White River Unified District Board - September 15, 2026 [WRUDB]

Uh call the meeting to order at 7 p.m. >> Uh first of all, do we have any adjustments to the agenda? >> I think Jamie said we're going to move the celebration of learning to next month. >> Right. Right. The celebration of learning is moving because somebody was not going to be able to be here tonight. Got it. Okay. Public comment. Do we have any public online that would like to comment? Thing is there's no public here. I guess not. Okay. Now we get to the minutes. Um and I did want to amend the minutes uh because the section 8.4 four. Um it I personally didn't think it reflected my what I was trying to say at the meeting. Um that pesi noted that school district voting via Australian ballot would need to be warned and then voted on during the annual meeting. And what I remembered saying was if if we were going to do that, it would need to be warned. To me, that if made a big difference because I'm certainly not advocating doing that. I think this sentence sounds as though I'm advocating for um doing this. >> Um so I would like to insert page noted that school district voting via Australian ballot would need to be warned if we were going to vote on it during the annual meeting. And then there was another spot um after the straw poll, an informal straw poll was conducting conducted during which Abraham Ainsworth and Daniel voted against voting via Australian ballot. I voted also against it. I would like my name inserted in there. And I know that I said a lot of other stuff to you when I wrote this out, but that I think that boils it down that um I feel like that better reflects at least what I remembered saying at the meeting. So um any other adjustments? Anything else on that? Uh do we have a motion to approve as amended? >> So moved. >> And a second. >> Second. >> Okay. All in favor? >> I >> thank you. Okay. Um I might have been being trivial, but it was important to me. >> No, I think that's more accurate. >> Uh correspondence. Anybody have any correspondence for us? I don't. Nobody ever writes to us. >> Okay. Board comment. >> Anybody have any board comment they would like to make? Um the back entrance looks great. >> Yeah. Um we took a little field trip uh here and Dave and I uh to the back entrance. So I suggest you go down there tonight if you haven't seen it yet. It's awesome. It's very welcoming. It's much better than anything I imagined. So how do the kids like it, Shane? >> Oh, they like it a lot. So um it's been Yeah, it's been a great addition. We're anxious to uh get the performing arts center wrapped up. They still have electricians in there working and doing some things. We have the uh ADA lift that's going in next week, I think. Um and some other um odds and ends, paving and um some security features and things that need to um still be finished up, but um it's been great. And will any chance that'll be done for the fall play which is usually what in November? >> Yep. Um we uh yes um the question remains is if the new um portable uh stadium seating bleachers will be here in in capacity to use or not. But everything else will be done. the soundproofing. I mean, so it should really increase the sound because yeah, the kids work so hard and to not be able to hear them is very frustrating. So, thank you. Um, so we're skipping celebration of learning reports to the board. We have the superintendence board um report in front of you as Jamie would say. um to compliment Jamie and the staff on the amazing >> Ah, hey Jamie. >> How y'all doing? >> Great. Great. We're looking forward to being out of here before 8 o'clock again because you weren't here, but now YOU'RE HERE. >> OH, NO. ALL RIGHT. And I'll try not to be too long wait. >> I wasn't quick enough. Um, I was just saying, uh, Jamie, I want to compliment you and the staff at the supervisory union and all of the teachers who contributed to the incredible newsletter that went out in the mail. Um, I've heard uh from several of my friends how impressed they are. >> Awesome. >> One of one of my friends actually said, "It makes me want to get more involved in the schools again." >> Oh, that's great. Thanks for sharing that, Nancy. Yeah, a lot of work goes into that behind the scenes. And I do think every um everyone we've put out, that's I think that's our third now, third or fourth. Uh I think it's it's gotten better and better or stronger and stronger. So, thank you. >> Definitely. I agree. It was great seeing submissions from students and recent the recent graduate also. I mean, it's just fantastic. So, thank you. >> You're welcome. Uh the only other thing I would just add is that in general um I think we're off to a really positive start uh to the school year. The the climate and culture feels really good in your buildings and I would actually say all the buildings across the SU and it's been an uneventful start which I think is always really good in the position I sit because usually when things hit my desk they're not eventful in the right way. So um the principles get to enjoy the right way things. Usually it's when it's eventful and it gets to me it's not fun but it's been uneventful. So, um I just would add that too. So, thanks. I'll take any questions if board members have any. >> Um just about the the opening week of school. In my memory, I can't remember a time where the opening week of school in my entire life was a first the first week was a full week. >> So, we did that because the statewide calendar actually opened the week prior, which would have been a partial week, but we knew we were going to need additional time due to the three capital improvement projects that were happening across the SU. So, we started a week later, which did mean that we went four and a half days that week. We did have a early release on that Friday. Teachers did work five full days. Um but students were out four and a half weeks and that was in an attempt to just make certain we were going very late in June just due to that that construction work >> and and we did need every day that we gained by pushing it back. >> And principles, how did the kids deal with this? I mean, were they okay? I mean, it's usually we we go in like three days the first week, four days the week of Labor Day, and then finally a five day week. >> Did they do okay? >> I have no complaints. I actually heard from teachers that they the essentials teachers especially really like seeing all of their classes the first week. >> Um I mean, we still delay anyways in the middle school and high school for like the newest kids that are moving up, but >> no complaints here. >> It's like they never left. there was a a very different feel. Um people were fatigued, you know, fatigued by Thursday, but positive. >> Okay, >> we didn't see an increase in behaviors. They were acknowledging, yeah, this is we got to get used to this again. It was a different feel than I experienced before. I can't remember the last time I had five days in