001to it stands one nation under God indivisible with liberty and justice for all. We have no video of conferences tonight. Next up um will be Mrs. Michael Benamati for a special education presentation. All right. Um, so, thank you for having me tonight. I always enjoy this opportunity to share about my programs um, and all of the things that are happening in the department. So, we're going to start um, with just the overview of where our special education staff are in the district. And so this is just on campus. Um we have 18 special education teachers districtwide. We have eight located in the elementary school, four in the middle school, five in the high school that is plus one since last year. Uh we added one because of the need. And then we have one um
002who's teaching a special class that spans middle high school. Um so they're self-contained. We have six district related service providers. So there's two school psychologists, one social worker, two speech therapists, and one OT. That's been our core model of related service providers for at least since I've been here, 2007. Um but as you can see in the in the white, we are still contracting with access therapy to provide additional speech, PT and OT um to help with those overflow services from IEPs as well as um the intervention MTSS services in the elementary school mainly um for the general ed students. So we that has been helpful. Um I don't know what we would do without it. Uh it's been very you know everyone relies on those services. So, um, next we have teaching assistants, uh,
003up one from last year. So, we have 15 right now, six in the elementary, four middle school, three high school, and two that are in that special class in the middle high school. Um, and then six schools. So, four of those six are assigned onetoone for students with IEPs. Um, and the other two are working with special education students, just not directly oneonone. So, that's the staff. And then now we have this is kind of where all of our students are and this is um off-campus as well. And I will say that since I did this chart um I think we have five more special ed students. So I I did this on December 3rd and we have five more since then. Um but I'll just use these numbers. So on campus we have 135
004special ed students. Um we have one place residentially in New York State. Um we have three in private placements. So that would be Oakill, Parsons, and St. An's in Albany. We have five in Bosey's programs, three in the capital district, uh, Cap region, HOSIES down in Albany, and then we have two in our local WSWhe Boseies. Um, we have one student residentially placed in Pennsylvania because no location in New York State could address his needs. Um, we have five homeschooled students that have IEPs and then we have one student on an interim placement. And what that means is that he's on a wait list um for an appropriate placement um or has been denied another placement. So he's receiving between 10 to 15 hours of tutoring provided by um the district as well as his
005related services on his IEP until we can get him in the program. That is not the ideal situation, but that's what's happening. So those are our students right now. So classification categories, New York State um has 13 classification categories and and if you meet criteria in any one of those 13 then that that then leads to an IP. Um I would say in general this this kind of chart and how it's divided up is similar probably in every school. Um, usually the the most um, you know, the most common one is other health impairment. And I don't want to get too I don't know how much I don't want to be over anyone's head, but that is um, a classification category that is kind of an umbrella term for medically related um, diagnoses that significantly
006impact students academic education. So most commonly those are students that have ADHD most commonly. There are other ones involved in that but that is our biggest area of disability. Second up we have um learning disability and out of that um I would say the most common one within that category is a reading disability including dyslexia and then like the second within that category would be math. Um so that's our second most common. We have 32 students um classified as autism. Uh and then our fourth most common category here this year is speech and language impaired. Most of those students with that classification are most of them are in the elementary school. I would say less than five would be in middle and high. Um just because they often start speech and language impaired if they're
007like four years old, five years old. And sometimes that ends up being uh a language based disability in their reading. Um so that that's kind of the pattern we see. Not always. We don't want it to turn into that, but that's kind of it turns into something else. Um we have seven students identified as uh multiply disabled. We have one student identified as uh deaf, three emotional disability and two intellectual disability. And so at the top we have those five where currently we don't have any students that are deaf blind, hearing impaired, orthopedically impaired, TBI with a traumatic brain injury or visual impairment. So those are not current students here. All right. So this is um this is the chart that's similar to last year. Similar schools New York State wants they have this poll
008of capping us around 13% all um our special ed students in the district of having IEPs. That makes sense. So we're right now at 15. Last year we're at 14%. Every school listed on this chart has gone up one to two percentage points since last year. Um, but we still Rob let Mikey know we still beat mechanical. We're still lower. So, we're in the game. Um, but that we are, you know, we're doing our best. I don't think that there there's anything that I can do differently about this number. There's so many factors that go into this. Um, but it really is people are hovering between 14 and and 18%. Um, and we're at 15. So, that is where we are with our classification rate. I had this last year too. This all of these
009um numbers are reported on the state website. This was taken from last year. So our total enrollment as of end of last year was 963 and down below in the darker maroon line is um where we ended with our students with IPS at 146. So you can see our you know our enrollment is still slowly going down but um you know our numbers for special education are slowly going up. So that's just the facts from New York State website. And then shifting into um kind of my focus over the last few years is really aligning the continuum so that we have programs on campus to meet the needs of our students. Um when we don't have sufficient programs on campus, then we end up having unsafe classrooms. um much less progress towards achieving IEP goals
010for students data that's very much out of compliance with what N said once it's reported um it ends up with a lot of referrals to out of district programs very high cost programs and they have wait lists and they don't know opening so that's also very frustrating um much more conversations with our attorneys and then just overall frustration from everyone from staff from the families um and students because they don't feel like there's a spot for them so really wanted to focus on filling the gaps with programs um so that when they start here they can finish here and have something that meets their needs in Still Water. So um you know we are limited by our size uh but I do think that over the last three to four years we've really been um
