was named to the section one

005second team and Senior Lisa Walter earned all academic recognition in addition the buckin team received the second one sportsmanship award and those are our accomodations for this month superintendent's comments question oh of course I'm not that familiar with Athletics what does that mean second team first team I have no idea I asked the same thing uh so so the best players in the league are on the first team and then the next best on the second team and then if if there is an honorable mention then that that would be like the third tier yeah I don't understand that either so there's a certain number like IAL second second team first team that that second team shouldn't be there there's first team and second team I asked didn't get a response so I just figured

006that's how we'll read it TW first section two does it say section two that says yeah so that's our so in our league our because we have about 26 schools in the league they're all divided in sections based on enrollment and we fall in certain Sports we fall in section one and certain Sports we fall in section two so they choose allars from just the section two teams and the coaches talk and negotiate and then they decide on okay let's say these five players are the best players so they're going to get they're going to get first team Allstar and then these next five will get second team and so on thank you're welcome your immediate answers that that's a type out there was a spot there where it said second team first named the

007second team first team and it made there were a couple places where those students first the students down below me second thank you for asking superintendent's comments yeah just kind of Piggyback in on that conversation just congratulations of as we wrap up fall Sports uh in the district was overall pretty successful season for all of our fall sports team uh know our football team got a lot of recognition this year for going undefeated in the regular season unfortunately their season came to an end this past Friday in districts but but we made District semifinals for 5A and so it's just a really really successful season all around for our fall teams uh a couple other things going on in the district just to mention since we're not we don't have any new people to approve

008tonight I have a little more time uh we had a a group of students from the high school last week participate in the State education Rising conference at Millersville University uh if you're familiar at one time educator Rising was called a future future educator of program a lot of schools had clubs with it it was it's through F Delta at it's now called Head Rising uh one of the things we're trying to do as a district that uh Miss hupton and myself and Dr man and Dr Fox had a meeting at the beginning of the year really looking at how we can start to cultivate a grow your own program in the district uh where we get some of our high school students interested in going into the education field and hopefully come back here

009so uh starting with sending students to this conference and seeing if whether or not there's enough interest to start an education Rising program here along with some of our dual enrollment opport unities and educational internship opportunities uh this was sort of the first step in that process so really happy to see that we had a uh this is up then was was able and her team was able to find a group of students who were interested in going to that conference uh we also had uh some some other schools visit us last week which was pretty exciting uh we had a team of Educators from Alano visit our Middle School to look at their middle school model and talk about scheduling uh as at Lano is looking to go from their current 7 78 junior

010junior senior high model to a six bringing sixth grade up to the middle school and since we went through that process a few years ago uh they sent a team down here to really talk to our Middle School team about that what that looked like so anytime we get the our our our teachers and administrators get to collaborate with those from other districts to kind of talk about the successes and the challenges that's that's always a good thing and we also had a team uh of of teachers and and principles from New Hope sawbury come in last week and and with Dr koser and myself uh and Dr grael toward toward smok town because they're looking at starting a construction project on a new building and it was recommended that they come look at look

011at what we did at smok Town what we did with some of our stem labs and Library some of the Innovative spaces we have so really exciting when when other districts recognize us as a place they want to come and get ideas from so just you know I know that happens more often than not a lot of times we don't mention it but but I thought worth mentioning uh and then uh I got to beet last week for the first time this year with my student superintendent advisory Council uh it was just sort of a kickoff to kind of introduce ourselves to each other but we had some conversation about what's going well at Koga Valley what are some things you know that as student leaders they see that worries them um and so on

012but one of the things that came up never came up before all last year when I met with them uh but but part of this initial meeting was uh just me kind of explaining what my role is in the district what a superintendent does and and how I interact with the school board and how I interact with with different stakeholder groups throughout the community and several of the the students actually asked if they would be able to attend a Schoolboard meeting I said sure they're public you can come whenever you want uh but uh they really were interested in having an opportunity to maybe meet the board and interact with the board so I thought maybe towards the end of the school year uh even though they can come they have the right to come

013whenever they want uh maybe we would arrange uh some sort of a recognition for this group that I meet with throughout the year at the end of the year where they can we can invite them in and I can introduce them to the to the public and to all of you and they have a chance to see what happens at a school board meeting so um thought that was an interesting uh I was I was happy that they they asked that I didn't think they would ask to want to come to a school board meeting but voluntarily but they did so uh and then finally just just a correction U if if you noted I put the incorrect dat in my board update that I sent to all of you on Friday night uh our

014December board dates are December 9 or December 2nd for reorganization and then December 9th I don't think I updated it from November and my board update for you that concludes my report well maybe we can make arrangements to have some board members attend from of their their meetings yeah absolutely any board comments on District activities last week did anybody mention the play at the high school just curious I think somebody if not I'll mention it again but the high school put on that uh heck was it called Importance of Being importance being yes I was want to say the utmost of Being Earnest that's not The Importance of Being Earnest fantastic play they did a great job for a small smaller group of kids just awesome I got to see all three nights it gets

015better with age um as they get more confident but just a fantastic job I love the way the drometer part works here so just wanted to mention that piece I I got an building visit in the fritz with the new uh the new principal Mr jaro uh and got to see a whole lot of little kindergarten kids I sometimes forget how small they come I volunteered with Junior Achievement in the high school oh on Wednesday I believe it was last week and um so it's their real life program um I was doing the budget Builder exercise which was two hours with a group of I think six and seven students so we did it twice and um you know budgets probably not the personal budgets not the you know easiest thing to to talk through

016but they were a really engaging program and the kids were all really participating um they each you know set their own personal budget u based B on the materials that they were given and um it was really neat watching them uh help each other out um as we went through the the exercise so it was it was a great day there's also a program coming up it I had forgotten you still have that that U that business one for the Elementary School Junior Achievement also J and uh I don't know if you're all familiar with it but it's a great program for the uh the elementary kids maybe we have a presentation on that at some point I did fifth grade interviews for for that on Friday at interview to be their and I had

017a student I had a student tell me that she's really good at math and she'd be willing to help me out with the school budget anytime I want take her up on it oh that's that's great anything else correspondents Mrs Martin have we any there is none okay then we will go on with our presentations Mrs huny you have an enrollment report for us yes I do good evening so every year what we like to do is give you an an update on our enrollment projections we do this uh in order to look at any trends that are going could be developing as far as uh enrollment size class size capacity so we first start with the history of the birth rates and um CV except for a few fluctuations has been fairly consistent recently

018at about 500 births per year on the next side then what I like to do is I take our 2425 enrollment projections that we gave you last year compare them to the actual enrollment uh in October of this year and you can see that the enrollment projections were uh fairly consistent we in total we're only off by about 15 students and no I can't take any credit for the enrollment projections those are numbers that are provided by pte they do an enrollment projections for all of the school districts in the in the state so breaking it down for you then to we show you the comparison of the enrollment at the elementary buildings for last year and the actual enrollment for this year and you can see that enrollment was fairly consistent from last year

019to this year and we did include those little uh pre kiddos in these numbers so in looking at our secondary enrollment I was able to give you a three-year uh history on this and we are starting to see some of the enrollment numbers decrease slightly but again those decreases are not that significant so in this slide I'm providing you K through 12 and the first three columns of numbers are the actual enrollment for the last 3 years and then the uh last three columns of numbers are the uh pte enrollment projections for the next 3 years uh if you look at the very last line the total for all buildings again the first three years you can see us slightly decreasing but then PD's enrollment projections really showing some more significant decreases in the enrollment

020I don't know that um their numbers will hold I think they're pretty strong based on the fact that we are having fairly consistent uh birth rates in the district I don't see our enrollment numbers dropping off that much much pte does um update their projections once a year and I do follow up and look at it on regular basis this was a uh some information that the IU obtained from the school districts in in the county and it just has some very interesting information um and looking at Kista Valley showing that we have 79 students in our outside Cyber Charter Schools uh I the next two columns over or actually the next three right there smack in the middle uh if you I that is referencing our students that are enrolled in our Virtual Academy

021and I I don't agree with those numbers they are um they are off significantly so I don't know what numbers got incorporated into uh that section there but for example um I had down I'm sorry Mel do you remember the number of the full-time cbva yeah through 12 we're just under 90 full time and we're around 190 uh total good for uh lendon as well thank you and um the next to last column there is all of our students that are attending non-public schools and we have a pretty large number 1,660 students but that also includes our Amish students so you can see why we have a lot of a higher number there and then we also have about 300 and some 315 students that are in homeschooling so this is just interesting to look

022at and to note and even though I'll be talking about our outside Cyber Charter Schools in just a second um but even though our numbers have been increasing in that enrollment uh we actually only have three districts in the IU that have uh less enrollment that outside Cyber Charter Schools than CV does so back in uh before the pandemic hit our with the hard work with cbva and bringing students back into um our cyber program uh we had gotten down to a very very low enrollment of about 40 some students in the uh Cyber Charter Schools and then once the pandemic hit that enrollment just went right up so we have not seen those numbers uh coming down that much we are starting to see a bit of an uptick with um more students enrolling