the first week. >> Yeah. >> Uh I almost I hate to say this too loudly, but I I kind of preferred it for a very similar reason to principal Owen. Um, our teachers got to see all of the students. There weren't there wasn't a break in lessons because we do a lot of as the elementary and high school, we do a lot of expectation setting and routine building in that first week and we had extra time to practice it. We hit Monday, hit the ground running. >> Yeah. >> Of this week. >> Okay. >> Good. >> Last week it was Tuesday because it was a virtual meeting. >> Okay. Thank you. Anything else on superintendence? >> I I'm not sure if this is the time or not, but I'm wondering our numbers. Last year, we graduated a big class and part of our budgeting for this, you know, for the ne for this year was that we were going to have an increase in tuition students, you know, beyond the numbers. I don't know how many students we were doing. How are we doing on that aspect? Uh specific to the high school, um we're doing quite well. Um our enrollment as of the board report was 233 students and that is the highest number that I've seen on that uh for that student count in the high school in my tenure as principal. Um part of that is the fact that we had so many seniors last year that were in early college that we actually have to unenroll. Um but even when you factor that in, uh our numbers are still up this year. We had a a tremendous influx of just new student registration over the summer. um which has taxed our admin team uh and and which has been challenging just because of the uh transition of Kendra uh who've been in our registar and admin assistant for six or seven years now and and getting their replacement in place and up and running. Um but enrollment's good. Um and like the other principles have said, we're off to a great start at the high school. >> Okay. So Peggy, Peggy, Chris is providing you with in your packet. Actually, one of the things we're going over tonight is our projections, and we did not project out tuitions yet. We'll do that next month. >> Thank you. Anything else for Jamie right now? >> Okay, moving right along. Principles, who's up first? >> Go in reverse order tonight. Sure. Sounds great. >> All right. Um, so for the high school thing, you have my report. We just talked a little bit enrollment numbers um to start the school year. Uh, a couple things that I want to highlight. Uh, secondyear running of our Friday electives. Um, these are, um, highly engaged um, student focused activities with themes around the community. We oftent times have community presenters, sometimes even community uh teachers coming in and co-f facilitating classes with students um all around um learning for the sake of fun and engagement and learning new things with a uh focus on assessment through the White River Valley uh supervisory union portrait of a learner characteristics. Uh so it's a really good opportunity for uh for teachers and students to wrap around what those are the transferable skills that are embedded in them and um really kind of draw out highlight some of the important aspects of learning outside of the academic grades and and things like that. So uh we offered 19 different um electives and uh student sign up has been all over the place. I think everybody's going to get either their first or second option. Um, which speaks I think to the breadth of uh opportunities that were there. Um, this year we're also working more uh intentionally with our farm to school coordinator um Francie Slater. Uh she is working and supporting some of our culinary classes with both um vegetables that were raised in the school garden, working on composting initiatives and and other things. and we just continue to look for opportunities to um work collaboratively across the elementary and high school, which was a goal that um Principal Pike and I had for um our faculty at the start of the school year and really excited to see the energy and enthusiasm um from staff around those opportunities. They're really leaning into it and that's one of the the areas. Um, lastly, we will have our open house on uh currently scheduled for October 7th. Uh, followed by the fall showcase, which will highlight the high school band and chorus will be the first public performance in the new performing arts center. Um, and we're really trying to step things up from an open house standpoint this year. We've invited a bunch of community partners that we think uh will help uh will be good to help connect families to community resources, bringing in folks like uh VSAC counselors and running sessions on um college preparedness and pathways and things like that. Um so really excited about that um to support our recruitment efforts. I don't know if we ever have done this kind of outreach. Maybe it's has happened, but what about having community members that have absolutely nothing to do with the high school, no kids at the school, no grandchildren, um inviting them to come to the open house, too, or wouldn't it be very meaningful for them? >> Happy to. How in in what way do you envision or >> even just putting it out there on Facebook to the communities that there will be an open house followed by the showcase because that they would be interested in. I'm just thinking, you know, we do have our critics in our communities that um it would be great to get them here so they can actually see what's happening in instead of just, you know, criticizing. >> I do think that did used to happen. I think >> when the signs went up, it was just like free hot dogs, anyone's welcome. I do think we had people that would >> Yeah. >> come that weren't >> just the free food. >> But I'm thinking if we had it on the the list serves for both communities. >> Yeah, absolutely. Maybe >> just in general or you know, places like that. But yeah, I think we can do that. >> Anything else for now? This wasn't for all three but or all four, sorry. Um, but all three campuses, so to speak. Two campuses. You know what I'm trying to say? >> Everybody. >> Um, but more probably involved for you, Shane. Uh, I've heard relatively good things on cell phone issues. Um, is that your feeling as well that seems to be going pretty smoothly all things considered? >> Yeah, we expected there to be some um some challenges and resistance. Uh, for sure. I don't think anything more than what we um experienced previously. I think our approach um using quiet cases as a physical tool to help support them not being easily accessible to students throughout the day is helpful in that. So if you walk our halls um you definitely see um a lot less uh both activity in the hallways as well as uh cell phones and other devices out there. We're still running into uh some issues, but uh I feel good about the work that our um leadership team did around crafting a response um to um you know, concerns and and lapses in that. We've uh certainly had some uh collaborative uh meetings with families to plan how we're going to