001Good evening, Oral Nation, and welcome to the December board meeting. >> Oh, yeah. >> All the townships they all build. >> Yes. Hi, how are you? This is my for me at this at the end of >> Yeah, I saw that. >> Looking ahead for the holidays. >> There's another one there that we makeover. >> All right, Mom. We all good to go? >> I think so. >> Yes. >> All right, we are back in open session. Um, our next item then is our board mission statement and agreements. So, Dr. Mal, thank you. Uh, our board mission statement is we will develop policy that's representative of our community, set goals, and lead our district by collaborating. uh and our beliefs are stand up and own it, we are one and courage to grow and all
002those are embedded into our mission statement in terms of we do this together, we learn every single day and we own it for our kids. So, uh we're very fortunate to have a board that is able to do that, make that happen every single month. So, thank you. >> Excellent. Thank you. Um next item is our consent agenda. So, we have two items uh on the consent agenda. First item is adoption of uh meeting minutes from the board of education meeting on November 24th, 2025. And then the second item is the treasures report with cash on hand. That's found in our packet. So um I will look for a motion to approve consent agenda for this month. >> So move. >> I'll second. And then roll call when you're ready. Ricker, >> yes. Yes. >>
003Yes. >> Happy. Yes. >> All right. Uh, next item on the agenda is our board members share a moment of pride. So, I don't know uh if anyone would like to kick us off. >> I'll get started. Uh, so, as you know, I normally share my pride of the wrestling team. I'm going to switch that up a little bit this week uh and uh say that of course I am proud of the wrestling team, but the uh eighth grade boys basketball just finished a undefeated season and uh my son's in that grade. He's not on the team or anything, but I I know a lot of those boys and uh the coaches and parents and everything. So, it was a big accomplishment and definitely proud of them. >> Awesome. Um, well, I went to a
004few things this month. The Optimus Film and Library Christmas party that was held here at Friendship and that was pretty cool. The games and stuff and Santa was there for kids and they're lined up around the outside of the gym. It's pretty popular. Then this last weekend, the uh last weekend the trucker craft fair which was always a fun one that I enjoy. I never lose any. >> And then just the third thing with basketball being another way, girls and boys, other family members teams, it's fun again. That's one of the things I love to do. >> We want to try. So that was good. But I want to bring up Matt, our new activities director, started this athletic fundraiser. I think it well see it's supposed to close out tomorrow night but it keeps
005moving the date. So far they've raised $15,000 which is pretty amazing. So throw that in with the pizza thing that's $27,000 that we've raised just in the last couple months. And when we go through the clerk's report later on there's several large donations from individuals and and organizations this month. So, it's pretty inspiring to see people giving and contributing to the district and even though we run into budget problems now and then, people are still actively participating and donating and it's nice to see. >> Um, I'll second the Santa event at FLC. So, I think it's awesome when we can open the school up and have, you know, community members and organizations in the community come in and use our facilities for something like that. It was pretty big. There was a lot of kids
006there, a lot of families there, so that was pretty cool. Um, cheer camp. My daughter went to cheer camp on Saturday, so that has been really fun for her. She loves hanging out with those cheerleaders. They do a great job. So, um, I'm excited to see them dance tomorrow night at the cheer, I guess, tomorrow night at the basketball game. Um, I think those opportunities that we open up for the younger kids are always great to keep, you know, building all the programs all the way through for all the different sports we have. And then finally, I'll echo wrestling and uh basketball success. It seems like every time I open social media, I'm seeing all these successes that we have, and it's been awesome to see. >> Awesome. Uh I'm going take a little different
007twist. So, I'm going to thank our facilities crew. Uh we've had a rough start to a winter if I'm a facilities person. Uh so, just I know it takes a lot of work. I saw actually when we were first going to have our first snowstorm that never showed up. They were in early like prepping and they just did a dry run even without the the weather. So like to be prepared to make sure our kids get to school safe, our staff gets uh school safe and then just be able to host uh events, the concerts that we had the day we had no school, be able to get the school ready in a safe place and still not disappoint by cancelling a cool event. So, it goes out to them to get get the school
008ready. Cool. All right. Our next item is uh my favorite part, student spotlight. I think we've got some guests here today from the Trapper Way to to to share. So, Tiffany, >> we do. I'm going to let Jill Peterson introduce kind of what is going to happen and then you guys are going to partner up and one student will work with two of you to walk through their showcase. >> Hi. Um so for our last like project we did space and our class which is second and third grade took on like learning about NASA and the roles in NASA. So as part of that we became engineers and the first step was we followed directions on how to build and then now they actually put their own directions on a Lego structure they built. So,
009they have their directions here that they worked on, um, which is step by step, and they're going to read it to you and see if you can be an engineer and put the Legos together. >> So, all right. >> Yeah. You guys ready, Finley? Come on over. Put Finley right here. Do you want to over here, guys? You get to participate if you want. >> Yeah. Great. >> And then Daniel, come on over here. >> How are you? >> You guys get to work together. >> I'm these are the pieces you will need. And then this is the answer at the end to see if you want to come over here. >> Oh, I love Legos. So, yeah. >> Are you ready for me? Yeah. Should we get started? You practice this. You can read
010it. >> A lot of good >> instructions here. >> You can do one >> first. red one. I don't even >> Then you start with the white block. >> Then you green. Then the other >> then the other once you put a block on a two of the red and six math right >> then did she say four Okay, >> then she was reading it today in front of the That was the part that was the part that the long right there. >> Okay. >> Then you will get two yellow. >> Did we do it right? >> Let's see. Let's see the picture. >> Got a picture of it. Got to make sure we did it right. >> Oh, look at that. >> Nice. >> That's perfect. >> Hey, good work. High five. >> Yeah,
011nice job. >> Very good. >> Great. >> Should we put that back? >> We're going to take it apart though, so that >> can help someone else. >> Yeah. on the last two blue bumps. >> What was your favorite part of this of writing this out? >> Do they have to stack them first? >> Stack the yellow pieces first. >> Do you like learning about Nassau or engineering? >> Yeah. Did you like that? >> That's pretty neat. Kind of incredible what those people can do, isn't it? >> Thanks for teaching us something. Yeah, good work. each other and >> change of pace for Yeah. Board meeting interaction like this. All right, let's see the picture. Good job. You did great. >> That's awesome. >> Was it hard to write all those directions? >> Make a
