001Oh, [Music] yeah. Do you guys Yeah, I don't have the owl set up. forgot that. But I think everybody will see it. Okay. And I'm trying to get it on the screen. Oh, yeah. You do. That's That's That's Everybody has to do one. Um, we'll start. Uh, we're going to move out of executive session. Um, anyone want to move that? Second. All in favor? Okay. Uh, with that, we're officially in our board meeting. Um, and we appreciate patience of being here. Item two, pledge allegiance. There is To the flag of the United States of America and to the republic for it stands one nation under God indivisible andice for all. [Music] We are all here with the inclusion of our electronically receipt and we have um an opportunity for the order discussion and that is
002um discuss Okay. Um, we now have a discussion of policy 5695 which is students and personal electronic devices. That is a policy that's coming to us from the government discuss that policy committee or we're going to discuss how and that we are probably going to do this in single needs to be passed by August 1st and that would be and we can do a single If we have vote on policy so we have this policy 26 5695 and that policy I believe it's attached to the agenda um and the NISBA policy for a sample policy for Um, we have some options and someone walk through this. I have a quick question first. I guess what happens if we don't approve it by is there some sort of default policy that falls into place? Yeah. So,
003why don't I walk through it? I'm just curious what the what the ramifications of not moving. Yeah. So, let me go through the whole thing. I think if you guys don't mind I'll kind of go through it real quick and I apologize. Guest Wi-Fi is working but that's not helping me get up there. So I do apologize for that. So the regulation came out. This is it's set by the governor. It's an executive order that comes down from it. So by August 1, schools have to have a policy. But let's be honest, no matter what the regulation is going to happen like there's an executive order came down that we said we have to do it. So as we can look at the policy it says law school needed or not. So, even if you
004don't have that set policy up, the law is still there. Now, I don't know if anyone's going to come out and say you're two weeks late or a week late on it, but that's what they're asking that it's posted up on our website and someone might be looking, but in the grand scheme of things, you're still going to have to abide by the law. The law is pretty clear on the policy. There's things that are in it that you have to follow as a school and then there's recommendations that schools can choose the options otherwise. So the things that you have to do internet enabled devices such as smartphones and I don't have policy in front of my memory smartphone smartwatches cannot have them in school from bell to bell they can be on school
005buses they can be let's say I'm going to Boseies and I get on the bus to go to CTE you can have it on that time it's on campus during that time bell to bell is when the school day starts and the school day ends school district can choose can choose to make it after Belt, meaning if our extracurricular activities or after school ends. My recommendation after talking to stakeholders would be don't do that. It'd be extremely difficult to enforce. I think it would be a lot harder than it needs to be, but school districts have that opportunity. Um, school districts also have the opportunity to increase what you can allow or not allow. So, meaning um currently right now, flip phones are allowed because they're not internet capable. School district has the ability to
006say no flip phones. School district has the ability to say no Bluetooth connected um headphones. Um that is another option that a school district could choose or not choose. Talking to stakeholders um we feel that having those headphones are important because we can use them for connections to the Google. They can still have the Google the Google connected to their Chromebooks. They can listen to music, audio books, things like that from their area. Um, so that is some of the things that you can and can't do. Storage devices and the way you have to store it. So this is an interesting one. You have to have a storage plan. Storage plan can't be backpacks. And the reason why it can't be a backpack is because it says that it can't be in the hallway. So
007bell to bell is hallway. So if you have it in a backpack, it doesn't count. So they're saying no backpacks. They don't consider backpacks to be feasible. They do give the option of cubbies for classrooms or caddies. The problem is with middle school and high school, they travel from class to class to class. Elementary school, that's a little bit more feasible because they can put it in the caddy for the day and it will be in there the full day. Middle school, high school, they transition. So really the only option, the true option that's available is either buying gander packs, which we've already discussed is not an option if the board wants to go down that road, or lockers because lockers are and lockers are acceptable. So lockers don't want to stay in the hallway,
008correct? Because but they're away from that area. So what if it's in your backpack locker? As long as if you wear a backpack and it's in the hallway and it's going through, they say you can't do that. school district cannot make a policy saying put it in your backpack. If you can say put it in your locker and it's in your backpack in your locker that's fine. Okay. Correct. But the cell phone or the internet device internet device has to be I I guess I have another at least maybe to um ask but the so the cell phone or the internet connected device cannot be in the hallway. Is is the issue it's mere presence? Is it out or not? Right. So like one let's say is a pocket cover. No. And is it is
