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002{ background-color: black; } ::cue(c.bg_white.bg_semi-transparent) { background-color: rgba(255, 255, 255, 0.5); } ::cue(c.bg_green.bg_semi-transparent) { background-color: rgba(0, 256, 0, 0.5); } ::cue(c.bg_blue.bg_semi-transparent) { background-color: rgba(0, 0, 255, 0.5); } ::cue(c.bg_cyan.bg_semi-transparent) { background-color: rgba(0, 255, 255, 0.5); } ::cue(c.bg_red.bg_semi-transparent) { background-color: rgba(255, 0, 0, 0.5); } ::cue(c.bg_yellow.bg_semi-transparent) { background-color: rgba(255, 255, 0, 0.5); } ::cue(c.bg_magenta.bg_semi-transparent) { background-color: rgba(255, 0, 255, 0.5); } ::cue(c.bg_black.bg_semi-transparent) { background-color: rgba(0, 0, 0, 0.5); } Meeting second all in favor, okay. I'd like to call. I'd like, I'd like to call the, uh, Special meeting of the Board of Education of the city of Utica, um, meeting to order I apologize for starting a little bit later. Executive session went, um, a bit over. Could we have everyone stand and say the Pledge of Allegiance? To the flag of the United States of America and to the
003Republic for which it stands 1 nation, under God, indivisible, with liberty, and justice for all. And the clerk call the role please. Here here. this is, Here. Okay. wanted to, uh, Read a resolution. On behalf of the late. Blue pirata. who, uh, Was an outstanding teacher in the Utica City School? District? and, and um, the Board of Education of the Utica City School District records with sorrow, the passing of a, for the former employee Lewis Para. Mr. Para was employed by the Utica City School District, from almost 24 years as a social studies teacher. Dedicated his life to helping shape and impact the lives of his students beyond the class. his students, beyond the classroom. And the Board of Education. Expresses its sincere, sympathy to the family of Mr. Pirata. And that. And that this
004resolution be saved upon the records of the district. Um, Lou was my kids teacher. Um, when they were at Proctor, uh, he had significant influence on them. Um, talked about civics. Um talked about Civics history, things like that. I don't know if anyone else wants to say anything, but he was What you should be as a teacher. Yeah, I have Mr. Prada. Yeah, I have. Mr. Prada. Um, in high school. Uh, it was great teacher, uh, better uh, person. Uh, it was great teacher, uh, better uh person highly involved in the community. And so many things that So many. so many other students and his colleagues would know him for um he was extremely involved in uh Community civics. for um, he was extremely involved in uh Community Civics. He pushed all of his students
005to register to vote was a big initiative that he had bringing the paperwork to class Uh, to get students registered uh, to vote. uh, to get students registered uh to vote and encourage them gave students, extra credit to come to board meetings and other community. Uh, and other community uh events. um, I would encourage all of our students to follow, uh, um, I would encourage all of our students to follow uh, his example and to be, uh, Active members of the community and local politics to make their voice. Heard both because it's extraordinarily important. And in his memory um, yeah. It's Surreal, quite frankly that he is not here with us anymore. Um, It's just incredibly sad. Uh, heart goes out to the family. um, Um, he was just a wonderful teacher. I, I'd also
006ask that the, uh, Um, the flags at the district. Put it half mass for him. In his honor. I don't know if we need a vote for that or we can just make a request, but okay, so let's just have a, uh, Moment of silence. And then next, um, Yes, sir. The resolution. I don't Yes, sir. The resolution I don't believe is actually part of the of the superintendent's report I thought it was so wasn't, yeah, we'll pay it is. Yeah, we'll pay. It is what page is that on? its supposed to be, uh, number 3. Well. well, why don't I get a motion unanimous consent motion to adopt the resolution. All in favor. Motion carries. Up next. On our agenda. There's a couple of, uh, items. regarding our newest board member Braden Nana um,
007He? receiving not 1 2, but 2 certificates of recognition. Why don't you talk about it? Dr. Spence yes, uh, Braden n is receiving, Dr. Spence yes. Uh, Braden n is receiving and certificates of recognition for his involvement as an active. of recognition for his involvement, as an active board member and his involvement with Nissa Braden's Wonder. member, and his involvement with Nissa Braden's wondering the only board member that was, uh, went with me to New York City. Is this trip to learn more about the, um, the just this offerings and how we can be a better governance. team. So we look forward to going next year. And uh, team. So we look forward to going next year and uh, thank you very much for your work Brandon. All right. you very much for your work.
008Brandon. All right, y'all can clap on my phone. Thank. You. You can jump right here. All right. Okay. and, And and and to just be fair, is that those trainings aren't always the most? aren't always the most engaging. But I will say great and definitely, uh, was a test of taking notes and It's going. Okay. Next on the agenda. But not least. Is. Is the capital project update. Regarding the, yes. regarding the ESR funded projects, the CTE Edition, the 2024 Capital Improvement projects and the F future Capital Improvement projects. Improvement. Projects, great, Improvement, projects, great, good evening. Hello. Hello. True to farm here. We'll start with uh, the Hello true to farm here. We'll start with uh the CT Edition um Edition. Um, some progress photos here and actually um, we walked through the space
009yesterday. Is that like do it sound effect? Yeah, the tapping know. um, so uh, these these So uh these these pictures, these pictures are uh even more advanced. Um, more advanced um, uh than than they are in here. So we continue to make good progress. You can see the exterior. continue to make good progress, you can see the exterior, um, their interior classroom, uh, which uh, we were in um, their interior classroom, uh, which, uh, we were in this space yesterday and now it is, uh, filled with equipment, uh, and supplies, uh, for the, for the students and staff, that will be coming, uh, in the fall. Just another, you can see the equipment, the middle work, uh, Cabinetry starting to starting to populate spaces. Again, making making progress. So um, Again, making making progress.
010So, um, there's even more equipment in there. Now, you can see the equipment in there. Now you can see the finishes, uh, on the spaces. These are renovated. the spaces, these are renovated classrooms, uh, that will be the, um, Construction. And Construction and Electrical, uh, programs that are in there. Budget. Uh, standpoint. Budget, uh standpoint, uh, continue to make um, progress Budget, uh, standpoint, uh, continue to make, um, progress overall in good shape. You can see this the pend. overall, in good shape. You can see this, the pending total is working its way down. Uh, obviously as work advances, right, depending on outstanding, right depending on outstanding change, orders are going to continue uh, to diminish in numbers. continue, uh, to diminish in numbers. Uh, so, uh, overall still in still in good shape, um,
011from a budget standpoint. still in still in good shape. Um, from a budget standpoint. I'm sorry I missed that. Did you say that the change orders were going to diminish? Not in number, continue to were going to diminish? Not in number continue to be red. Reduced as we advance towards exactly the project will be done by that point. Yes. And then schedule-wise, um, again, really nothing, uh, new to report here. We're on track. Um, to report here, we're on track, um, with the renovation space. Uh, the addition as we Uh, the addition, as we've been saying, right? There's a path forward. Um, There's a path forward um, in their uh, and it'll be erased. erased to the Finish Line. Uh, but within the next, um, couple weeks equipment, uh, we'll start to couple weeks equipment.
012Uh, we'll start to, uh, populate the, the addition, Any questions on CT? So change orders. Yep. I know that they're all already approved by the superintendent. They're under 25,000, but 8 change orders and an allowance. Can you explain? explain how those came about? uh, each each 1 of them or Uh, each each 1 of them, or their. Do you have a question? I mean, I would like explanations on all of them. I particularly, I see a Zo GCO 43. Z o GCO 43 for 2185. Yep. so uh, that 1 is so, uh, that 1 is to add um, Fire extinguishers. Uh, to Fire extinguishers uh, to, uh, based on the Code Compliance drawing. So there was a discrepancy. Compliance drawing. So there was a discrepancy um, Compliance drawing. So, there was a discrepancy, um, in
013the quantity of fire extinguishers that were shown on the architectural floor plan, and what was shown on the Code Compliance drawing. Um, so this is the, um, basically, the agreement to provide the required number of Basically the agreement to provide the required number of fire extinguishers. Um, based on the code. fire extinguishers um based on the Code Compliance. So the architectural drawing didn't have enough layers Correct. Well, yes. Correct. Well yes, they did not match correct. So how did that happen? hi, as Hi. As you know, um, just coming on to this. I've been doing a lot of digging into the project and bringing myself up to speed. The Code Compliance plan, show the correct number of um fire extinguishers located on them. The cad did not relate that to the auto AutoCAD, which is
014the same file. So we negotiated with the contractor and we're able to keep a low cost on what they are actually providing. That was the discrepancy in that we could have forced the the matter and said it showed on the Code Compliance and and that overruled everything. But being in the state of construction and with relationship, we didn't want to stress that and that the contractor has been very reasonable with it. So um, if we want to get into the discussion of thoughts of errors and Emissions, I would love to have a workshop with the district and how budgets are created for construction and how they're applied. We have had zero errors on this project and error is you have project and error is, you have a door and it was supposed to be a
015window so, so that the drawings are incorrect in that way, omissions omissions because we're still human tend to happen. Industry standard is 2 to 3%. Which would be basically a document set that is 97 to 98. Which would be basically a document set. That is 97 to 98%. We have less than 1% as far as the uh noted errors in the missions that we've located so far. So as far as a Perfection, we're about 99% perfect in our documents. Perfection we're about 99% perfect in our documents which is above the industry standard. So I'm not too concerned over that especially when you have almost 6 million dollars. Uh, remaining on the table in the project. We're not saying we want to do that your role. saying, we want to do that. Your role is the
016stewards are to be able to understand and question that. And, um, What would be industry standard for the amount as a percentage of change orders for a project? Well, I can get you that information usually depending on the size and the magnitude because there's other variables. if it's an existing building versus a new versus a hybrid. of both. Um, we would typically budget between 5 to 10% for the construction for contingencies and I think we're currently well under that as far. Keep in mind, all change orders are either designated uh, field condition. discovered conditions that we find owner requests such as there's program or, um, there's program or um curriculum changes that want to be modified as they're discovered during the construction project, errors and then omissions. Um, and we tend to track that pretty
017well. So I think we're pretty comfortable with where we're standing. I think being under budget as much as we are. and with the Conte, and with the contractors, we've been able to really negotiate and keep the demeanor between the the team effective and productive. Um, but I understand, totally because I used to sit in your position, it's like on the because I used to sit in your position, it's like, on the steward. I need to understand, but that's why the voters approve of a maximum. And that's why approve of a maximum, and that's why we keep it under it. Okay. Um, I don't think I have anything else right now. Again, if anyone ever has any questions about any part of the project, uh, feel free to work through Mr. Farrar. the project, uh feel
018free to work through Mr. Ferraro and style and they can get that. We can provide that information to you more detail for you. Any other questions on CT? Okay on the uh, May 20. Okay, on the, uh, May 2024, uh, 65 million reference. Okay, on the uh May 2024 uh 65 million reference number. So uh good news. We are. So uh, good news. We are. Um, through said and out to bid for the first phase, uh, we have a pre-bid meeting scheduled, uh, June 24th. Uh, and we are um, attempting to to, uh, get contracts awarded at the July. to, uh, get contracts. Awarded at the July 22nd meeting again, just a reminder, The Phase 1 work is, um, work at Proctor Herkimer, Jones, conkling, The Outdoor Activity. activity and Learning Centers. Uh, and then
019hot water. heater Replacements, uh, throughout. Um, Uh, throughout the district. And Uh, throughout the district and then Phase 2, uh, of that. the projected timeline uh, to procure those contracts. the projected timeline, uh, to procure those contracts. Uh, we'll be out to bid in September, uh, and look to, uh, bring contracts for board approval. Uh, the November 18th meeting meeting and that will basically be the balance of the and that will basically be the balance of the 65 million, uh, referendum. Quick question on the other side, too. So the pool. Quick question on the other side too so the pool so going back. So does that mean that we won't really be starting construction to the pool until possibly November? uh, the pool is Uh the pool is in Phase 1. So September uh, construction