012little interactive for you guys. >> How'd it go? How'd it go? One word answer that you are free to Thank you everybody. You all did a nice job. >> See you tomorrow. >> Byebye. See everybody. >> Happy holidays. >> See you as well. Take >> care. >> That was fun. >> We got to do that one more often. >> We do. I like that one. >> Very cool. All right. Well, our next item, uh, Horseman Student Council. I know usually they're not here on the December meeting, but, um, wanted to make sure if they were, we would had space for them. Uh, then we'll go to you, Rick, for the clerk's report. Okay, lots of donations this month. So, for backpack buddies, Deanna Schaefer, $1,000, North Monac, Optimus, $2,884. Charmaine and Dave RS, $250 and
013Clark, $250. Janet Jagger, $200. Catherine Uald, $200 for the adoptive family, Dean Deanna Schaefer, $1,000. North Fondelac Optimus $500. Robert Barus $500. CW Smith Jewelers $1,000. Horseman High School giving tree Michelle and Christopher Kirk $250. Kimberly Clark $250. And for Bessie Allen Middle School giving tree, North Lillac Optimist, $500. So thanks to each and every one of those. Those are some amazing donations this month. >> That's awesome. and that's almost $9,000 in a month. So, it's amazing. So, thank you to everyone that was just listed uh that on the clerk's report. Uh next item is citizens comments. So, it's opportunity for anyone in uh the in the board meeting that's a citizen of North Folk that'd like to share comments, but I don't think we have anyone today. So, we'll move on to the next
014item. So, superintendent report, it's all >> right. Thank you. Uh we're gonna start with coach Ke here and so we can get you rolling and and going too and then we're gonna move on to our traffic world too. But if you want to talk a little bit about the uh Florida basketball tournament with girls and boys and just kind of bring us up to speed on like what >> Well, I I just wanted to before we before I really got into it, uh we're looking in December of 27, uh we would go down to Disney and play in a tournament. Um the boys would like to go with us. Um, you know, it's it's a situation where if we're allowed to do it, we would do a lot of the fundraising on our own and
015and start working on it. Give us we we basically have two years to to get to that point. But, um, it also affects our schedule. So, to get approval, ask the board if, um, it would be something you would consider letting us do. Um, we would, you know, obviously take a a bus. Um, we would have plenty of chaperones, of course. It would it would uh be roughly probably 30 of our athletes. Um, I'm thinking, um, and just a great opportunity. I I tried to do this many years ago. Um, and I don't remember off hand. I remember some of the players and maybe Steve would only recognize the names, you know, the fake girls and and that, but um at that time they they didn't really want us to do that. But um you
016know, I know the band does it every four years. So it'd be something that I think with this sophomore group, they'll be seniors. Um would be kind of something to look forward to and do if they allow us to do it. I would be able to start working on what all is involved and what what we need. I am a person that actually since we had tried to do it many many years ago. This is my 35th year um at at Norfolk and I I enjoyed every every single year of it. But um yeah, then you know I didn't really get into the gist of it but this lady that I contacted said that she would send me what the teams are doing now and what you know what the cost is and all that.
017the transportation when you're there. They have an on-site facility at Disney. Um you'd get two games, I believe. Um you'd get a day where you could, you know, do some team bonding on at the parks and stuff. Um I just think it'd be a great way to reward our our student athletes. Um you know, it like I said, it it takes a little bit. you know, it's 2 years out, but I thought, well, I better ask and then we will start working on it and um trying to keep the cost down for the families as best we can. Um, you know, adding the boys to our mix I think would definitely help with the costs and stuff. Um, but anybody have any questions on that? Thoughts or concerns? Um Gary I think originally the WIA
018didn't allow out of state competition. >> Yeah, but they come back. You can get I think you can do one out of state now. >> Okay. But do you need still need special permission from them or >> I would look into that to make sure obviously but I'm pretty sure you know I I've known like Lammyra in years past has gone to Disney and played. Um there's no guarantee that you get really really good games, but I think it's the experience and stuff uh that is rewarding for your team. Um something for them to look forward to. You know, that the Christmas break is kind of monotonous. Um we used to hold tournament, now we don't have anything over break, so it's just practice and the kids are like, I want to just practice, you
019know. But um yeah, it they they do open it up. Um you can go out of state. I think you you you have up to actually four games I think that you can play out of state. >> Does it count on your maximum? >> Yeah, it has to be included in your max of 24. So that's why doing it two years ahead thinking about it. Um you know people say, "Well, why don't you do it for next year?" right now because then I have to kind of stop contracts with schools that we have a two-year contract with and not renew so that I can set up that schedule where I have those games available and I don't and I don't want to like leave somebody hanging that we've had contracts with all of a sudden
020last minute. um that's happened to us on our side and it's not fun for the AD and uh so if if it's something that you feel comfortable with uh we will start working towards that and then December of 27 um we would have that included in our in our schedule. >> I like that that would offset the band trick by two years. Yeah. both for students I would do both but also the financial aspect I've entered into it quite a bit in the past too >> that's probably true I yeah I kind of forget because they do it every four and they're going this year I believe so that it would be two years later and and it's very possible I'm glad you brought that up that >> there'd be kids that be involved in
021both of that so that does put a little burden but I think working with the boys program and stuff and maybe coming up with some creative ways to do some fundraising. Um, we can offset that, help them a little bit. There will be a little bit of a cost, but I think getting out there early enough, families will be able to plan for that a little bit and that might be their Christmas, you know, that might, you know, I I don't know. >> Gary, would you ever fly? I mean, it could be potentially cheaper through Allegant than it would be and actually buses down there. my wife, you know, before I kind of thought about the boys joining us. Um, we thought about it would fly and my wife is able to deal with that