011working on this and have done some good work. So, just to show you over the last three years. Um, so two years ago was the first year of the 813 I can classroom and that's for grades kindergarten through second and that contains students with um autism or developmental disabilities. They're often um very limited communication time because studies special class in the high school. Uh we we did have this years ago and then we lost that teacher who was um who was certified in social studies and also special ed. So we were able to get this back in the mix and and this kind of filled the need. you know, social studies is so reading and writing intensive and so a lot of our kids with reading and writing disabilities needed that support. Being in that
012larger class just wasn't helping them along. So, this has really filled the gap for us. Um, last year we added back resource rooms in the high school. Uh, and so that just provides small group opportunities. Instead of a study hall, they would have a resource room where a special ed teacher is working with them in a small group up to five and they're able to get support. It's not supposed to be to work on homework, but it is working towards their goals on their IP um to really supplement those core classes and provide additional support. We also added just continuing this the social studies, we added a US history special class as well as a government economics special class. So those students in the first year who are to global studies and then moved up,
013we were able to provide what they needed in those smaller classes. Last year, we also added the support of two TAs in the high school, which has really been wellreceived. Um, teachers appreciate because otherwise they would just be in the class with a student that that has needs and they're able to then get them met if there's a TA to provide instructional support there. So, I've had really good feedback on that and um the TA's really have worked well with our staff. So, it's been good. This current year um we added K through2 special class which is academic based. So this we've had before but then when we started our I can classroom in 2324 we used that teacher to do that so that there was a hole. Um so now we have back the
014academic special class. Um so this is for students that may have lower IQ but really have trouble with achievement processing abilities. Um maybe very significant attention issues. So they really need that small class instead of a large class with a lot of movement and um transitions. And then this year we've also added a six through eight middle school special class where we have our teacher and a teaching assistant to help those students um that are coming from the three through five that needed to come up and have a space for themselves. Um so we have that for them in the six through eight middle school. Um and then next year my hope is to have the the next level of the IEN classroom for the three through five kids. um so that those who are
015getting older and who started in that program that have a place to be next year until they go into middle school. And next I just have a very simple visual um just to demonstrate kind of what I mean when they are starting in K. Um all of our students in the district have access to consult teacher direct services. So, what that means is they're in a regular class with a general ed teacher, and then there's a special ed teacher in there to also um they're not it's not quite co-eing, but they're in there to pull them for small groups to reinforce skills that the teacher is teaching. Um that is the most common and the least restrictive option on the continuum. In New York State, we have resource room now across the district. Um we
016have academic special classes now across the district. And then in the high school, it's set up so there's um special class for this the subject the core subject areas in one. And then we have the cognitive and adaptive special class starting in K. And then hopefully next year is the 3 through five. And then that 6 through 8 and 9 through 12 is our um New York State alternate assessment class that is spans the middle high school. So everyone is set up with a place. Um, obviously there are still some profiles of students that we can't meet their needs here. Uh, severe safety issues, um, severe mental health. We just don't have the capacity and we wouldn't want any student be here if we know we can't meet their needs. So, it's not perfect, but
017it's much better um, than it was and that. So, just shifting very briefly to mental health. Um, we use the Columbia Suicide Severity Rating Scale here. Um so if any student expresses that they want to hurt themselves then one of our counselors they're all trained in using this scale um they will assess usually with another staff member um they it's a rating scale and then based on their rating it determines what the next step is and there's a variety of steps and levels involved in that. So from September through now we've had seven in the elementary school and then in the middle high school in total we've had 16. We had one added today. And then finally, this is just something that I wanted to kind of put out in the forefront. Um, I designed
018a shirt. It's live on Val's website. Um, it's there's no fundraiser attached to this. Um, but it is for people to purchase and we will be wearing them on certain days. We'll kind of shoot that out. I just want to get that out there and take the stigma away of uh really taking care of your mental health and asking for help when you need it and accessing resources that are necessary for people both staff and students. So um you know if you guys go on the Val's website this will be on there under um mental health awareness for Still Water. So that is up there. And there's a variety of shirts. It's not just that. There's hoodies, there's t-shirts, long sleeve t-shirts. huge sizes, everything. >> Yes. >> That's it. >> Can I ask you
019a quick question? >> Yes. >> On that slide with the bar graph uh with the the different schools and the 10 to 15% IEPs. >> Yeah, that's one. >> Yeah. What what drives that um the number of IEPs and why is New York State set a metric for that? I I don't understand. Help me understand that. >> Yeah. Well, they it's just you mean like the 13% that they share with us. >> So So I So this is the percentage of students with disabilities that have IEP >> In our district, right? And so New York State has set a target of less than 15%. >> So they Yeah, I mean it this isn't um this isn't a compliance number that I have to give to the state. So people aren't out of compliance with these
020numbers, but there's like this unsaid kind of the state if you meet with them, they're going to say like 13% is ideal. And that's just kind of because if you go over that, then you start to really tax resources in the district. And you know, there's a lot more money spent being allocated towards special ed, it kind of throws the balance off. I think that's kind of how they came up with that number. Um, but like I said, that's not one of my reporting things that I have to submit. >> Gotcha. Yeah, we're not. >> It just surprised me. I think I would have like if I had to guess, I would have guessed that that the number this this whole bar graph was up by like 60 or 80%. But >> special ed in