009it the I get the cannot be out and abuse in the hallway. Like how prescriptive is it? It sounds like very particular in a hallway. But if you walk around Yeah. If you can't see the device does the device Let me say this. The policy that you have to approve as a board states the plan that you want us to follow. Meaning students and you can't have in the policy will be in the backpack. Right. Right. But you can say we'll be in the locker. You're not saying to us I want you to go through the hallway and make sure that every kid doesn't have it in their pockets. Right. Right. We're not we're not doing searches and seizures for making sure cell phones are out. We're not going to do that. So if we
010say it's in their locker, the assumption is if students have it in their locker, we cannot see it. There has to be a plan for if we see that internet enabled device out, what do we do with it after that? And that really comes down to if we don't see it, we assume it's where it's supposed to be and it's locked, right? That's the assumption that we have for the policy. What our policy can say in terms of where it can be versus what's really a student getting in trouble is if that phone is out, they're getting in trouble. If I'm in the hallway and I'm using and I have my phone out, we have to put in our policy what those steps are to be able to run that, right? And there's some recommendations
011from this regarding that. But if my phone's not up, nice and you think it's in my backpack or you think it's in my locker because that's where it's supposed to be. We're not questioning your child's integrity. We're not looking for that, right? We're just making sure we no phones in in school, no phones in the hallway. Never mind. So I I have another question. Uh so internet connected devices including internet connected smart watches uh there's a whole host of other types of activity trackers and smartwatches that are not internet connected um but yeah but so like like a Garmin watch get text messages but text messages are not problem perform right so it's not internet enabled um like how how and where do we draw the line Well, that's what you have to that's what
012you have to allow in the policy. And I think you have to be very clear prescriptive in the policy of what you're going to allow and what you're not like a Fitbit. I think we talked about that policy. Fitness tracker. Yeah, fitness tracker. A fitness tracker is would be okay, right? What about that is discretion. But yeah, the smartwatch as long as it's not internet enabled, but then it becomes down to supervision, right? and you have teachers in the classroom supervising smartwatches, that becomes the issue because then it becomes a distraction for the teachers. You know, we don't want to have this be a burden to be able to lose instructional time. So, so that is where we're at today anyway. Right. Right. Again, I think a student brought this up and I wasn't there,
013but I was told this is that it's easier when you've never had it before. So, the middle school right now, they're good and they're going to learn that responsibility. the elementary school. Yes. The high school students though, they've had those phones. So, that's a hard thing to to learn from. The eighth graders moving into nth grade, not a big deal. They've already known this. But the ninth graders moving into 10th grade or the 11th graders moving into their senior year, they've already got that addiction, right? They've already gotten used to that. So, that's a habit that's going to have to be brok. But those are the things in the policy. Another thing in the policy that we have to make sure that we're clear on, and if I'm missing something, please let me know anyone
014in the policy. um is what we do when we have a cell phone out. Uh NISBO was pretty clear and I like NISBO's recommendation is don't give warnings. You know, you can give warnings all you want through daily announcements. You can give warnings when you know you do your code of conduct and your handbook signing. Everybody will know it, but you really shouldn't give a warning because you've already done it. And then who's going to track the warning? How many times is it going to be? The teachers and have to say, "Well, they did it in Mrs. Willy's class, but now does he do it in Mrs. Owen's class? How many times do I have to do it?" It really should be first time bring it to the office. Nine strikes. Yeah. So, this one's
015kind of clear. NSA's recommendation is do that. But the important thing is you cannot suspend the child because of the outcome. And New York State is very clear on that. You can do other things and they're giving recommendations to follow your code of conduct and not suspensions. And the other component of this is in 2026 we have to track how many discipline issues we've had or how many infractions of this that we've had. Um, so we have to actually post on the website. So when a teacher sends a child out for the cell phone, they need to make a referral because we need to know how many times we have to post up on the website how many infractions and dispositions that were given and what those dispositions were uh that were given. So an
016infraction is what happens to dispositions comes from back in the day. Yes. So beginning sorry not sure about oh so so can we use any of the money that the legislature allocated to create a reporting system seems like it's going to require some funding like pouch is great but now you're putting these unfunded mandates on the district to report all this information. Yeah. Yeah. This is that the the money that came out for the legislation is for school districts to put the p the pouches not for the the documentation purposes. Um we also have to the policy have to have what's certainly not. Yeah. So it says beginning September 1st and ask thereafter they'll publish an annual report. So September 1st of 2026 reports being published of 2025. 2025 to 2026. Yep. So next year's