022pretty well because she's a world traveler with the foreign exchange and the airline, you know, she she thought that that might be the way to go. But then I got to thinking if the boys go, it would you have more kids pitching in for the bus travel, the cost of the bus, and that's the other thing I would have to look into it. I think they would be able to tell me at at Disney, well, how do we get to places if we don't come down with a bus if we fly down there? And that I don't know yet. And I haven't looked into that. >> Sure. >> And I think maybe the bus and it would be nice to have a bus driver, >> but my wife has informed me, well, you're going to
023drive all the way to Florida. You're going to have to pay for two drivers because they take a, you know, break and stuff cuz uh >> but that cost analysis on that. We would um >> I Yeah. >> And how many days would it be? Would it would it be back before school starts up again? >> Okay. >> Well, yeah. I I would contact them. Usually it's like the 27th, 28th is when the games are played or 28th, 29th. >> We would definitely make it so that it's in that window of break. I see that you guys are doing the calendar for next year, but you're not out there for the following year. So, um once that comes out or once we look at that, um we most definitely don't want to to miss any
024school. Um you know, so that but I think it would be exciting. I will say just to give you a update, um unfortunately girls basketball the numbers are going down over the years. Um I can say that because I've been involved in it for many, many, many years. Uh this is the lowest group we've ever had, but it's a great group. It's a hardworking group. Um the great checks just came out. I have about basically 16 girls this year. It's the lowest number I've ever had in my 35 years. There's a lot of factors to that. There's more things that they're involved in. Wrestling is getting popular for the girls. Um we've lost some there, but um that's 100 grades that I checked on. This group has 72 A's, the rest bees. Um, so it's
025a really good group that way. And um, when I when I kind of mentioned it to them today that I was coming to the board about that in Disney, they were like, "Oh, why not really?" I'm like, "Possibly." So, >> coach, the uh, so like the lodging and all of the arrangements down there, you you said >> we have to go through them >> kind of a contact that you >> Yeah. and we would probably stay on grounds. Okay, >> I'm pretty sure that's how they typically do it. I that's the other thing I would find out. I didn't want to dig into it too much until I had thought, oh, do we have a chance to do it? Then I would do more research. So, the lady that contacts me, like she said, she
026would send me what she sent to the schools that are going this year so I could get a feel for what it was. Obviously, she did say to me, cuz there is a cost, and she says, "Well, if you sign up early, you get a big discount." So, I mean, there's no guarantees that I'll be around in two years, but I I still want to do it. Um, you know, I mean, it is a little ways out there, but that's the reason for doing that. But, yeah, I'm pretty sure you would. >> I don't know if there's an option to stay off versus on. My wife takes her students every year to Disney, so she has connection. She's been doing that for quite a few years. Um, so she would know if the option is
027off, she would be able to help me with the cost analysis of that versus staying on and the pros and cons. Um, I feel just from what I know, I would think staying on grounds would be a better experience for our kids. um we have a little bit more access ability to the parks or >> I think bus travel would be also >> possible transportation between each park and hotel is crazy good like >> the way the way the parts are connected being on ground and if it's only a little bit more it's like that it's a no-brainer um because we want to maximize and like you had asked about days >> I don't know is the band trip like about 5 days >> I think That's what I'm thinking too. About five to six
028days. >> If we travel, you know, it might be six or that seventh day for travel, but >> you had to mention six seven on our >> Yeah. I mean, and John, I think right the boys are willing to to jump in as well. And >> 100%. Yeah. Yeah. And I think the goal there is just to try to take a lot of the cost away for the families so that everyone can be included and everyone would be included and it would be the varsity programs. >> Correct. It would just be the varsity. Um >> I mean and then you know >> maybe a manager or two, you know, we we would open up the experience whatever was most costefficient for for the for the whole group. So, >> and for a board perspective, the
029reason it's brought to the board is next month we would vote on the overnight piece out of state for the the students. So, like the logistics would be up to Gary, you know what I mean, to share with us along the way. Uh, and then we just would want to make approval of um allowing that overnight stay. Uh >> and and and I'm guessing typically there's uh the school has a policy on number of students per sh. >> Yes. >> Yeah. >> And we would definitely make sure that was that was met. Um, >> well, you know, I I would definitely support it, but I think the financial part of fundraising is is really key because I think one of the roadblocks we ran into way back when was some of the families were >>
030perfectly capable of doing it, but then the other ones were kind of felt forced that couldn't afford it. >> And then, you know, it's the team I got to go. I'm on the team. Mom and dad. So, if we can address that part of it, I would be all for it. Well, and like I said, I I could dig into it now a little bit if you think we could further look at it. I could get you, you know, I could do updates. Obviously, we got two years here. So, yeah, I start the digging and so that we can have >> a reasonable understanding before making a vote on it. But I it you want to get at least a year out for travel so you at least know so that it's board policy. We
031have to at least be a year out from the time. So, but for now, this would be good just to have information before we make a or they make a decision on the overall. >> Okay, >> that's fair enough. >> Yeah. Awesome. >> Any other questions or ideas, >> concerns? >> Yeah, I I mean, let's put a little bit of, you know, excitement into it and maybe get our numbers up a little bit. I mean, the girls on the girls side, boys numbers are very strong. Um, and overall over my 35 years, um, we've always been in the 22 to 25 range, which is good numbers, I think, for a school our size. Um, this year, just for some reason, it only takes one class >> to hurt you. And it's a junior class this
032year. Um, when you only get a single out of one, that's, you know, that makes it tough. But there's a lot of choices for kids nowadays. And you know, it's a long season. Uh I've been doing it for 35, so I know it's a long season, but you know, we do a lot of different things. Just uh just another thing before I uh let you go was this Friday at halftime, we have our special needs dancers from Camelsport performing, which if you've never gotten a chance to see it, it's an amazing thing. Our girls are working on posters for each and every one of those dancers and two of them are our very own North Fondelac case and Brilin. I think her name is Brayley. Um >> so we will definitely make sure I'm going
033to send a thing out to the staff, but we'll make sure that it's on our huddle and we'll make sure that we post that um for people to watch. Uh so we've got a lot of things coming up, you know, during the season. Um, but that's that's one that's usually a big highlight for our kids and it's always well attended. >> Gary, I've noticed throughout the years too that I've been here is you make those things happen and available for our players as well as other people in the community. And so, thank you for all you give back that doesn't just happen. You're doing that in addition to what you sell to sell our district. And uh I know people appreciate it. And um I like I say this and probably shouldn't, but I've been