021the in the district >> that No, that need that have I of of special kids that have IEPs? >> Yeah. >> Is that is that my understanding that correctly? This is >> Yes. So 15% of Still Water um students are identified and have IEPs. >> Okay. >> This does not count 504s. >> Okay. I lost my voice. >> So, I think the shirts are amazing. Thank you for doing that. >> Um, has that been sent out on school to learn on the website so that the community knows about it or the community knows about it? >> Not yet. You guys are the first to see it. I mean, if Yeah, we can. >> I think we should definitely do that. >> Okay. Yeah. Yeah. I'll share with I I do plan on presenting it to
022my department um when I have my next department meeting. But yeah, I don't want to rush you, but I just think that >> Rene, you attach this to the agenda in So does doesn't that live does that live with the agenda on the website like in perpetuity or No, it >> does, but it's in the executive. >> So after the after the meeting is the minutes are approved, that's meeting. >> Sorry, that would that would be updated with the few slides I added today, right? >> Yeah, >> the link is live. Okay. >> Yep. >> Thank you so much. >> Yeah. Yeah. >> I was curious. So the one slide about the um the screening for Colombia screening for >> is that only account of students? So do we only um have that's students that
023express that if there's no screening like a general screening like to get an idea um >> you know what I right just like a general mental health risk thing >> what they say. Yeah. Yeah, we don't have like a general um we we we don't use a general like mental health screener. Definitely something that we can look for like look for a good valid one um that is utilized by schools and you know reconvene as a committee as a counseling committee and talk about which one we think is appropriate and we could that could be something that we give out kind of like we do the benchmark assessments for kids like everyone gets that just to get a pulse of where everyone is. Yeah, it's a good idea. So we we were we were scheduled
024to have a a program committee meeting discussing mental health in this in this context. So maybe I I was hoping that we could uh brainstorm like a specific context for that meeting so we weren't just having like general conversation. So maybe that would be a good specific topic of conversation. Are these numbers high for like how do they compare year-over-year? Is are there is it as expected or higher or lower than you? >> Yeah. So, um, two years ago, I just remember that one being about 36 for the school year for everyone. And they I feel like it's between like 30 and 40 for the school year. Um, I So, it's hard to tell. >> Seems like it's tremendously high. >> Yeah. Yeah. >> And and this number also and some of the students are
025uh they say this and they go through the screening more than once because they're just really those kids that we have to keep an eye on. So um I know that that seven one of one of the counselors reported that it was the same student twice for her. So um and for those students we're we're very much in contact with the families usually also their outside therapist. So there is that that loop of um you know a wraparound service that we help to provide. >> Michael, I know we've talked about mental health care around the table before. Um, do we have any kind of programs for students to call in or have any kind of avenues for students who have problems but may be not willing to go to a school counselor? I know when
026I was at convention there was a lot of talk about, you know, uh, these these type of uh, call-in centers where students can call and get the help >> that they might not be comfortable within the school district. We do have the number shared. Um it's like an 888 number. Does anyone you see this? >> Is it 813? >> I think so. It's like a eight something and they call it and there's a there's a person on the other line. It's like a nationwide every school district that I'm familiar with promotes that for students. It's like a >> it's not like a suicide help line. It's not just designated for that, but it's a mental health um support. So you call about any topic if you need to talk to someone. I I know that
027those posters are all over, but we could draw more attention to it and maybe somehow and also as far as our younger kids, I mean, is there I know that uh the governor and the state ed department, they were giving grants out forward to start mental health uh programs within school districts. Um, I don't know how much of that money is left or it's still there, but have we ever looked at anything to that effect since we seem to, you know, you know, kids are coming up >> right to the system with more health issues and more mental health issues? >> Yeah. Um, you mean like outside of our Northern Rivers contract? >> Yes. >> It would be something that basically we would have a council set up within the school district >> and there
028was monies out there for to start that. Yeah, we should look into that. We can look into that. >> Um, and that's through the state. >> Yeah. Yeah. >> Okay. But I can, you know, I can look back at convention and see if see what kind of notes I have because I, you know, look at some stuff. >> Yeah. I mean, definitely wouldn't turn down any sort of assistance to develop. >> I don't know, you know, what's involved in it. Yeah. How >> whether you have to pay part of it or they have to pay part of what it is, but right, >> you know, I mean, it's something that might help our students. It's, you know, maybe we should take a look at that. Okay. Any other questions or comments? >> Thank you very
029much. >> Okay. Next up, the STA librarian and ST lights are back in the library. Okay. Okay. Over here, maybe. Okay. Yeah. Hi, I'm Amy Carpenter. I'm the president of the Stellar Teachers Association, also the librarian here. That's the lights. Um, so we had some cool stuff. It's a busy time um around. So I had a whole bunch of people tell me cool stuff that's happening in our schools in our district uh to share with you. Um from the elementary, they told me that members of the Fort Teroga staff, I think you mentioned this last that they was this was happen. Yeah, they were coming. So they came to speak with the fourth grade on December 11th about Henry Knox and the Knox Trail. and they learned about the 250th anniversary of the American Revolution,
030which has been huge in the local area. Um, and about Henry Knox's trip of 300 miles from Fort Ticeroga to just outside Boston. Um, and a couple of students and Mrs. Shudy were interviewed by reporters from WAMC about the program and how exciting it is to have the program come to school and to have the hands-on experience to learn about history. I will share the link with Renee. I had a technology has not been my friend today. I was on that table earlier turning the projector on. It's been a whole day. So, I will share some some links with you later. Um, the second grade has been learning about the American West and westward expansion. Last Friday, they spent a couple of hours rotating through stations that were created by Mrs. Omali and Mrs. Johnston