support students in this adjustment and things seem to be going well. So, um the parent uh informational night that we held was um had about nine ten folks from the community, few students um some family members um asking questions. Uh there really hasn't been any strong opposition or anger um towards anything. So, >> awesome. That's great. Yeah, there was a little bit of trepidation at the beginning of the year, but I didn't see anything on the internet or anything like that. So, that's really good. I haven't had a chance to talk to my other colleagues around the state to see what other schools experience is yet. I would be um anxious to hear hear that. >> Yeah. Thank you, Shane. >> You on? >> That means I'm up. >> Um point out a few things that tie to the work we're doing. Spend a lot of time during inservice focusing on how we're tying different kinds of concepts together. really trying to push how do we create opportunities for students to learn how to act, learn how to learn, learn how to respond, pushing on ideas like providing more analog experiences. And what I mean by that is I'm well aware there's a lot of conversation around the use of AI, the use of screen time. Um this year instead of just outright banning it on one particular day, which we did contemplate, instead we're just trying to add more opportunities for them to do some problem solving with hands, with manipulatives, with uh the physical world around them and looking at things that tie between all curriculums. Not just doing with hands, but using minds on not using a screen or prompt to solve. I'll give you an example direct feedback the teachers are getting when I do classroom observations are I notice in science you're using evidence-based approaches and hey they're doing the exact same thing in global sit and you know what they're exploring that in English as well getting people talking together about what's going on in classes to see where they're supporting each other particularly as it relates to we chose again three CIP goals that were intentionally things we could build on to build a stronger practice that is an act of compliance for the state, but as truly a goalpost for where we can head. We're already seeing some of that work um bearing some fruit, a lot of a lot more uh experiences that are taking place outside of the classroom off the screen, looking at outdoor areas, taking some of these um grander notions we've had uh GP nice to and seeing how they all tie together. I'll give you one example. I've talked to you before about the idea of working with the local historical society, learning more about the original schoolh houses in the area. What that's evolved to, um, a team has decided to work on creating story boards, a story walk in a public space. And instead of breaking down a library book, each plaque is going to be a story of a different schoolhouse that uses our maker space. We're using technology to create the artifact, but the students have to do the interviewing, they have to do the writeups, they have to investigate their own history. It has led to the question about um how do we do that for all of our member towns, for all the people that send us students because we are a school that serves many towns as you know. So, I'm excited to see people leaning into work that lets them be excited about something and we're seeing some of that reflected back um from our students to see that happening because I was I was hoping we could make moves in that direction. Uh giving space for inquiry, giving space for curiosity because a few years ago we identified as a staff that's the kind of student we want to send to someone like Shane. We want to send out students who are curious, who are hungry, who are looking for different avenues to express their um their learning. Highlight a couple of other things. Um I'm mentioning it now because it has to inform our future planning. We are continuing to increase the number of students that are exploring different learning through flexible pathways. We have a class worth of students taking algebra already between seventh and eighth grade. We have students exploring a wide variety of languages. Uh we now have three different ones they learn in our school. When I first met you folk, the board, what language looked like in our school was Dualingo, time in a supervised space for a student to access Dualingo. And now we're going through BTVLC for actually uh deliverable content. I'm excited to see that growth, but it does again inform where do we head with that? How how do we provide that opportunity for an entire class related to enrollment? I did want to point out if you look at our total number this year, it's lower than last year. And I account for that with a a smaller than average sixth grade. If you look just at our seventh and eighth grade, those two cohorts since we ended school in June, we've added 10% more students, 11 students, and it's 10%. And many of these people are through circumstance or by choice coming to our our school. And related to the ones that many of them that Shane Shane is picking up in his high school, we're seeing an increase in our numbers overall. So again, we're already starting the conversation about how we plan for that kind of growth, students moving around the school, but also trying to reflect on how we improve the process overall of onboarding a student. That means working with our partners more effectively in Rochester, ensuring that concerns and hopes of parents are delivered to teachers. Um, it's a part of our system that can always use improvement. We're actively starting that plan now to do a better job of transitioning overall. If we are becoming this school that is attracting people, we have to have a better not only advertising what we can offer but a very seamless onboarding so that students walk in day one with some supports in place with paths already in place. Um working on building that relationship Any questions for the >> I guess the only question I have and Mr. go for anywhere. >> How much physical handwriting are kids doing versus typing >> more and more? >> That's what I was >> that was one of the uh expressed goals and when I say analog I do count handwriting. Um, so some of the questions we've been asking since service is are uh going back to some tried and trueue tricks entry do nows students walk into the classroom they have something to journal uh that isn't based on a computer screen entry tickets that require even just a a sentence or two and more than just the handwriting itself conversations bring in generalizable skills from our OT specialist s um because it has not been a general focus. I mean, I'm a student of the Palmer method and when I pay attention, I can write legibly, but how are we creating those opportunities for students to do it and honestly for the adults as well? Um >> don't look at my handwriting. >> Well, mine is atrocious when I'm writing for just myself, but again, that skill existed because of a lot