034doing this for so long I can almost do it with my eyes closed. But um we always are looking for great things and we've got pink out games coming up and um you know our youth nights and stuff. So and the boys do do a great job on that too. And so they're the they're the they're the reason that we have teams, you know, we we have to keep those young people excited and and the community, you know, come and support. So we you know, before I leave, happy holidays everybody board appreciate all you do. Um, you you probably also are the backbone of of this district and uh do a lot of things for a lot of people uh behind the scenes and I I you know I I bleed orange and black. You
035guys most of you know me so I appreciate everything that people do for the for the village. Uh they've provided for me for a long time and >> I I feel like I can never do enough to to give back. So >> awesome. >> Great. >> Thank you. >> Thanks, coach. >> Happy holidays. >> You, too. I'm gonna go sell online. >> Good luck tomorrow. >> Yeah. >> All right. And we're moving on to Trefford presentation. In terms of the academics and learning, we do this and we've had done this once a month, giving the schools, each of the schools an opportunity to share, showcase their academics, showcase their culture, give you an update, and really kind of get a better understanding of what's happening under the hood. It's it's easy to present numbers, but
036actually getting folks in here to talk about the story and the narrative is so important so that the rest of our community as well as our board members also get a better understanding of what's happening. So, we get the the privilege and honor to have Trevor here and Tiffany, if you want to get us rolling, that'd be fantastic. >> Yeah, thanks. Um, could probably skip all the way down to like six or seven. >> Well played. >> Okay, six though is Okay, so agenda, I think this is probably pretty similar to what you have seen from the other schools. So, we had our student spotlight. We'll go through some achievement data, our SLO, what does that look like in action? And Heather's going to talk a lot about K1 and what that looks like for
037us, our universal attendance at Treer attendance, our culture, a little bit of SEAL, and then moving forward. So, starting and kicking it off with ELA. So, I'm sure you've seen these numbers. So, these are our forward exam results from last year and then the year prior. So, um unfortunately, some of our academics went down when you look at our literacy. So, we do have 26.2% 2% of our students who are meeting expectations and 40.5% which are approaching. So we definitely have room to grow looking at our forward data. And then as Cara's probably shared with you too, we are also using I Ready at Trefford. So >> yeah, I'm back. >> Hi. >> Uh so we are also diving into the data at Trefford for their I Ready data. We took we we took this
038um this data that you're looking at almost is out of date. We have January 12th is our next um diagnostic window. So this was at the beginning of the year and this kind of drove our conversations of what that will look like at Trafford. Uh as you as you can see we look at percentages but we also look at numbers too. And this is a really important um school where we look at the pupils like the number of students per section as well um to help drive our our decision- making. So on the next one you can see that we when it's down by grade level again this is a school that combines um grade levels or shares students across uh content areas. So, we really just dove into what can we do at that
039tier one level um to support all of our students based off of what this data is telling us and then adjust um as well. So, this is the breakdown like I already does with the different domains um of what our most important areas or uh areas of need would be. Um as you can see it matches there. There's a reason why we have our district SLO because this um all of our data is showing us that we need phonics support in K3 and then we need that non-fictionformational text in the upper grades after we have the phonics space. So this matches uh I believe every everything that we've done in all the other schools. That's the main focus for our district is thatformational text. Um and then the proficiency in phonics and then those are
040those uh projected uh pieces that we use when we're we're trying to figure out what numbers we're going to come up with for um what percentage we want to see growth of. Um so you we've talked about these before as well. Do you have any questions? um for me about the I Ready data or um like I said our next diagnostic window you kind of get the end of trackers you'll get the end of of you know after the legging time but just know that we are um being very intentional with the data and we've seen a lot of growth in our students already and I'm really really excited to see midyear data um especially with all the great things Heather has to talk about today >> is that um the midyear data the 12th
041you said of January is that all schools again or was it okay? >> Yeah. >> So then for us that breaks down our district or our school goal is that 55% of our students will be proficient in literacy skills K8 and then we break that down into K3 looking at 80% of our students be proficient in phonics. Their baseline was 51% to start the year. So great start to the year but still room to grow to contribute to that overall school goal. And again just to remember that we it does say percentages but we're talking about people. So we did put that into factor that there is less students. So there is a higher stake in in their growth too. You know like we >> yeah working with less kids. I'm not a math person
042but >> and then our fourth through eighth grade focus isformational text similar to other schools. So, we're looking at 45% of our students. Um, up our baseline for that was 26% in our fourth through 8th grade students. So, what does that look like in action? I'll talk a little bit more later about our universal tenants at Treffort, which are learning targets and opportunities to respond. Um, we've built in a what you need time or a win time this year. So, this is the first year at Trefer where all four of our teachers do have a built-in win time in their schedule and they're able to use that for interventions for students or extensions for those students who are above grade level and looking at how we can push them more. Um, what that looks like
043in each class is a little bit different based on the needs of the students. Um, and then also keeping in mind we're lucky that within our classes we have a teacher and a teacher assistant. So, we can dig even more into either smaller groups or different things. One teacher could be doing phonics while another is doing comprehension. And we see that really um in our fourth through eighth grade levels where one person is able to dig in those kids that maybe need more of the baseline phonics skills and another can do more of that comprehension focus. And then while at the same time we also have I ready pathways. So maybe we have rotations happening where some students will be doing their I Ready path, some are with a teacher or a different teacher depending