023um as special education cyber students and then if you recall uh with the governor's budget that was approved back oh did you say with the second highest or second lowest s students the no you mean back on the I sheet uh we have the fourth lowest there are three other districts that are lower than us I just thought that was interesting because that does reflect two of the work that we're trying to do with our virtual program and then back when uh the governor's budget was passed in July included in that uh budget was provisioned to try to change the Cyber tuition formula and what it does without getting involved in the ENT getting into the entire um formula was to help plus uh reducing the uh special education tuition rate so if we would

024followed the regular formula our uh special education tuition rate would have been $35,000 and with the new formula it'll be $32,000 so um that difference times 20 some students in special education will certainly help us out and then last just to emphasize the cost of the Cyber tuition for us um we'll be looking at another year of about $1.3 million in cyber tuition costs so anyway that's just a short presentation on our enrollment projections we're not seeing any significant um trends at this point and we'll just continue to work with um the Cyber um students and trying to bring them back into our programs are our H School numbers uh going down have they going down or they pretty steady they've been for a regular yeah yes uh they've been going down slowly nothing significant

025nothing no great uh drop offs yeah we had a change when Charter Schools came I know but then it the sort of level off yes yes anything else no thank you all right thank you Dr coer and Dr man and Mr shaer all right well good evening everyone all we have for you tonight is um report that we provide every year and looking at um uh District data assessment data and then we end with um budget items that we're looking at for the upcoming year and so forth so when you look at our demographic data pretty much consistent from the past from past years um just a couple points that point out is that our Hispanic population is up by 2% from last year um our white population is actually down by three and the

026Asian population is up by one but so pretty much consistent that way the um economically disadvantage has been consistent is around that that same number and the um English Lang Learners is is again maybe up two points from last year so but overall consistent you look at our math pssa data you can see that um U as we mentioned a couple weeks ago elementary math seeing that steady increase which is fantastic um at the middle level we're still um working and and it's kind of plateaued there but as we talked back in August about our um Improvement plan and so forth you know we have a lot of work that's taking place and will continue to take place to address that those numbers pssa Ela similar type of numbers again you you're seeing an increase

027um steady increase which is fantastic um amongst all the work that has been happening with the uh curriculum with math and reading um so so we're seeing that which is f which is a good Trend to see happening science um again when we get into the p uh past data we'll speak a little more to all this but science uh has been consistent uh we are seeing a drop off um a little bit at the um middle level so couple things to keep in mind we are working on redoing the curriculum there the new steel standards are are coming out so we're working on doing that as well the states this year coming up the the the science test quote unquote does not count because of the change that the state's having with the steel

028standards so next year it'll come back and count so to speak I mean we're still going to test we're still going to look at the data and all that stuff but it won't count so just a couple points there Keystone data again fairly consistent um this data is I think can be a little confusing because um the number of students that take the test and when they take the test so we have students that take the algebra test in 8th grade and um so algebra one is a key student score and then it gets banked until their junior year is when it comes into play we have students then to take the algebra test through their freshman year um sophomore year is Ela and biology now the thing that it's a little confusing there is

029that we have students that retest um if they don't pass you know we they can retest and so when you think about act 158 the pathways for graduation there's a variety of Pathways the first pathway obviously is pass be proficient on all the tests and then the second one is passing the test without anything below basic but having a composite score of the total so again doing well on the test is is the path of least resistance so to speak um although the other paths are in my opinion are very good because it gets students involved in other things um so again fairly consistent here um one of the things again when we look at P it gives a little better look under the hood of some things that we're concerned about so takeaways so

030you're looking at Ela elementary math and science has gains uh Keystone algebra um if you remember last year was on the other side and so we've seen some gains there which is fantastic obviously you need to see more but that's that's good Middle School achievement um again when we think about the work that we're doing at the middle school and looking at our Improvement plan so forth you still looking at root cause analysis trying to get down to root cause of what why the scores the way they are and then a plan to address those and then houst and biology and lit again we've seen some decrease there and it'll be obvious when we look at the pbass data and so um not sure the lit may be an anomaly but but we got to

031look at the data they just came out so we got to look at that biology I think is showing two years of of decrease or or being down so again we're working on the curriculum there so that's updates that are taking place your question the Middle School uh we had a presentation on their improving plan when did that go into a fact beginning of the school year so year yeah presentation was in August yeah and so the work start in ear then however I mean there was worki that see any results from that program other than the work that people are doing yeah you know mean dat day work of having the U the data meetings um we've administered the CDT which is not new this year but but what what suest is fairly new

032is a better understanding of it and and what the data means and how we're using it and so forth so just started this year yeah but I have a question on the pssa mouse doors uh that's back near the front of it I was comparing it to the numbers I had written down from last year and in and they didn't match and I wondered why I can hear you I I I compared it to some of the numbers I had from last year and they didn't match like what's on here uh like 2022 it claims the Middle School in math uh there was 33% but last year when I looked at that same thing it said 40% so I can't tell if it went up or down because I don't know which number is right

033is there a reason why why I know you said about what algebra is taking different times would that have been what caused that number to move now okay I just wonder why it was different look into that I'll be an to see those numbers next year now I will say this I mean one of the things that we' been working on at the middle level as well is is getting more students to take algebra one and you know in the advance which is a good move and so the unfortunate thing for eighth graders then that's two tests they got to take they still have to take the pssa test for Math and then Algebra 1 as well but um you know seeing more students moving in that direction um typically we have between 60 and

03475 students every year in eth grade take test we're want to see that increase because we students have the ability and I think it's it's just a good move for them overall so the other big set of data that we look at is the value added assessment data the P data that's the growth side of the um data that we get every year and I did just as a reference we did put in a glossery of terms so your last slide there well anytime we do a data presentation we'll make sure we add that glossery so you can see the acronyms and and go back and forth um but on the pssa side of the house that's the grade level standards how are our students performing against where they should be for their grade level

035right that's proficient and advanced on the P side of our data analysis is how much academic growth did our students in CV make relative to the rest of the students in that grade level in the state of Pennsylvania okay so when we look at the growth Side Green anything in the green is they left learning a Year's worth of material solid year they grew what they were supposed to grow anything in the light blue is that they slightly exceeded that growth measure and then the dark blue is they moderately exceeded the growth measure and so we're we're looking for the blues as much as we can here um when we look at our Ela as a whole you see that a cross grades 4 to8 where it says at the very bottom there cross grades

036we meet the growth standard um but you see that in fourth fifth and eighth grade we actually were in that dark blue we moov students well beyond a year in their um Ela growth we know that sixth grade seventh grade and Keystone literature are areas that we need to dig deeper and as Dr man said this data just came out we just started school consultations with some of the Statewide teams to do what's called digging deeper there's a protocol we go through that takes us through just report upon report of different subgroups different quintiles we can really drill down into specifically which student groups May the years worth of growth who needs some additional support and so that's the process that our principles are engaged in right now with their school level teams um we'll

037be working at the high school with the Department chairs on doing some of that analysis as well so it takes a little bit of time to sort that out and really get an understanding of why those areas um fell in the well below this year because it really it's it's just such a discrepancy between the years that that's something that we want to get a better understanding of through that process um overall though we are encouraged to see with the with one year of trying out our units of study um to get the results that we did there for ELA math then you can see all across the board we've met or we've exceeded that growth standard for all of our grade levels um fourth grade all the way to Algebra 1 and so again

038we saw that with the proficiency right we saw it with the proficient in advance with pssa and now we're seeing it in growth that's what you want to see you want to see both of those data sources lining up together in the right direction and so we're encouraged to see uh the math project math progress in the district as a result of some of those curricular changes we've made and um some additional instructional professional development that we've delivered with our teachers as Dr man said we see some similar Trends between the achievement um and the growth in science we are just meeting the growth standard in fourth grade and eighth grade and biology um again an area that we really need to to examine through the implementation of the curriculum redesign this year as Dr

039man said these scores are kind of that last year for the old standards the old tests we have a little break here next year to get our curriculum up to where we want it our resources aligned and you'll see some of those in the curricular requests a little bit later on um and then in 2026 we will have moved move to a completely brand new assessment and so for the most part these scores are now archived data that we're not going to spend a whole lot of time on because everything in the system has changed with science and so we want to really concentrate on moving forward with our steals standards and the curriculum that we've been building with the science team in our comprehensive plan we have identified three subgroups of students that we