020is the scheduled start for the pool. Question. Um, so is Phase 2 the vestibules? Uh, it does include the vestibules. So the vestibules Uh it does include the vestibules. So the vestibules at Herkimer Jones and con cleaning are part of phase 1. So those so okay. So the next slide those so okay, so the next slide, so these if if they're those so okay, so the next slide, so these, if, if they're not awarded to the November 18th meeting real, I mean it's going to be winter. So realistically, when would these start? So so these are scheduled throughout 2026 and 2027 but like There's a combination of spring summer. Yes, some of them take place during the school year. Some of them take place during the summer. Okay. Sure, or the pre. the last meeting
021we talked about kind of going out of order in a sense that we thought best schools are going to go first and vice versa. So now it's the Outdoor Learning Center. So this will be will any of these be started over the summer or not until September, not over the summer during the fall September? We will look to start them and during the fall, September? We will look to start them and then the change that we made from the original plan was the outdoor Learning Centers. We're going to extend through to 2027. we're going to try and get them wrapped up in 2026. Okay. So nothing is starting this summer that's part of this project. Any other questions on 65 million? Okay, great. Thank you. The building looked beautiful yesterday. Thank you. Okay, up next
022kindergarten registration update. Hi everyone. Hello okay. Thank you for having me. I'm happy to have the opportunity to tonight to address 2 of my areas of responsibility, as director of early childhood education. um, 1 is that I'm going to go through the kindergarten registration process and update and also a upk update initiatives changes and goals. So, kindergarten Reg. So kindergarten registration. So the this happens in the elementary building starting in the spring of each school year. Um, it is helpful to have children registered and screened before September. So we have as much information on numbers. and, And needs of students, so that principals can prepare to make balance classes for the fall. I also f. I also F focus on making smooth transitions sharing I also F focus on making smooth transitions, sharing information, and
023good communication between Pre-K and kindergarten. um, Um, I was asked to prepare an event in the spring to encourage families to enroll before late Summer, and the first day of school, which happens often often we worked on. creating a smooth transition from our upk classes to our kindergarten classes, by having our upk teachers, collect kindergarten Readiness documentation, and what we call Red folders, and, and for each of the students and, um, And for each of the students and um, then they pass those folders along to the kindergarten teachers. We also set up conferences as needed in the spring between upk teachers and kindergarten teachers, so they can have conversations and um share any important information for incoming. incoming kindergarteners. After the students are registered, we then schedule them for kindergarten screening. So that they can
024determine any academic or social needs that they may have before coming in September. This takes time and Staffing and happens in the spring summer and even summer, and even after school has started for the students who register at late late. This year. Um, we This year, um we implemented a program to have all the students enrolled in our upk program screened. Um, students enrolled in our upk program screened um and their upk classrooms at the end of the year, in order to take some of that burden off of their Elementary uh teachers Okay. I love that. Um, I would like um, to give you some updates on our I would like, um, to give you some updates on our Universal pre-k program. Uh, before I update you on our program, I want to take this
025opportunity to acknowledge the amazing teachers and directors that work hard every single day to have our kids ready to learn and grow. If? if you're able to make it tonight please stand so we can recognize your hard work and dedication. Carol Toledo is. Carol Toledo's the director at Notre Dame with Caitlyn goy. Thank you so much. Jane domain is the director at Thea Bowman house and belmira. Beloved, a chick Miss. Beloved a chick Miss, B and moiraine salmon, salamini she and uh, Miss V. Are at the and uh Miss V. Are at the ab Bowman house. We have Uh, Kathy Bindy and Brandy. uh Kathy Bizzy and Brandy kishner from North North Utica. Community Center and Elizabeth Street neighborhood center and Brittany Austin from Calvary for mvcaa so thank you all for coming and I
026appreciate all you do. Okay, so right now this is our our current model. um, our upk program is Grant funded our upk teachers are employed by the agencies and we provide all the curriculum instruction resources and supports that they may need The Utica City School District contracts with 5 agencies to run our upk classroom. run. Our upk classrooms Head, Start Neighborhood Center Thea Bowman. Thea, Bowman house and Notre Dame. Um, North Utica, Community Center and Neighborhood Center. will be combining next year, so we'll be having 4 technically. Um, within those agencies, we have classrooms in 9 different sites around in 9 different sites, around the city. Uh, 3 of our classrooms are housed. In our Utica Elementary School buildings. in addition to Contracting with the agencies, we also contract with perch Place Consulting I'd like
027to recognize Robin Robinson, the CEO of perch Place who contracts with many schools in the area supporting Pre-K classrooms in our region. There's route. So, all those first place contracts that you guys see Robin. is behind them. All. So thank you Robin. She created the our Fork, ready for kindergarten program, that we have. adopted here in udica. She has also helped hire our academic coach, a family, school Navigator. academic coach, a family, school, Navigator, a behavior specialist, and additional support. specialist and additional support staff. I've included more detailed information in your packets there um that I handed out to you. there. Um, that I handed out to you. Thank you Robin, for all you do for us here in Utica. all you do for us here in udica. It's a pleasure. Thank you. Okay. so,
028I'd like to take a couple of minutes to recap where we've been and where we are headed. Um, there are 2 Main areas, we are focusing on as we build a upk program that provides the best experience possible for our youngest learners. The first area is important is The first area is important, is of importance is implementing and supporting consistent, standards, curriculum, and supports the curriculum and supports the agencies in classrooms. The second is increasing enrollment as we can't make a difference with our students, if they are not attending our awesome programs. Can I ask a question about that? Um, 1 of the things I wanted to mention is we'd like to get a photo. photo of all of our Pre-K people here with us, because I think that, at least from my perspective and
029I'm sure some some of the board shares. My view, you guys are extremely important, the building blocks to our Young Learners. Absolutely, my question is What is is? There is What is is there is there a maximum number? Of. Of children that can attend Pre-K. in the In the Utica District, do we have a Max or we can we take anybody and everybody that applies we do have a Max. So we anybody? And everybody that applies we do have a Max. So we um every year we get a number of um from the state, how many students will be we can fund, um, We can fund um, through our upk grant how, how many is that? that the um coming up? How many are we allowed to have? Yeah, uh, How many are we allowed
030to have? Yeah. Uh I'd have to look at it but it's, um, do you know that off the h? No, I think no because it's different. Full name. Yeah, you get so much money for half-day students and so much money for full day students. Um, and so in the beginning of the year, you get a big in the beginning of the year you get a big number like it's 3. 3, million 100 100 and something thousand dollars and that's the highest we can go. We never reached that because we try and to enroll as much as possible. But then in March, uh, we had March, uh, we have beds day so they take that number in March. You said, beds day? It's for upk beds day. March. You said, beds day? It's for upk. Beds
031day. Yeah, it's whoever is enrolled on that day. This year was March 13th. That is the final amount of money that you received from the state. Okay, so We have, what is the percentage of? Children, that attend? Children that attend upk whether it's full day or half day versus the number of children that are attending our kindergarten So are there more people attending kindergarten that are than are participating? Absolutely okay. Yes absolutely. And what is the What prevents us? From. expanding the number of people or the expanding the number of people, or the number of children that are attending Pre-K since Pre-K is probably 1 of the strongest. Things the weapons that we have. Things. The weapons that we have to improve reading performance as kids. Move. Move in. Move up in in their grades.
032Yeah. Move in. Move up in, in their grades. Yeah. Is that correct? Absolutely. Yes. So what? What's what's preventing us? From. Expanding. Well, I actually I'm going to get to that. Okay, in my next 1 you want to in my next 1. You want to wait 1 second and I'll get there. Okay. Uh, but then okay. Uh but then those are all very good questions and that's why we're here because we want to get as many students as we possibly can. ready for kindergarten and, um, my main mission, at the last 2 years, is that, when that kindergartner comes to Utica kindergarten the upk student, Will stand out that that our kids that are coming from These guys here. They will see those students and say these guys here, they will see those students and
033say that student must have went to Notre Dame Thea Bowman house. I because we are really focusing on on getting our students there number 1, and once they are there doing Number 1 and once they are there doing everything we can to make them School ready. So I'll I'm going to ask your question and then if once I do that part if question and then if once I do that part, if you still have questions then you can answer that too. Okay. All right. so, The first part of that is curriculum, alignment and equity. so, so the initiatives that I've been implementing regarding curriculum alignment, is that we adopted a unified Curriculum, the creative curriculum and fundations are the 2 2 curriculums that we created. Those are 2 curriculums that we created. Those are in
034every single classroom and all of our all of our, our buildings, Uh, we adopted a unified assessment tool in line with our standards. Call teaching strategies, gold, We've provided a wealth of materials and supplemental curriculums that support the implementation of uni of the Unified. unified curriculum. Uh, playful learning and Lakeshore materials have uh really enhanced. really enhanced our curriculum and um Have been really very helpful to our our teachers. We hired an academic coach through Purge place to guide and support teachers with their implementation of the new curriculum. We compensated teachers for the extra time spent on learning new curriculums and materials, as well as diving into hours of professional development. I feel. I feel strongly that we need to compensate and reward our teachers for the hard work. They do since they are not
035employed by a public school. They do not get some of the benefits that rewards and rewards that the regular Public School teachers get in addition to learning new practices, and in addition to learning new practices and familiarizing themselves, with new materials, our teachers are taking time to analyze data. Ref. reflect on student progress and set instructional goals for individual students, as well as their classes as a whole. These pictures up here are from our last superintendent conference day. It was a great day. Very enlightening, day focusing on math instruction. focusing on math, instruction and how we can use our new assessment data to inform the Pre-K instruction. initiatives that I've been implementing to provide Equity across across agencies, and classrooms. Is that so far in the 2 years that I've been here is we've added
0362 full day Pre-K years that I've been here is we've added 2 full day, Pre-K 1 at Notre Dame and 1 at thiab Bowman house. We're looking to add another 1 hopefully next year at Thea Bowman house. We? We moved 1 class back to an elementary building. That was there once and had to be moved out. So we moved them back into Jones, so that's very exciting. Exciting. Um, we hired more assistance to provide Equity of the student teacher ratio between the agencies, some agencies have 2 adults in the room while others had up to have 2 adults in the room, while others had up to 4. And so um, having another um having another set of hands of pre-K, classroom of extremely helpful, for the teachers to focus uh, on teaching and learning. and
037learning again that's in the the packet, a little more debt. detailed information on that. we hired a behavioral specialist to better, prepare our students for kindergarten and create a safe and productive learning environment. Okay. Enrollment, here we go. Mr. Her Okay, enrollment, here we go. Mr. Harbour so enrollment and early childhood education. Awareness. so, um, I surveyed incoming kindergarten parents last year and, um, we received a whole array of reasons why those students did not go to our upk. Um, some of those reasons were Transportation. The need of full day classes and needs for support students with special needs and or behavioral needs. so, because of that, so because of that, um, you know, we hired perch Place Consulting, we hired a consulting firm to provide a family school. school Navigator. That's in Robbins are
038Fork program. That person is going to and has been working with families and communities, um, to get awareness out there of the importance of early childhood, awareness of our, uh, programs and um, AG programs and um agencies and, um, making sure that we get the word out there to, to enroll as many students for many students 4 year olds as we possibly can. Um, in that handout, there is um, 2 pages. um, in that handout there is um, 2 pages of our enrollment efforts that we've made um, some that you've heard of before from me. Uh, others. Uh, that we implemented again. Uh, This year, but there are 2. This year but there are 2 pages of those. Um, We worked with the refugee Center. We had our upk flyer translated into 15 different languages.
