Members of the public who attended and signed in:

Jesenia Tejada-Perez

Sarah Reynolds

Alyson Woodbury

Lauren Dufner

Amy Cameron

Leran Minc

Renee Ward

Chris Getz

Michael Clowe

Katie Perkins

Stephanie Moran

Tanya Murdy

Results of the fall and winter screeners were presented by K. Kuse. Acadience (math) and DIBELS (ELA) were administered to monitor and identify academic growth and student risk levels. 

Disagragated data was also presented. The challenges of understanding the statistical significance of the disagragated data was discussed because of the small size of the school and the largely homogeneous student body in many categories. 

K. Kuse highlighted the need for more consistent application of screeners and the impact of untimed test administration in the past. Moving forward with the winter screeners, all screeners will now be uniformly administered according to the test makers instructions. 

Data showed mixed performance in DIBELS and Acadience, with significant gaps in E2 math scores.

K. Kuse emphasized the need for more Montessori materials use and improving instructional practices.

Karen Kuse presented the results of the internal audit performed by staff at the school (K.Kuse, C. Vandenburgh, J. Patterson), which used the same domains as the National Center for Montessori Public Schools.  K. Kuse explained the rating system: Exemplary, Strong, Partial, and Limited.

K. Kuse provided specific recommendations for each domain, including defining Montessori at River Valley, increasing consistency in instructional practices, and improving communication systems with caregivers. 

A discussion was had about the importance of consistency of Montessori practices across classrooms and grade levels and opportunities for increasing collaboration among teachers. The current classroom consistency was described and the need for more frequent collaboration opportunities needed. 

The challenge of maintaining uninterrupted work cycles was discussed, especially in E2. 

The cost challenge and need for annual budgeting for more Montessori materials was needed if the school wantsto completely furnish each classroom with a completed set of Montessori manipulatives/ materials and/or replace broken or missing components. The Montessori materials in each classroom is primarily driven by the classroom's teachers. 

The audit also revealed strengths in family partnerships and student engagement, but noted weakness in leadership roles and organizational systems. 

Overall the audit scored the school in the Strong, and Strong-Partial, and Partial ratings. 

 A. Ting presented the caregiver survey results that was administered in February 2026 to the River Valley Charter School caregiver community.  One hundred responses were received. The results to the likert scale questions were reported out in the Current (RVCS electronic newsletter) in March by K. Kuse.

Two non-caregiver Accountability Committee members reviewed the raw results, focusing on the open ended responses  (A. Ting and M. Godino).

Overall, the survey showed high satisfaction with RVCS and caregivers were thrilled with much of the school.

Caregivers appreciated any and all opportunities to be involved  - but especially in events - field trips, school play, dance night, mystery history - parent audience  for projects at school.

Caregivers want to ensuring rigor and equity among programs

PBE is a core value for some caregivers 

Other areas noted in the open response - asking the administration to lookout for opportunities to teach/ explore other languages in younger grades, transportation from other towns to school, sports opportunities.

Perhaps part of improving communication from teachers involves re-work of our progress reports/ parent teacher conference formats.

The Board should communicate its role better, and give caregivers more opportunities to learn about the board. 

The survey was  administered earlier than in years past so that there would be time to affect issues if needed. 

The caregiver survey highlighted high satisfaction for the students experience, but identified areas for improvement, such as better communication by administration and classrooms. The committee emphasized the importance of maintaining Montessori principles and addressing these issues to support the school's mission. 

Noted that in many cases that a "highlight" of the school for some was also the "lowlight" for others.

During the discussion key themes included communication and transparency, with uneven classroom experiences noted. The committee emphasized the importance of protecting the school's strengths and ensuring equitable experiences across grades. 

The process of selecting committee chairs for the next year was also noted, with a preference for small, interactive groups for effective accountability.