of practice. >> Yeah. Well, I mean, basically what I meant by handwriting was not necessarily penmanship, but just >> okay. >> Writing their first drafts or things like that because I think a lot of kids miss things when when language doesn't feel for them. >> I hear I hear what you're talking about in that facet. Sorry. >> Oh, go ahead. >> No, I didn't talk over you. You're the board member. Um, what I've seen directly in the classrooms are a lot more thinking, responding, uh, structures built in for routine editing, artifacts of learning on the wall that are all handwritten. Um, I've done that with my staff. The first day of inservice, I didn't touch a screen. they didn't touch a screen. Everything was done in writing on poster paper that was then digested and put back out. Uh so not just the handwriting aspect, but the the power of the pen. We underestimate how people lean into conversations when they're writing together, when they're editing thoughts together, when they're exchanging ideas. Um I know none of that's revolutionary, but we are actively making space for those kinds of experiences. Yeah, I think it's really important for kids to feel the language, not just hear it or punch things. I think they >> I don't disagree. Um, one of the aspects of the EL curriculum that I am a pretty big fan of is it's not just being read to. There's diving deeply into small passages, breaking down the semantics of a sentence, but also inferring meaning on so many different levels. and um EL extends well beyond our ELA classrooms and I'm seeing again in the conversations we're having those kinds of skills can be supported all around another example a comment made at a staff meeting today when we were talking about our eighth grade capstone and how that not burden that load has to be carried by more than just EA grade advisors or an assumption English class is the only place to do the essay writing. Uh we were talking about how we all own a piece of that and that's behind one of the reasons we keep coming back to the literacy goal in our in our CIP is we all own a piece of creating literally curious people. >> Thank you. Didn't take up so much time. Well, >> now that I've said it out loud, you know what to hold me to. Any other uh comments, questions for Pierre? Okay, who's on next? Meanie me. >> Uh we're rocking it over in software medicine. Um kids are happy to be back. Teachers spent a good chunk of the first week and a half just teaching routines and expectations. Um we had our ice cream social that was really amazing. We um attended students. were so happy to see each other. Families were comingling, playing on the playground, eating some ice cream. Um, which was really amazing. Some uh kids who were feeling anxious, some classroom teachers allowed them to come in space just to see it to try to help uh alleviate some woes on first day. Um, we started our assessment window this week, last week for Dibbles. We did track my progress for this week. Um, so that's also happening. We have I this didn't get in the board report, but um we have um a collaboration with Twin Farms over in Barnard. They are um going to sponsor our fourth graders and fifth grade, sorry, our fifth graders doing a uh financial literacy. So, it's like classroom jobs and classroom um all it's called Aldo's classroom and it's a a curriculum that was written by the owner of um the Barner store. So, Twin Farms sponsored us and gave us all of the funds that we can use towards that in the fifth grade and they're creating the kids are creating the jobs for the class and they're coming up with them and it's all student led. Um, and it's really intertwining the financial literacy piece of things which is really amazing. Um, so starting that young and really honing in on how money works and what it takes to earn money. Um, and then, oh, what was the last part? Um, and then, uh, I wrote about how, um, our third grade teacher, she, uh, was sponsored on, um, for her video and her blog on her trout release last year, which came out really amazingly. I linked the video and blog in there as well. >> Thank you, Jackie. Any questions for Jackie? Uh I'll continue my my three highlights are around teachers. Uh just that highlighting Stephanie Russ for being chosen and participating on the expert panel that spoke at the Hopeville documentary. Um so thankful for her um dedication to learning about literacy and her willingness maybe reluctant uh willingness but willingness still to to come and speak you know about literacy in our schools in front of what could have been a lot of people. But um but that was great. Uh also honoring Sage Albert who is trying to solicit more anybody. She'll she'll take anybody off off the front page forum too to come to our social emotional behavioral council meeting twice a year to kind of help infuse uh educate and get people's feedback on what we're doing at our school around PBIS and our data social emotional data. So she is working really hard to try to get some commitment from anybody. if any of you would like to join, please reach out to her. And then last but not least, Joe Berlone. Um we are really looking forward to our first author visit uh that will be coming up this next week. Uh and that's part of the cliff grant. So um that is one of now three grants he has secured for Bethl Elementary School this year. I didn't actually know he applied for three. Um, so Cliff is going to have a stop with Carne Kelly on 925 and we'll have a lot more author visits coming. Um, he also got a Dollar General grant um that is going to help us get more classroom books into our classrooms. Um, and then we just heard last week that we have some robots coming to Beth Elementary too for kids to learn some coding and more STEM stuff. So, um thankful for his who knew he had the skills of writing all these grants, but um looking forward to really actually just more love of reading with Cliff and having Marty come in and read his books. So, which are a lot about bodily function, but it's right up kids alley. >> Yeah. Any questions for Andrea? >> Thank you. Thank you all. It's great to have you all here and doing such a great job. Chris Business, >> it's always tough to follow a principle. Try following. You guys are all crushing it. Kids are doing great. Grants, it's it's a tough it's a tough crew to follow, but I'll do my best. So, uh my board was uh included in the packet and it really came in two parts. So, first I do a written section that just kind of outlines all the stuff. Well, not all the stuff, most of some of the stuff I'm up to uh during the month just out of curiosity. There's more stuff, but these are the highlights, stat books, and reports to the state. Blah blah. Never a dull moment at 461 waters. Uh the second part which I plan to uh provide to the board quarterly until unless there's something substantial to um report on which may just be the tuition figures next month uh could be November is my financial report and that comes in