039It's on our website. Um, we've hung Flyers. We've sent mailers home. and we, And we have had other events through um Purge place. Um, And other areas that promote the awareness. Um, and other areas that promote the awareness um within our elementary schools after school and also in the public library aren't there. library aren't their governmental. Efforts made sometimes with some of the families. Um, Efforts made sometimes with some of the families, um, providing services or agencies that are providing services that We could provide information to those agencies or governments, you know, departments to Encourage participation in this program. And then the other thing is, I don't exactly know what, what the communication is but the last time that I saw anything that was a the last time that I saw anything, that was a
040communication. It basically was like a purple. communication, it basically was like a purple or red postcard that happened to be on the Floor. of my Of my porch. Um, that I Of my porch, um, that I don't really think attracted. Of my porch um, that I don't really think attracted any reaction. um, so my question is, we have any number of languages that are spoken in our community, so are we are spoken in our community so are we trying to explain this information in the languages of the the the families in the the the parents? Yeah. So the postcard in the, the, the parents? Yeah. So the postcard that you received has a QR code on there. Um, we're hoping that when the parents receive that postcard or see flyers or have our family school
041Navigator, hold events that they come to that they re they um, that, they re they um use the QR code that takes them directly to our website and on that website that's where directly to our website and on that website, that's where they can click on the 15 different languages that we had um, translated. translated for them. But it's a Paper. I'm just, I'm just asking because like People step on it. They step over it, they sweep it up into People step on it, they step over it they sweep it up into. Well we also have a upk. Um, open well, we also have a upk. Um, open house in August and we do media events for that. We do the mug club last year. I was on Talk of the Town and those are
042the kinds of things we have um, to To, um, promote those events but that's where Robin really has stepped up. And really has um, had her family school. has stepped up. And really has, um, had her family school Navigator and her staff going to the Navigator and her staff, go into the community to exactly do that to the reach out to the different organizations That support the families that may either speak a different language or have certain needs that, you know, maybe that we can't. We can't reach out to. I'd like to go 100% of every kid me too, just because it would help them when they get in school, right? So I I don't know what we can do to encourage and inform, but it needs to be done. Well, you have to realize
043is that Exactly what we want. Um, transportation is a big issue. We don't. We don't have any transportation for upk students. We don't have any transportation for upk. Students, we had 3 classes. We had 3 classes, we had 1 at conkling 1 at Columbus and 1 at a at MLK that a lot of those students were able to walk to those classrooms. I had to leave those classrooms were those classrooms. I had to leave those classrooms. Were taken from me to go to special ed. So we had from me to go to special ed, so we had to move those 3. Classrooms out of our elementary schools and now are in different locations that some parents don't have the transportation to get their students. Their Well, just out of curiosity. again, I'm not I'm just
044asking, but like you put a 4 year old on a bus, Absolutely other districts, do it? Absolutely. The only 1, they're the only student on the bus too. Yep. Um, actually know some, some school districts do the issue is you have to have a car seat for anyone that is 3 years old. So 3 years old so you can register for upk as a 3 year old. If you're a birthday is September. October November coming, December 1st. When they turn 4, they do not need a car seat anymore. So, um, So um, that is the the issue there and um, you know, just the fact that and we we have talked about this many times with, um, Mr. Ferraro and and, and Mr. Ferraro and and and um, Previous superintendents and you know, that's just
045a barrier. barrier that we've been trying to figure out, but it's just a tough 1 and like, if you're a licensed daycare because I need 12 months so that it's not considered upk, correct? Because it was like an at-home day. day, so that I mean, I know that's another issue, right? There's also the JCC there's a lot of different the children do those count in our numbers currently I was going to say because we just got a people count and it's a little over 400 that intended. Yeah. Our so those students have to pay for a pre preschool or Pre-K um anyone that Lives in the udica city, they can go to any of our agencies free of charge. So so basically basically at this point free of charge. So so basically, basically, at this
046point we have limit, we we are limited by have limit, we we are limited by space. And transportation not necessarily space. The the um, location of the space is well, that that's what I mean. I mean, if it it's Its space. And there's a multiple of their, there's definitely a lot of barriers. You know, what are they They are. Lack of Transportation, huh? Teacher. Teacher retention because our teachers work, really hard. and they don't have the benefit. they don't have the benefits of public school teachers. And so we lose a lot of great teachers to go into the public school. Um, so, So, that's a big 1, uh, right now. so that's a big 1 uh, right now uh we do even have some uncertified teachers because it's just so difficult for us to get
047teachers and we can't increase enrollment if we don't have teachers. So it's, it's, there's a lot of things that it's a, a lot of layers. Can you give us a things that it's a, a lot of layers. Can you give us a breakdown? Um, and maybe you might not know, but they Um, and maybe you might not know, but they do like half day full day and then after like half day full day and then after care. So, you know, like, do, because Do because I think hours are a huge barrier as well. So not yeah, that's right in the registration packet but I can yeah, that's right in the registration packet, but I can definitely get that for you. Um, and on our website but Notre Dame has 2 full day 1 half. Neighborhood.
048Neighborhood full. Neighborhood neighborhood full day. Like it's the, a Bowman has, right? They go into the evening is, am I right in saying that they go to 5 or 6? Holly do you. That's child care. Holly do you, that's child care, that's not UK. Okay? So it's not, you're not able to wrap around. it's not you're not able to wrap around cuz it Notre Dame can they say for after care and they pay for it right? But they but yeah so that's not something that I they, but yeah. So that's not something that I, um, that we fund. No. No, I know that. fund. No, no, I know that saying, because that's another barrier. It is another barrier? Absolutely. That's a definitely another barrier. Yeah, what they get out of it and the results that
049we're going to see when they start kindergarten, they're going to be more advanced and we have seen all the efforts that you've made in the past 2 years. Like you might get a flyer Joe and just ignore it but it's because you're I'm not a parent, right? So it doesn't do it to your daughter. We give it to your daughter. It doesn't directly affect you. Just like you get other stuff in the mail and does it so you might dismiss it, but dismiss it but somebody at home gets that, right? So they are. are all different aspects of getting that word out. It's just the parent and you do have right Transportation. You do have the half day issues. Some parents just choose not to send their kids, correct. And that's that's a big 1
050too. We've you know we've talked to parents and in just culturally or whatever their reason being that they just would prefer them to stay home with them until kindergarten and that's my job and our job is just to communicate the importance of early childhood education. We need to get these kids in pre-k. We need to get need to get these kids in pre-k, we need to get 100%. I agree with you. I have a great job test. I just don't want it to be. Be misconstrued. I am not being critical. I am being altered, Ultra conservative. Um, I'm I'm I'm looking to do everything I can to try to. try to block or to unblock whatever Pathways and just for the record, I am a parent and a grandparent. Tal know. I met right now,
051right? Like if I right now, Tal know, I met right now, right? Like if I right now, it's alright, Mike, they're older. So if I get the upk, it's doesn't affect me. So yes, it's something. I'm going to see in the mail and be like, okay, but right. in the mail and be like, okay but right, when I understand I just want to make sure if there's some additional things that we can do to draw the attention. And frankly, what I mean, again, I'm mean. Again I'm just saying this. if there's some cultural You know. You know, differences or barriers if somebody? Decided to go ahead and do it. And Decided to go ahead and do it and found out that there was a benefit perhaps they could Advocate as well. Well I remember last
052year when you partnered with the refugee Center too and I thought sorry j and I thought that that Center too and I thought sorry, j. And I thought that that was fantastic. So that was a great step in that direction. Sorry, go ahead Mr. Call. Are you able to quantify Uh, the impact in the reading and math scores. From kids, that attend upk in the kids that do not. From kids that attend upk in the kids. That do not. Yeah, Well that's that's my charge really? And and, and I asked that question because I know that's going to help recruit it. Yeah. recruitment. Yeah, for those that are maybe on the fence and wavering, they don't have a concern with Transportation, uh, and we do have the uh the teachers that are there to teach.
053Um, I think if we can get that out as part of our message. as part of our message, uh, that will help us, uh, grow the UK program. Uh, also I have a question, uh, for Teacher retention. have we thought about partnering with our local, uh, colleges MV, uh, you can University colleges MV, uh you can University in their education program to kind of hopefully get some of those future teachers. Uh, teachers, uh, to help in some of those locations when they've got that time, uh, in the UK program. Yes, and we do have some of the, um, College students come and go into their classrooms and help. So yes, I do partner with Utica College, uh, and nbcc help. So yes, I do partner with Utica College, uh, and nbcc Dr. But that's a
054great idea. You know, I I agree with you. I think. I think getting the data out there and showing the improvements and that's why I've been so focused on curriculum because, you know, my charges did have these students reading they need to read. They need to read students. Reading they need to read. They need to read by grade 3, and it starts here. grade 3 and it starts here, it actually starts at Birth. uh, not at 4 years old. So that's why, you know, it's very important for me to support. Support the teachers, give them as much professional. development as they possibly can. Give them the create the resources and tools. They need so that they see progress with their students. Um, and I will tell you, I am aligning the upk curriculum with our
055kindergarten curriculum, and I'm working hard with the kindergarten teachers to do, just that so that they are continuing to use what they've learned in upk. And learned in upk and move them into kindergarten. We use fundations right now in upk, which is a great phonics based curriculum. And I think that they the students from last year to this year have really soared with their year to this year, have really soared with their letter recognition, their letter, sounds and really recognition, their letter sounds and really understanding, um, awareness and language and that's what Awareness and language. And that's what a lot of these students are lacking. They're lacking the language, the vocabulary. So those are the things that we're really focusing on to get that data up and absolutely. We actually, at our superintendent at our
056superintendent's conference day, that's what we focused half of the day on the first half was math, instruction and our new curriculum. And instruction and our new curriculum, and how we're going to use those resources to support our our students, but the other half was how are we using our other half was, how are we using our data to inform our instruction? And how are we analyzing our data to see where the gaps are with our students? And how are we going to close those gaps? So, that's close those gaps? So that's exactly what we're working on. Are we also making our families aware of what? That assessment is going to look like for the kids. So even if you can't get your kids to the upk program, um, these are what we're looking at. This
057is what what we're looking at, this is what they'll need to know going into kindergarten. Uh and you can kind of support that or or help that while your home if your kid isn't gone. But They? They are part of it. This is where we want to get them, uh, prior to them going to the uh, in the kindergarten absolutely. And they need to know that because many parents They don't know, they don't know what you don't know, they don't know what they don't know. Um, so that's why, um, what I did this year was I created, um, did this year was I created, um, I with our grant money I did this year, was I created, um, I with our grant money, um, every upk student and any student that comes to 1 of
058our events will go home with a backpack. That has. That has it has parent activities, it has letters, it has numbers. It has numbers, it has patterns. It's those early preschool things. that they can take home. So, everybody's going to be getting that. Um, and my charge is to get as many books in these students hands as possible. Which is a great segue for my next slide. all right, so Here's the enrollment, I got to find out where I am now. Um, Um, Dolly, Parton Imagination. Library was something. Um, Dolly, Parton Imagination Library was something. Also perch place was so great to help us. Um, with that initiative and just this past, With that initiative. And just this past year, there's over 10,000 books that were mailed to kids at age, 1 to 4 in
059Udo, which is amazing. Um, so we have identified 568 4 year olds. year, olds 1463 year olds 116. olds 1463 year olds 1162 year, olds and 185. Um, Birth to 1 year old so that goes to your point. I mean this does not start at 4 years old, we need to get the does not start at 4 years old. We need to get the awareness out there, we need to get books in their hands. We need to educate our parents and and just constantly reinforced the importance of Early Education all right, um, and again, that's in their handout of those efforts that we've made. Uh, re-evaluation and planning moving forward. We hired a new FSN with a new model to better fit you to this needs um for our family school, navigator to emphasize emphasize
060enrollment as a priority exploring options for expanding services at the current agencies to try and overcome obstacles like needing more full days. overcome obstacles. Like, needing more full days. Pre-K and needing more full day Pre-K is, and needing more full day, Pre-K is and transportation. Looking at how we can use current Partnerships for outreach. um we're going to work closely with apparently liaison in our elementary schools. Um we have been already, we're going to take it to another level and really try and and get those siblings of students that are already enrolled in Utica. Um, we're looking at new Partnerships that we can create and exploring ways to expand Community, awareness and education. I want to thank you all again for the opportunity to share with you. Um, what has been happening in our early
061childhood education department? education department? And thank you again to all the amazing teachers and staff. the amazing teachers and staff that make it possible. So, thanks for coming. Thank you. I we Thank you. I, we want to get a picture but I do have 1 more question. So registration. If anybody wants to register their child for the UK city school district for kindergarten and now it's summertime, what? What are you telling them? I had 2 different kindergarten events. Yes, I had 1 last year and then I had 1 this year. year and then I had 1 year of the microphone on so, um, so um, I tried it a couple of different ways The event is to provide awareness after that event is over. the kinderg, the registration for kindergarten or any other student, student
062in the district happens at the buildings, okay? student, in the district happens at the buildings, okay? At their home school buildings. So we're trying to figure it out. We have a committee to put together um, for figure it out. We have a committee to put together, um, for this summer because I tried it a couple of different ways, and we had a couple of hiccups, because if there is a child, that's if there is a child that's that had is in a family that speaks another language in the home. The enl department has to call that family and schedule an interview, okay? Okay. So interview, okay? Okay, so last year, I didn't realized that and I'm like, oh, I'm going to help it out. I'm and I'm like, oh I'm going to help it out.