017infractions we have to publish. Oh, so it's just once a year. Yeah, once a year. Uh the other thing we have to do is be clear on having the phone available for students to utilize to contact families being clear on how families can contact the students and be using it. Um pay phones. Well, we have we have office phones. So middle school has an office phone. The high school have an office phone put in. So those will be there with families. Um teachers do landlines in their classrooms. Correct. I don't know if they all call out. Okay. I would I believe they do. Yeah. You can call out. We can call out. Sorry. Parents can't call directly to our group. So teachers can call out. Now our our students through the internal Gmail stuff they
018don't have the ability to email out. Correct. Correct. So like they forgot my instruments. They can go down to the office instead of shooting or instead of going and calling the parent and saying I said come get me. You're going to have that's that's positive. Right. Exactly. That's one that is taking advantage of. Am I missing anything in the policy that you see? Because again I'm doing this by memory. I apologize. I think one other one is, and I think you kind of touched on it, was whether or not we want to restrict during school functions that might be outside of the normal day. I mean, I heard what you said in terms of um um you know, curriculars and stuff that becomes an enforcement issue, but what if school trip, field trip during normal
019school day um by this whether it says school rounds. So it needs some flexibility in terms of whether or not you want to consider restrictions for school functions that are off school. And again, these are I can give recommendations of what I've seen or heard. Like for example, I know that initially talking to admin, the idea of having a flip phone becomes like then how do we do this? If we're going to allow one phone, then we're going to allow another phone. like it's easier enforcement about it, but in the end result, it truly is a board decision. These are board discretions that you know have to have that conversation. I can give all the input and the stakeholder input that we're we're gathering, but these are some of the things that are truly in
020more control. So Frank, I I think if we don't um also exclude like the flip phone, cell phones with no internet connectivity, we're going to have like we're going to recreate the beeper industry where every kid is now going to show with a paper that like uh you can translate text messages to them from their parent. So I I think it's all got to go. And there are flipones And there are flip phones that look like old school flip phones. Yeah. That are not. Yeah. I want to say that this policy doesn't refer to the institution of the law. It looks like it's coming from the board. And I would like it to use the first sentence of the note that refers to education 283. So beginning August 1st, education law 283 requires school districts
021to adopt the policy. And I also would prefer it to not have the information the last sentences of the first paragraph um where it says I I know that these devices can create a significant distraction to the school environment and negatively impact student mental health. I'm I'm a bit challenged by that because the research on that is is floppy and not um as straightforward as this statement makes it seem. While I can be problematic, it's kind of like cars in that students get taught how to use cars before they cell phones can be problematic with not used properly but in themselves they are not so that I mean I I just I generally think that while it's important particularly local policies discretionary to explain why it is and what the rationale is and in fact
022that might be required in order to policy stand otherwise this is a policy being by the state so I I quite frankly think that for educ who have this policy. Yeah. And I I continue to find it problematic that these are kids who in some cases are 18 years old challenge. These are kids who are of the age. Some of them, you know, they're seniors. They are, but I will say that some of these children who are 18, and do all these lovely things, some of them have legitimate internet addictions that I do not think people take seriously. I think there's a reason why if you talk to any secondary teacher, they will tell you, I would love it if there was somehow some hard school that was no cell phones. They are wildly distracting
023not just to the person using them but to every other student around them and the teacher. I struggle to find the the benefits of having classroom at all times which is what they were speaking to lunch. Yes. How um perhaps however every teacher is seeing and we are hearing about social emotional learning that kids are really lacking basic socialization skills. We need to give them time to practice those and they can't do that if they're staring at their phone. I mean really truly kids are struggling to look at someone and have a conversation. I mean It's a it's a very serious problem but I think if you are not seeing it on a daily basis you probably cannot understand the truly logistical question um in theions sort of right like so use the device in