031and Andrew Ferrron, who comes to us from Bosey's model schools. He's fantastic. Um, they completed a bunch of activities that they were super excited and I'll send you some pictures about that, too. They packed provisions and traveled across the Oregon Trail. I'm assuming no one died of dysenteria. We would have heard about that. Yes. Good. Okay. Wrote letters using feather points and then became the Pony Express to transport them. They tried to build a wagon using tubes and connectors as a team and they dug and panned for gold and weighed it to cash it in and reportedly they loved it. So, no reports of anyone died. You're too young for that game. Okay. It was a fun game. All right. Uh in the middle school in Mr. ful to science class. They've been investigating what
032caused a tanker train tanker train car to implode. Um it all comes down to pressure. Um it's the beginning of a unit. The students were placed into groups and they were shown a video of the incident and then they created a poster model to explain their initial ideas about what happened. Um the be very beginning of their fluids unit and he gives them minimal guidance to start this. They're just using their uh their own reasoning and collaboration to figure out what could have happened. They presented their thinking to the class and now they're going to dive deeper into lessons on pressure um including the concept that high pressure always lose moves to low pressure. They'll explore this through hands-on activities such as the shrinking and growing marshmallow lab which I suspect I might have had
033a student come up and report to me the other day. She came up and was like, "Mrs. Carpenter, it smells like s'mores and something might be burning in the middle school hallway." I was like, "I will talk to someone about that." Um, so after these lessons, students will revisit their original models to revise and expand their explanations and their updated posters will be their assessment. So that sounds like a lot of fun. Uh, let's see. Mrs. Mir's clothing construction class. I think I mentioned these dog beds to you before, but they are selling them now. They constructed them as a marketing project and all proceeds are going to the local animal shelter. There is a sign outside that door about them if you're interested. Um, I believe that you send the money right to the
034animal shelter and they will sell you a dog bed. Uh, let's see. The class of 2028 this last weekend which is advised by Mrs. Dunn had their cookies with claws event. Um and more than 60 kids from our district came and the group created worked really hard on creating a fun and affordable event for the school community. Uh I believe most of you were at the same board meeting I was at where there were a bunch of leftover chicken dinners surprisingly outside and it smelled really good and some of us went home with chicken. Uh there were a lot of leftover meals that didn't get sold and they were able to donate those a large amount of them to the code blue shelter in Saratoga that evening and um it was really positive for those
035students and for those at the shelter as well and they wanted me to tell you about that. Uh let's see the music department had a lot to tell me actually. It has been I saw Mr. Foxton this morning and he looked a little bit pleased but um he said he might reconsider doing a musical and then a concert and then a con a concert concert. A lot is going on. So, um, but in any case, all in three weeks, but he said they have a jam-packed start to the school year. Um, senior chorus members sang at the pep rally. Nine students were selected to the allount band. Three students were selected to the Lake George All-Star band. 18 students were accepted into the all county chorus festival in January. None of that is easy to
036be accepted into, and it requires a ton of hard work on their students, on the part of the students, and the the teachers gave me this information, but secretly, it's a lot of hard work on the part of the teachers as well. Um, 26 students put together incredible performances of High School Musical. I don't know if any of you went, but it was pretty incredible. Um, and the stage was actually handbuilt by the High School stage craft class. Um, and over 300 people attended over the course of the three nights, which is fantastic. The winter concert last week was a great success. 77 students performed. The elementary concert was last night. There were 68 chorus members in grades four and five and 58 fifth grade band members. 16 of those are in both groups. Uh,
037Mrs. Shooty told me it was excellent. I did not attend that one. Uh, the middle school concert is tonight. So, if we go quickly, it's at 7. If we finish up, head down. 130 students are involved in that concert. And that's why we're all here. Although, you are always welcome in the library anytime. Uh, middle and high school chorus members are creating their own mashups of holiday tunes on their own time, and they're going to pro perform them on the final day of school. I assume they meet tomorrow, which is not technically, I guess, our last day, but you know, that's okay. This is part of a bigger project that was happening through the month of December called Reindeer Games. They worked in groups of their choice and also chose the songs they wanted to
038match up. And one group even has a piano accompaniment. And also, and I know this is tomorrow, the chamber singers are caroling. Every year they come around to all the classrooms that want them to come and they will also go to the elementary school and they will tell uh some fun jokes as well. That I'm looking forward to that. That'll be new. Um, and then they spread holiday cheer up to all over the place. They always do a nice job. Also, today was our annual holiday lunchon at the middle high school. Uh, Mrs. Egleston has organized this for I tried to remember how many years today. I think it's at least 10. Definitely, we're getting up there. Lot she has a lot of help from other people. Um, teachers and administrators contribute to the lunchon,
039but we invite all the support staff to appreciate them for all the work that they do. Um Liz and her helpers do a great job putting it together and getting food not only to those people that can come, but they also get them to the maintenance staff and the bus garage. They pack it all up and send it down to them as well. It is lovely. It is festive. There are prizes for attire. I didn't win. This was really lowkey for attire at the holiday lunchon. It's it's really very very festive. Um, I know, uh, I asked, again, I always ask people what's going on. And so, someone did say, I know a lot of teachers are using their own money to provide happier holidays for some of our kids in their own classrooms. I