063I'm going to give every upk student a registration packet and it'll be great. Well, Well Sharon gigian yeah. Was like Well Sharon gigian yeah was like it's not good. So so I made sure she was definitely a part of that process, and also, And also special education, special education also has to also special education. Special education also has to go through the special ed office, not through the buildings. So it's very difficult to have a registration event where you actually do registering, because you have to have the enl coaches and the special ed Department there in order to navigate that. So this year, navigate that. So, this year, I did have it at conkling where the enl coaches are held and we had amazing coaches, but it was so successful that we couldn't handle the,
064the traffic. It was just too many people. So we're we have a traffic. It was just too many people. So, we're, we have a committee that's going to meet the summer to figure out the best way to do that. the best way to do that event, but after the event, the registration goes back into the schools, so they should go to their closest building. But to their closest building, but they're not all open. All summer. So they just call for that's a good question and summer. So they just call for, that's a good question. And is it 1 Building? Open all year. I isn't concl is it 1 Building open all year. I isn't con open all year. I think it's yes. We have we have 1 year. I think it's yes. We have we
065have 1 communication goes out to the parents. We have 1 location where to the parents. We have 1 location where parents can go to register their children to during the summer. there will be a Columbus this year because conkling is under construction. Okay, so typically our family Welcome Center is a conkling. That's where all of our enl staff are. so, and during the summer time, that's the location that we use. But again, this summer it's going to be a Columbus due to the due to the construction. Okay? So we just got to communicate. That throughout the summer for anybody, okay? I I have 1 question. I think this might be actually for Dr. Spencer mystery FAL. Spencer mystery, faley Do we have a way of disaggregating data? across all like our testing scores for like
066in high school based on whether the student had participated in a upk program or not so this year, 1 of the things that was provided to the board was the key performance indicators, which gave a holistic was the key performance indicators, which gave a holistic overview of the district level data from an academic. academic standpoint by race class gender inequities. academic standpoint by race class, gender, inequities Etc. That's a baseline data that level of program and statistical analysis, when we're comparing groups, statistical analysis. When we're comparing groups, we're talking about an independent samples, T Test and we're looking at the millions of those groups. We're not at that level yet as an organization, we're working on our facility with data moving forward. So right now with the with the board has been provided with, in
067addition to reading scores is The Benchmark, key performance indicator. Uh, is The Benchmark, key performance indicator, uh, data which speaks to our, um, achievement on this to State barometers, moving forward. The hope is that with our newly, um, uninstalled family community engagement Department that we can then, to, uh, further delve into those metrics and do that level of statistical analysis. When that level of statistical analysis, when you're comparing means across different groups and populations. So, like sometimes in the future, we might be able to see the same. same way that like, you can see uh, based on like, like uh, race demographic or Like uh race demographic or uh economic status. We might be able to see eventually I'm not asking your next year but like that's something, maybe we like that's something maybe we
068might be able to see later. So right now, what you'll find in education is descriptive statistics. When we're looking based on the category, when we're talking about how someone performs based on any particular membership in an or treatment for any program, you're now talking about inferential statistics, where we're looking at, how they infer to a larger population that level of analysis is not where we are. But that level of analysis is not where we are, but we can move there in the future, some systems. there in the future. Some systems, I don't feel aware of some in the DMV that have employed, uh the the Quant Quant. quantitative researchers, that do that level of analysis to really to really see the impact of the treatment long term but to really see the impact of the
069treatment long term. But right now, which was provided to the board was the key performance indicators as a baseline of where we are, as we look to build out our structural benchmarks for the subsequent years. So long story short It's a step in progress. That's a leap years from where we are moving towards, okay? Get those pictures. I'm Okay. All right. Come on. Come on. We need more people. You guys. Thank you. You guys are so important. Let us know. We can add more, let me know. add more. Let me know. Thank you. Okay. That was. That was a wonderful, Illuminating present. That was a wonderful Illuminating presentation presentation. Up. Up next. Is the red program update. Good. Good evening, Trina. Good evening. That's hard to follow. That was great. So the red program I'm
070going to jump right into it. The red card was established as a direct response to feedback that the district received when Dr. Spencer arrived. arrived. As first 100 days he conducted those 4 town hall meetings, put out that climate survey and he met with local. meetings. Put out that climate survey and he met with local and County executives. The feedback that we received, we heard loud and clear was that we really needed some sort of Afterschool programming for our elementary kids. It was an area that we were lacking and our district. So we put together this pilot program that launched on January 27th and ended last week. Um very successfully and we had a great run for our first 4 and a half months, when the key. 4 and a half months, when the key
071performance indicator, uh, handbook was just released recently it. The data in there are further reinforced the need there are further reinforced, the need for additional supplemental supports for our kids. supplemental, supports for our kids, especially at our younger level, at the elementary level. So when Dr. Spence first kind of rolled this idea um So when Dr, Spence first kind of rolled this idea um out to us he was very uh clear. us. He was very uh clear in his vision of what he wanted this program to be. I actually took this line from his very first email that he sent to the admin team because he knew exactly. exactly the vision, um, that we would provide supplemental programming after school. That would programming after school that would support kids academically. It would support kids social
072emotion. academically. It would support kids, social emotionally, it would help support improved attendance in school, it would help kids engage and connect at school with school. people in the school, um, and overall help their development, overall General development of our kids. So that was the initial, um, objective of the program. Oops. Oops. He also uh tasks us with Putting together some metrics to evaluate the impact of this program had on our kids. So we have a wonderful intern that's working, right? that's working right now with us in the district and she put together um a data Collection spreadsheet uh daily attendance but also data collection. attendance, but also data collection, and when we met to kind of talk about what would we want to measure, uh some of the objectives are to improve academics attendance
073and of the objectives are to improve academics, attendance and social emotional growth of our kids. So we decided to look at those 3 areas. So, for attendance, the building principals and their teams in this data collection. principals, and their teams in this data collection form, um, are tracking Uh, missed days of school for marking, periods, 1 and 2. Uh, missed days of school for marking periods, 1 and 2, to miss days of school. And Markham periods, 3 and 4 for kids who are enrolled in the program to see it if in attendance, attendance. Did in fact improve um through their did in fact improve um through their involvement with red for academics. We're looking at 2 things. So it's the average of ela and math report card grades from marking periods 1 and 2 as
074compared to the average of elah and periods 1 and 2 as compared to the average of ela and math report card grades from our compared to 3 and 4 to see if there's growth there with report cards. Um and then I already scores, we're comparing already scores we're comparing last year's, uh, scores from from diagnostic 2, to 3 that growth to this year's I already diagnostic. diagnostic 2 and 3 scores and then we're looking at office discipline referrals. Um, with the idea that if kids are discipline referrals um, with the idea that if kids are, if we're strengthening their social emotional growth, that we're going to see fewer um, referrals to the we're going to see fewer um referrals to the office. That data won't be ready and available until early July. it's fairly time-consuming.
075Um to input school has an it's fairly time-consuming um to input school has an ended yet so when school ends the principals are going to need a good week or so. If you have 70 kids in the building, every building, every single score, every data point is single score, every data point is hand, your hand, looking it up and hand inputting it, and then we'll need time to analyze it, but we are excited to get that when it's all done and completed and just 1 last point. So when we do analyze that data read is 1 layer of our mtss framework. Um, there's others listed. There are other interventions and supports of the district already has in place. 1 of those elt is happening simultaneously to read. And some of our kids are attending both.
076So while we're hoping that we can make a direct correlation between the impact of red on these different metrics. Um, there may be other factors that are influencing that, you know, so we're hoping that as a full picture, all of these interventions we're putting in place are supporting our kids and their development. The enrollment when I presented to you in March, at the end of March, we've gone up 80 students since then. Um, of March, we've gone up 80 students since then, um, 80 kids came off, the wait list, which is great right now about 13 and a half percent of our total Elementary population is participating in red, in some capacity, what was the percent percentage? 13 and a half percent of our elementary students are in the red program. Do you have a
077weight list on average total? Because I know I didn't check it for this presentation. When I I didn't check it for this presentation when I last looked um, every school but King still had a wait list but they've pulled in another 80 kids that weight list is definitely decreased. Go back. Sure. You just go back, 1 side. So like, ideally base it, right? A lot of this probably comes on Staffing because that's the biggest it is. So the schools that have perhaps a lower a lower enrollment, they may not have had as many teachers. um, signed up to work the program king, um, Miss Sakura at King The whole staff has like, embraced this. The whole staff has like embraced this program. I don't want to say that. 100% of our staff is working but
078she's got close to yeah, full participation. So they were able to accommodate and they've gotten very clever and creative too I think and how they're servicing all those students. too, I think and how they're servicing, all those students. Um, Jones is pretty close behind her cuz I Jones is pretty close behind her cuz I know like General Herkimer always seems to like that, you know. General Herkimer always seems to like that, you know, it's like, oh my kids on the wait list and it always seems to be a general her. So I'm sure it's more of a staffing. It it is. But ideally, I would think we would want more students. participating in this, cuz 13% participating in this cuz 13%. Well, it's great. I mean, honestly, to have them with honestly to have them
079with 700 kids is incredible. I would think that, you know, we would want to get those numbers higher. Our goal is definitely to expand, you know, this was our first run with it. Um, and we've grown it since January but the hope is to grow it even more over time. Yeah. And just just a long that point, just as a reminder, this program was an unbudgeted request that this program was an unbudgeted request. That was Zach that that we had asked the team to organize our efforts to implement and we were very intention. implement. And we were very intentional with understanding that this would be a pilot year. The pilot gear served um, a couple. the pilot gear served, um, a couple of purposes 1 to address the, systemic and enduring. the systemic and enduring
080issues with academic achievement that has typically takes urban districts throughout the state including Utica. state, including Utica to the systemic and enduring. But along the same lines to work out the logistics in this time period so that we could use this feedback to then improve it this the uh program in perpetuity. So with the team is outlining here is this is the work that has occurred and there are lessons that we learned in order to improve it to make it more sustainable and to make it more impactful but make it more sustainable and to make it more impactful. But again, this was something that um, was again this was something that um was happened mid year. And again I'm just going to wait till the end but I just want to applaud you all for
081your work to get it done as well as the teachers faculty staff students and parents who believed in this program because it has, it was a pilot. Thank you. Uh, the next 2 slides are just a review in case anybody missed. Um the March missed. Um, the March presentation, the schedule, all of the buildings are following, uh, similar uh, Universal. schedule. The first hour after school is our academic Power Hour so whether a student Hour, so whether a student is not in red and they're staying for elt or staying for elt, or if a student is in red, everybody in that building is doing academics for the first hour, uh, about 4:15 ish is when they switch and they do the fun and engagement activities and then they receive their Meal and dismissal between 5:30
082and 6:00. So they eat around 5:30 and start to get ready to go at 6:00. Um, the academ 5:30 and start to get ready to go at 6:00, um, the academic Sport and engagement activities. Again, it's a review. Can I just ask you a question about that? Okay, so We have 700 kids. Spread throughout a number of schools. Um, what's the breakdown on grades grade levels? That's a good question which I don't know off the top of my head I would have to go back and look okay. and, and then, when you talk about Extended Learning because that's what you're talking about there, right? That's what we call the or is that the same thing is that? No. But is that like the same thing as academic? the same thing as academic enrichment? It's just
083another word for it. Okay? So Is that? Done. Based on each student, that's participating. Or is? or is there sort of, uh, like a plan where everybody is working on math, or everybody is working on um, Ela or science or whatever it happens to be. Yep. How does that exactly work? And then Is there a standard that each building is held to in terms of? What's being delivered to the children? so elt, um, has So elt um, has is a program that we've had for a very long time in the district. That's funded through our Title 1 funds. It's very targeted. funds, it's very targeted, so elt. Um, we do do funds, it's very targeted so elt. Um, we do do, k k, uh 1 and 2 kids in the program but the original intent
084was really to use student performance data to identify students. students, where we wanted to help, um, reinforce skills to kind of bridge that Gap and academics. Well, I don't want to conflate the 2. I'm I'm asking you like, to conflate the 2. I'm, I'm asking you like, what are you doing in the red program because you have people that are doing the elt, they there might be somebody there that's doing the elt. That isn't doing the red program. Correct, there could be. Correct. There could be and there could be kids that are doing both. Okay? Yep which is fine. doing both. Okay, yep. Which is fun. But my question is, what is what the difference between like elt and red? No, I want to know what. to know what red is doing in terms of
085the. So for the academic our So it depend it VAR. So it depends it. Varies by building homework, help is the first priority is making sure that kids if they're staying after school, leave that program with no homework in their book bag. And that when they come to school, the book bag and that when they come to school. The next day, I think historically in our district, you know, we've struggled to get kids to complete their homework. Um, you know, sometimes there isn't somebody at home that could help them with it, uh, you know, their kids. so that's our first and foremost goal, is that those kids and through that homework, when teachers are assigning, homework is reinforcement of the lesson taught that day. So if the Tutors or whoever's in the room, it could
086be a system of care partner. We have Tas that work the program. If it's a teacher that's Manning that room. Their first priority is to make sure kids get all of that homework done and they're getting kind of that 1-on-1 help with it. So, it. So, they're getting little mini tutoring sessions as they do. The reinforcement of the day's lesson once. they do the reinforcement of the day's lesson. Once that's done, they kind of move to more of an academic enrichment. The kids that are in red in that 1 particular class. May not all be from the same grade, it might be a band. It might be a K1 class or a 2 3 class so they're doing more enrichment activities and that academic slot after homework's done. homework's, done 1 of our buildings might
087be doing stomach activities. Another building I heard was doing like a book. kind of like a book club where they would read books together to promote reading and then we're doing activities that went with the book. Can I, can I just, um, jump in? A little bit. I had to cut you off. the um, the Vari The, um, the variation that exists is in the design of the program. The standard was The Benchmark 3 to 15 to 415 hour where we're focusing. hour, where we're focusing hitting academic, it's really hard. But because we, hard, but because we recognize that all of our be buildings have a unique buildings, have a unique School culture and climate. They also have unique leadership needs and needs of the building. We provided within the program structure autonomy for those
088in. Autonomy for those enacting that program and those specific buildings. 2 uh, maintain autonomy on how they enacted. So some might 2 uh maintain autonomy on how they enacted. So some might have had knitting, some might have focused on stem. have had knitting some might have focused on stem and different things across the buildings so it wasn't meant to be uh uh the the same across the board in that way. That variation was intentional within its design but that that's for the that's for the second portion. Second portion, correct. correct. The first portion is Each of our building need buildings, need. Reading support, right? And it varies for the most part, I mean, on a discipline that they're there isn't mean on a discipline that they're there isn't really on that day. Yeah, well, I
089mean for academic that day. Yeah, well, I mean, for academic instruction, with academic instruction, but, you know, reading with academic instruction but you know, reading support is I don't care if it's math or reading or whatever it happens to be, but We this thing is supposed to is designed for to have 2 components, right? You have sort of the activity, components, social emotional learning, right? components, social, emotional learning, right? And then you have the academics academics. Write enrichment. Mhm. Alright. Okay, okay. Alright, okay. Okay, cool. So I'm using that new word so I have a follow-up question to that. when we were talking about the analysis that's going to happen in terms of You know, judging the efficacy of the program overall. Is that? Is that also? Are we also doing the analysis on a
090building by building level? To judge the efficacy of the program at each individual, building to see which buildings need more support than others. We're going to have the data will be by building and then we'll look at a cross the board but it will come back. by building. Yes. How do you know your comparing Apples to Apples? Because like, for example, if it were my building, everybody would be doing juggling and running around and maybe a couple of uh flash cards or something. I'm just saying, and if I'm just saying and if it were and if it were Danielle's, it would be, you know, physics and and you know, and whatever. But my point is how do you how whatever. But my point is, how do you, how do you compare? Like how do you,
091how do you compare? Like how do you how do you compare Apples to Apples? Because I mean, and I understand there's the cultural thing and all that stuff but the the point is like The educ. The educational portion of it. Needs to be or the academic enrichment portion. Need. needs to be focused on academic enrichment and enrichment, And I would assume that we're saying like reading right writing and arithmetic during that hour whatever. writing and arithmetic during that hour, whatever the other stuff is that's the fun part. Hey kids, do your stuff is that's the fun part. Hey kids do your work. We're going to be doing this over here. I I'm just asking like how are we how are we be able to evaluate? So we're comparing apples to apples and oranges to oranges.