044on what their needs are. >> And they also progress monitor just like all of our other schools too. um she has some wonderful volunteers who work with students and one volunteer was wanting to learn how to do the data and I sat down with her tell me her name again. >> Okay. So she I I randomly was in the hallway and I was like oh and so we sat down and had a very great conversation. She loves watching the progress monitoring of the students at Trevor too. So really all which is great. Yeah. >> And then coaching cycles and collaboration. So, I have the pleasure of coach uh I'm in a coaching cycle with one of the four teachers that are there right now um like the fourth fifth grade level and um it's really
045really been great to see how we can like all sit down on their uh Friday planning days and really um hit the needs of all the students whether it's an assessment that week or the the um you know we're planning out the the lessons for that week of how we can differentiate it. we moved into different kinds of structures of how we're going to teach the content for the week and I've been able to get in front of the kids and teach in front of them too. So, it's just been a really great um coaching collaboration piece and Tiffany's been there too. So, she's been able to spread some of that knowledge to our other staff of of the work we're doing in our coaching cycles, too. >> And I think a cool thing too
046um is we pick and use different pieces of the curriculum based on what the kids need. So some classes are using a lot of the CKLA amplify. Some are using Bits and Pieces. Um we've been able to incorporate more book clubs this year too. So Karen Bartel has been really helping. So maybe during win time they're doing a book club, but they're doing more of that CKLA amplify within their classroom time too. So I think it's a great thing at Trefer just so we can really bring in a little bit of everything here and there to really dig into what our kids need. Um, so then also with our action steps, our collaborative team time. So just like the other district buildings, we have that Wednesday time from 7 to 8 to really dig into
047what we're doing. And we're really trying to use that time to combine the Trevor approach and academic growth and really looking at how do those two pieces combine because academics are really important, but for us that Trefford approach is really who we are also. So those six components of strength-based relationships, um sensory awareness, natural environment, our systems, our assessment, um we've been working a lot this year on a Trevor way playbook. So what that means is each part of our day that's kind of like a how-to. So so anyone could come in and say, "Okay, what is morning meeting mean at Trevor Way?" And it really lays out, but then we're also as staff able to have really good discussions on, well, you do this. Should we all do this? What could this look like
048differently? So, some of those posters up there with strength-based learner centered, nurturing relationships, too. We've just had discussions on what does this look like to you? What should we do more of? What do we need to incorporate differently? What is a non-negotiable? Where is there still some voice and choice for us as teachers? And then we've also been digging into we are a project based learning school. So, we've spent a lot of time really talking about our project essentials, which is where we lay out what does our project look like. So we talk about our kickoffs and what learning targets will be incorporated into projects. Really talking about how we can bring in our school goals. So fourth through eighth grade needs to work on non-fiction. That should be part of every single project. And
049it does come into the research phase of our projects. Um and really kind of planning ahead where kids might struggle, what are small groups they need within our projects. So incorporating those school goals of phonics and comprehension into projects, which is something a little more Trevor based as well. And that's what Heather is going to talk about is what exactly does that look like in a classroom. >> Okay. So um project based learning, I'm the one who basically uses CKLA. Um I use Amplify a lot. I use it as kind of a guideline. Um, so I teach the two different grade levels separately for um, literacy. I teach kindergarten and I teach the grade level of first grade um, through the literacy. Um, while I'm teaching one grade level um, my other teacher has the
050other grade level in her room and she's kind of doing the extension of the lesson that was just taught. So it's very systematically broken apart. I take the lesson and I break it apart is I'm doing the the main lesson and she's doing the worksheets and the extension of what I need the kids to learn based off of the lesson that was just taught. Um, for project-based learning, I use the knowledge portion of the curriculum. Um, the benefit to our school is that we get to pick and choose what we kind of want to do. I get two different grade levels. So, I get to pick and choose what I want to do and what I want to teach and when I want to teach it. Um, that is a beautiful thing as it kind
051of allows the kids to guide the instruction. At the beginning of the year, I sit down with all of them and I say, "What do you want to learn this year? What do you want to do?" Um, and then I pick out four or five subjects of the knowledge pieces, the five pieces of the knowledge, and we build off of that. Space was one of them. They wanted to learn more about space. So, um, we decided that it was going to be a whole group um, whole school collaboration as one of our galleries. And basically it's the same exact thing as what's being taught in all the other schools. Um I take the curriculum, I take the lesson that we're on. I teach the lesson to pretty clearly and um to the book to the
052lesson that's there. But then what I do differently with it is we really bring in a lot of handson. Um, so for space, if we were learning about the constellations, one lesson, we're making our own constellations. We're writing about our own constellations. We're naming our constellation. We're giving our constellation a story is how how did your constellation become what you named it today? Um, and it's all differentiated. So depending on the student needs, that could be kindergarten, we're at drawing a picture and labeling the picture. It may be a sentence starter first grade. Then the expectation is that you are actually writing full complete sentences. You're writing two to three sentences that build off of one another. You have a beginning, middle, and an end. So within that, it's all systematically designed and differentiated to
053meet each student's needs. Um, one big portion of what we do in our project based learning is the no wonder and what we've learned. So before we start off any lesson, we always to talk about they know exactly what we're going to learn about. We talk about what do we know about this? What do we know about constellations? And then we'll go ahead and make a list about what we know. And then as we're kind of going through the lesson and listening to the instruction, we go, okay, um I'm sorry, back up. We go through what we know and then we talk about what we wonder so that we can kind of hit on, okay, what are wonders about constellations? And then as we're talking, they'll kind of put the pieces together like, oh, that