040did hear from one elementary grade level that did Christmas and Hanukkah gifts for students in need in their classrooms. I am sure that is happening in more than one grade level. I just happen to hear from one of them. Um, and I know that at the middle high, our holiday assistance program grew this year from helping nine students last year to 24 this year. Some of those were adopted by adopted by an individual teacher or staff member. Um, some were like you go pull one gift. Some would take a whole person on. Some were by small groups. Two were student groups. Student government was one, right? >> I'm not in >> You're not Eric. Adrian talked about it last time. Um, not that I'm mistaken you and Adrian for each other. Um, student student government
041was definitely one and I think middle school student government might have been the other. and then and their adviserss and then a couple of community members also chipped in. So, just kind of, you know, helping our community as well. So, it's a lot. Sorry, it's all I've got for you. >> Thank you so much. >> Good amount. Thank you. >> Okay. Next, we're going to go to public input on agenda items. Thanks to everyone for joining us tonight. We're about to start the public comment part of our meeting. But first, a quick reminder that as a board, we believe it's essential to hear your thoughts and concerns to make sure you have time to discuss your feedback and get input from the administration. We will not respond to to your comments tonight. We'll follow up
042with an answer either at our next meeting or via email from the appropriate staff member. Please keep in mind that is the board's policy that we do not discuss student and personnel issues during this time. We take those concerns very seriously and we ask that you follow the proper administrative channels to resolve them. Finally, please we be respectful of everyone. Let's make sure everyone has a chance to speak without interruption. When you speak, please state your name and address for the record and you'll have three minutes to do so. And at this point, we're going to open it up for comments on agenda items. We'll have another public input later that you can talk about the things. Does anybody have any comments on what's on the agenda? No. Okay, moving on. Uh we have the
043consent agenda. I need a motion to approve the consent agenda items exclusive of board minutes of the 123 board of education meeting and CSSEA recommendations or CSE recommendations. >> So second questions, comments? All those in favor? Opposed? >> Motion carried. Uh next up, superintendent. >> Hello everyone. Uh just have a couple quick updates. Um so last week we all know uh we're losing our SRO Sean Lions uh to retirement. So last week um in conjunction with the Sarasota County Sheriff's Department uh they had a couple applicants to be the next SRO. So uh put together a little interview committee and spoke to uh the applicants and there were only two um and they were both great. So, we actually kind of went back and forth and we all just thought, man, if we had either
044one, we're in great hands. Uh, one gentleman had a little bit more experience as as a current SRO, another school and in that direction. And I had to talk to Tim Hildd, worked with him a little to kind of get the word out. I spoke to a gentleman in the new freshman. Um, Lieutenant Hild did say that he was going to be able to overlap Sean's last days in the process. Um few days overlap there so they can kind of you can hear what Sean does. It does have big issues to go but very confident. Uh just a little update on our our project. We all know the first phase uh will be the the outside stuff and uh actually today Tim Bonapart who is our landscape architect uh emailed me um a form to
045fill to fill out um regarding the wetland jurisdiction. We're all worried about that. So um it's just kind of giving that approval of the comment to make sure that the architects are accurate with their assessment actually have that happen. So they they want to get that done so they can you know expedite the process state. >> So we're imposing on wetland we have to their approval to do that. Correct. >> Yes. And they think we're we're not there. >> Yeah. our programs also as well investigation. >> Okay. >> And one other thing, I can't even keep up with all the competitions that are going on between the two buildings with the holiday stuff. Um I see videos, you know, Rebecca sent videos and snapshots of pictures doing sh the teachers doing challenges. Uh one might
046have to be on the voice. teachers did an unbelievable job. And what's that lava >> floor is lava. >> Yeah, Florida is lava. I looked at Mike, I said, "Oh man, that's a workers comp." But anyway, uh, you know, just really great and the feedback has been great. And there's, you know, it's a tough time of year. You know, if you're not in classrooms and in education, these last, you know, last week and this week are really difficult because kids kind of start to act out around this time as well. One, they get itchy. too. There's there's kids that don't look forward to the holidays as much as some. So, um it's great to see the spirits really high and the time of culture is remaining stronger at this time. So, >> thank you. >>
047Okay, next up is the business administrator. >> Thank you. Just to uh piggyback quickly off of the uh kind of a project update, we did have a committee meeting last week um with the athletic director, soccer coach, softball coach, um baseball representatives talking about field location and placements and how it all kind of fits into that, you know, kind of tight field area, but um between King and King and Appel Osborne, they're quite confident that we'll have a a very good product and uh hope to have that submitted to SED by the end of this week. The uh administration continues to talk about the budget for next year. Uh continue our conversations about that process and what that looks like. Of course, New York State is the giant question mark. We have no idea what
048they will do or won't do. Being it's an election year. We're hopeful. Uh but also preparing for the possibility that we may be looking at a 0% fee increase. >> Well, their deficit went down here. >> They did. It's still a$4 billion deficit, so it's not great. Yeah. >> Um and then finally, there's a a personnel item on the agenda for Kathy Gilus to be appointed to director of transportation. Um Joe and I met with her. She's reachable on the civil service list and uh has been a part of Still Water for at least 20 years quite confidential and amazing. >> Great. Okay. Um moving on personnel, >> student board member. Oh, that's right. I'm sorry. Student board member. We can't forget you. >> Uh, there's not much new to report with the school. I
049mean, winding down before break and getting ready for the holiday season. And yeah, spirits have been pretty high. It's been fun watching all the teachers do all their fun things and us doing our fun things. So, >> great. Thank you. >> Okay, now we're going to move on to personnel. I need a motion to appoint Kelly Lupy as a 10-month school aid effective December 19th, 2025 at a salary of prior no waited at $19,889.38 for the CSA agreement. Miss Luffy has full fingerprint clearance. >> So moved. >> Second. >> Questions, comments? >> All those in favor? >> I opposed. Motion carried. Uh, I have a motion to appoint Natalie Hoit as a building substitute for the elementary school effective January 5th at the daily rate of $175 a day. Miss Hoy has full fingerprint clearance.