092It is going to be difficult to judge, 1 or compare 1 building. against another. So for example, in King where they have, huge Buy in, and huge Buy in and everybody's working the program, they're able to almost run an elt type of targeted program by grade level by class. Even that a school like perhaps Jefferson or Concklin, some of the schools that don't have some of the schools, may only have 4 Teachers. the schools may only have 4 Teachers total that signed up to work the program. And then they got some Tas that are helping. They've got systemic care, workers that are helping. So, in a building, if you only have 4 Teachers, perhaps, perhaps in the evening on that night, you're going to have kids. kids that are banded. So you're going to have
093a K1 group of 23, group of 4 or 5 group Etc. 23, group of 4, or 5 group Etc. They all are though, with Fidelity doing academics. They are focused on reading improving reading skills. I actually, when I went to school, which was back in the Dark Ages, which was back in the Dark Ages, I was in a split class like like second and third graders, fourth and fifth or what a fifth and sixth graders. Um, I I don't see that as a drawback. I see that as a benefit number 1, and number, number 1 and number 2, if MLK has number 1 and number 2. If MLK has is it was MLK, right? Yes. If if MLK Yes, if if MLK has almost everybody in the school doing this thing, ticker tape parade for
094them. Encourage the other people to do something to to meet the standard because that they are the standard bearers. I thought I just want to speak, so there's, um, We've. we've opened up the access districtwide so that, uh, faculty and staff can work within any any, um, any uh, uh school. But I also went to acknowledge that. But I also went to acknowledge that we have asked our teachers mid year without any preparation of planning in these buildings to stay until 6:00. So, there may have been challenges. I then this is why we applaud those who have enacted this work this year because we recognize that it was a big ask and the district did rise to that challenge. So I just want to salute all parties. parties involved and then I want to say
095again, I I get the questions but we're really talking about a deep level of program analysis. There are what we call. about a deep level of program analysis. There are what we call extraneous and confounding variables. So we're not necessarily preparing Apples to Apples and Origins to oranges at that level, this is why we're doing a high oranges at that level. This is why we're doing a high level of descriptive statistics to look at things like what was what's the participation like attendance? What what was the um the the time on task things that um the the time on task? Things that a high level because the level 12 of analysis that we're talking about here, that's where we're going scientific. And we're making sure we are controlling for variables such as teacher versus whether
096it's a TA who instructed them, was it the teacher of the same discipline and that's a different type of model and we're going to get there. We have family community engagement coming, which is part of that work. But right now to temper expectations, we're looking at a high now, to temper expectations, we're looking at a high level to see what's the program effective from a logistical standpoint from our ability to deliver instruction and expand access to opportunity. And as we move into the subsequent year next year, 2526, we are then going to start start tweaking the program to get at what exactly what you're talking about which is parity in regards to staff along. along the buildings. Well I I I don't want you to mistreat that I'm being critical of teachers that aren't participating.
097I'm and and I do understand that this came up, you know, in the middle of the Year pilot, but the the fact of the matter is that, you know, I think The people that are participating. I they I think they should be commended. Um and if we have a school that has really been outstanding in terms of its participation then perhaps um, participation, then perhaps um you know, they should be allowed for that. And then the next question that I have is if we're if we have some schools through no fault of their own blah blah, blah, that can't, you know, blah, blah, that can't you know can't get the the the participation level up to, you know, up to full Max. Why aren't we combining some of the schools? So that you know, I'm
098I'm just asking because it eventually We can get to parity, right? Or is that like I mean am I showing my educational scientists back? showing my educational scientist background right now? So, so we're looking at it. So of course, Transportation will be a challenge but busting kids across, but right now we're looking at a couple of different programs struct looking at a couple of different program structures. I'm sure it's Trina was going to get there. Still on Thunder of to make sure that we have parity in regards to Staffing. But again this was just a pilot year. But again, this was just a pilot year. We might have, you know, from the survey data, we got it seemed to people that people gave us some good recommendations. They would like to see the program continued
099and so I have been heard you know at anything different so we have to look at know, at anything different so we have to look at what's the interest, what are the Staffing levels? And that's the work that we're going to do. that we're going to do in the summer as we're focused on the academic portion of the organization and the retreat that was discussed. We talked about that academic retreat. That's when we're going to start, looking at those goals. How many people do we have in this particular? How many people do we have? In this particular building? Do we need to incentivize people to consider going to other locations? But we don't necessarily know as of yet and we plan on, uh, sending out a survey just to gauge employee. Um, uh, um, uh,
100their interest in that. And then we'll have more of a um, uh, their interest in that. And then we'll have more of a, a codified plan. Yep. Come on, hop on everybody. Come get something. I I know we focus on academics and that was what we're supposed to do as a school but from the other do as a school. But from the other side of this, I just want to draw attention to the fact too. When we're looking at efficacy and what's our data points, and what does that say? We will never know the kids that we saved from making the bad peer relationships that the bad peer relationships, that drive them down a bad path. We will never know the kids who don't attempt suicide or complete suicide because of the positive relationships they
101made with peers or with adults in those, uh, classrooms in this different setting than a pure academic setting. So when I, when we were talking about this, the last couple days, it, you know, I I draw myself, I I've lost students, you know, who, students, you know who you thought, how can we have saved that student along the way? What did we do wrong? What did we miss? These are things that will never be able to put a value on. Never be able to really say how many kids did we impact in what way? impact. In what way academics, we can we can look at data and try to gauge. Did this program have that particular Impact, or was it a combination of these things? but, but the things that we don't know, the kid
102that didn't get hit by a car, because hit by a car because they were safe in our building. Those are the things that I think are really important about this program as we think about it as well. Thank you. and, and I just because I I love this program, and, and I just because I, I love this program and I witnessed it, a majority of the schools, I have children that are enrolled in it. I, I think all of us share a common goal of keeping the schools open outside of school hours. Whether even for open gym, right? hours. Whether even for open gym, write anything in your murals clubs drama club, we've tried to implement murals clubs drama club. We've tried to implement as many things as we can from a kindergarten level up.
103So, I I agree with you as you there's some stuff that agree with you as you, there's some stuff that you're never going to put data to and I think going to put data to. And I think what I love about this program and I've witnessed is that your child could attend, elt or Club um, after, you know, after elt or Club. Um, after, you know, after school, immediately going to soccer club and then jump right into the red program. They can go to elt 1-on-1 with their teacher, jump into the red program, they can, you know, there's a million possibilities and, and I kind of love that. possibilities and and I kind of love that. I, I, I witnessed a general Herkimer. I a general Herkimer, I popped in um to King in a
104in a couple of other schools and yeah. of other schools. And yeah, there are differences that we need to um that we need to, um, you know, close the gap on a little bit. So, so that we're offering all the same services, but it's also very unique to see how everybody runs it based on their needs. And and the kids that they're um, With all day, and they know their students. So With all day and they know their students so so I trust that. But I do think there needs to be, you know, we can that. But I do think there needs to be you know, we can we can fine-tune the structure but um, we can fine-tune the structure but um my kids went from oh my God, you're keeping me to 6. God,
105you're keeping me to 6:00 to like stopping their feet if I have to pick them up. feet. If I have to pick them up 15 minutes early because they and and and I'm not just saying my children alone but other kids have made new friends. I love the band I witnessed and a general government was like a third and witnessed. And a general government was like a third and fourth grade Loop and they were cooking and fourth grade Loop, and they were cooking and it it just there's so many more things academics. Should always come first. But, um, I think there's a lot of things that we can't measure, um, and we won't be able to, and we have to kind of be okay with that. Um, because I think they're just as important. To
106fleece that. Um, and the kids that did I just want to To fleece that. Um, and the kids that did, I just want to add something? I think this is the district. Chance to provide a holistic approach to education. Um, a lot of times those things that we miss, uh, because we're teaching to a test and we've got those requirements. We don't we don't, you know, our kids don't get but I think this is an opportunity for a much deeper relationships within the buildings with those kids and the staff that you're working with and they they they see in a different side because it's not you need to do XYZ because we have this test coming, this is our approach to really wrap our arms around these kids. Differently. Uh, and have those deeper connections
107that. we're actually talking about. You guys could do the presentation, you all set perfectly. I think like, yes, it's different, especially around the time of drama clubs around the Elementary is like there's kids in red programs. Later in the evening setting up chairs or putting up a table or and like that is just life skills that's taking direction from you know somebody outside of the classroom right? They're working with the music teacher, they're working with the 6 graders building the set and that was like, the little things that I witnessed that like there's so much appreciation and I know I'm a drama freak. So like part of me was happy that, you know, to see the kids on the stage even though they weren't acting roles or anything. But I think that's the thing like
108they're But I think that's the thing, like their scavenger hunts around the building, they're seeing other parts and people. around the building. They're seeing other parts and people have really embraced being creative. The teachers have gotten really, really creative. They have. So what they're doing the kids, doing, the kids are becoming part of a community which was part of the goal, you know that part of the goal, you know, that the kids are connecting with their school and it's We're instilling in them. That school is a place that's good to be, you know, whether it's after school or next day during the day. day, during the day, you know, they're building relationships, they're making connections. relationships. They're making connections. They're engaging with their school. Um, anything more before I go into this life? Well, I
109just want to say this is an opportunity for us to say, thank you to all of the staff. That do the work because this is outside of their school day each and every 1 of them, contribute day. Each and every 1 of them, contribute, something differently in all of those buildings, To enrich. Our To enrich our students lives. Yes. I don't think we can quantify it by saying 1 school has almost all of them there. Each and every 1 of them are heroes in this District. I agree. 100% well said. I don't want to know what I did. He turned it up. Presentation's over. I turned to that. Oh, there it goes. And I will say, um, in some of the buildings, you know, we have some buildings, that might be a younger staff who've