024defined circumstances such as you know where I'm going. You know, if they are authorized by a teacher principal or implementing any educational purpose, how is that even possible in the world where they're not allowed in the hallway to the extent that they can't be in a backpack? They can't traverse the hallway to get to the classroom when they can be used for an educational purpose. So, how can that going back to the vacuum tubes? I missed that one. So, thank you for that. So, that is another one of those ones that you can choose to add on or not add on. So, Mrs. Credelo went to the curriculum committee meeting and was there and I asked her to speak about this because she sent out a survey to the teachers and the teachers all agreed
025it doesn't make sense and there's all things that yeah it's a point because you're exactly right like if I'm in Mr. Tersky's class and I'm using that phone how do I get that phone do I bring it out and then it becomes that gra so we're finding other ways to be able to do that and I use Mr. because that's a media class, right? Recording and they do things that are out there and so that we're looking at other ways to be able to support that so we're not making this harder for the policy and harder for staff to because what ends up happening, right? I will state this from being an educator and teacher and everything else for years is if I'm in my classroom and my my rule is no, but I you're
026in your classroom and you allow it for for self for educational purposes, it does nothing to support anyone and you got to have that hard and has consistent growth for everyone because you have to support each other. It's the only way these kind of things will. You're right. That was a point because we did ask So Frank, for policy, sorry Rachel, um for policy, will you bring uh recommendation or recommended language to address that issue? Yeah, I have some recommendations after speaking to people. Okay, great. Thank you. There was some discussion There are small little increases that we have. Okay. Thank you. And then how do we handle the medical etc. exceptions? We're not fully sure yet. Is that like you're checking every time or after like three months you kind of do things the
027kids do or is it how does they're going to have to get a medical exemption through our medical director making sure they show all the documentation. And then we're going to probably have to put on our our e school system, our school system a little notification. Again, I'm brainstorming in public. So, I could be wrong. Just remember that. Um, but what's probably going to happen is medical director is going to have to prove it. They're going to have to go through some type of way to be able to say, "Yep, we definitely need it for this." And then on e school, there'll probably be an alert for all the teachers to know that this child has the ability to have their cell phone on for the policy. You can't say exactly Did that cover everything?
028Yeah, I think so. I think um I think this one has to jump the line just given the timing. So, we we already had a pretty full list of things to cover in our June meeting which is coming up in a couple of weeks um or a week and a half or so. But, um we'll we'll have this jump the line. I think based on the feedback today, we'll be able to turn around a first read policy that we can put in front of the board at the July meeting. Well, the thought is that that be the single read because there's policy 2410 which is allows if we doanous vote on it then we can pass it in one scoop. Okay. So that would be the plan and the understanding is that any policy we
029do this we can make edits to it. We can pass it so that it's done in July if we can pass it. If we do I don't want to suggest that I understand but then we can make to it going forward as any policy changes to Okay. Y does that work? Yeah. I'll defer to you and Frank agenda setting. I don't really want to try and pass it in that first meeting, but I think we can have it ready for the July meeting. Okay. Given that it needs to be done by August 1st, theoretically, that would be helpful. Okay. Um, any more thoughts about this one? Yeah, I just wanted to mention that certainly it's it's important for us to certainly from the community. Um, email address. Um but we're certainly welcome that feedback required
030by law to take that feedback anyway but um make aware of that requirement. So um you know certainly encourage people to reach out um with the caveat that you know that this is a requirement of the laws of course are discussed here but the question is not or not to have this cell on school grounds or internet. Those are those are the hard and fasts that the law requires the public being mindful of that and understand. Thank you that for point that out. We do welcome um comments and input and email address is BCSD with that we have the opportunity for public to be heard just trying to get off the Wi-Fi. All right. Um, is there anyone who would like to share anything? Hi, Kelly, boys teacher association president. Uh, we're getting underway with
031the construction project and with any construction project we know there will be unexpected challenges. Uh, the first one that is impacting teachers is that the third board had was informed uh at the end of last week that they need to box up their entire classroom. If you've been in an elementary classroom, that includes every item on the wall, every book on a bookshelf, every container throughout the room. It's a huge undertaking. Uh, and though there are 15 rooms on the third floor, there are six other rooms throughout the building that also have to be completely emptied in preparation for the construction. Uh so that impacts a total of 27 teachers. Just to give you a um I reached out to Mr. McCree last week uh with the idea of having one day the last week