040particularly pay attention to in our data and I debt this goes to your question this is the these are the three subgroups that are in the current Middle School plan English Learners economically disadvantage and our Hispanic subgroups of students these are the ones that we know we need to really focus in on systemwide because we have that that Focus um from the state so when you look at the English learner slide if you can go back one um or two I guess yep I did want to point this out back to your point I did in this area we have met the growth standard for 10 out of our 12 grade levels in subject areas and here's why this is important English Learners were the first subgroup that we got the the TSI flag was

041raised two years ago and so the Middle School's original Improvement plans focused on English learners for the first couple of years and so the strategies we've been putting in place the coaching um last year the board approved using some of our title funds for an ESL part-time coach the strategies that we've identified for improvement we're starting to see have a profound effect on this subgroup and so we are really happy with the growth data that we're seeing with RLS because um you know with with some of our subgroups we want to make more than a Year's worth of growth to bridge some of those um gaps for students along the way so in this one this was the focus of the Middle School plan and then subsequently the elementary schools Focus their plans on this

042um area as well and again you can see some of the outcomes that are starting to take effect in the system and then our other two Focus subgroups Hispanic and economically disadvantaged really their growth data tracks on target with the all student group so the areas and the grade levels where we saw concerns with all students we're seeing that also reflected with these two subgroups of students and so again every time we look at a a data point that comes in we want to make sure that we're analyzing it through the lens of the these focused subgroups um to determine what additional strategies and supports we may need to put in place so overall our takeaways can I ask one question yeah go ahead um do we have any data and I wasn't about to

043do it that's for sure I can compare last year to this year but that's two different groups of kids even if they did have the same program and I do we have any way of tracking one group as they go up in other words like if they if they have more than a Year's worth of learning in uh say uh seventh grade math and then they don't in eighth grade they haven't gotten ahead they've just front loaded it do we have any data that we can trace the same kids over years yes it's called cohort data and we can look at our growth data that way way and our achievement data that way and so that would definitely be something we can put together that's and this it's what happens to the same same kids

044as they go through otherwise we've got a moving Target it's always different kids being tested sometimes different programs and it's hard to evaluate what's happening yes yeah that's my concern like these kids at 38% of reading okay that's great for this year we're going to fix what's coming up those kids keep moving up and now they can't take out Algebra 1 in high school because they never got algebra basics in middle school so you're just perpetuating them that whole generations going through and they're behind and curiosity I know you pull out with Hispanic all that stuff do you pull out homeschool Cyber Charter like all those that happen to take of the kids that take the ssas how cuz I know like home school you don't have to we only have one I feel like

045last year only have one student come in maybe two at elementary who were homeschooled who took the assessment so is cyber and all that in this whole data group because be nice cbv is okay well it' be nice to see Brick and Mortar versus cyber and see what those different and how they go through and and we definitely can do that for cvba we can we get those scores yeah we don't get home school even though they're eligible to come in and take it they're not our kids we don't see we're not PR that I can tell you across right across the state traditionally homeschool and cyber students perform not as well but it's hard to small sample size because most of them ought not to take the assessment and all the schools including the

046Cyber Charter or on the Future Ready index to that website and you can look up all all schools across the district across the state I'm including sa chars okay so break that down by specific so last year we identified students with IEPs do we feel that wasn't a legitimate measurement for that group too many different reasons or the growth data is the measure that we really focus in on for our students with IEP is the pvas analysis and so the schools will do that they go through each school team goes through um a consultation with Department of Education past team teams and they break down their schools individual data and they look at all of their subgroups and how they're performing compared to the all looking for those areas that um we see gaps or

047we see areas that we need to um provide some more targeted supports the IEP sometimes is half a dozen or more different reasons so it's not like a a unified group I I wondered if that was why you didn't include them this year I just we picked out the three that are the focus of the comprehensive plan here can certainly we we can look at this data any which way I mean there there are so many different directions we can go we decided to focus on the three that are in our comprehensive plan based on the Middle School's TSI designation so that leads into then our discussion of our um 2026 budget major curricular items um and looking at some of the needs that we anticipate and so when we when we work on our

048budgets we always start with our profile of a CV learner and again around the ring there are those three components of our CV instructional model so we have shown you this model A lot of times but I we like to keep bringing it up because it really is our road map it's our guide It's what drives the three of us in our work the the initiatives that we have in play the things we're proposing in our budget are not just ideas that we have and we feel like we want to do right these are part of the CV instructional model that was created in 2020 and has been that road map for um achievement and as you saw in the data we're starting to see some of these pieces really take effect so we're going

049to start with that first area positive School climate um and Sarah has some budget items here so as part of the positive School climate we had we were focusing on our seal which is our social emotional learning we're focusing on our PBIS work um and there's some other areas there but what you can see in um our budgeting area we're looking at our PBIS rewards our supplies um PBIS rewards is the the data analysis piece um that costs money um it's new to us this year it's it's starting to yield us data so later on this year I'll be providing a lot more information on what our data is showing um to give you an idea how PBIS is working across our district um so you can see our PBIS rewards cost 135 our supplies

050per PBIS across the district is 125 and our social emotional learning character strong curriculum that we use K to8 is 27,000 um and our professional learning that takes place in all of those areas is is we're budgeting for 10,000 this year is that what these stars are supposed to signify those are the three big areas yep that's what they're linked to so then when we look at the next area relevant and rigorous learning experience this is really the the teaching and learning that's happening in classrooms around the academic standards we've really just been staying on those top two areas our standards based curriculum and our balanced assessments and so as we look ahead to 2526 you can see our list of um projected expenses continuing to work with the um m Associates consultant at a

051much more scale back level than when we had the Esser funding but we are um really satisfied with the work we've been doing with Alice and zuda and the guidance that she's given our teams throughout this process so we do anticipate continuing working with her uh continuing to to work with the iu13 they have become our content area Specialists so as we are designing the science curriculum the math curriculum um we've been leaning on their content people to do the quality checks making sure that the assessments are lined up K to 12 making sure that if teachers have a really specific question about a biology course we've got the science person there to help um flush that out with them and so we anticipate in 25 26 as we head into some of the areas

052like the music art uh areas where we may not have in-house content area expertise we may need to lean on some of the specialists at the IU for that support continuing to work with teacher extra pay on the curriculum project and then our um online assessment and curriculum resources that are pretty much our standard platforms that we use every year we do anticipate the potential for some new textbooks again seeing the transition with the steel standards and moving into completely new set of of content standards in science and stem we may be looking at the need for some secondary um textbooks and resources in the 25 26 school year as well as in like mathematics as you look at the next level of courses as well as and social studies I me so there's potential

053there for that I I don't know where I saw it but somewhere I saw one of those initializations it was CIA AE what is that so last year we framed this out through curriculum instruction assessment and environment this year we reformatted a little bit to show you the expenses right next to the area of the instructional model so you can see like this is the the guide this is where we're going and here's what we project the expenses for the initiatives will be okay just reformatted our presentation a little bit and last area is focusing on flexible learning environment and so the main focus here is cbv a um we've talked about that and the work that's being done there and as that continues to grow we're seeing um that increase and we're seeing an

054increase in a variety of ways um whether it's full-time students as well as the Blended Learners which I think is a a fantastic move in in all this and then the iu13 learn learn wa Center Learn Academy um and looking at how we are using that tied to our differentiated supervision plan and working with the IU and and our Educators on identifying and working on Spaces within the classrooms U and how to and what that looks like and how they can improve upon integrating that and engaging students in smaller settings the 300K is that a one-time software purchase or is that a yearly that's annual but that's that's High um going with the IU we uh prior probably about three years ago we shift to the IU um which provides us um a greater variety

055of of uh platforms to to access U not that we use them all but it gives us that as well as there's a economy a scale there as well um when we're working on just one vendor the price is going up because of our numbers the way they are the way theyve been discounted the IU is able to work with us and all the other districts that are using that that program and to bring the cost Down Still expensive though that that covers a lot of students oh yeah and if any of all those students went to cyber right so if you look at the what what a lot more than what we shared earlier in the enrollment update if there's 90 full-time students in rcva we are spending 15,000 a year to send them

056to an outside Charter 30,000 a year if their special ed and do that math right you know it's it is a cost SC be nice you ideally we don't want to bring back more of those outside cyber kids to really reap the benefits of that it's just an FYI Slide the um just going back to all the past data um it's funny because it's like I see this stuff and I'm like I kind of want to get into the weeds but we're not we can't but at the same token um it would be interesting to see and maybe you guys can see this I and I think maybe some of us are feeling the same way where it's like I see it and I kind of get it but I kind of want to know

057more but still like a helicopter view so how do we is and maybe that's something we can brainstorm and Dan you can help to but like is there a way to get a helicopter view that gives us a little bit more of the nuts and bolts of the data without getting real specific like even because even when I look at this I wonder like what percentage like how many seventh graders even for example for English Learners how many seventh graders took and how what percentage of that was well below because and identifying and you guys are probably doing that exactly what we but there's some stuff here it's kind of like I just really am curious as what the what it actually means per like kind of as the individual student type thing but like