110got little kids at home themselves that they need to get home to some buildings. That might be an older staff. There's a lot of reasons. Why. There's a lot of reasons why teachers it's not that they don't care about the program or the kids. There's a lot of reasons why teachers may not be able to commit. Um, reasons why teachers may not be able to commit um to this program. So there's no judgments. Uh, we love all of our staff, so we did staff. So we did put out a survey in the last month, you know, as the program was drawing to a close To see how people all of our stakeholders felt about the red program. red program and it was Overwhelmingly positive High satisfaction rate, especially from the parents. You could tell in
111the comments Oh, so there was, you know, multiple choice. But then there were uh free they could write. were, uh, free. They could write free comments. You could tell who the parents were because they would say things like, my, my children loved this program. I loved the teachers. I loved the staff. Parents loved this program. So you know, the original Parents loved this program. So, you know, the original intent, um, was, uh, starting this program was based off of that feedback that the district received in the fall and Dr. Spence, um, went through all of his, uh, town halls and the parents said, yes. Thank you. Thank you for this. There was a lot of thank yous. Um, In the survey, and a lot of, please bring this back for next year. year. Um, almost
112all respondents were like I want this to come back. I hope you're going to bring this back. I hope we're going to keep this and even requests to expand it. Would you consider doing before school? Would you do summer sessions? You know, they really um, have loved this initiative train. I just want to expand on that just for context. Because I think that as part of this work, as context because I think that as part of this work, as we're working to transform the system, it has been critically important to engage with the community and we spent a lot when I say we, I mean all of you guys here we started off when I say we, I mean, all of you guys here, we started off the year by doing the Town Halls by
113getting the feedback from parents from community members and even in the board you expressed that concern and that interest about having Extended Learning day and we was able to enact that work, we then took that and then looked at the academic achievement data, which led To the development of the key performance indicators. And we said we realized that we have a problem here and we need to provide a structure to provide that additional support to address again. Behavioral, to address again, behavioral referrals to social, emotional learning and so what makes this program very special. Is it wasn't 1 that just addressed academic achievement for the year and creating new programming. But it also linked the community's needs the desires and it, community's needs the desires, and it has really become a crown jewel for the
114district, based on the crown jewel for the district based on the correspondence. I received just being out in the community and from even I received just being out in the community and from even talking to some of the internal stakeholders, which is why applaud you all in the system as a whole because applaud you all in the system as a whole. Because again we did this shift mid year and it wasn't necessarily bright outside, even darker in the outside even darker in the in the winter. And so really like this program and I think it's going, we're going to continue to build out with the feedback that we get. Thanked. And I'm And I'm going to uh, jump back, so how there can be our closer? So I'm going to there's only 2 slides after
115that and then I'll move back to the budget. So what are our next steps? Um, once summer comes once July comes our plan, steps? Um, once summer comes once July comes, our plan is to take all the survey results. The feedback we've been getting. getting from stakeholders since it uh, started back at the end of January and that data analysis to start. Our end of January and that data analysis to start our planning and preparations for the fall of uh, 2025. and this the conversation, we just And this the conversation we just had kind of tied into this slide a little bit. So when I Was preparing last night for this presentation, I did a a Google AI search and I typed in, um, in um uh tell me all of the large school. in,
116um, uh, tell me all of the large school districts in New York state that run and after school program, York state that run and after school program with a description, This was just a small sampling, there were dozens more. Almost. Almost every big city does run an afterschool program. Um, that's run kind of comparably to ours. When you look at all their descriptions, they're offering academic support their offering enrichment activities. They're offering. offering enrichment activities, they're offering social emotional, um, activities, you know, emotional um activities you know, with the end goal of trying to um help our students overall. So we were on the trying to um, help our students overall. So we were on the list udica when you do the search udica now pops up, I was so excited by that like, so
117excited by that, like our program was there in this whole listing. And to see that our district listing and to see that our district. If anybody else does a search word. Now part of this a search word now, part of this list of of districts that offer this after school opportunity, for kids was really exciting to see So on that, I'm going to turn it over to Heather. Who's going to talk about this year's budget? I'll be really brief as Dr. Spence mentioned. It was a pilot program for the second half of the year and when the team put the budget together, you can see the lines about 3.2 million that takes into consideration, Title, 1 money 2. So out of the, we're expecting about a 1.8 million in total expenditures, um, through the end
118of June, about a third of that is Title 1 money. So actually, it was really will be coming from the general fund. Um, is will be coming from the general fund. Um, is is about 1.2. I think those are different numbers than I heard yesterday in the audit finance committee meeting. So can you tell me what the difference is? Yes, I think what you heard. what the difference is? Yes, I think, what you heard yesterday was what, uh, the team is looking to do to expand the program, uh, for the program. Uh for 2526. This is 2425. No, I I the program. Uh, for 2526. This is 2425. No. I I asked about 24. So that's why I am. Puzzled. Your program. In your program, a few times to talk to. I don't know if
119this was 3 point. This is only 3 point. Yeah, yeah. Well, no, I'm saying. This is 1.8. The question that I have, by the way, I was thinking about this. Why are if, if the are we taking kids home? After the red program, that we wouldn't normally take. after the red program that we wouldn't normally take home by bus because we're just changing the time that they're going home, right? Is there any find? I mean, is there any real change? In in the, in the costs. So there's there's there's more, there's more stop. So there's there's, there's more, there's more stops because we we do, uh, we don't do corner stops. we we do, uh, we don't do corner stops on the red program but later because it's later, right? but later, because it's later,
120right? There's a stop, a run, or how does that work. So, stop, a run or how does that work. So the the run is the or how does that work. So the the run is the route, the bus carries 1 way, so Typically, we have Corner stops. but on the red program because it's late, we do house stops, so takes a little longer but you know, you're not going to jump off of the corner, especially You know, you're not going to jump off of the corner. Is now not a good time to. So it's going to, it's going to, it's going to fluctuate depending on the the it's going to fluctuate, depending on the the number of kids in the building that they also on how long we keep the bus. All right now I
121understand why we're tripping again. Okay, thank you. So so I will say 1 of the uh comments we got back on the survey was from a parent who has twins at home. Who would thank those for dropping their child off at home, because they do live within walking. home because they do live within walking distance of the school but because of that situation they couldn't school but because of that situation, they couldn't actively get out to get their child home. So they were so happy that we were offering that support. So that offering that support so that their her children could all benefit from her being able to stay home. all benefit from her being able to stay home and her other child, being able to go to the program. And you just mentioned middle
122school. I will say, we have applied for a grant. That would grant that would expand into secondary. So fingers crossed that we get something from that and is there something for that with the high school or is that different So, I just add to that. So we run after similar after school. programming at the middle schools and the high school through the 21st century. school through the 21st Century Learning Program. It's very, but the kids for middle school and high school being bussed, the youth Bureau that's on us. Do we pay that? the 1 on the rec center, the parkway Proctor JFK and Donovan have buses that get dropped off at the do we provide? They're leaving at their normal time, right? So it's just a stop change, but we don't provide any of the
123food or correct faculty, correct, correct. because there's like, a 100 kids at the youth Bureau from like, like 3 2:30 to they leave, they leave the they leave. The secondary is. Yeah, and instead of getting dropped that their normal, stop they just their normal, stop, they just get Drive dropped off at the but that program technically is not ours, that's a city, that's a city program. Yes. Okay, okay. I just want to add 1 thing um under food. Yes. Okay okay I just want to add 1 thing um under food. Um Mike Ferraro applied for supper Grant which um the district was successful in receiving, we weren't quite sure. What was successful in receiving, we weren't quite sure what the cost would be and that that number may change. So it's not that we lost
124$20,000 on it. We're just trying to get to a bottom number and we're not going to have that probably for a month and a half. Um and so we we just weren't sure where we're going to end up with that. So, you know, some of these like under supplies there were already supplies in classrooms sometimes, you know, when they put a purchase orders in that may not have stressed that it was for the red program. Um, for the red program. Um, but um and finally, I just want to red program. Um but um and finally I just want to mention is it goes back to what you were you know talking to Trina. about as it relates to employee participation, you know. Trina about as it relates to employee participation. You know, Dr. Spence wanted
125to be sure that we captured to make sure that we had enough of a budget uh, for sure that we had enough of a budget, uh, for uh, a very, um, vibrant participation. So, vibrant participation. So it's it's not that we really just didn't spend the money we spent. didn't spend the money. We spent it to as much of the participation that we could get. I I just was wondering what the food doggle and um, pot holder. Uh, budget was for next year. I want to bring back the old school arts and crafts. Is that what I heard? Here. Thank you, have any other. Thank you. Have any other questions on red? Thank you. Have any other questions? Thank you, have any other questions? Okay, I think that uh, Gets us through our presentations. We're
126going to attempt to. Hopefully adopt the superintendent's report. Um, I think Braden's list is incomplete. Sorry. so, So I'm I'm going to I'm going to go down first of all, my lists. Yeah, I'll take your list. Do you do, you do? Yeah, I'll take your list. Do you do you do you want to say anything before we do about your superintendent? say anything before we do about your superintendent before? No, aside from that. I'm going to go. No. Aside from that. I'm going to go through that. No, no, okay. So, you're recommending the adoption of your superintendent report. report except for Yeah. Um, Yeah. Um, you're pulling Item. 309. S. 295. P27 on page, 37 p27 on page. P27 on page. 37 p27 on page 50. And p27. And p27 on page 51, correct? Well,
127I'm I'm just I'm putting that on the record. Okay, I have the list here, which will go along. have the list here which will go along. 2 doctor, I mean, do Kathy and We are also adding. Pages. 90. 2. Through. 9. 90. 95. 95, which will I will also make a point of giving to Kathy Okay, in the meantime. My understanding is. That. That we are pulling page 3 S 291. He's withdrawing withdrawing. Yeah, do you want him to read them or do you want? 1827 on page 37. S 295 by the way, is on page 8. S309. S309 on page, 15. Are you, are you? No. Page 37. Right over here. Oh, you're you're pulling? There's 2. No. Look, there's 2 p27. I'm I'm not putting it back on, but Daniel know you're p27.