032of school where we don't bring students in. Teachers can pack teachers that don't have to pack the rooms up. We can get this done. Uh I my understanding is that that might put us in danger of not meeting our minutes uh of state mandates and I understand that. Um an alternative would be that if early releases not a half day but an early release or a late arrival a 2hour delay three hour delay for snow uh which would also not impact our minutes because that's within state regulations. that would be another way to give teachers time uh to do this. Uh I know that there's an op there's always potential to pay people to come in at other times, but not everybody has that time. And if you think about paying 27 teachers a predium
033rate, that's going to cost thousands of dollars. I don't know what the impact would be if we were to give them a day and lose some funding. I I don't know what that number is, but crunching, if you average those 27 people and you get a step five, which is not, it's well over $8,000 to pay into. So, this isn't just a $200. Um, I did survey the teachers and the overwhelming response was that time without students was what was make this manageable. So, as you get into your discussion of this item tonight, I'm going to ask you to please find a way to support teachers in accomplishing this with instruction without putting an undue burden on their time outside of the regular day. They have families, they have plans, and we don't want to
034get this done because we don't want Thank you for your comments. Does anyone else have to share? All right, with that we move to item 3.1 Eagle Scout project presentation. First I want to thank you all for taking time and hearing my application out worked already with just recruiting um coachza with some of the proposal I have today. Um, first before we get into it, I do have something up to you all, I have previously already emailed it to that address mentioned. So, you've seen that already, that be fantastic. Um, attached there are three pieces. First, just outline some of the expectations with being on your end of the project. Most of it is kind of the legal and paperwork stuff when it comes to funding and permits and all that stuff which I'll get
035into. Um the second piece is a drawing of my project and the third is a is the formal propos excuse me proposal that just outlines kind of the bare bone bare bone planning that I have to do which I'm seeking for approval for for today. Um essentially my project um as you may have seen there I my plan is to construct a roof structure over the two benches at the upper sat field out of the two that are going to be below the gazebo. So that is that field is used yearround by both um soccer lacrosse and other programs outside the school. Uh, as you may see up here on this high school campus, the baseball, the softball, and varsity soccer teams have a similar thing available to them. The soccer season, we have that
036home dugout structure that they mention that suffer, keep you out of the weather, etc. Nothing like that is very available besides that one up in the top hill at the at the side. This structure would be going over those two benches to provide that. as I obviously I know through talking with coach staff my experience as an student athlete here in Portzville that's a capability that would be um definitely needed but I'm looking for as you can see my plans as talking um creating coachza would be to construct the design sec sometime over the summer between the um end of July to the or to early August at that field to finish it before we start first that year. And I'm just looking for you to look over the proposal that I have. I've already
037gained approval by um post forward with the plan you see there. Um some of the things on that first page that may see that would be worth notice as I go through my project and I'm doing this any fundraising that I'll be doing. I'm not necessarily asking for money from the school. That's most that would be definitely welcome and available. The fundraising is not necessarily going to be me raising it as an individual or through the Boy Scouts. They specifically requires that I'm fundraising on your behalf. So, anything I'm doing, I will be asking as I would claim as I say in there. So, the the community foundation, the local cruiser clubs that would benefit from this, I'll be going first asking for funding. As I do that, I will be asking as or for
038the beneficiary on your behalf. So anything that may be left over as I fund raise money to buy supplies if it is I over fund raise or I have extra supplies after the fact they require that either those supplies and funds go to the school. it goes or you and myself designate either a charity or um my homeboy scout trooper for that funds and supplies to go back to and some other things that they also mentioned that any permitting and contracts that need to be done is not the scout responsibility but it would be to the school. So if I come towards you I have my design you approve it that's fantastic. If it comes to the point that it needs a building permit to be done, um it would be the disclosure responsibility to
039make sure that that permitting is done and that the design I provided would be to those specifications. I'm unaware that is something that's needed, but if it is, it would end up applying to your responsibility if you discretion. So, if any of you have any questions regarding what I've said or already shown you? Yes. Okay. So the benches are on the far side. They're facing they're the two athlete bench benches on the opposite side of the field. The structure would be standing over those facing back towards right. So this lamp goes down to the down to the back. Yes. Towards the sun is that way. Right. So if the ben if the seats are the benches, the roof is going to go that way. that the sun comes straight from the west. It sets that