there's three pages in my financial report. The first page is like a revenue summary uh which takes the projected uh the budgeted revenues compared to what we've actually received. And at this point there, there's really not much activity that's happening. Again, a large portion of our revenue comes from two sources really. The the the tuition students, which I have not build for yet. I will, and then state aid. And state aid, we already know what it is. And the first uh payment came in last week. Uh the second page is a summary of um uh financial operations from FY24, FY25, FY26 projected but not yet audited. We're going to have our audit the last week of uh September. And then the third page is u uh a review of expenses, what the budgeted expenses expenses uh were and any and all changes that have occurred year to date. And for the first report, what I do is I because most school budgets are um expenditures are 60 to 70% salary and benefits. So I really focus on that at the outset. So what you see here is I take what was budgeted for salaries and benefits. And when I say benefits, I primarily mean health insurance. That's a huge cost driver as you well know. And I compare it to what was actually contracted to who the staff that we have. And from that that gives us a pretty good sense of of how we started the year. So you can see that um we are 60,000 to the good. I'm rounding down of course for conversation. Meaning at this point barring any other changes to staff leaving or coming or change in benefits, what have you, we've budgeted 60,000 more than we need to pay for the staff, which is great. That's what that's what you want to do. You want to have more than what you need. And so, um, at this point, which is really preliminary, but we're starting the year in in pretty good financial shape, meaning that if the year were to end now, firing anything else, we'd have a $60,000 surplus. Of course, we got nine months to go. We have a lot of things going to happen. But again, I just want to give you a initial snapshot. We we've budgeted uh appropriately for the staff that we have. So, we're off to a good start. Um, with that, I'll take comments, questions, concerns, clarifications. Going a little fast, but I I want to respect everyone's time. Did that Did my report make sense? What I'm saying makes sense? Um, if is there anything else I can provide in the coming months that would help um the board make decisions? Happy to do so. >> I love the report styles clear. So, thank you for that. Thank you, thank you. That's what I break down like right to what's sort of the most pressing stuff. I appreciate that. >> It's not as much fun as grants and kids and releasing brook trout, but you know, I try to try to throw a little life into it. >> What happened with the $1? >> Just to see if anyone's paying attention. So, you are. So, you go start. >> Where's the $1? >> Oh, it's uh the first page. I was only joking. Someone does. I guess one question would be on the um when you say the projected staff, does that mean all positions we assumed would be filled or current staffing? Like if there was an open position that's still being filled, is that >> considered in that surplus? >> Yes, sir. So even if a position is unfilled, that's a that's a great question for whether it's tonight or moving forward through my tenure. >> Whether the position Well, if a position is not filled, I'm going to carry the dollar amount of what was budgeted. Okay. >> And then adjust up or down accordingly when the position is filled. Yeah. I I try to just So I I said this to Sher a little while ago. One thing you'll know about me is on the expenditure side, I am I try to be conservatively high, meaning I want to show you the worst case scenario on expenses. And on the revenue side, I I try to be conservatively low. So again to so when you get your report $60,000 in this example is almost like the worst case scenario we can hope for in in actuality probably be a little higher as the year plays out. That's what I try to do. So yes, I always try to account for everything and or if without as we get through the year if there is something coming up that you don't even know about yet but that has been I've been uh clued into I'll account for that in the board report so you know ahead. >> Yep. That's how I try to do that's how I do do it. >> Um how much of the improvements have already been paid for? I mean, did they reflected in this? >> Most of the improvements are going to come from the capital improvement fund. >> Yeah. >> No. Well, how much has been paid for? Probably 60%. >> Um, and where that would show up is on page two in my um in the FY24, FY25, FY26, and then in the reserve account at the bottom in gray. Well, it's all in gray. I had a pretty color. If you had a color copy, you see it is in yellow of that $2 million. That's where primarily the the project's being paid for. So I haven't drawn that down just until we have a final accounting for. So about 60%'s been paid for and when we are all done, most of that 2 million will be spent. >> Yeah. >> Okay. Thanks. >> Any other questions for Chris on that? >> And actually to I'm sorry, I promised See, I talk fast to get us out of here and then I just keep going. Um we have our walk through on Thursday uh what's called a punch list in construction. You go through and you pick out all the things that they have build for that are not completed. So superintendent Canardi and myself I think uh principal Oaks maybe principal Pike I don't know we're going to have a group of us walking through identifying things that need to be fixed corrected done before we make any final payments of which the ADA lift the bleachers etc etc. So that's on um Thursday Thursday morning. >> Great. Thank you. >> Of course. >> Okay, moving on. Um policy committee. Yay. >> Yay. Me again. Uh so third readings for B8 B35. So it's electronic communication between employees and students and use of social media. Uh no earth chattering changes to report. I haven't heard from anyone on questions or red flag alerts, anything like that. So I assume that I can tell the policy committee next week that you have no concerns. >> Yeah, >> the these are going to be warned for action next week by the full board. So if you have a concern, now would be the time >> would um this is policy B8. >> Uh yes, sorry I I clumped them together, but yes, B8 is the electronic communication between employees and students. Um I just it looks like there needs to be a space added under um a report to the department of children families when behaviors violate is written as one word in the second page of that policy at the bottom. A. >> Oh, okay. 2 A. Got it. >> Under section 3A. >> Got it. Perfect. >> First sentence. >> Ah, yes. >> Jamie, are you tracking that? >> Yep. Thank you. >> Thank you, Shane. >> Yep. >> I have a question. It's not about the policy, but I was curious about the second policy, the um it B35. Yes. >> It's when you're talking about the