128I'm I'm not putting it back on but Daniel know. You're pulling to both of them. Yeah I just want to make sure. pulling to both of them. Yeah, I just want to make sure. Yeah you that's what you want. So you're pulling those page. Yeah. You that's what you want. So you're pulling those. Yes. All the page 37. Yes. All the page, 37 into 38. Into. Into page 38 at the top. Then. Then page, 50. We're pulling that. Oh, I'm sorry. no, that Oh yes. Right. So the fourth paragraph. Right? So the fourth paragraph on page. 50 p. 50 P, 27. Did you get that Kathy? Yes. Okay. We're pulling page, 51. First paragraph. Right. And those are those. Right. And those are, those are the items that are not being recommended, then. Yes, they're
129not all the items but those are the items that are not being recommended. Then we're pulling Pages 55. Through. Not yet. Not yet because we're pulling 55 through. 61 6. 6162. We're pulling pages. 71. 78 through 81. P. Page. 88. and, And 95 194. 94. 94 and 95 and you can get 3 and 11. I did get 3 and 11. Let me just make sure I had a 11. I did not get 11. The whole page. Oh okay. Page, 11. So Oh okay. Page 11. So with all of those pages being pulled and all of those items, not being uh, there are Uh there are there being withdrawn. You. Recommend the adoption of the superintendent's report. That is correct? Okay, can I have a motion? Move it second. Okay, any discussion on the items that
130are not removed, or Not removed or recommended, or withdrawn or pulled. Done. Okay. All in favor. okay, all in favor, I posed the, the the, the superintendent report is adopted and at the present time, We have. we have 2 of our principals sitting in the audience, right? Andrew De Jesus from JFK Indiana, pishon from Andrew De Jesus from JFK Indiana. Pishon from Donovan. Could you please stand and be recognized, and And be recognized and welcome aboard. we need we need a picture, so we need a picture so of course let me just okay, let me just The, these are my people. I'm very happy that they The these are my people. I'm very happy that they have that. We were able to appoint them. We had a very, very rigorous, um, interview process. rigorous um,
131interview process so which they both performed very, very well. We went through the, the whole gamut from instructional philosophy to the technical skills. They both. came highly recommended from the committee, and we are very pleased to welcome them on board, because they know that, pleased to welcome them on board because they know that their key to this transformation process. Evidence by all the research from The Wallace Foundation evidence by all the work that they have been doing. So I'm excited you're going to make me blush. Um, I had my eye on Andrew for a minute, we've had conversation prior to so it's good to just, you know um, be able to see you rise. it's good to just you know um be able to see you rise to the occasion and we're excited. So welcome
132aboard and let's go. Come on, Steve come up. Steve and Come on, come on, come on. I'm not sure who else should come up there. Um, he does, please give me a run for my money in the suit and my daughter always. Now, we're scanning probably. Thank you, congratulations. okay, so now let's go to page. page 3. Can I have a motion? Can I have a second? Any any discussion? Motion to amend. the what motion to amend the second operative paragraph of the second bulleted paragraph after now, therefore The paragraph. Reading the Board of Education. Hereby authorizes, the president of the board motion to amend to strike. starting with the word presented or the words presented to the Board of Education through the remainder of the paragraph. And to insert the words as finally approved
133by legal counsel. So what do you the board? It will now read the Board of Education here. By authorizes the Education here by authorizes the president of the board, or the superintendent of the schools to enter into the contract of the school district and substantially the same in substantially, the form as finally approved by legal counsel, I would agree with that. so, you're So you're making a motion to or your second, I'll second it. All we're saying is that it's really our protocol, by the way. way, to have Council review. And way to have Council review and approve. It helps it helps everybody. I don't even got to go. I I don't even got to go. Okay. Okay, so motion and a second was made you need to vote. Yes. So based on, we have
134to vote on the motion to motion to amend first all in favor. I posed that motion carries now We have to vote on the amended motion. Correct. Correct. Yep. Yes. All in favor. I'd All in favor, I'd like a roll call vote. You want a roll call? Sorry, go ahead. Mr. Cooper, yes. Mr. Dolls. Yes. Mr. Hope Mr. Obama Junior. Yes. this is, This is toil new. Yes. Mr. Brad Mr. Braden Nana know. Mrs, Danielle Puma. Yes Mr. James Mrs, Danielle Puma. Yes, Mr. James Paul, yes, okay, I Okay. I I'd like to know the reason the reason. Yeah. Uh, I have not been satisfied with the amount of paper workers and current projects and therefore I am loving this together. so, you wanted So you wanted to change, put yourself. Oh, the operative authorization
135of it needed to be changed regardless. It was too broad so your voting too broad so you're voting you're voting against the overall okay? Okay. overall. Okay okay I'm fine sorry I got I'm I'm with you. overall. Okay okay I'm fine. Sorry I got I'm I'm with you. I get it. I I got puzzled there for a minute. Okay. Um, motion know. Um, motion. No, we don't need to do page 8. Okay, I need a motion on page to on page 11. Can I have a motion? Okay. Any discussion? Yes. um, just um, just an informational point that the resolution, uh, allowing the superintendent to approve, uh, change orders under 25,000 expires in the end of the school year since under 25,000 expires. In the end of the school year. Since resolutions, do not carry
136it but into resolutions, do not carry it, but into the next school year. It's not for policy. So, year, it's not for policy. So that resolution will have to be reconsidered by the board of education at the reorganization meeting, or Assume thereafter. And as such authorization for the Assume thereafter. And as such authorization, for the superintendent, to approve change orders under 25,000 expires view of the school year, Okay. Anyone else have any comments? I'll call the question. I have 1, sorry, when we say end of school year is that the academic? school year, is that the academic calendar? I think June 30th. Thank you. Okay. Do we need a roll? Call vote on this 1. No. all in favor, opposed Carries. Okay. You went next year. All righty. oh, 37 3. 37, 37. No, we
137already pulled that that was not recommended 3738. was not recommended so 5555 or withdrawn, I should say, hold on, hold on. Just want to make sure I believe know. So I could 1. At the past 602. I think 61 is 621. Yeah, let me back. I think 61 is 621. Yeah, that'd be bad for 61 can be. Yeah, it's just a task that's fine. 55 through 61. I I also pulling 61 for the bottom hand but just that's a separate matter. I just need the topic. So I'll move 55 through the top. top portion 61. Okay. Do I have a second second? Is there any discussion? Oh yeah. I I so, I Um, prior to approve, I would like the table. um, prior to approve, I would like to table these to the and I
138would like the board to be furnished with all pupil counts for those that are involved in. A. 81. so, if you so, so to go through this list, Yeah, we I mean we we went through that exercise. We didn't Yeah, we I mean we we went through that exercise. We did we did a couple years ago, I just want to do it 1 more time. Well, I, I time. Well, I I think it's I think it's actually something that is good to show the participation in the various clubs because if for example, there's a limited number of people that are students that are participating in a particular Club, maybe we need to revisit agree. The the We have a meeting next week. Next school year because we have no idea what the student council look
139like. No, I want this year's. Oh, I want this year. We want this year. but, you know, 1 of we did this like but you know, 1 of we did this like years ago, you know, we we had a number of clubs that we we we had a number of clubs that we thought were active but might not have been as active as they should be, and we were puzzled as to why So, we just need the numbers. We don't need the names. so, we just need the numbers, we don't need the names and then we can just So, I'll make the money. So, make the money. I'll second it. I just, and I if it's not a club or a student Catholic could just If it's not a club or a student, Catholic could
140just skip over it. Because I don't know which 1 students are. I'm assuming like a team leader that is not this only has to do with the this only has to do, they need the clubs. This only has to do with the clubs. Yes. I just put their all only has to do with the clubs. Yes, I just put their all mixed so I just want but you're not it doesn't affect the middle of page. 61 is what I'm saying? No, just the top but but it doesn't affect the top of the page. 55 the 55, just but it doesn't affect the top of the page. 55, the 55 just correct, that's correct. Okay, so Okay, so then we'll take bottom of 61. We have a we have a motion in a second so we
141did that already all in favor. opposed motion the motion's granted it's stable. Okay I need a motion. On page, the bottom of 61. Through. Through top of 62. Okay, okay. Any discussion I have. You want to table it? On it. Oh, wait a minute. This is the uh summer. On it. Oh wait a minute, this is the uh summer camp. Yeah. What I'm talking about athletic manager. All right, so I, um, it's not a perfect. It's not a person. Yeah, I want. I I really it's not a person. Yeah I want I I really I believe that these should be full-time positions. I think we need to look into this. I don't I and I will leave it up to the administration as far as how many but I really believe with our grown the
142Athletics and Market. with our grown, the Athletics and Market where I bought a director and his vision and growing the programs and offer. offering support, I would like to see and I don't know, I know that there's contractual language almost but I would like these positions to potentially be considered Full time for I know that they're working both classrooms and this. So I guess I'm just tabling this for a further discussion in regards to some support to see if discussion in regards to some support to see that this. So I will say that the selective bargaining language around that, as well as the budgetary impact for this. Well, it's something that's an that's an aspirational statement, correct? statement. Correct, what? So you I mean it can't be changed for this year so My for this
143year. So my point is that's you're we're just 2025, because this is a 205206. We already have a budget in place if you wanted to try to do it in 2627. That's fine. I'm not. I'm sorry, I okay. I'm not, I'm sorry, I okay. Okay, we have a budget that's fine. Is there restrictions with bargaining when they have to be open to get this stuff is outlined because this is stuff we discussed in. stuff. We discussed in the budget planning for that department. This is this is Steve. Would you provide the history on this position and why it's a 0.5 position or sure. So these are teachers who also work as athletic managers it's managers, it's in the bargaining unit contract, they've been around this position has been on the books for Some track of
144time. But a long time to assist at least. Some track of time. But a long time to assist, at least the athletic manager, at least 15 years. Yes. And actually they were acting. It was a capacity of the were acting it was a capacity of the athlete. They were they were doing a lot of the tasks. That the athletic director is doing back when we did not have an athletic director. So but also looking I I just think this our athletic department continues to grow as far as a variety of sports being offered inter murals summer camps. different things are being added, and I just, I think that attention now needs to be Given to our athletic department more closer. What I, what I will say, I, I agree with you, is that we hired
145a new athletic. athletic director, and I'll be working with him to to understand what his vision is for athletics, and how he's going to. going to grow this program and grow all of our programs, to make sure that they're successful. So I know that Mr. Patterson has been doing a soft audit of, you know? Where the strengths and weaknesses are and he'll be presenting that to the superintendent and will passing that on to the board. So we're looking at this fully, okay? Is there class structure the same? So, is there a question structure? The same structure, the same every year or where the or are they given additional classes this year that they have to teach and if so how are they balancing that? I'm not familiar with the schedules right now. I get balanced
146you know? Stay yeah. So they have balanced. You know? Stay. Yeah. So they have the same number of classes that they've always taught in the past 5 classes, um, with the schedules typically set up so that they have their Periods where they're not teaching at the end of the day so that they can execute the responsibilities of athletic manager. I think if we can look at something like that, right? Because it would be interesting to know how many school business days. To take throughout the year, right? To address all of the tvl. And tvl and all of the demons that they have to go to, right? So then they have to find coverage for those classes. So Mr. Doula makes a great point. When she's talking about, we really need to look at that and
147to see if this should be a full-time person to support our athletic director, right? Because what else is going into this and are we Because what else is going into this? And are we pulling out other people to cover their classes in order to make these other people to cover their classes in order to make these things manageable? So I think it is something that we would like to see Are we saying we're going to get rid of? With thinking about getting rid of 2, halves to create 1 full-time. I I mean I don't think we we can make that decision and I don't know if 2 full-time positions. If it's supported, I'm not saying that. I think, you know, there's an interesting point too that with the workload, like the the class periods. I'm
148just saying, like our like the the class periods. I'm just saying, like, our athletic department is really growing, not only like, programs are offering, but after school activities clubs, after school, Different things. So I Just I, I don't. I, I can't make that recommendation. I was just wondering, Mr. Patterson, looks like he wants some input. Yes. Oh Yes. So what I wanted to say, good, good evening, everyone. What I want to say regarding the athletic managers. and, And talking and discussing with them. The workload of them doing a full class schedule along with the athletic manager position is a lot. They were looking at talking with instrument of cozy and Mr. English To classes being taken off that. To classes being taken off. That means have probably be the afternoon that they can do the
149the program related to uh Athletics. So to support with all those different areas at the middle school and high school level. And then the morning routine, That was 1 of the things that they were looking at. Okay. Is that how it's done right now? So all that class. So now, Is that how it's done right now? So all that class. So, now Mr. Culture that that means 3 classes, each Mr. Culture, that, that means 3 classes each with the 2 of them, right? That, that was the right right now. They each have 5 classes but if they're talking, have 5 classes, they're talking about getting rid of 2, they're down to 3. Is that what I'm hearing Mr. Yes, sir. Okay, I think it's just so. So I, I just want to to interject here.