058what percentage is that each grade level that's really struggling to or I don't know I don't really know what I'm asking for but hard and I get that especially because and I and I I appreciate the way things are timed it's not it's not as simple as everybody in seventh grade took the test here and here's all the data and it was at the end of the year so we know that they accumulated this much right it's it's hard to correlate that but if there's a way to unpack a little bit easier for us just it makes a little bit more clear I don't know absolutely here you go food for it's hard to understand PE I I don't know if I know exactly what you're answering asking for I'm not sure it's I know

059previously I've questioned even pde a little bit on like what's the they can explain the gist of how the formula and I don't know Jill Dawn maybe you but to understand the metrics involved and how they come up with a growth index is you need you need to almost have a PhD and statistics to understand it but it's really looking I I just I always try and make it it it's not an assessment there's no P test the kids are sitting down and it's it's they take in their historical data on pssas on and they somehow have a research-based formula or metric that is used to predict this kid you know what a kid's growth should be for that year based on where they came in and it's you know saying you know whereas pssa

060is looking at flat you have 100 kids this is the percentage of those kids that got below basic basic proficient Advance peve asked is how many kids got from their point a to their point B this year not necessarily hitting that same bar um I know you know that already but uh but it's it's not really it's hard to it's hard it's just hard to it's hard for people who live it to understand it it's hard to explain it's hard for us to see colors right so like we sit in here and in the years we see colors and when you see red it's concerning which is why I don't really like color coding that much because I also think for the public they go what the heck well below what are youing doing you

061know you're failing sixth and seventh graders but that's not the case right but and maybe now that we're starting to see some of that data and I know that's what you guys are working on I almost wonder if it's if it's even like just a percentage of improvement for each group like we we know these are the this was the area that struggled last year now they've moved into seventh e8th grade and we've already seen an increase there maybe something like that and and maybe this is maybe this is too much and we need a different way but it's hard it is so hard to delineate this into what it actually means and I appreciate how much work you guys have to do in the background to try to figure this data out especially looking

062at that you know holistically from an entire Year's worth of data from kids that came in late from last year it's very confusing there there's probably a thousand ways we can we can show the data and look at the data and I think the team's goal was to kind of was to provide like a 30,000 foot view but it's even even looking at like proficiency rates like we we kind of we could break it down if we really wanted to get into nitty-gritty we could look at things like proficient versus Advance which we didn't right we didn't show tonight but where you could look at like let's say a particular grade level it may look like they're not showing any growth like oh you're 60% we're showing a proficiency rate we're showing kids that are

063proficient in advance so you might see a grade level stay the same from one year to the next but what you're not seeing is well maybe their overall proficiency rate is still what 54% but out of that 54% last year only 28% of the kids were advanced in that and we mooved this year was 36% advaned right so I mean if we wanted to have a 500 slide presentation it's tough it's tough to kind of pick out what what's going to be useful for the team espe because student achievement is such that's one of our monitoring that ensuring that student achievement is happening as one of our governing branches and so it's like I know this falls under there but it's so hard to figure out where it actually falls so this is kind of

064like a circular discussion I apologize for not making a whole lot of sense I just look at it and I'm like I want to know more but I don't know how so if you figure that out I mean there's examples when you figure me out let me know yeah I mean we have examples when you're looking at the data where say for example like the proficient is going down they why but then you notice that in the advance it's ticked up there so you you can get into the weeds that to that level of seen where these students are going if they last year they were proficient did they continue on proficient or did they lose ground and go basic or low basic or advancing so we can get into it I I know in

065the past uh there were times when uh numbers look lower simply because of when we chose to teach certain skills it's like there was a time when we did fractions say in fourth grade and they were they were um testing it for third grade so my question is do we have all of that align now so that we're sure that we're teaching I hate to say teaching to the test but teaching so the testle what's happening yep that was a huge focus of our curriculum process is aligning those standards and then aligning the assessments and the learning activities to the to the correct grade level rigor and depth of knowledge yeah I sometimes wonder if when uh the advancement one year isn't great but that same group the next year had a big move if

066that isn't more important than that one year Focus sometimes uh achievements cumulative so like I said a dozen different ways to come up with whatever answer you want any other questions or concerns quick question that Keystone biology what grade is that [Music] tested yeah as well first try first try first try I'm s didn't three attempts when does the Keystone biology test be taken what grade is 10 10th grade first that varies from school to school sometimes does it depends on programming I know we used we used to have that same discrepancy with American history different schools taught it you know they would try to take an AP test and they had kids that had an extra year of History Basics behind it anything else if not thank you thank you than stand yeah I

067have the next agreement it's not yours Dr we have one more yes we have a proposal here as part of our first 10 Play and Learn Series so we are very excited this year um we are now running six different Early Childhood Play and Learn series throughout this school year so this is an agreement for our first ever infant and toddler Play and Learn so our 0 to3 age group centered on music and movement um we wanted to pull this out as a separate item for the board it's a new partner but this is also the spouse of one of our teachers here in CV and so um under our conflict of interest policy we did want to let the board know that we followed the steps that were outlined in that policy we did

068put up a public notice requesting proposals um for vendors who would be interested in delivering this type of Play and Learn we did not receive any other proposals at this time um and we we are just very excited about the opportunity to offer a a truly unique um experience for some of our youngest buckskins so we wanted to um just put the agreement in front of you today before and see if you have any questions before um seeking approval is there any Shad of federal funding that's separate from our usual that focuses on Early Childhood since not a requirement of the district so we can use our federal funding we can use Title One title four if it's ESL we can use title three so we can absolutely allocate some of our federal funds that

069way um and then for anything where we are focusing on just our prek families we can go through our prek counts funding as well we're working we're in conversations with um the Education Foundation as well around some possibilities of working with with us on a stem Play and Learn Series so we're we're constantly looking for um other resources as well if there are no other questions this will be on our consent agenda tonight is anybody else doing this any of the first 10 schools that are T that are that have started first 10 is anybody else doing this type of stuff this particular vendor or an infant toddler Play and Learn pway Valley we work very very closely with their first 10 group and that's one of the one of the districts who gave us

070the idea for the infant toddler Series so pway Valley is a major one um at the county level Community Action Partnership runs some countywide infant and toddler play and learns that those are the only ones I'm aware of right now for that zero to three and again our goal is to connect with families from infant stage keep them connected through play and learns get to know the family ease that transition into kindergarten CU it seems like do these have even more of a focus on the family aspect because it requires a guardian as opposed to first 10 they can drop off the student and Mom and Dad aren't hanging out or the guardian isn't hanging out but with these it's required so this kind of changes the game a little bit and some investment I'm

071assuming the ones that are doing it like pway and stuff they have recorded success with this type of stuff very much so yeah it starts building those relationships early and then we're able to connect families into resources we're able to um really get to know them and what their needs are to better support them throughout early childhood and I'll add to mark that seeds and um ewn College SL myself and um connections from New York we also are offering um Zer to3 play groups for um families in the district so that'll be happening in the spring that's awesome very cool okay thank you thanks this is a point in the meeting where are public comments specific to the agendas or anyone that would like to address the board yes yes and which agenda item is

072it um sixd the gothic literature I'm sorry 6D the gothic literature course proposal should I approach yeah make yourself comfortable please sure yes my name is Lisa Bartel B a r t l t I have two children who attend CV High School um first of all I just thank you for your time that you spend um serving our community I know it it takes a lot from you you all have professional lives as well um so thank you for that um but I would like to speak in support of agenda item 6D the proposed gothic fiction literature course and um rep respond to some of the comments made last uh board meeting um specifically by Mr Hurst um because it is an elective course and requires parental permission for the movies and shows that contain

073material requiring an r or mature rating um I think the board could better spend its time on other issues rather than second-guessing the professional Educators who have the expertise and experience as well as professional judgment to create curriculum and courses that are interesting and engaging to students on R rating even for violence or Gore does not make a film automatically inappropriate for teenagers I can think of two examples Schindler's List and The Passion of the Christ that have been shown to Children despite the rating um and a film can be rated R with only two FW in it which like it or not children here teenagers especially here on their way to school okay more than that um so yeah I I think that just because it's rated art does not mean that it's inappropriate

074um commment since media was is a reputable and respected site that offers guidance to parents and Educators about movies TV books and other media in regards to the Invisible Man which was mentioned at last week's board meeting Common Sense Media gave the film a 15 plus age designation which would cover most if not all of the students who would take the class parents who submitted reviews to the site said it was appropriate for ages 14 plus um CV is a diverse Community with widely varying beliefs as you know um but I do not believe it is the board's job to take the place of parents or Educators um on these kinds of decisions parents of students who attend school in the district should be allowed to make these kinds of decisions for themselves and we