students who use professional social media sites may not be permitted to post photographs or videos. Is there in general a teacher who approves what a student would post or are kids just able to just get on and post what they want? >> Sorry, where are you right now? It's a second to last page and it just talks about um one up from the monitoring of professional so social media sites. >> Yes. I just didn't know again I don't know if it's for the policy. I'm just curious when a student is allowed to post on a social media site, do they run it by a staff member first? >> I believe that that would be procedural. That wouldn't be put in the policy. Jamie can correct me if I'm wrong. Can you just speak to exactly what you're talking about? >> So the second to last page, professional social media sites, the paragraph right above the monitoring of professional social media sites. They may not be permitted to post photographs or videos featuring other students without the approval of the teacher responsible for the site. >> Yeah. And I guess I was curious if it's not a photo or a video is >> are they are students still being asked to run what they're posting by a staff member in general. >> So if it was just written, are they okay? That's interesting. like can they write whatever they want to and post it if they don't have any video or photograph attached to it. >> I guess the question be should it be like name and likeness or your name not just a photo >> this is speaking more to like um WRVSU students. This is if they're like engaged in something that this like we are engaging them in professionally, right? >> That's why it looks like professional media, >> not informal. >> This is not informal, right? >> And perhaps the paragraph before that covers >> that's what I'm trying to the written is a good point, but I'm Yeah. So we do we would not I mean if a student was engaged in something educationally which the law forbids essentially right the use of social media educationally moving forward which is what that prior paragraph references except for some ex exceptions which the administration can approve then we would govern that just like we do and what the policy reads throughout just like we do govern their current SU accounts, right? Like we we any professional social media site the the district owns. So yes, we would be monitoring it and can remove material. >> I think I might be hung up on what about just text? This is post photographs or videos, but it doesn't mention just text. >> So >> well, right. So a student would post text to a site and if they broke our code of conduct then they would have consequences like any other code of conduct like in a Google classroom as an example. >> I think the answer is no. So okay so if there was a you know professional social media site and a student was to make a post you know responding to something and it broke the code of conduct >> school can take that down. Right. >> Right. However, with regards specifically to photos or videos, like if the school were if if there was a post, hey, you know, um uh the sixth grade soccer team just won their game tonight. The student can't go on and post a video or a photo unless they say to a staff member, can we do that? I have this video. Can I post it? >> Um that could be okay. In most cases, probably not. Um but the fact so it's only specifying for that because they don't need to ask somebody to respond and say congrats go team. >> Right. So that's what that's >> okay. >> But it is a good point. >> That's a great example David. Thank you. >> Any other questions, comments on policy B8 or B35 or whatever they are? And just so the board's aware, B8's actually a revised policy. Like what you were just asking was adopted already in policy, Julie. >> Okay. >> That revision, the only revision really to this policy is to make certain it complies with statute now in regards to that the agent like the laws essentially says that we can't utilize social media instructionally anymore. >> Okay. That's for B35. Jim, you said B8. B8's the one that >> No, it's B35. Correct. Thank you. >> It is new because we needed to have that by statute. That's why B8 even exists even though it seems >> um and so next week the SU board will be voting on these. Correct. >> The policy committee will vote to >> you already voted on a committee, right? So it's just the full board will vote. >> The full board votes next week. Okay. >> Stay tuned. Yeah, boy. It seems like this has been a long haul. Um, okay, moving along. Discussion items. Uh, 9.1 merger study committee process updates. >> Um, so I've been trying to keep the full board, meaning all 31 of you, updated with big information. Um, that's right. There's 31 SU board members. Um, and then I've been trying to keep board chairs and merger study committee appointees updated with like information that's specific to the work that's ahead for merger study committee members. And so what I would say is since your last meeting, the updates we have is that the regional facilitators have been hired of which I did share with all board members in SU admin. All right. So, our facilitator is for the Wooki Valley Cooperative Educational Service Area, which is going to oversee merger um grouping number nine, which is what your district's part of, and the other member districts of WRBSU, OSSD, which is Orange Southwest School District, which is where Julie works. Um, and then which is is Randolph Brainree, Brookfield. And then there's Echo Valley, which it serves the towns of Orange and Washington. Um, one thing to note is that Lincoln School District made a formal request, which the law does provide ability to do, to join merger study committee number nine. I have not heard of any other districts making that request to lead facilitator. My sense is the lead facilitator will grant that request. So, I do expect that Lincoln School District is going to join the uh merger study committee that you've been placed in. Now, reminder, Lincoln is purchasing business management services from the SU this year, right? So, we do have that relation with them right now. Um we are servicing um as their their business administration for the Lincoln School District. The um what you also um should know is that our lead facilitator is currently an acting superintendent in Massachusetts. So I don't know what that means in regards to scheduling of meetings. I think that when we're scheduling meetings, we're probably scheduling them in coordination to the other two merger study committees that he's also facilitating um just based on travel time or unless he's going to facilitate virtually. I did confirm that these will be hybrid meetings. They will be open to the public. I will make certain that all of our district websites and the SU website has a link directly to the facilitators page so that folks can see warnings, minutes, get easy access links to the hybrid meetings. Okay, those are not available yet, but once they are, we will create those