050>> Second >> questions, comments. All those in favor? >> I >> opposed. Motion carried. I need a motion to appoint James McMurray as a substitute bus monitor effective December 18th at a rate of $15.50 an hour. James has full fingerprint clearance to move. Second, >> questions, comments. All those in favor? >> I opposed. Motion carried. Uh, I need a motion to approve the resignation of Kathy Gilus as a assistant director of transportation effective January 31st, 2026. Do we accept another position within the district? >> So moved. >> Second. >> Questions, comments? >> All those in favor? >> Opposed? Motion carried. Okay. I need a motion to appoint Kathy Gil Gilus as a pro probationary director of transportation effective February 1st, 2026 for the terms of the contingency attached term of employment. Further regulations of the
051Saratoga County Department of Civil Service. The probationary term is 8 to 52 weeks. Miss Gilfus has full fingerprint clearance. >> So moved. >> Second. >> Questions, comments? >> All those in favor? I >> opposed. Motion carried. I need a motion to I'm going to move on to action items. Motion to adopt the corrective action plan for the 2425 audit. >> So moved to act. >> Questions, comments? All those in favor? I >> opposed. >> Motion carried. I need a motion to adopt the federal single corrective action plan from the 2425 audit. Move. >> Second. >> Questions, comments? All those in favor? >> I opposed. Motion carried. >> Uh, I need a motion to do a second read to adopt policy 1640, absentee, military, and early mail and balance. >> Questions, comments? I believe we put
052this up for discussion for this meeting. Might be wrong. Discussion. >> Well, we can discuss it now. >> Okay. >> Any any comments, questions? >> I have a comment. >> Go ahead. >> So, part of the wording in here is recommending that we substitute he or she for they or them or their >> in particular in reference to um military ballots. >> Right. I I I don't think that's a great idea. I think the uh the federal government under executive order has recognized two genders according to their biology as a sign. So I don't I think we could be in violation of that. Additionally, I think it's kind of grammatically incorrect to go from singular to plural. Well, for instance, let's a qualified district voter is eligible to vote by absentee ballot if they will
053be so he and she absent from the county of his or her and they're instituting their residence. I mean, some of it yes, I would agree and some of it no. But >> I mean, this I mean, what's the purpose of this, right? I mean, it's it's fine in casual language they or there in reference to a singular person. That's commonly accepted. But in contract language or policy, it I think we ought to adhere to biology rather any ideology. >> I'm curious um has this been applied? Why is it only this one? >> It's incrementally being suggested upon various I I opposed a similar measure last year for the same reason. There's other language that I don't oppose in here about absentee ballots and so on and so forth, but I would suggest that we
054don't adopt those changes. I I feel that we should table this for discussion with the entire board. We're missing a member at least one member. I can't I can't see but um like to table it till the January have some more thought have some more feedback on from people in the community. Um, especially we have a stack about this high of policies and procedures and I just find it weird that we're just picking this one out of whole lot of our policy procedure to change language. It just makes no sense to me. We talked about this the last three years at Nauseium. It's been punted the last three years. It should have been punted at the last meeting, but we didn't take a no vote. It would have failed at the last meeting we did.
055I believe can't verify that because we didn't get to take a no vote, but it would have been at least three no votes that I I heard of. So, it would have failed at the last meeting. I say we table it till next meeting, have more discussions about it. But ramming this thing through is not a good idea, especially in our political climate and the current state of the federal government. If we start doing stuff like this, they're going to come after us. That's my belief. Terra. >> So just clarification is my understanding is this came from the policy committee. Correct. >> Correct. >> So can you just walk us through what your course of action was coming to this decision to make the changes on the policy language and have we looked at other
056policies? Sorry. We looked at other policies for this same or similar policy within other districts in New York State as a whole. I'm just curious. >> We haven't. Um, we came upon this one as needing some updates just by, you know, Erie and and NISA sending them sending them up to us. So, we're just chipping away at all the different policies that need to be revised and it was just next on the list. It wasn't we weren't hunting it down or trying to look. >> Yeah. Every year we get a list a list of policy suggestions. Some are required by law and some are suggestions. And I can we clarify if this was uh a legal change at the state level or suggested from NISBA >> suggest one. Okay. One >> was this particular change
057in he or she to they um recommend or suggested by Erie. That's where it originated. >> Y >> that was not us. Yes. And do we know the do we know the intent in changing the the verbage the pronouns from he them? Is it to pluralize it? Is it for other reasons? So >> well in in fairness it's you know this is this is done in you know this is done you know previously and in other states and districts. In fairness it's intended to be inclusive of people based on a a non-traditional gender ideology or identification of their of their gender. Um, other people, myself included, think that this is a stepping stone to undermining a conversation that's tied to sexuality and is more appropriate with parents versus school government. And I think it perpetuates
058that. So, I stand opposed, but we'll take the vote or table. >> I just I just would like to add some food for thought just when changing it. It is it is mindful of being more inclusive of everybody. Um you know I've gone through a lot of different trainings and it it is kind of eye opening when you talk to different people and it's you're changing from he to she you're not getting rid of it. You're just making it more inclusive of everybody. If you lo and I said this to Valerie before if you find somebody's keys on the ground you're not going to say I found his keys. You don't know whose keys those belong to. You're going to say I found their keys. So, this is just one of those things where it's