075should be applauding a course proposal that brings together a teacher's passion with students interest especially in a core area like English that is often a struggle for students to enjoy uh please trust the teachers to do their jobs and remember that you were elected to serve the entire CV Community not just people who align with your personal beliefs thank you thank you is there anyone else anyone any comments from cvea or other employee groups if not we'll move on to the consent agenda we have items a through L and I will remind you that the uh motion should include that uh 5K will not include the gothic literature so I will if there are no questions or other concerns on any of these I would entertain a motion yeah motion to approve items 8 through

076L with K taking removal of go lature it's not in there we pulled that to be an action discussion I yeah Gothic literature is part of that the attachment for the uh consent agenda still has that listed did it it did when I looked at it at like 4:00 of the upcoming new classes it was the very last thing I don't see it right now yeah but it's under Section six under action and discussion correct it's not under the consent agenda no under K of the consent agenda there is course proposal summary right you're not approving that summary you're approving the individual well just the fact summary the fact that it's on the it's coffee fixed chicken literature so we're approving the summary we haven't approved the class we haven't even discussed it so that

077needs to come off of that part of what I'm saying and we have we have an attachment to item K that happens to list that we're just noting that it do not the first course on page two we down near at the bottom scroll yeah first section of page two of that it's a simple adjustment to the yeah has been discussed we shouldn't approve it on I second second all those in favor say I I oppose or extensions if not then we'll move on to the action discussion agenda uh we have some grants from uh Mr Mrs Myers hello helloo we are bringing three grants this round um one for girls basketball um we kind of went together and checked um I would like to get a new refrigerator in real concession um and we

078put in for a grant for that it's a three-o refrigerator it's a little bit bigger than the one that there I checked with Mr Johnson and everything works out with electric and all the needs of there we the what it fits in the hole well actually I'm meeting him tomorrow we're going to rearrange a little bit okay it's going to go in the back hole in the back closet we need a little bit more room there's just too many of us with so much stuff now so we're going to reconfigure a little bit of things and get a little bit of a facelift finally so um we uh we did approve at our board meeting for um there's three different quotes in there we went with the um number one which is 1,00 11,400 it's

079the old Clarks they just rebranded the way they do their quotes it's the old Clark equipment and the school district uses them consistently enough so that's why we we had just stck with that one that was for 3600 um and that'll be used by everybody actually basket girls basketball just submitted it because I've been wanting to get one so we submitted it and um it'll be used by everybody in the concession and then we have boys basketball um we they had put in for a a new merchandiser uh refrigerator that's the ones where we keep all the sodas and stuff that we're getting out the handle's broken on the current one we keep replacing it uh with some screws and a lot of duct tape and it's just time um it doesn't really hold the

080temperature anymore so again we reached out to Clark and it was $1,350 through them um which ironically uh if you guys would give us approval we can have before the start of basketball season so that's pretty exciting and then we have drama drama put in for sorry I got to find mine on here there we go um headsets right yep heads some more headsets uh wire with the and then they have some with the batteries and we went with quote number three which was the $ 29394 one and what does just bring their total you say they already have eight units they do they have units um this is their second time coming for more units uh the first one was approved three years ago and um I don't know why they came this time

081for them but it was approved 16 to5 at the meeting I was going to say it was approved 16 to5 at the meeting I just wondered how many total the S yeah that I don't have it well they had they got eight the last time too so I do know they got eight so but I don't know if they had any prior to that but we had bought eight before and then we actually bought something everyone in the CL in the cast wears during a performance the what I think it's it's mainly for the leads so am verify like vary through the play you might have eight lead leads I think the goal is for all of them and it's to talk to the people into the back it's it's a lot more better communication

082for them to keep everything flowing and that's what I meant who all wears these I think the goal is to get for everybody to be able to wear a wireless of one get one way in which quote did you uh three we do typically try to find the lower cost one um but we do always ask the clubs which they her because they know better what they use a little lost in all these refrigerators at first tell me about it you should have did the quote it was insane two separate refrigerators different kinds of refrigerators yes so the one for girls basketball is one that we keep all of our stuff in for the whole night the whole season if we need to and the merchandiser is the one that sits towards the front of

083the concession stand where we constantly pull out the drinks as they order them I just wonder why we were getting two refrigerators but that's why now I yeah but it does look like for the merchandis or one you did go with the more expensive we just stuck with it with Clarks of Clarks and easier processing through the school district because everyone added everything right and they are part they are located in our district right up on 340 any other questions if there no objections I'll hold this for a vote okay thank you are we voting today we no we we do several votes together oh I thought we were voting today yeah we're going to vote tonight just watch see how we do so I can leave for work as all I'm asking okay I

084just have to get to work so I didn't know if I had to be here for it thank you you beta thank you guys thank you I didn't think we voted on that because it wasn't our wasn't District funds we can still put them all together I'm just trying to avoid taking multiple votes especially if there are roll call votes we can put it everything in the roll call vote doesn't have to be for our money to put them the votes all together okay okay we'll move forward then are you ready I'm ready I just was waiting for it to come up oh okay um Dr Hartman if you could move down to number three so this is just an amendment to the code three contract um time and location they added this because we

085hosted two playoff games this year and one last year and when the original agreement as you can see the games one through five only addressed our home games during the regular season but since we hosted some playoff games they wanted to amend it and add that so as you can see in number three it says any additional dates due to playoffs Championship Games Etc will be added at the same agreed upon contract rate per event um now those however will actually be reimbursed the the price or the fee for that will actually be reimbursed To Us by District 3 District 3 takes care of um those expenses so um we will pay it up front and then District 3 will reimburse us for those playoff games that's the way it works so you pay up

086front by game and then if you don't meet them they'll just pay you reimburse you for the ones you didn't meet no so just for playoff games okay the the first five those are our our home regular games and we pay for those if we host a playoff game then District 3 will reimburse us for the payment of that invoice okay any questions if not then we will take the roll call vote on A and B if I can have a motion motion to approve items A and B second roll call for please Dr Martin hi Mrs Fisher hi Mr H hi Mr call hi Mrs cap hi Mr gel hi Mr E hi MD hi M SC all right thank you thank you you can cat her if you want to to let her

087know we you passed it okay back to the English language arts unit of study so I'll I'll get things started here uh out last week Dr man and Dr ker presented on the uh uh the ELA uh modern learning curriculum and uh it was originally slated to be on the consent agenda for this week based on some follow-up questions and discussions and through email and whatnot for the week uh felt let's pull it and and and push it to the action discussion because it was apparent I think to us as a team uh there may be some more questions and more discussion uh to be had on it and we don't want to push anything through uh when there's still so there's no no new presentation tonight but uh we just have it on on

088the action discussion item to ask questions to uh of the of the team the only thing I would add because we have two sort of separate issues with this one is the curriculum and the other are the materials that go with it so what we're talking about at this point is the curriculum we're not approving any materials that were or could possibly have been there uh as a board we have an obligation to approve curriculum our our responsibility for materials varies so we're going to you know if we want to discuss both that's fine but I'd like to discuss them each separately okay so questions about the early the modern learning curriculum I apologize for missing uh that presentation last week but I know that this um and you kind of touched on that during

089presenting the past at stuff that with the modern learning piece of that this is all gearing everything to standards correct like that's a really big push is to stay but also provide a template that can be modified more easily than it has been in the past is that I'm trying to find a way to say that standards and profile of a CV learner are the two big objectives of the redesign so elevating and looking to ensure that we are providing standards based instruction across the board consistently in all of our schools but then the second big Focus was intentionally embedding the competencies of the profile of a CB learner and so as we're creating these modern spaces in our schools and um stem Labs things like that that was the move to the interdisciplinary units

090integrating um our science into the the units as much as possible um but really it was those two things making sure that we are standards align rigor opportunities for students but then integrating the profile competencies the skills level yeah just so it's like a marriage between all of those things try to make any other questions or concerns I have a question but it might be on the book part that's that's that's something I know but also kind ties with go don't go down a rabbit hole might be a little bit I'll just stop you right there no I'm okay so I know you have the curriculum set up is there going to be like a list of book suggestions to look at we we'll do that after this we talk materials Rabbit Hole yeah we

091are approving the curriculum without any uh opinion on or materials yet okay yes conceptually quite honestly no matter what curriculum you present you can shoot holes in everything so we we as a board we need to stand up and take a leadership role to say yeah we're going to move forward or we're not with this curriculum so we're going to vote on the we're going to vote on the curriculum what we're voting on is to accept this curriculum as part of our not the material no no curriculum automatically includes any materials okay okay we'll get there you'll get there I promise we'll get there you want to start baning books we can start Banning books no that that's not where I'm going that's where you going no no I'm not it is where you're going