tabs. I'll write a letter to the community. We'll push it out via social media to make certain folks know where they can find that information. Um, we are supposed to kick off the first meeting by October 15th in statute. So, I'm hoping that, um, Jamie, you'll be hearing from those regional facilitators soon as the White River Unified District rep to start getting that meeting scheduled and on the books because it's a month away and you need we need to have had that meeting in statute within that month, you know, prior to October 15th. Um, one of the first big orders of business, um, is going to be to decide how do we make certain that there's proportional representation based on average daily membership to the merger study committee. It is clear based on the conversation I had with the lead facilitator that proportional representation they are going to follow um that old act 46 law that's referenced in statute and require proportional representation. How that is going to be determined will be determined by the merger study committee during that first meeting. So Nancy, you don't have to be at the first meeting, but due to the fact that you're appointed as an alternate and we're the second largest district, White River Unified District is within that merger study committee, I think that RD's looking at at least two members. Um and so and I would plan um Nancy that moving forward after that first meeting that your attendance will be needed. Um and if there is a third member uh provided due to the the size and proportional representation um for the merger study committee then um I might come back to you guys next month and say we need a third but that will be determined before your October meeting. So stay tuned on that. Um the one of the things I wanted to just quickly highlight to you that I think that you just need to know is that um we are trying to um by we the RSCA the the rural school community alliance and I have asked the lead facilitator like what happens if we get into a merger study committee and and clearly early on folks come to it with open minds and say we'll study it but clearly early on there's not an appetite for a merger. merger of a unified union school district across all those towns. But there could be an appetite to think about strategic mergers that could be recommended in a report to be further studied andor the broadening of the SU boundaries to show good faith and that something happened. Will they allow us to include that in a report? Because remember these studies really are about unified union school districts of 2,000 and greater students. Um, we don't have a clear answer on that yet, but I think that is going to be important because there's going to be 20 stu studies starting up here in the next month and they all have to issue a report by next September. And I'm becoming more and more increasingly concerned that if let's say 19 out of those 20 merger study committees all say that they don't recommend merger and that there is still an opportunity for the legislature in the second year of the bianium to then go back and say we provided a voluntary path to merger. No one is moving forward on that. So we need maps and force consolidation. And so I that is where I think that allowing at least merger study committees to explore other alternatives and to be able to recommend it at least would provide our ability to then say and defend the fact that local work could still happen. It just may not be around lo local unified unions. It could be sharing more services via SU governance structures or um strategic mergers of like operators. So I just I wanted to put that all out to you now early on so that we're all just thinking about that because I and be originally if you look at the timeline it talks about a March 2028 vote. That's only if those merger study committees all recommended mergers. We'll know by next September whether they're recommending them or not. >> Okay. >> And so that's my update there um in regards to that. And then one other thing I just wanted to remind folks that was embedded in actu 73 and is that we will have a statewide calendar rolling out after next year as a reminder. So there will be a statewide state board approved calendar for the start and end dates and vacations. Now, they may look a little different just based on collective bargaining agreements around how many um student days are contracted, but uh moving forward after next year, there will be a statewide calendar. So, the start of school will be the same across the board. I'm was hoping they would provide for provisions for us to request waiverss like we like this year as an example like can we request that we start late based on the fact that we have construction projects happening. But I just while we brought that up earlier, I just wanted to mention that under this is that that and a reminder also that graduation requirements, remember you approved new graduation requirements about a year and a half ago, but that the state board will be setting graduation requirements for the graduating class of I believe it is 20 32. So if there if the states is less uh like if it's just less credits uh than we are currently requiring >> the state the state will set it we you it will no longer be a local district decision. >> Okay. >> Wow. >> So we Okay. >> Okay. >> Yeah. The statewide graduation requirements um are not just specific on number. are specific on number in each content area. >> Number of English credit, number of right, >> do you think this is going to move to a statewide teachers contract? >> You know that there has there wasn't any momentum with that during the last two sessions actually. P that is not something that really ever got discussed during this education transformation proposal. Um, >> I I can just see some school districts saying, "If we have to do the same as you do, we should be getting the same pay." >> I think that the NEA has certainly um shared their desire for a statewide contract. >> Crazy. >> Yeah. >> Okay. >> Any other questions, comments? >> Okay. Building projects update. This is exciting. Well, we sort of did it earlier. I mean, we're on a punch list, but if you haven't had a chance yet to tour the buildings, I'd encourage you to do it. Um, and it, you know, again, the entry to the high school is not quite finished yet. We're still waiting for our ADA lift. Um, and the bleachers are still, we're still waiting for them to come in because those um were backordered. One of the one of the challenges we had in general across all three of our projects is just um we are finding a significant amount of materials, building materials having major uh delay times in regards to shipping and um arrival. But I mean just know that Chris indicated as he said that our first walk through around a punch list is this week. My sense is we will do at least another three to four walkthroughs of ident making certain punch list items have been completed prior to us saying that the the job has