040focus the I'm trying to think um first to clarify where the benches are going to be opening would be towards the fields but the highest point for the opening would be at front towards back. I don't know where the sun is and all that. I think maybe describing Yeah, I think I think the benches I'm just remembering that basically the when you're as standing as a spectator on this like if we're we're the spectators and those benches, we got the sun on our backs. Okay. Um, I know this because the back of my legs differ. So, so the those seats are receiving the sun. So, the slant going like that means that they're what you're saying. So, that's what I'm just saying is I get it for the rain. Yeah. But is there a way
041I don't know as is there a way to deflect some shade? I um to my knowledge not necessarily especially if it's coming at your face obviously it can help if it's further set in front of them or anything of that sort I as you said I just slant it off in that direction so for snow range for the runoff sake um as the as I show in design I would you just kind of space out a little bit with some boards in the back to provide that shape if it's in that case that it'll be in your face through those evening times as a game then I I don't see much I can do. Yeah, it's better than it would be. Um, but that just my like if it's a little deeper, how does it
042that's that's something I'm looking to I'll see if anything can be done for what that would look like, but I'm not aware of thinking of all the top. Yeah. Can I jump in? Andrew, thanks for your presentation. You're doing a great job. Uh, my question is probably more for Frank. Um, but I'll ask it anyway. I assume that there's some like site preparation work needed for the the um sheds or the structures, right? Like do we need to clear any ground or put in a foundation? Like is that all included in your proposal? Um, yeah. part of what how my proposal would be with me now there the only work that I would need on behalf of the school essentially you telling me where can I where am I going to be putting this where
043can I dig I'll be through my proposal I've said already I'll be digging the I'll be digging the holes to set for the foundations I'll be getting that as I've said which I've said in design this may change it'll be concrete footings that'll go in for the post to be setting onto my current design and that that the program just that all of that work defaults to me. If there's any way in which the school would be able to do more more than I've um already allocated towards you, that would be fantastic, but I I haven't asked for anything of that sort. So, I'm not sure how that would work on your end to do facilities. So, we also had Andrew meet with Joe Mayo, our director of facilities, and also soon be Andy. Andy
044got Andy's last name. What's that? Dy. Thank you. Davey who will be appointed tonight um to help Andrew has with us who will help oversight it give Andrew any supports he needs to so throughout the process we want Andrew to be as self-sufficient as possible as a needle scout to earn that bad but we also want to be able to support him all he needs to we have the resources available I would say thank you it does come to the point that that work would have been done already if it's I contract somebody to do it or the school does it for me that would still allow me to complete my project and finish it under four requirements. So if that's something that would happen, it wouldn't be a problem. You could please get that
045done because we did talk about digging digging on property. Yeah, that's well not only that it's rocky. It's it's very we do that is one thing that is mentioned at that very first um 811 all that pre- digging stuff that has to be done. they outline it as that's a responsibility that doesn't fall to the scout but to the beneficiary which should be um thank you again for bringing this idea forward it serves a great number you talked about it briefly the first very initial stages. Yeah. Very initial. So I don't but I don't want Andy, thank you for the presentation. Thank you for the information packets that Thank you. Um I think they're available on May I say one thing before? I just want to credit Andrew um for thinking of something giving back
046to the school, organizing this, coming to me, the director of facilities. I mean, really advocating for that and doing it. So, I just, you know, congratulations. I think it's an amazing thing you're doing. So, thank you. And the fact that we support it, I think it's great. So, thank you for what you're doing. And just one thing, I'm not sure if this would necessarily be directed to you, Mr. McCree or the board, but um when I go do my fundraising, I have a separate application to go back to you. um for that to get approved would that be something that I'd have to go towards you that beneficiary to approve or that so if you have any more questions um if you're if you'd be able to approve it as it is you see your
047date if you want to stick around Well, can I sign it for him now with the anticipation that we're going to approve it? Can we adjust the agenda? Let's make the motion. Does anyone want to make a motion to adjust the agenda to move the item of 5.13 I'll make a motion to consider item 5.13 now. Second. Uh, all in favor? I Okay. Um, let's consider the approval of the Eagle Scout project. Anyone want to comment or ask any questions? Move it. Second. Second. All in favor? I. Thank you. [Applause] [Music] With that we move to item 3.2 presentation. I was kind of hoping Andrew would stick around because you might be able to answer your questions at the end. You did a good job. So, I brought my Jeep. I do want to apologize.