059just making it more informal of you don't know who that person is. You don't know he or she. So, why would you use those pronouns now? >> Well, you could just say I found you. >> Correct. >> But I I think so. I thought about I'm sorry, Tar. I know you're >> just speak. I do agree the intent here is like when you are speaking to someone who you don't know who you're speaking to like conversationally you say they >> um but I can also understand that it could also end up being a stepping stone for something that we don't necessarily want to open up. Um, but conversationally, I mean, when you're speaking to, say, a Dana that you don't know, >> right? >> Or like you said, I held the door for them. >>
060For them. >> Yeah. I don't want to throw the baby out with the bath water because there is there is other language in this policy um about absentee ballots and early mail ballots that I I don't really necessarily have a bone of contention with, but uh yeah, I mean I I that particular uh that particular substitution I I take exception to. And so based on that alone, you know, my my comment is I would object to adopting that policy based on all all the language that's suggested. >> Can we can we send it back to policy committee and then everyone is invited to attend meeting? >> Yeah, I mean I talked to you know we talked about it meeting. So um and just so everybody's aware there was a comment made the last board meeting
061that I'm in charge. I am not in charge. I have no more power than any other board member sitting here and I apologize for not being here to be able to speak on that policy. >> But this was the policy that the committee recommended. Correct. >> It it did come to my attention too in conversation afterwards >> that um neither of the other two people that I was I joined remotely and at the point when I lodged my objection I was disconnected. I was disconnected several times because I was in a hotel trying to connect via phone. >> So So Valerie and and Amy were like he didn't object. I'm like, "Yes, I did. >> I was watching that back. >> They didn't see that." So, >> my objection was not noted. Um, >> so
062the two things I would point out is one, this is not addressing students or people under the age of 18. You're addressing adults who serve in the military. Number one. Number two, as to piggy back on what you said, when I write papers, if we're talking about the name of somebody who I don't know if they're male or female, we say they then theirs. So again, more inclusively, not necessarily going down a one lane highway that you might not want us to go down, just being more inclusive in general because you really don't know. Sorry. And the other thing I will say too is that we can send this back to the committee, but we have to be also cognizant of the fact that the last meeting we did adopt all those other uh policies
063that were not affected by this discussion because we have a lot of policies that because we did not do any meetings last year were not done and acted upon and we have to get our policies looked up to date. So um >> yeah, we're not even a quarter of the way through the list that we have to work through this year. >> Yeah. So, you know, it's important that >> when you see the next policy, >> we have to get all our ones that were required by law. >> No, we no we did not actually go out and Renee is the one is the gatekeeper for all these policies and and you know, she wants to get them done and could be taken care of and hopefully going forward we can, you know, keep this
064uh policies going. So, at this point um we have a motion on the table. Um, >> it wasn't second. >> We have a second. >> It wasn't second. >> No, it was not second. >> It was not second. >> It was It was not second >> because Yeah, because you uh came in before we got the second. Okay. So, Amy, you're the you're the head of the positive meeting. What is your preference to do with this? >> I can table it. We can meet in January and when we send it out, make sure that everybody that wants to attend can attend. I know it's ideal for everybody to be able to attend it, but the majority of people who want to have a discussion about it, if you could make time for it, you know,
065>> can we make it before a meeting though, so we don't have to bring in everybody and their brother? >> You can try. Absolutely. >> The last time I did one, it was just because it was >> I just want to drag in, you know, Joe and >> Yeah. No, it was November and I was like, we got to get this foot on the ground. So, like, let's try to get it like so we're here when they're here. >> I agree. I like that too. >> You know, especially like we're so close to Christmas. like >> yeah I'm not we're probably >> well I don't know when the next meeting is going to be scheduled but hopefully notified we'll send it out it'll probably be January >> if if possible we try to you know
066have these meetings before board meetings you know you know and >> Amy all you need to do is make sure that all your committee can attend >> and everybody else will have to if you want to attend that'll be your absolutely your choice >> okay so that's what we're going do. So, we're going to take this off and discussion. >> You want to make a motion to table it? >> Make a motion to table it for discussion. >> Second. >> First, >> second. >> All those in favor? >> I opposed. >> Motion carries. Thank you. All right. The next item is the motion. I need a motion to uh readopt policy 3420 non-discrimination and anti-harassment in the district to include the highlighted addition in the policy. This policy was adopted on December 3rd at the
067board meeting without customizing the name of the civil rights compliance officer on page four and you did that and that is what Joe that's going to change in the policy. So we just need to reapprove it. motion. Second, >> second all questions, comments on this one. >> All those in favor? >> I opposed. Motion carries. >> Okay, we have a um an added agenda item resolved upon recommendation of the superintendent. The board of education approves an increase in the base hourly minimum wage from $1550 to $16 an hour to comply with state law effective January 1, 2026. >> Do we have people that make minimum wage? >> That's what I was going to ask. >> Um, substitute substitute uh cleaners, substitute bus monitors, substitute service helpers, substitute aids Okay. So, we need a motion. >>
068Second. All those in favor. >> Opposed. Motion carried. We had no committee meetings. I think the last >> Just a question on that. Why do we why do we even need to approve that? Isn't minimum wage minimum wage? Like, isn't that just what it is? >> Yeah. Um, I saw other schools doing it. I thought the right thing to bring >> and bring it to everybody's kind of attention. >> I mean, we have it's not like we could not accept it. You know, it is the minimum wage. So, >> all right. So, moving on to communications. This is our public in input on non-aggenda items. So, does anybody have anything to comment to board? >> I do. >> Hi, my name is Lyn Gear and um I do I need to do my address as