092that's okay that's all right we'll get there this is put the C this is just we are not putting the carpet for the horse youve got to you got to you're building your house first and then you got to put the guts in the house it's really what I I understand what we're doing that the guts build the house then put the gut put in the house put your stuff in the house well in in my mind the curriculum is the mechanics of how it's going to be taught the process the aims goals the skills that are being taught that's the curriculum that's all we're voting on at this point we SP we're not done but that's all we're right now 15 months months on on this okay can I have a motion on this

093issue motion to approve letter C on the action discussion agenda second I'm going to try this all those in favor say I I are there any knows or extensions okay the curriculum itself is passed now uh Mr F you brought this item up initially so I'm going to turn the floor over well we had a member of the public um email myself and I think two other board members and I know you're aware of article that was used in third grade um on immigration and um just considering the political climate we're in right now um the parent thought it was very biased and so they were concerned about it um which made me sort of hyper aware well wait a minute what are the materials maybe I need to know and I get that I

094can't know every little thing that's going on in the classroom but as a parent I would like to know if possible what are the materials and maybe better what are the guidelines that we're using um when we choose our materials that's fair that's I I agree yeah that that is fair that's where I was going with the book list like okay these because Edgar Alan PO with the gothic lit how is that not covered like like when I was in like Ed po we covered it we covered the Poetry we covered all that stuff we didn't need a whole separate class classroom Gothic lit so that's where I'm like could we get a book list what authors just you know or yeah just this so the parents be like hey these are the books maybe

095my kid will like this and then parents can go down a rabbit Trail like hey if my kid likes this then maybe we can find other books at the library for you to read and do your own research type of thing but it' be nice to have like a book list the parents can reference or the teachers something like because there's all the times like you can opt out of anything in the classroom but if we don't know what's in the classroom how can we opt out and to bring up another thing um three years ago I wasn't sitting on the board but I was a parent um when the board was discussing wit and wisdom and um you guys were very um transparent and let the parents come in and see the books that

096were going to be read to our children or have our children read and when we saw some of those books as a parent we were like wait a minute this is not age appropriate or what I want my child to be reading in school and so parents voiced their opinion and went and wisdom was gone now we're creating a new curriculum and because it's new and being created within I can't go online and search koga's Valley's new curriculum like I could with in wisdom and see what was being offered so I guess transparency that's all I'm asking for and guidelines in how you are choosing these materials perhaps uh Dr Harman you could explain this or even uh Dr K what we do now yeah so I think any I mean that's a kind of

097a loaded question because I think there's a lot a lot we do I think I think one of the things and and Dawn and Jill could probably speak more elegantly to this than I can CU they're they're more elbow deep in the the curriculum process uh but you know it's curriculum writing has evolved and what we def like I think the conversation we just had about what's curriculum versus what's not was a great one because I don't think that doesn't happen in a lot of schools a lot of schools don't have they assume you know in the old days you adopted a textbook and there you have your fourth grade ELA curriculum because we have a textbook that comes that's just not how things happen anymore and we adopt a lot of platforms right and

098and by and those platforms are all Schoolboard approved and those platforms we rely on for resources but when we talk about modern curriculum or having a dynamic curriculum you do want to design it in a way where it's flexible and it can be where we're expected to you know meet students where they're at uh have students be able to connect the content they're learning in classes to their interests and so on teachers are all all the time uh finding resources cheating resources and so on and we as a district one of the controls we have over that uh is by we we find programs that will provide those resources to teachers uh newella PebbleGo there's all types of platforms out there that we get board approved that that have information on them um you know

099and and text resources where informational texts literature whatever it may be um and we trust our teachers with that with their expertise to be able to do that um I also think you're dealing with the challenge of we're in such a you know a divided highly politicized society that it's hard to you know some of the things we've gotten push back from or that I've seen it's it's going to is you know it's there's validity to it in some cases in some cases I feel it's a stretch but you can almost politicize anything you know any topic any any uh article that somebody's going to you know teacher is going to find so our key is you know it has to be we talk about having a guaranteed and viable curriculum that there's an onus

100on on the instructor's part to make sure they can they can justify they can rationalize the the clear curriculum connection to any any resource being used you know in the classroom and that and part of that's ongoing professional development equipping our teachers with that capacity to do that but making sure they're you know they have the ability to to be able to scrutinize texts in that in that fashion um it's probably you know when we talk about our district process we have board policies the 100s 106 through 110 address things like textbook adoption well that's pretty traditional and we don't adopt a lot of textbooks anymore uh but then there's also a policy on on um you know uh resource material uh you know 106 is review uh the ability by parents to review parents

101and students to review adop 107's adoption of course of study 108's textbook adoption um and exemption from instruction 109 110 is instructional and resource materials which says that you know that gives teachers that that policy gives teachers the autonomy to go out there and at times like you know sometimes as a teacher something just you get sparked you might come across an article you read and said okay that that might not be in the written curriculum document but it it it clearly aligns to whatever the subject matter is that's coming up and I think this would really engage kids it's you know the article uh it's a current event article or so on so uh you know we it is addressed in policy what I think where I think we could probably do a better

102job is providing that the support and the professional development to our teachers and and how to do that in a non-biased effective way how to know you know kind of current times and and and being able to make sure you're eliminating you know bias in those decision- making I don't think there was biased in in this particular case that that the one parent voiced their concern over uh I think it was just an oversight I think I think the article uh on immigration was appropriate in that the the unit of study was Ellis Island uh and the teacher found a a what they I think probably considered a a more modern take on on it that was more of a you know chronicling a young person about the age of the students in third grade

103uh you know what they experienced by being somebody who went through displacement and immigration um however there you on further review I don't think it was appropriate in that the timing of the article and and it was not a current event article it was written in 2018 or 19 I believe uh and so I think it would be if it was you know it did talk about the you know the administration at the time stance on immigration I don't think it was false falsely representing that but but I think why would you take an article from 2019 to share it at that at that time you know at that time so those are things that as we work through teachers you know work through the curriculum process and we work with our teachers we troubleshoot

104those sit you know those those situations when they come up and they do come up I would say few and far between I don't I don't think this is a preval you know pervasive and prevalent issue um and when when it does there's those mechanisms in place for us to address them to re-evaluate them to determine whether it's something we want to include as a supplemental resource or not so I see it almost as the system working the way it's supposed to work fact that app parent Bo the concern it was addressed uh but but we do I think you know want to get to a point where we we need to have that trust in our our teachers to make those decisions and knowing that you know uh sometimes there's going to be people

105in the community who who put a spin or or or or feel like there's a certain motivation behind why an article or any type of text is is used or not used um so I I think moving forward that professional development piece is key I think also we could do a better job of letting our uh parents know what they can do to your point Diana uh so taking these policies that I just referenced and making sure we have maybe clear clear administrative regulations on how we're communicating them to parents whether it's through our handbook or through through our uh course syi whatever it may be well that that bringing up the WT and wisdom it wasn't the necessarily that book or whatever or that picture it was the lead discussion of pointing out particular

106things and going down rabbit Hool on purpose and that's the part that us parents don't know we don't know what's going on in the classroom and this article the parent found out about it after the fact so that's why I'm like a book list would be great at the start of the Year hey my kids going to third grade this is the book list they can look up ahead of time and then everybody knows long before it gets to March and they're reading a particular book that all that was taking care of well that's where I think if we have the conversation on core resources versus supplemental materials that can yeah and I don't and personally I don't mind if something slanted one way is presented as long as something's slanted the other way is

107also presented so that we can start critical thinking if you want to find out more and you know what to think there's all this other stuff that you can go research because that's what we need as Dr Harman remind uh these are all in the 100 series that we haven't reviewed yet so when these uh policies come up for our review which won't be until after New Year's there's a great chance for us to put into policy uh how we how this should be handled uh how better to make sure our parents know in advance what's going to be there and then if there's something that they don't like that they aren't scrambling around looking for a board member because they don't know how to address it so uh if Administration will handle the teacher

108training and the guidelines perhaps when we get to those uh 100 series that would be a good time for us to then say and these are some requirements that we have for these materials that work for everybody one one other thing just real quick I think in terms of the the parent review piece are you going have to speak up a little bit sure in terms of the the when a parent discovers something that they have a question about if they email the teacher and the teacher maybe shouldn't address it depending on what it is or needs to point them to someone else who made a decision about it like say a reading Specialist or something is that email automatically get forward because the only my only hesitancy there is when a parent I just

109think streamlining that process in terms of if a parent emails in and they say hey teacher I noticed this I have some questions about that and they and the response is well you need to reach out to this person it puts another dead stop on the parent and it escalates it from an emotional standpoint so in terms of a streamlining if it's a um hey because this is about a specific question on a module it goes directly to this person and obviously we need to understand we need to follow follow hierarchy as well just like a parent should address their teacher first not go directly to a superintendent you need to follow hierarchy because some things can and should be addressed at teacher level and sometimes it's hey the the building level reading specialist can