054was one of our wonders. And then at the end of the lesson or as we're going through the lesson, then we kind of document what we've learned. These hang up and then each before each lesson, we'll kind of go through, okay, here's again what we know. Here's where our wonders, what do we want to add to our wonders? And then here's what we learned last time. What more can we build off of this? Um, it just kind of gives them an anchor and it gets them wanting to know more. This is probably one of the biggest pieces that we do throughout the instruction along with the handson pieces. Um the other main component as you will see the other side of our room is set up. It's always theme-based. Um this is what we call
055our exploratory play. This is super super important to all the students. It is play but there are so many benefits to what is happening during this time. Children are building relationships. They are exploring. There are math and literacy centerbased in all of that learning um in space. They were weighing out moon rocks. They were able to explore what it might be or look like from the moon. What is that material just digging through the sand, picking out the moon rocks? Um, they are space shoveling. They're counting down from 10. They're um, somebody's a commander. Uh, they got to pick up a job in space. What do you want to do in space? Somebody wants to be the commander who is at the space station telling the astronauts what to do. It's that communication piece. it's
056um being the astronaut. Um what does that astronaut do? What does that look like in this? So there's so many benefits to the exploratory play. Um we usually get exploratory play about at least twice a week. It's usually the last 15 minutes um of our lesson. 15 to 20 minutes. I would say it's about two to three times a week. Um, it doesn't take away from anything that we do. Um, doesn't take away from any of the lessons. I still manage to get everything in. As I said, I usually try to pick about four to five core knowledge pieces and that's kind of my goal within a year. um depending on where the kids and want what they want to learn about. And so gallery was a huge success. And one piece that we um
057invited in outside community members um the gentleman up in the right hand side um he is actually from NASA. He works at NASA and he's training the astronauts um who are going to go on the next mission. Um, we took some of our wonders, a lot of our wonders. Each of the kids got to ask a question, um, to him about what the mission is about, why they painted the rocket ship the color that they painted, why is it not purple? Um, it's actually to keep the weight down. Um, which was an interesting fact for the kids. Um, he kind of talked about what the future of Nassau is, why did he choose this job, um, what got him interested in this position. It was just such a cool opportunity for the kids to kind
058of like wrap up everything that they've learned and to just ask the other wonders that they just don't know and that we didn't get to or we didn't learn about. Um our final project they also got to choose. So at the beginning of this project cycle I uh took a different approach in other project cycles. I kind of decided what our end project would be. This year I let them guide it. Um I let them choose. They gave me a list of things that they wanted to do for an end project. I said now we need to vote narrow it down to four. Um our top one being that they wanted to design their own astronaut costumes. So in true Heather fashion, we we go big or we go home. And uh so we decided
059that we were going to do an astronaut fashion show. Um, so they did uh costume, they did all the design work to it. They started with a blueprint. They executed the plan by designing it. I gave them a white feed bag from FeedMill. Um, we cut it to the length that they needed it. Again, they designed it, but then the purpose behind it is they had to have a purpose for everything on their suit. So everything on the suit had to serve a purpose. And then I interviewed each student to ask what is this for? What would be the purpose of this? And then throughout the show I kind of introduced them and um told the audience exactly what each part of their suit was. So >> it was a great show. So, >> can
060I just say that we are so lucky not only to have Treer as a part of our district as a whole, but just to have teachers like Heather who are willing to share the joy and art of teaching in a world of public education where they say that the art of teaching is gone. Like you are just a shining beam of doing things for kids and and having it be successful and stick in their brains. So, um, Heather is actually going to be coming to our like some of our grade level teams at FLC just to share some of the ideas that she has. You know, we're we're talking big picture things. Anyways, um, I think she's a and all the other teachers too are going to be able to share the things that they're
061doing at Tracker and how we might be able to incorporate that in other areas of our school district because wow, I you can't hear that and not just be so proud of you and all the things that you guys do. Yeah, >> it's a lot of fun. um keeping it handson, being able to adapt to student needs on the fly and just be able to slow things down, speed things up, give students the extension that they need. We have students who are going up to higher grade levels. I have a kindergarten student who we noticed very early on needed the extension who's was doing first grade work last year. He's now going up to second grade work this year. Um, and then vice versa, you know, just being able to really adapt and be able
062to keep those groups small and really just meet kids and students where they're at is huge. And I think for years in years to come, you're really going to see that shift and the numbers and the positive growth that we're able to show. I'm glad you're sharing that with the other buildings because that was one of the prime things for Trefer was we can experiment there and learn things there and share with the other buildings. So that's nice to hear that that's happening. >> Yeah. >> And it all happened because Heather had a question for the first grade team and I was like the middleman, you know, so I was like, "Oh, that's the first grade team." And I was like, "You guys ask the other like we let's get together, you So, and she
063was so willing, you know. >> Yeah. Great. I'd love to collaborate and meet with other teachers to see what they have and share our ideas of what we do over by us and what can be done hopefully to make it available and accessible for all. Any questions on literacy or for Heather? with you. >> How long did it take to put the boots together with aluminum foil all over them? That's my >> um that was the morning uh Thursday morning. Thursday morning >> that was still a work in progress and I had to tell the kids I'm like you guys this may or may not work out so we're just gonna we're going to try it but I can't guarantee because that was one of the big things that they needed was moon boots. So
064>> nice. >> Yeah. >> Well done. Well done. Thank you. Thank you. >> Yeah, thank you guys. >> Thanks for sharing. >> Thanks, Cara. >> Yeah, I think too like having Cara in this role is really connected too because she knows what's happening over at FLC or at BAM. So, if she knows there's something that'd be really good, she's able to like say, "Hey, Tiffany, bring this teacher over or can we meet together? Can we do this?" So, we really appreciate having Cara in that role as well to >> She's been a great asset. She really, really has. She's an email away and any crazy idea that I might have, she's always all in. And yeah. Yeah, for sure. It's super fun. >> Yeah. >> Awesome. Thank you both. Happy holiday. >> Thank you guys.