been finalized or finished. >> Great. Thank you. Um action possible action fiscal year 27 continuous improvement plans. >> I think the only problem was we didn't get board approval from them last time. >> You all read them. The notes indicated you were supportive. You just never took action on them. >> Oh, okay. So, shall we take action on that tonight? >> You can move all three continuous improvement pans if you choose. Um, I read your notes before I added this agenda item. is like they discussed them that the notes said they they seemed like you guys were fine with them but you just never approved them. >> Uh do we have a motion to approve the continuous uh improvement plans? >> I'll move it. >> Second. Okay. Any discussion? >> Yeah, we did a lot of discussing. So all those in favor >> I. >> Any opposed? Okay, you got it. >> Thank you. >> Uh public comment. We do have somebody from the public here now. Did we? >> I can't read. >> Oh, no. >> We'll give her five seconds. >> You got five seconds there. According to your husband. >> Okay, time's up. Uh, no public comment then. >> I'm going to comment as if I was public. I heard the wonderful things that our two elementary principles were talking about in their respective schools. But if I was a parent in the middle and had one child here and one child there, let's say let's had twins and I didn't want them to be in the same class. So I sent them to the first grade in Bethl and the first grade. I would like to know that my kids no matter what school were getting access to similar opportunities and I just want to make sure that happens. I've seen that when I taught in Barry City and there were five different schools. When I got them in sixth grade, it it was all over the all over the curric all over the place. It was a mess. And I don't want that to happen when they hit sixth grade. >> Yeah. >> Um, of course, there's going to be some differences. They're doing trout here. They're doing chickens there. I mean, >> Nancy, can I try to speak to that a little bit? Peggy, I absolutely appreciate that concern, but I I would actually say I've tried to approach that actually suide just because your middle school and high school accepts students from all of our tuitioning um schools. And so, as an example, all of our instructional materials now are suide at the elementary level for math and for EL literacy. Um and EL literacy goes right through eighth grade. So, actually all of our middle schools, too. And so I think there's always might be a little bit of a difference in flavor just based on the staffing. But I am certainly very committed and one of the things I've been talking about with your principles is and some of the nuances you'll see you still have one Facebook page for both elementary schools. You have one landing page for your website. Your principal's board reports still just say elementary, not separate in their written reports. So I am very committed in making certain that you are stu those students are having the same experience when it comes to instruction and curriculum and opportunity across both campuses but then even greater across our elementary schools across the SU. >> Good question. >> Okay. >> I have a question that has nothing to do with this agenda. I signed up to be at the Tongbridge Worlds Fair. Uhhuh. >> on Sunday morning. >> I have no idea where it is. Not where the tund where our booth is and what I'm supposed to be doing at it because apparently nobody else has signed up for that. >> Jamie, please email Mary Shell who's been communicating, >> okay, >> with board members and administrators. And she has a really nice whole folder that she provides folks. And so I'll make certain that she gives that to you. >> Okay. >> Yeah. S c. >> Okay. Thank you. >> Yeah. Which building it? I never can remember. Is it the industrial >> building? Is that >> I think it's called the Gilman, right? >> No, it's the biggest one with a concrete floor. >> Yeah. >> It's the one about cows and chickens. No, >> Jamie, we won't let you be alone. So, either someone else has signed up with you or someone will be there. >> Okay. Great. >> Good. That's a good idea because if people come and yell at me, I'll run away at this >> a board member totally by themselves. >> Okay. Um, new hires, resignations, anything going on? I hope not at this point in the year. >> Well, we're still we are still trying to hire for our high school h health and fax teacher position. >> Okay. >> We talked about that last board meeting. >> Okay. >> And the OT is still at the SU level. Yes, correct. >> Any other business? I just wanted to put a plug in. Um, last year I volunteered to be our representative to the RAB, which I can't remember what it stands for, but it's basically the R the Randolph Technical Career Center board. And I volunteered to do that last year and then totally blew it off. And then this summer um Na the principal slashdirector at there um sent out sent out lots of emails um personal ones that actually I paid attention to and realized, oh that's a board I re I I kind of vaguely remember. Nobody volunteered to be on it, so I said I'd do it. And so I met with with Na um before actually it was the first day of school. She gave me a tour of the center and I went to the first board meeting. It turns out that of the 11 or 12 people that are on the board, the most that have ever showed up for a board meeting were three. So they've been out of compliance now for years because they did not have an active board. And I am so glad I went for a tour of the school. I don't know if any of you've been there. It's incredible what they've got there, what they're offering there. And we've got 10 of I think she said we have 10 of our kids enrolled there right now. And the only one I saw was was one of the kids I knew and he was in the agriculture program. But everything about that building just totally impressed me. The teachers were amazing. I got to meet all the teachers. I got to meet the kids. Uh the sense in that school and they've got a capacity of 160. Right now they've got about 90 or 99 something like that students. Um And I don't want to take any of our kids away, but I just want to put a plug on that. You might want to plug in for that. You might want to go visit there. It's Have you been there, Julie? Yes. >> It's The facility is amazing. The people are amazing. Um, and >> you know, we've got kids that you were saying earlier, I think, about your your granddaughter not fitting into the the academic world, but boy, that place it was fantastic. Um so anyways um any other business? >> Okay. Uh future agenda items next I mean just so the board uh you know next month um we'll work to get you a projection on those tuition um in regards to revenue and then also you do get your first draft of your student support budget next month. Okay, great. Next meeting, Bethl, October 20th. Uh, do we have a motion to adjurnn? >> So moved. >> Second. >> All right. Good night. >> Good night, guys.