069well. Yes. Okay. 30 Gracemore Road in Still Water. Um I'm a parent of two high school students right now. Halfen happens to be one of them. Um and then my daughter Bria is a sophomore. Um, back in 2021, this board heard um a proposal from my husband for girls lacrosse and um and was approved um and it was a merger between us and Mechanicville. We have been waiting for four years um for Mechanicville to go ahead and get this up and running. And unfortunately um I just got noticed that this year they will also not be supporting girls lacrosse. Um we've had an extremely successful boys lacrosse program. I'm one of the um Easter club presidents and um it's been an amazing opportunity for our boys um including many of our boys who go on
070and play lacrosse in college. Probably far more boys play lacrosse in college than football in college um here at Stillwater. Um and I'm just hoping that you can help us get some answers as to why Mechanic Bell has still not um gone through with this merger and has started this program. Uh the girls that we really were pushing to start this program with came all the way through the Revolution youth program that we have done a great job of supporting and um we've not seen um them be able to to participate at the middle school or high school level which is something that they've wanted to do. They are now seniors so unfortunately unless we start a varsity program this spring they will have lost the opportunity even though we started this um in 2021
071you know trying to get them the opportunity to play. Um it's the fastest growing sport for girls in college and a lot of opportunities are being missed by some of our amazing athletes. You know, we have some great soccer players who may not play in college in soccer. Um but it's a great crossover sport uh for our soccer girls to have the opportunity to also potentially play past high school um for lacrosse. So I guess my my hope is just a little bit of action maybe from Stillwater to put a little pressure on Mechanicville to find out why. Um we we currently house the varsity and the JB boys program. they housed the modified program and it was my understanding that once we got all three levels up and running uh for boys lacrosse that
072girls lacrosse was supposed to happen immediately after um and like I said and I've gotten not not much of an answer as to why this has not gone through. So um you know looking ahead at potential mergers in the future with Mechanicville this has got to happen first. It's really it's four years of girls waiting and we have a lot of youth you know coming up through the the ranks. So, thank you. >> Thank you. >> Anybody else? >> Nice job on adhering to the threeminute limit. You were 30 seconds short. >> That's surprising. I'm a teacher as well, so a little longwinded. >> No, we'll let Joe take care of it. >> Okay, Joe will get in touch with you and great. Thank you. >> Answer on that. Thank you. Um, nobody else moving
073on. Um, board items of interest. Anybody have anything going to do anything for the girls soccer team? I know we did something for the boys football team, but know uh I know raise money for rings for boys. I don't know if the board wants to do something for the girls or if you would like to do something as a president about soccer. >> I have a little bit of knowledge about soccer and there's >> you shouldn't say anything because you have someone involved in >> I can't say I can't say anything but there's there's things in the works. >> All right. Well, I have I actually have a question. Sorry, I missed the window if that's okay. Go ahead. We'll let you. Okay. Um, in the conversation of mergers, what is the process for a
074merger with another school? Um, when it comes to informing the community and letting them know about a potential merger that could be happening, what's the process around that? And informing the community, giving them enough time to sort of process um, weigh in and give their feedback. Is there is there a formal process? And what does that look like? >> Can you contact the superintendent and maybe he'll give you a little bit more information on the different processes? >> Yes, absolutely. >> We can go from there. We'll have more information for you at the next meeting. >> Is that good? >> Yeah. So, just reach out and >> Yeah. Ask out. Yeah. Yeah. >> Okay. All right. Thank you. Y >> um but yeah, if we can I guess put something together for the soccer team.
075Okay, great. Anybody else have any items of interest? >> Yes. >> So, I recently attended an away game at Bernox Westerlock and on the uh the length of their gym when you walk in, they have uh large banners and from their commercial endorsements from local businesses. And I spoke to the gentleman there that shepherds that program and they're a little bit different than us. they have one booster club versus separate booster clubs. Um, so he's he's I believe in charge of the booster club and that program is a revenue mechanism for the booster club and they get uh you know a good a good sum of money but it actually creates a sports arena kind of atmosphere in the gym. It looked really good. it didn't look I just I'd be interested in exploring that
076um thinking about how if we did want to do something like that how we would a lot and distribute those funds considering we have different booster clubs but uh it's good it's good recognition for our local businesses it could be a nice source of revenue for some of our sports teams for you know to dispense or display some of all the fundraising and stuff that occurs um but it it was I could I'll send out a picture you know a group I took a picture of it and it was I thought it was tasteful. I think in the my understanding is in the past that you know there was objection to it. Um but I I spoke to a lot of people that thought it looked good and it's a great idea. So I'd be
077interested in exploring that. >> Yeah. And we Yeah. And that same concept can extend to, you know, the turf and the uh the field, anything with a fence or anything with, you know, potential advertising real estate, you know. >> Okay. >> I'm all about monetizing >> the campus, you know, have to look at that. So, >> okay. Anybody else have anything? >> A concert at 7 o'clock. >> Concert at 7 o'clock. Oh, yes. All right. Yeah. Well, we are going to do an executive session. So, um I just like to wish everybody a merry Christmas and a happy new year because this will be the last meeting for the year. So, I hope you all all enjoy your restful time with your families and friends and such. Um other than that, um I think we
078need a motion to go in executive discussions to discuss STA uh negotiations and other contracts. >> So, move second. All those motion. Thank you everyone. >> Thank you everybody. Happy holidays. Merry Christmas.