065>> All right, moving on then with math. We don't have a formal math goal this year, but I still wanted to just get the data out there. So again, I have our board exam data. So we are seeing some growth in math from two years ago to last year. And then we're also utilizing I Ready for our math. Um and I think like the big thing for me so we're 18% proficient and then again it breaks down by the grade level and the domains which across the board looks pretty even in general. So for me, for us, I think a big thing is like we are able to utilize our win time for math also if teachers feel that that's the best. And then I'm just really like continuing to evaluate and look at like
066just like we do stations and small groups for literacy. Um K K3 does like stations and small groups utilizing the Bridges curriculum. So there'll be rotations where they'll have a mini lesson with the teacher. They'll be doing um the math games as centers and then they'll be utilizing I Ready as like potentially a third one and then fourth through sixth grade kind of does a combo of sometimes it's whole group because they're learning similar things sometimes there are stations and then right now we're utilizing the Alex math program at the sixth through 8th grade level which I think is a really great tool for a lot of kids who are independently able to guide their learning. um students who are advanced can like easily push through the curriculum, test out of it, and move on
067to advanced grade levels. But I think still looking at what are those options for students who maybe aren't as independent with their learning, how can we better meet their needs. Um, so I know we've been talking too with the curriculum adoption at that 612 level next year, just making sure that our students or teachers have access and then really evaluating which students are really successful at Alex and maybe which ones aren't so we know the best direction to move and then developing a map goal next year as well. Um, so next steps uh we also have room to grow academically. So, great things happening, but we want to keep growing. And, um, like Heather said, I think every year we get better at what we're doing. We're better at tracking. We're better at beating the
068kids where they're at. So, I think we're going to start seeing those numbers take off more and we're really excited about that. Um, one of the ways we're doing that is through universal tenants. So, at Treffort Way, we have two focus areas this year for when I'm going into classrooms. So, one of those is learning targets, which I'm pretty sure is throughout the district a big focus area. So, those should be visually displayed somewhere. And then as I'm going in and listening, I should also hear teachers referencing those learning targets throughout the lesson. Just that emphasis on students have more accountability when they know what they're learning and why they're learning it. And I know at some of our classes, like Heather's class, like she always has that learning target at the start. if she'll
069ever forget. Like I've heard her to kids say like, "Miss G, where's our learning target today? Why isn't it up there? What is it? What are we learning?" Or I've also heard them say, "Hey, we already learned this in the first five minutes of the lesson. Now what?" Like they're excited to know what they're going to learn and what that looks like. So building on that, um same at second, third grade level. And then fourth through sixth, um instead of Google Classroom, we use a system called Headrush. So saying the learning targets are within Head Rush, but continuing to work with the kids on where do they find those? How do they know exactly what they're working on? Even if it's not displayed in the class, it's there, but making sure they know every time
070they're learning. Um, and then we're also looking at opportunities to respond. So like we said a lot of small groupoup learning is happening and how can we continue to make sure the kids are leading those discussions and having voice in those discussions and if the teachers are hearing things can they adjust their learning if they're hearing that the kids have it or if the kids don't have it how are they adjusting the learning. Um so just it's about the student voice and the student talking not just the teachers standing at the front of the room and talking at the kids and then again those coaching cycles um have been a really exciting thing for our staff this year. Um, and then along with Cara, we also collaborate really closely with Jen Towell. Um, I'm a
071case manager for some of our students in sixth through eighth grade as well. So, I've been working really closely with Jen on what are strategies that I can be bringing in when I'm working with small groups at that sixth through 8th grade level, how to dig in and find out where those gaps are and fill those gaps. So, Jen is also a huge resource for all of us and me, especially when we're looking at digging into the needs of our students. So then moving into culture and belonging. Um our attendance update right now. So 98.5% of our students are present on an average day at Treport Way. Um and we have no students at risk for chronic absenteeism right now, which is great. Our kids want to be there, which is exciting. Um I'm not
072going to read all of these to you. you have the slides for our um survey that we did in next path. But then just some highlights as you're looking through those um celebrations for us. 96% of our students said that they like to participate in class and that they are participating in class. 96% of our students feel that the teachers are excited to be teaching them, which is great to see. Um 91% of our students feel that the teachers know about their strengths and interests, which is up from where we were at 84% last year, which is great because that's a big part of our school is that we're hopefully incorporating their strengths and interests into the projects that they're doing. Um areas where we want to continue to grow and as staff, we're going
073to discuss and have action steps developed. Um with our snow day last week, we missed our CT time where we're going to focus on this. So coming up this week, um 87% of our students report that they know strategies available to them if they're feeling upset, frustrated, overwhelmed, but only 75% of the students are reporting that they're using these strategies. So we want to find out more about where is the gap? So we know them, maybe we're not using them. Is it because they don't know how to use a strategy? Is it because they don't know how to ask to go take a break? Um, I think I've shared here before, a big part of Treffort is like focusing on regulation and having access to breaks and what kids need. So, um, any student at
074our school can take breaks in the gym or walk laps or use our movement area. And we find that that really just helps the academic growth, too, because when you're regulated and you feel good, you're better able to learn. Um, another area to keep growing, um, 82% of students feel teachers would be concerned if they arrived upset. So just digging in a little bit more there too. And that last one, 89% of students report having an adult they can go to for help, which is great, but also the other 11% like we want all the kids to have an adult at our school where they feel like I can go to this person. I can feel safe if I need to share something. So maybe just doing a little digging into who are those kids
075who didn't have somebody and how do we make sure they do have somebody? And then at Trevor Way SEAL is incorporated on a daily or regular basis in all of our classrooms. And it looks a little bit different across the grade levels based on the students and their needs. So we have whole group like mini lessons or whole class lessons that are happening for social. Students with IEPs might have pull out social groups as well. We do a lot of in the- moment. Um if we come in from recess and there was a huge issue, we're not going to start math because no one's going to be paying attention to math. they're all still stuck on soccer or what happened outside. So, we're going to pause. We're going to do maybe a mini social lesson,
076maybe a little problem solving so the kids are in a place where they're ready to move on. Um Karen Bartel is teaching whole class right now in our fourth through sixth grade class community culture and they focus a lot about your body and what your body is telling you and your body sensations and what you might need. Um and then that is leading into also then leadership which she uh brought down from exploration and took some of that leadership curriculum that she had developed at the high school and has adapted it to our sixth through 8th grade class. So she on a weekly basis teaches a leadership class with u Tim Williams kids in sixth through eighth grade which is really cool too just seeing how the kids grow into that and become leaders for