048I cannot connect the PowerPoint. So, I have a small I'm glad I brought mine with me because the last time I was here, I presented and I could not see that screen. So, I do apologize. These are just one pages that I'm going to talk to at one point. Um so first and foremost, thank you so much for having me here. I want to give credit to my um building leadership team. Um it's not just Don and Laura. So this is Don Maruso um and Laura Lansky. Um we have a a fairly large building team that has spent a lot of time this year looking at many things along with GIS. So couldn't do without them with teachers and all staff included and yes it's gotten to the point where sometimes I throw my glasses
049on just sharing. So I don't want to you know I'm not very big on reading slides but there's a couple slides I want to read direct with you. So PBIS positive behavior intervention um systems. So we're calling this the Blackbird way. All right. Um Obviously after our mantra in the black. So to make a long story short, PEIS is defined as a proactive framework focused on positive behavior and creating a supportive school environment to all students and focus. I'll get to those later on. A pro a proactive approach. So PBIS emphasizes prevention problem behavior or preventing problem behaviors before they occur rather than just reacting to them after that which is most of the the time what we do today is you know after a disciplinary action occurs we provide consequences or follow through based
050on the core product positive focus teaching good behaviors is central encouraging students to make positive choices and fostering a healthy is really the direction we're trying to build upon and having a supportive environment. So creating a safe and predictable environment that predictable piece is very important where all students feel valued, respected and supported by staff. So within that within that we're building three core values. The core values that we're building upon are safe, respectful, and responsible. Right? Sometimes you have like 10 core values and it it muddies the water. It gets challenging to remember all those core values. So we want to make it simple and things that encompass all areas that we're talking about and those three are very inclusive of our birds mantra and even encompassing when we had PBS prior. So very
051happy about that. Um it's a framework that helps our whole school work together to create a positive atmosphere um for the whole building. Like I said, we're flipping the script. We want to focus on the positives more than always on the consequences. Now with that being said, it doesn't mean our code of conduct goes away. It's still there. We still have discipline and it still occur that still occurs as necessary. Um we're marrying them together. But the hope or the goal is by focusing on those positive and building that more of a reinforcing environment that's going to encourage students more of the positive behaviors than focusing on the negative. With that, we have three principles that we're we're talking about that we're trying to build. That's having clear expectations, right? We talk a lot about
052explicit and systematic instruction, but we typically talk about that when it comes to academics. It doesn't necessarily always happen when it comes to behaviors and we want to make sure that we have consistent language across the building like we have done for our academics as well as teaching those explicit behaviors, positive reinforcement and then also safe and inclusive environment. Right? So again, students thrive when they understand clearly what's expected of them. And sometimes when you work, you know, you we have 20 um 29 sections of classrooms throughout the building. We have six special areas. We have all these different environments they go in. Sometimes it's taught a little bit differently each of their rooms so you don't have that consistent message across the building. This the goal is to build that common language. Okay. PBS
053ties in really well with MTSS. Uh we just had a conversation at the last curriculum meeting talking about that MTSS um is is replacing RTI. Um and again I want to be clear that it's it's a three-year plan for MTSS as well as I want you to understand PBIS is going to be a two to three year plan as well. There's certainly multiple levels of that. We're not diving in and doing everything all at once. That's just way too comprehensive and too challenging um of a shift to change upon our teachers. Oh, I just want to say MTSS for those who do not know is multi-tiered system of supports. Jeff has it very nicely on the diagram that I cannot show. So it is there. I want to give you credit for it. But just
054in case you don't know that that's what it is. Sorry. Not besides exactly where I was going. So as you said multi-ter system of supports. So when you talk about an MTSS um program, you talk about the whole child. I think often we think of the child and we think about academics, right? Which is critical. It's important. But you also have to think about the behavioral support systems that are in place to help them be successful because without wanting, you know, if they're struggling behaviorally, it's going to impact their academics. You also talk about their health and you also talk about their attendance. All those kind of come under that umbrella of MTSS. Um, and this is our our building leadership team taking the time to really look at that behavioral piece um, and making
055you more positive. So, just like MTSS, you talk about tiers or different levels um, of intervention or things that you're going to put in place. Um, and that can be done for behaviors as well. Right now, just so that we're clear, we're looking solely at tier one. And when I say tier one, we're looking at that universal support for all students, having something systematic and explicitly in place where and that common language across the building. All right? Establishing those core values. I just mentioned the three core values to you guys remember. Be safe, respectful, responsible. It should be something that you can remember pretty easily. Um develop that common language. I described that and introduce expectations across the entire school community. All right. So um now when I get to that that's what that blackboard