110actually address that with you because they have a direct ear with you know the assistant superintendent in charge of Elementary first primary secondary whatever it might be but I would just say it's that streamlined process just to make sure that that's in place so when a parent parent does reach out we take out any extra chances for well they told me I need to email this person just send it right along that's all yeah I thinking to probably come under the professional development but they they work with the teachers and uh advise them to you know the best way to handle all of these issues sure yeah I think it's just a standard of communication that's all yeah the teacher says you need to speak with so and so I have included them on this

111email here's your contact information so everything's done right there know you getting all this we got it all I think communication's key you know and I think in most situations you know uh even a a parent talking with that or the teacher about their concern sometimes it can be well yeah I used this resource that you know but the point wasn't this here was the here was the learning objective with doing that or here was the the intent of doing that lot of and offer them an alternative if that's what's appropriate and as a board we should always promote that parent teacher relationship so that's that's the piece of it is always start with your teacher but this but this we did no we did that's how I received the information to some degree when

112we get to the 100 series but for now we're going to uh Dr Hartman if I'm following this right is going to make sure that the teacher professional development is expanded so that they all know how to handle these issues and how to screen them and to clarify I I don't know what you just share I the the the parent who had the concern in this stance did did also let the teacher go they didn't just go reach out to to board members they they did contact the teacher and the teacher kind of initiated the right steps in that case of reviewing that well then how did we get involved because I oh because I was asking about the vote but the parent also did from went from parent to teacher to board or just

113a well no no it was working way through process separately if I'm correct I don't want to put your jul con separating curriculum from materials and she didn't want to be approving this material just because we approved the curriculum and I I spoken to jul to explain as I did to us two separate issues you know one is is policy and uh administrative directives and the other is curriculum that's fair and plus we can't stop a parent from emailing the board but we can always encourage make sure you're talking to the teacher what's important is that parent know that they can question anything no one's forcing them uh to allow their child to read any certain book and they know who to who to go to to have it corrected or to find an alternative

114is that is their right I don't know that they all appreciate that they have that right not just by our policy but by law they have that right okay are we all good with these issues so far okay thank you appreciate your time thanks the next one is uh a discussion on gothic fiction and literature Dr Fox I'm glad to see you now TR on black makeup for what oh go very tou T I was like I'm sorry if that was too subtle that went above my head apologize so when we presented this last week um there was questional questions and concerns about some of the content the media content that we had so we wanted to open the floor for any questions or concerns with those pieces to it we did propose a couple

115options that we can do with the courses that would kind of still satisfy still offering the course but being able to make sure that we're meeting kind of the board's expectations of that my first concern is the grade levels I I saw that you did some scrubbing of the uh the readings in the movies but it says you're considering limiting it to Juniors and seniors and we can do that just considering considering based on right we don't know like we're leaving it up to you to at the board to decide what initial recation was 9 to 12 right yeah I know and there was some concern about right so if you asked and said we can still move forward with it and if that's what's holding us back from moving it forward we can offer

116it to 11th and 12th grade as an elective too you going say something go ahead there seems to be a whole lot of movie watching and book reading where's the discussion where's the I mean but it's not watch the entire movie if I'm wrong it's not the whole movie but sff some of them are entire some are the entire movie some are it says Parts watch watchs watch to I mean it's all movies and when I right and when I talked to the teacher about this he indicated to me that it's not that a lot of this majority of it's one to two minute Clips one pieces to it no for 1922 is not going to be a 2our movie so and even the right and then even the two Keystone kind of literature pieces

117from Stephen King and edra and po pieces those are actually resources that are how they composed a Gothic literature side to it so it's actually not necessarily a story of it it's actually how they create that type of literature so those are unique in that sense of it of just what their mindset was how they actually created in the process of writing it so it's kind of a educational standpoint to it not necessarily reading a Stephen King book and it isn't elected it's not going to be mandated for every but if we said that we would want to offer to 11th and 12th graders and then what we also our first even the day after we had the board meeting we talked about we can reduce the ma and R rated so we really have

118an option to do a PG and PG-13 movies across that too that neither one of those options is not enough that it would eliminate the course we could still offer it with those two different things and still be able to offer a quality course that students are interested in I'd like to say thank you for looking into that and accommodating and and coming back I really appreciate that I still honestly have some concerns as far as in even with some of the PG13 rated uh movies and stuff you're still dealing with a severe amount of violence and horror which in today's day and age with school safety and everything I I feel like it's almost counterproductive like we want a very safe school and everything like that but then we're also going to watch horror

119and violence movies with people killing each other it just seems like what about the disconnect like that's completely different I mean you're you're talking about like historical things that happened and the effects of it and stuff like that versus watching a horror movie with you know possessed people dragging into hell and all just different violence and Gore and and all that kind of stuff I feel like the district's finances and time and resources could be spent on much better electives than this I get that it's an elective and that it's your choice I completely understand that I just think there's better ones that we could be doing than offering these and glorifying violence in this in these times and I would agree that's my personal right and I would agree that right and it's not

120the only course that we proposed we had eight other classes additionally so this is like in the sense of other electives we also bringing eight other electives across the board so so I'll just say when you introduce a course right you're you're reading the list of like themes in it but as far as like the in a course syllabus you're going to have like the structure what's going to be discussed how it's going to be discussed and I feel like maybe that might be the missing link in in some capacity um just because there's a list of movies and kind of what they do and do not have in them but there's nowhere that says how it's going to be utilized agreed and that's where I would say across all the courses yet is that

121the idea of The Proposal is really just a skeleton to kick off and then once it's approved then we start getting into some of the modern learning kind of curriculum sides of it of what's stage one correct and we started looking at into the future of that is starting to develop as more of our departments go through this process to kind of be developing it concurrently as we're proposing it just to give us that outline to it but our departments that when we have things like World Language and some of those haven't hit that process of writing yet so they wouldn't be able to once they get into that that piece our hope is that we could start developing a level one when we're presenting kind of a stage one to everybody that's kind of

122what you would see we're just not there at all of the different departments yet I think there's a couple things to think about with that because I do think that's a kind of a stum not a stumbling block but it's a I've always struggled with like course approval this is strictly a high school issue um not CU anything wrong but this is just what happens in high school when you have credit based classes and like up until e8th grade just seventh grade math is just seventh grade math you don't have electives you don't have uh but it's you know think about the ELA curriculum approval process that we spent a lot of time talking about and what do we say that was a 15mon process uh curriculum you know you've heard me say it a

123million writing curriculum isn't easy it's a complex process so it is a little bit of a Sticky Wicket at the high school level when they want to approve a new course because you're not going to go through the process of developing a full curriculum to have it shot down like so you get the course approved and then you sort of build the curriculum from so I get it but it's also you know do you want to go through the whole curriculum development process only to have something not approved so that's why you see more of an outline at this point so we have had match we've had conversations about how to improve that in the process and when you approve a course are you're really just approving a pilot of a course and then the

124expectation is it's that's not permanent approval but you can kind of build the airplane in mid-flight that first year but then need to present the you know fully developed a lot of curriculum that we're proposing a lot of the key questions are how much is it going to cost and is it need additional teachers and resources and again a lot of those budgetary things that tie into it that we start building once we get that approved so that's just something that when we go even through the questions is is the why the how and the when that type of piece to it but this is something that we're looking at and it might result in less courses being approved or recommended just because of writing some of these pieces but once we get more departments

125into the curriculum writing kind of stanza I think we'll be able to kind of present more of this more efficiently right and I understand that I think I'm just saying that for me personally I think there's enough questionable content in here to in my opinion say is this necessary and could we better use these resources that's just understand where I'm coming from I really don't like glorifying violence in our schools okay do you have a idea of how many kids would be interested in this I'm assuming the person who yeah so what we would typ Ally do is probably between two and three sections which is between 65 and 80 students depending on how many of those groups we would get to and it would vary based on what grade levels we offer it to

126but you have how many kids actually are going to sign up for not yet not yet but what we right and then that's kind of the second part of this is once we get all of these courses approved our department chairs then go out and advertise and kind of get them interested in it with any courses that we have right and that's just not the ones that we proposed that's any course so any course of what we have how many interested to it and that and that uh drives what courses we offer were you concerned at all about parent push back once the curriculum or the courses come out and parents see that for this particular course yes is that not necessarily no when I look through it and I kind of and everything that

127I asked of the teacher that really brought this to me he had a very good answer to why how and when in terms of what these things are different things are offered as well as background that he's interested to and we also have things like um our science fiction class like we have some classes currently in place that would kind of tie in a lot of these students as well so no not Beyond and especially because it's an elective and we give out a permission slip and then even within the permission slip parents can choose what media they do and don't want their children to see as well so they can even pick out certain things within that that they don't want to see so I was not overly concerned same here is there like