150We're now discussing at the employment matter, this is another executive without your discussion. Yes sir, we're discussing particular, persons, got you? We Yes sir, we're discussing particular persons, got you? We can that we want to go. Yeah, I think we should just go and I don't, I don't think this has to do with the if I would because we're discussing the schedules and we discuss. I don't think we're talking about individuals as we are. You just said I. I understand I do understand. But you know, just said I, I understand I do understand but, you know, he brought that up. But my point is, The statement made by Miss padulla is aspirational. It will not be affected this year, it's in the budget. The way it is. The contract is there so, all the stuff
151that we keep doing change orders for So all the stuff that we keep doing change orders for that. weren't in the budget all this year. We now we can't programs that we added the living document. programs that we added, the living document. That was all the red program. That wasn't this is contractual things with the Right? It's, it's set. Yeah. Right? It's it's set that you've got your aspiration. The Right? It's, it's set that you've got your aspiration. The question is, when does it have to be done and question is, when does it have to be done? And can it be okay? Well, I have additional questions so I'd like the table to the next. Okay. Okay, that that I can have a conversation with or bring. okay, that that I can have a conversation
152with and and what we'll do is I'll I'll take that, you know um we'll take that in consideration. I'll sit down with the athletic director and we'll develop a a, a plan of action to get to really the We'll develop a a a plan of action to get to really the goal, the method of how we get to the goal. We will goal, the method of how we get to the goal, we will develop and the Mr. Pad will submit to the superintendent. And then we will then submit that to the board for review to say, this is our plan of action, okay? Okay. So this is our plan of action. Okay? Okay. So at this point, it's You, you want a table? the middle of Page. 61 P20. Okay. okay, and then I have
1536162, I have Okay. And then I have 6162, I have the bottom, um, of 61 and it's a top of 62. Okay, let's let's do a motion to table the middle at this point. okay, so can I have a motion to table the minute, the middle of page 61 Move it. Second. Any discussion. All in favor, I do it. But the middle of of 61 is for the budgets, that's in place now. Okay, we're not going to change it. What we want to have is this discussion about the positions? so I, I don't So I I don't know that we want a table, this part. so, I, I don't know that we want a table this part that can go forward because there's nothing we can do about this until next year. So we, we
154do need until next year. So we we do need, maybe do through the the uh p. uh Pac committee or something. Talk about going. uh Pac committee or something, talk about going forward and being, you know, wants to get involved. And at this time, I think this is true of the same as yes. Other questions. about Yeah, she just wants the table until Tuesday. Okay. Okay, so all in favor of cabling the middle. Of Page 6. I I any opposed. Motion carries. Now I need a motion. Motion carries. Now, I need a motion on the bottom of 61 and the top of the top of 62. Can I have a motion? the top of 62 can I have a motion second, okay, any discussion? Um, discussion would just be the process and the development, um,
155of how this was executed. How long were the positions posted for and how long were people notified that before they? all right, what I'll do is I'll defer to both uh, Chief human resource officer and that and um I've left director Mr. Patterson uh, Mr. Patterson, uh, sir, do you speak to the length would be uh, the the, when the, uh, position were posted. I know uh, the the, when the uh, position were posted. I know you produced the memo. I shared that memo with the board as well, but can you speak to that? So I just can you just give me 1 minute? I just want to make sure because I feel like the memo was specific from the lashes. Not for this, not to the summer. the lashes. Not for this. Not to
156the summer camps correct. It was it was I thought so okay just give me 1 moment please. Eric wants to talk about the other part of the world. Are you on this part of this hiring committee? I was not. Okay. All right. Can you speak to the process for the questions? Which position the summer for the given proper how Are so for the the positions for the summer camp. So we Are so for the, the positions for the summer camp. So we started really at on the back end. started really at on the back, end late on the positions getting in and out. So, I work with Mr. Chief climax in regarding to getting these positions posted and moving forward. And so she made sure that there. forward. And so, she made sure that there
157was a time limit that she did well, that that we that she did well, that, that we made sure we got the postings out, did the interviews very quickly, do the interviews in 2 days, when, when When when were they posted 5 10 to 5:23 from the majority of them? So I'm going to move back and repost sure that that we reposted them because there was an issue when the initial hiring process but the initial hiring process, but the issue Uh, not in the initial hiring process there. It could initially the posting process Some of them didn't have any applicants. Okay, so we reposted Okay, so okay, so my so Okay, I understand that. So you're basically saying that they were there for 2 to 3 weeks, How long was that? That period? The. The
158second time. 5 10. 5, 10 to 523. Okay. That was the second time, right? And that looks like the. First time around. Okay. And what about the second time for these particular Campaign. Campaigns. 618 to 626. Oh, I'm sorry. That's the 1 that went up today. Oh I'm sorry, that's the 1 that went up today. Yeah. Sorry. There was some additions today. Um, I'm seeing 510 to 523 for all of the summer camps Sports. Okay. Is that the appropriate amount of time? For postings for a position. Uh, yeah that's that's the appropriate amount. Uh, yeah, that's that's the appropriate amount. I'm, I'm, yeah, let me yeah. Let me just I I wanted to finish my line of questioning Okay, no, no, no no. Okay, no, no, no, no worries. How many spots did we have
159open? How many what does that mean? How many spots? How many lists listings did we have? Did we have a listing for every single score that we offer to offer a summer or is what we see what? see what was offered? Is there anything that was not filled that we couldn't fill so, So that we're not offering because we couldn't find a coach score wrestling was more wrestle. score. Wrestling was yeah. So is there tennis how did we score. Wrestling was yeah. So is there tennis, how did we tennis was another 1? Really, how did we decide on which sports were being off? Cuz I see there's a girl side. I don't see. A boys soccer. So what we did was and looking at that we want to make it with gender Equity. So basically,
160what happened was, we decided the flyer and also going out, depends and posting you put boys and girls. That is why today that you made sure looking today, that you made sure. Looking at the numbers of parents that have been calling me. I figured the boys soccer and cheer. cheer would be 2. That would be able to put another coach in so that cover there cuz I'm figuring with our Sports such as soccer, football basketball basketball, which are some very big Sports and doing my uh, life space interviews and running around the district and looking at different programs and stuff. I figured those would be some good baseball, so I don't want. So there's going to be more good baseball, so I don't want. So there's going to be more than what the ones that
161are being offered here. I'm going to add, I'm going to add a boy, a boy, another coach for the boys and girls soccer. And when I have 1 for cheer, Voice. Cheer or Voice cheer or just cheering and joy for the summer camp. Yes ma'am. Yes, ma'am. When the, when it makes sense to just have Yes, ma'am. When the when it makes sense to just have I mean like for example there the softball that's a girl's sport, right? Yes sir. Okay, so you don't really need to Differentiate. But like, Differentiate, but like soccer we have boys and girls lacrosse. We just have a lacrosse team know, but we only have a lacrosse team. So my point is You know what? Why couldn't the You know, what, why couldn't the, why can't you if you're having
162a camp? It's all about instruction, and whatever it is. So why does there need to be 2 separate? Sections. Or for the big for the sports such as soccer. And as we wanted to make sure that we cover that and stuff because I due to the numbers, I didn't want to have just 1 coach and we have no numbers. Well no. You would have multiple coaches, right. But for for, for, for, for different sports? Yes. I mean, I would love to have girls. Cross. Wrestling. Like football. So were their coaches that apply. So, were their coaches that applying for positions but were not allowed to have them because they could coach. were not allowed to have them because they could coach 2, but could not because it was considered double dipping. do we have coaches
163that could have filled other positions but they were already coaching, let's say. let's say cheerleading and the cheerleader wanted to coach cheerleading but then also wanted to coach girls soccer. cheerleading, but then also wanted to coach girls soccer, were they allowed to coach multiple Sports? so I, I don't The schedules are set individually by the athletics department for each of the programs. Um, department for each of the programs, um, any allowance or not allowance, uh, doesn't come from HR for that was their overlap in the schedules. It's yeah. it was a little over, so there's It was a little over so there's overlap, right? Okay, which and like I like to say this also, I went off of last year's schedule related to how they did the sports as we move forward. We get. Close
164to getting tenants, we get something for of different other sports such as last thing. Then I And back in. So it's not something that this year, that next year I won't next year, I won't do that. That may be another sport that we can add into something Camp as well. We get the individuals. so, The. The interview process. Or how you select the selection process. It's a selection process. Okay. What was the selection press so individuals who apply for the position? would apply for the position. Quick interview them. There's a Rubik that we do for the interview process. What is that rubric involved? The rubric is a common movement that the HR department uses related to the steps that based off the questions? How the applicant answers those questions? And then we based off of
165so there's a, there's a suggested rubric From the HR department for summer camp. Yes. Yes. Well, that's for all the animal process there is. Yes, sir. And Who is who does is the committ. Who is, who does is the committee comprised of the committee is comprised of myself. My 2 athletic managers. a principal or an assistant principal, like, and everything that we have for each 1 of those teams, I eventually, we're going to start moving into maybe a parent. Our staff member in the building, the reason why we weren't able to get all those different. We had 9 people that were part of our committee for The summer. And the summer and the Winter Camp, uh, winter sessions but we want to make sure we want to include more people. So as we keep moving
166forward with the committee for the different interviewing for the process. That's so were these all of our human resources, why? Why isn't Sarah up on that? So I just Final in mind, I just want to clarify a couple things. Well Mr. Patterson. Well, Mr. Patterson is talking about the rubric. I'm not, um, an expert in athletics, so, the rubric that he's speaking of, its So the rubric that he's speaking of, it's a, it's a standard template that we use as part of interview, processes for various uh, positions throughout the district. So, various, uh, positions throughout the district. So it's it's basically a standard template. The questions. I'm not developing, but the process of the rubric, what they look like. And then how the like and then how the questions are judged or rated. That is
167something that I did put together. Yes. Okay. So it wasn't a coaching. I'm not making up coaching questions. Just like I make up a carpenter question so I understand. So My. Were these in-person interviews? Somewhere in person, some of them come from. How? how, how much how do you determine, who, how do you determine who is interviewed on the phone and who is interviewed in person? So it was we have 1 candidate who is in Mexico. Called the interview and stuff and so he couldn't do it in person because you soon in Mexico. So you get the phone and so individuals who are working during the day and they couldn't they couldn't they and they want And they're great at 1 of the phone interviews. That's how we put the phone in. So I gave
168him a choice of in person or phone the majorities did in person. Something different. How much time did they have for the? interview when they were notified that they had to do a phone number so far. On the summer Sports, we did between 15 to 20 minutes for the winter. No, no no, no how. So when when you contacted them to say hey we're going to set up an interview how interview. How how much time did you give them for that time? time to either phone in or come in person today? I usually would and ask for their phone number and I would call them You know, this did you give them privacy was just a couple days? days less than 24 hours. Yeah. Yeah I gave him give you a days less than 24
169hours. Yeah. Yeah. I gave him. Give you a couple days so it wasn't a 24 hour. It wasn't a couple days so it wasn't a 24 hour, it wasn't a phone call, it wasn't a contact on Monday. And then on Tuesday, it wasn't a contact on Monday and then on Tuesday, they had to be done. Okay, anyone else have any? Okay. Anyone else have any questions about the summer camp so we're I'm excited just to be We're getting more solid Camp appointments. At some point. What do you mean for next next year? No. For this. Yeah we're going to have 2, that's it. No. For this. Yeah, we're going to have 2. That's it. I'm so busy trying to put in, they're supposed to so busy trying to put in there was supposed to be
170that went out today. Yep. Um for an additional soccer. out today. Yep. Um, for an additional soccer camp coach and also cheerleading as well. So Soccer will be open for boys and girls. Yes. Okay. I just want to make sure the application will stay open for pants so they can um, Get. Get their scholars in until July 3rd. All right, starting we posted for the flyer. The parents. On June 9th. We? We have a number of methods of getting the word out to our students and families flyer. Our website Facebook, yes. Did we get a high response? Like of of I haven't saw the numbers. They're going to give me the numbers uh, of the me the numbers uh of the 25th. Okay. And then we'll look at them and then we'll get them out.
171I would think because we ran Year. And so it was really successful. So I would think it's going to even bigger this year from those, Even bigger this year, from those who learned about it last year at the end. So I would expect that you'll get a, you'll get a nice and I would suggest, I don't know, I know this is going to cost money. Um, but printing or this is going to cost money um but printing or some sort of like a flyer they can go home with the kids. I know we have have a couple of days off to school but it seems to be have a couple of days off to school, but it seems to be getting better traction. I know, um, like soft getting better traction. I know. Um, like
172softball was handing them out of the softball game or to, you know, the cheerleaders, some of the girls had them because they come and help. So, like if there's any way we can get the piece of Maybe it's already going out or like something smaller and just black and white for people to at least bring them to the athletic. Um landing page to sign up their kids. We should do color correction. Okay. Any other questions about about this, any other discussion? We move the question. No. Okay. No. Okay, so all in favor, opposed motion passes uh, Uh, did someone ask for me to pull 71? Yes. Okay, need a motion. Okay. Need a motion. Okay. Any Okay. Need a motion. Okay, any any discussion? Okay, all in favor. Abstain motion carries. Okay. Top page 78.
173To, I'm sorry. Bottom of page 70. To, I'm sorry, bottom of page, 708 middle to 80 to to page. 81. need a Need a motion. Need a second. Okay. Um, someone making a motion to table it. Yeah. okay, second Second. Any discussion. All. All in favor or do we need a roll? Call vote. is there anything that the board would like the administration to clarify in the meantime while we're table in this? Yes. And I think that that faculty and conversation that we can have when it moves forward, okay. Is that? Is that everyone in favor of of table? It I anyone to, I anyone opposed, Stabled. Discussion. Hey j88. Okay. Okay, need a second. Any. Any comments? Yeah, suggestions. okay, go ahead was, am I allowed to Okay, go ahead was am I allowed
174to talk about? Do we need to? Do exactly. Yeah. Can we pump into executive session for a minute? Do you? Do you think there are any of the other items can I? I think the only 1 left I have is The. the uh, before we The, uh, before we 9495. Yes. Um, The uh before we 94 95. Yes. Um so 94. So The, uh, before we 94 95. Yes. Um, so 94. So we've already moved 88. So we need a motion to take for a second. We need a motion to table it. Second. Okay, all in favor, close stable need a motion on the bottom of page 90. 4. Is. Is that what we're asking for 94 and 95. Is that what we're asking for 94, and 95 94 into the top of 95. I'm
175okay. So are you looking to table that motion to 95. I'm okay. So, are you looking to table that motion to table? Okay. First, we have to, we have to, I table? Okay. First we have to we have to I need a motion move 94. move 94, and, and Paige 95. You want the whole? No, actually just to the bottom? Okay, no. Not I understand just below the just above the bottom. Okay, correct. 94. Okay, correct, 94, twister, 94, and 95. Except for the last time. Okay. Correct. 94 and 95. Except for the last time, okay? Second. Well, we're moving it to we're moving. Second. Well, we're moving it to. We're moving to table it. Yes. Okay, we're considered All In. All in favor of considering it. Okay. Okay, motion to table. Move it move
176it second. Okay. All in favor. Move it move it second. Okay, all in favor of tape, I proposed. Okay, I need a motion on um, proposed. Okay, I need a motion on, um, bottom of 95 second. Okay. No discussion. All in favor abstain. Okay. so, I think we've covered that. That. Okay. Now I will make a motion to remove page 888. Okay, move it. Okay. second, I thought Second. Well, I thought I okay, all in favor. Take it easy. Now. Motion to go into executive session. There you go. All in favor 5 minute recess. I'm getting punched. I think that's the only.