077our school but the community too. right now they're like coming up with ideas of how can we spread holiday cheer in different places in the community or make something or do something. Um we have a cultural playbook as do the other schools that focuses on the cultural beliefs of our district and then that provides um the classes with lessons that they can do throughout the month. And then at Trefer Way we also do a whole school Monday morning meeting every the first Monday of every month. So the whole school comes in together into the gym. we kick off whatever our new theme is, whether it's courage to grow or kindness. Um, and then those um, meetings are led by students in our upper grades. So, they take the ownership over there, some shout outs for
078kids for birthdays or whatever we have going on, events, dress up days, and it's like a 15, 20 minute meeting, and we end it with a whole school um, circle. So, not a restorative circle, but there's some kind of a question, and we pass an object around, and we all answer it, and then they're off for the rest of their morning. Um why the emphasis at SEAL? We just believe that it's a big piece of the whole child and to see academic and behavior process at all improvement. It all goes together and works together. And then just looking ahead, continue to have PD focused on our universal practices, progress monitoring, like Cara said, we are progress monitoring as well for all of our students. Um, using I Ready, ongoing focus on the Trefford approach, how
079we're individualizing learning for our students. Um, continuing to build up our project focus and making sure we have a process for that and that we're building on student strengths and interests and then also bringing those academic focuses. and then just continuing to celebrate the wins that are happening and we're excited for our midyear data coming up in a few weeks to hopefully see that what we're doing is having an impact. I think that's the last one. >> Any questions? >> No questions. It's just awesome stuff going on. So, >> yeah. Exciting. >> Yeah. >> I just want to commend you too. Like obviously you you're working within a charter yet at the district level you're figuring out ways to align both worlds and that's not an easy thing to do and how Tiffany's been able
080to just work in the literacy and the math and it's it's it's pretty remarkable how that all comes to play and that's all of her leadership. So, I got to commend her on that cuz it's not she's got a whole different quot of different things she's trying to work through and then at the same time bring that over. So, it's just thank you for your work cuz it's pretty impressive. >> Just >> thank you. >> Good night. Drive safe. Everybody feeling better? >> I think so. I think there there were no sickies today, so I can take care of >> Good, good, good. All right. Uh, that concludes my my pocket of things for this. It was a little bit smaller agenda for us in terms of each bucket, but um those are two big
081components that I had for this time around. >> All right. Excellent. Um, next item though is new business. Um, we have two items to go through. Um, first one is to consider approval of the staff calendar for 2627 school year. So, I just I want to I say this every year. I think I'm I really like that we get these done early. I think that not only helps folks plan for the next year, but also um not just families, but the staff side of it as well. So, I don't know if there's anything additional on the staff calendar you wanted to highlight, Matt. I I think the big thing is we're trying to stay as consistently as possibly can without uh just trying to see uh within the past couple years here in terms of
082our CT time, our PD, you know, how the flow of the year goes. So I think the first couple years we had just trying to figure out like what works best. Now I think we're in that flow where okay, this is going to work best for us and we can stick to that same kind of routine without really doing a whole lot of switch up. So, if you notice, it's almost identical to this past year. A couple different shifts here and there, but really being, you know, conscious of, you know, where those uh PD dates lie to as well in terms of other breaks and things like that. We were fortunate enough uh to get the okay from the DPI saying based upon obviously the recommendation here of the board to move ahead by starting
083a little bit earlier which then also we finish before Memorial Day as well. So, uh, I I think overall there's not a lot of like major changes from this year, from last. Um, I guess if there's any other questions that you have specifically about how things are rolling on that, be more than happy to try to answer. And and and just so you know, too, this is not just the Matt Mino show. We bring uh teachers together. We bring people who are in activities. We've got Matt Quadrant in there as well. We've got principles involved. So, it's a full team of people coming together with input and providing uh their uh thoughts and perspective on how we can make this best not only for obviously our students but all our staff too as we work
084forward. Any other questions before Okay. Well, then I'll look for uh approval for the staff calendar for 2026 2027 to look for a motion. move. >> We got Jacob. >> Yes. >> All right. >> Um, Jacob, >> yes. >> Katie, >> yes. >> Steve, >> yes. >> John, >> yes. >> And Rick, yes. >> Um, next item is consider approval of family calendar for 2026 2027 school year. Again, if there are any questions, uh, feel free to ask. Otherwise, I'll look for a motion to approve the calendar. >> Can I ask a question about virtual learning? >> Yes. >> So, what do those days typically look like? I've never obviously I'm not in that space yet, so I've never I just there's a lot of them on the calendar, right? So, it's typically when staff
085has PD, no school for K through five, but then virtual for the rest. >> Correct. And there's some So, it's all based on minutes, right? So the high school and middle school have different minute requirements than the elementary. Okay. Elementary has less minutes that they need versus the high school. So that's why you see no virtual days for the elementary. Uh there are not virtual days for every single one of those PD days. We do have some days that are not built into that. And what a day looks like. Each of the uh teachers has to assign some type of assessment for that date. So, and it can be big, small, whatever it might be. But students have to check in. Uh, the most important thing is that we've got kids checking in so that
086we can basically count their attendance. By state statute, if you're doing any kind of online learning, you have to at least check into the school for that saying that you're part of that. And then within state statute in terms of your online experience, you have basically to complete one online learning assignment for the week to get full attendance. So that's what we try to do. The teachers are there in the afternoon to have open conversations and discussions. Can we get better at this? Absolutely. I think it's a a very beginning phases and we haven't been able to put a heck of a lot of time into it yet. But as we build and look at our LMS's, our learning management systems to make those a little bit more detailed so that students have a little
087bit more maybe within that area. Um I think that could get uh better in that that zone. >> Okay. >> Yeah. The the only thing I'll add to that is a lot of times it's it's due like by midnight. >> So if you have someone in your family that happens to be a procrastinator, >> Yeah. It can be 11:58 and you're still working through it. >> We like to state that as personalization of learning. >> So, we're getting you ready for the the fouryear university or the two-year university like, "Hey, you've got this amount." Use that, right? I got time. >> Yeah. Good. >> You're just saying that on behalf of a friend. >> On behalf of a friend. Sometimes it gets late. The other thing too is if we were to have inclement weather
088days, right, we can shift to having a virtual day for those. We we get like about a day and a half extra or so for high school and middle school. When it comes to elementary, we get about four and a half, five days. So we still have the ability if we want to increment weather day, we could tell people ahead of time, hey, we're going to the virtual day so that we don't lose more minutes or anything where we have to make up later on down the line. So it's built in that way uh to help out as well. >> All right, great question. Any other questions? Otherwise, look for a motion to approve. And when you're ready, Rick, roll call. Steve, >> Matthew, yes. Hawk, >> yes. >> Gings, >> yes. >> All right,
089that concludes our new business and also that is uh concludes our meeting for today. So, adjournment will happen at 7:13 p.m. today. So, thank you everyone. Sounds good. Thank you. >> Good night, Orioles. Happy holidays.