128let's say parents I'll say um the entire class cannot watch the black cat um does he have alternative movies that he might have on a list right yes yes and it's one of those things that he gets that very first permission slip the first couple days of the class so he's able to curtail it based on what he's getting back from the first couple days and then able to kind of move where that is but even the idea of having removed the r and Ma ones we still had a list of classes that were able so that didn't obviously Trump the class itself the um the when when you're looking at the list of movies it mentions hay code I'm familiar I think uh miss bartop you mentioned uh Common Sense Media yeah sorry you

129mentioned Common Sense Media which I've used many times but Haze code I'm not is that like a school rating is it old I just never heard that mentioned before and I see a lot of says this mean this means the film met the morality requirements of the haze Cod just never heard that so I was curi that soing up 30s to the50s 30s to the so what that right so what that means is it's actually I was born in 82 that's why I missed that it's in the course proposal pieces but basically it's and that's why I asked them because and some of his original ones it said approved and passed and I was like what does that mean and basically what that means is labels used before the motion picture associate came up with

130the rating scale and then that's called the haze code this was a set of morality rules that are including no profanity um no content sexual content and on drug on use U onscreen drug use and some of those inappro inappropriate things so that's the so this is okay specifically for the movies that are unrated correct or the ones that say if you look at it and it says pass SL approved that falls on that Haze code and those are your older movies yeah there is one on there that's not rated yet yeah it's not released yet that that would sort of surprised has they even been rided if they had it on uh I I'm having trouble getting com comfortable with this too I don't think I'm Aude maybe I am uh but and I

131I went to a period myself when I loved horror movies and love scary movies and then they got bloodier and coarser and I lost or I just aged enough to lose my taste for them so I I understand the the attraction for this but from what little I've seen of some of these uh they can be rather extreme and I I tend to agree with Mr Hurst here with all the possible literature that we could put specialized courses in why why this one uh and we have we talked so much about kids with mental illness and so forth and here we're offering this I'm just not sure this is the best choice now perhaps you can massage it enough and and come up with a syllabus that explains it on a different level than just

132looking at gory movies but until we reach that point I can't get comfortable myself okay so uh unless does anyone else have any input they'd like to add to this as far as where we move next would someone like to make a motion one way or the other for next death for move I I think we do a vote well are you making a motion I will make a motion once we're done talking about it I think we're done youo I know I'm working on it okay working on it clarifier we may is the emotion emotion is the a lot of emotion is the motion going to be for approving it with some of the adaptations that the team came back this week with it was originally proposed to the board as the way it

133was presented last week based on the discussion they were they went back and saw areas they were willing to make some revisions but I guess now it's to the board you know what which yes yeah what's your motion I could do I could do with feedback I could do the well you have to decide what your tion should reflect what you my my motion whatever you want it's your motion you own it I haven't made it yet it will be your motion so are we going to argue over whether or not we make a motion yep I am going to make a motion good I'm waiting I mooved that we approved the gothic fiction and literature course with the prescribed feedback that we gave to the administration so just make what your sugges is we

134approve it but not a final approvement because we want to see those no I we finally approve it but with the feedback that we've given to Dr Fox with the r and the ma and stuff yes exactly and it's only for uh 1112 I think is what we recommended correct well oh you may put in your motion those are the two two adaptations that that do the so you can do both one or the other the motion is that we approve it with uh them considering our input including limiting the ages C this is that your motion okay that's the motion is there a second I'm afraid it dies for lack of a second second there we go uh we're going to do this on a roll call vote Mrs Fisher nay Mr hurse no

135Mr T yes Mrs cka yes Mr gensel n Mr eie nay Miss trobridge Dr Martin hi Mrs SC n five days yes is it failed okay it fails now I I will add and if anyone at the table disagrees you can speak up that doesn't mean you can't fix this yeah I was I haven't I mean as you can see a lot of it are are still sort of torn uh if you think that you can uh present it in a way that explains the course better controls the course better the board will reconsider am I right folks sure we always reconsider I know you will you made the motion I did I did make I'll make another one yeah I I'm only one vote away right okay and I I just wanted to say

136I think [Music] um I'm not against this type of fiction at all um and horror has a huge Fascination in our in our country and there are several I mean I remember uh years ago they even had a um what was it it was a it was a film makeup challenge called face off almost it's all almost always horror based there's so much Fascination around that stuff it's I think for me it's an issue of of focus and it is hard when you focus on the gothic heart thing it is it is a hard it's a slightly hard cell in a lot of ways I I do wonder if there's a way to combine this in some way is there is there a supporting genre that's a compar and contrast that isn't is there something

137to take it from Wheel of horror to let's talk about the way this is written because I I do see the way a lot of this is laid out it's a study of of certain people in the genre and stuff I think that stuff is very interesting so is there a way to compare and contrast it I would love to see if if the teacher who proposed it would not take this as like inde definite no but how can you is there a way to refocus it so that it doesn't just come across like oh all the all the horror kids love this as opposed to no here's the educational value for that sure because I I absolutely want to trust that the teacher has their best interest this is just such a New Concept

138and for a new course with such a horror Focus it's it feels like a little bit of a hard cell and I mean that is very constructive criticism just trying to figure out a way around it which is the only reason I would have made it so which is what I meant when I said adjust this we would reconsider although I'd love to know which of our CV character traits and supports okay okay got it thank you okay thank okay thank you for your time okay we're on to the information agenda are there any comments or concerns on the finance and operations report or the curriculum and instruction report rep Dr Hartman is there anything on federal funds nothing then board reports I um I I think my PSP report as such is is is

139pretty clear um I um I went to the delegate assembly and I I think you online and and um I'm not going to make a big issue out of this uh the bylaws anyone wants to read what they proposed I have a copy of this they gave everyone a printed copy and uh when I presented this at the IU meeting and I mentioned the conference I got deluged by complaints about how the psba delegate assembly was run um I'm not going to spend more time discussing it but there there's a serious problem with uh their customer relations their member relations and um I I'm not quite sure how we address it but in any way I can I will try but beyond that uh everything else that was done there will show up in in

140the Bolton so I'm not going to put it in here and then ask you to you know read it again uh the iu13 is attack Ed and uh the Lancaster Academy will be requesting uh approval of a rate increase and a three-year commitment which we have signed before but uh I'll wait until we have that that paperwork before uh we get into that uh CTC Mr H uh just real quick um I wanted to highlight you like you already did J staler was a student month for oober for brown s so wanted to say congratulations then it's always great when we have one of them um another thing Ohio I mean it's on there you guys can read everything but also uh Dr Savin is retiring here in December so he'll be greatly missed um

141we're in the process of finding his replacement and stuff going through that whole procedure so just wanted to let you guys know that too I U I appreciate you putting that on there I found that interesting seeing how many people were signed up for which Which special oh yeah the attendance whatever I appreciated that is that the final registration no no that gets adjusted as kids pick and drop courses and stuff like that so it's like almost every month they come out with an updated one oh switch decide they don't like what they were in that or it's not they didn't make the cut so they had to go to a different pick the second option or something or a discontinu a course or whatever I I found that interesting anything else any questions for

142Mr H yeah it's interesting they either want to cook repair cars like when you look at the top ATT oh yeah it's cooking it's cars and then Protective Services I'm not Charly sure what that police so intro yeah that's that's interesting construction team have anything from the construction team nothing not yet um know what we had our meeting last last Tuesday last Tuesday I can't even remember honestly sorry no there wasn't anything major the main things we talked about was those uh change orders that we had to approve last time he went over the explaining of all those and stuff but it's just good to hear that going so smoothly yes way smoother I think I think Leola they said it was 35% yeah I think so 35% not ahead of schedule cuz we talked

143about that taking two years and here we are a few months in and it's 35% no they feel they on schedule I want say they're ahead oh they expected this to move pretty quick okay report from the nominating team I had asked Mrs trobridge to take care of that for us uh I'll give you the floor okay well we um um we selected and asked and verify and um our recommendation is I de gr for one last year of presidency and Diane Martin for vice president again and again as always if anyone plans on adding nominations next uh month it would be helpful if you would let the board secretary know so she can be prepared to to run a proper election uh I think that's it as far as reports anyone in the public

144that would like to address the board uh as far as board initiatives we don't have a right SP this report we do not tonight I'm sorry I quite all right uh board initiatives uh I just want to remind everyone the extra give is coming up and there are a lot of organizations within con Valley Community uh that raise money through that uh uh cvf the lanaster academy the IU Education Foundation CTC Ed CTC also I was one of attachments yep I I didn't forget that one and I'm sure there's others in the community so I just want to remind everyone that that is coming up November 22nd uh and all of those organizations or any other we' appreciate your contribution other than that the dates are on your um on your agenda uh we don't

145uh if and if that's everything uh I will take a motion to adjourn to Executive session for student discipline year so moved second all than you say I we are a thank you didn't