056way uh the one matrix is there is it's going to talk about clear expectations in a variety of the different areas in our school community right so that's exactly my next slide so if you look at that one here it's called the blackward way and it has safe respectful responsible across the top I don't need to read all this to you just give you an idea so there's general expectations um and again we could have written paragraphs for each of these but the folks just to keep them short and sweet um to make it a little bit easier to make it more memorable able for all the students and our staff in a few days. Um and then it's going to break down the expectations for each of those areas and the hallway and the
057cafeteria at recess assemblies and the bathroom and on the bus. All right. All very common areas that we use and to be honest with you recess and the bus are often areas that we struggle with um and the staff are supporting them. So for them to have clear expectations with the rest of us um is going to be a huge benefit. All right. Too much talking. Mrs. Sorry. No, you're good. Just easy. Um, those are all important. Even the simple things of walking in the hallway, right? Um, every teacher, every grade level does it a little bit differently. You might have one teacher that walks in the hallway with two lines. Um, we used to have some teachers that had it with a boy line and a girl line. Um, haven't had that in a
058long time. Um, not that long, right? Not if I may. um you know we have some that walk in a herd and we have some that kind of walk in a single line right so um building expectations have you know a clear message for you know whether you're coming from recess coming from lunch we walk the same way so everybody has that clear expectation noise levels right the noise levels that you have different language that different teachers use in their classrooms you know um a level zero for me might be a level three for you so having an idea um and again children respond better when they have clear expectations for the longest time and and actually I use it now when I do my PTA visits to the school. Um you know the kindergarten
059teachers do a good job of telling the kids to catch a bubble. Um so the kids catch a bubble and that's how they know that they're you're supposed to have zero noise in the hallway. So things like that but again they're consistent message. So catch balls they just go they're not they're not holding the ground they just kind of go and then they that helps them kind of keep focused on walking in the hallway. Develop developmentally appropriate for they'll walk in the hallway. So definitely going to walk on the right side of the hallway in one line versus two lines or three lines or hers. Yes. And and having stopping points along the way where the teacher can fully supervise the entire class. Okay. Because you definitely can kind of sometimes get that accordion, you
060know, you know, which is a little easier in the hallway than it is riding a 100 mile bike ride and you're in the back of that accordion for 40 miles, right? Okay. Thank you for Yeah. Absolutely. So again just a quick glance at that again the idea is having posters and things like that. So this becomes commoners throughout the building. Okay. Um it integrates with some of the exist existing initiatives that we already have in place. For example, for example, you know, we talked a lot about mental health. Um we have um um social emotional learning um that we provide and support. We have second step is one of the programs that we are currently using. all of our classroom teachers are implementing that in the classroom in addition to the school counselor which is
061huge. This ties perfectly in line with that. Um building and supporting emotions and self-regulation. Um like you know I think we talked a little bit about that a little bit in our in your conversations earlier. That's so important for us to kind of build that foundation. Um and and they struggle most of the time. Children at this age and in the last three years has been it's been a huge challenge. They don't know how to express how they feel. Um and often that comes out in a tantrum type environment uh which is challenging for them. Growth mindset, right? We've talked a lot about that resiliency and growth mindset over the years and it's something that never goes away. It's something that we want to build with our students. And last uh communication skills um absolutely
062critical, right? I feel like you know some of you had shared that there's been a loss in some of those communication skills. Um fortunately I think that we have that but part of that is helping them to understand their own feelings. So it helps them to communicate with their peers. um and do some of that pure conflict resolution critical. Um so when we think about celebrating it uh and building that positive piece, that's that's our goal. Our goal is to focus on the positives um to build on that explicit language, that common language across the building, having clear expectations and having that systematic and explicit instruction. Um so similar to what we do now, we have something we call buddy groups. um even before buddy groups it was called it spirit groups. Yep. So it's
063been there for a long time but the idea simply is we look at some of those core values and we use those opportunities to teach our students about those skills and build that in the classrooms. So this is a continuation of that. So throughout the year we're going to have assemblies where we teach our students um and and we're clear about the expectations. We're also going to have celebrate celebratory type assemblies as well where we recognize and reinforce all the positives that we're seeing um throughout the building. So, a lot more details, a lot more intricate intricate, but we have a very thick agenda. So, I'm going to kind of wrap it up. Um there's there's a slide here that talks about some of the overall benefits and I also recognize that there's going to
064be some challenges. So, first and foremost, our goal is to build a a positive school climate for our students and our staff. We want to proactively teach appropriate behaviors and skills. I've talked to you about that throughout um the discussion. We want to have those clear and u and consistent expectations and language throughout the building. But again, we want to empower our students to succeed. So that's all the the overall benefits that we see right now. Certainly they talk about the you know some of the challenges the initial training for our staff. We've already started we we've been collaborating. We've been having those conversations with staff. We've been talking about faculty meetings and we plan to build upon that um throughout next year as well. Um, and one of the things that I love is,
065you know, we have an amazing building leadership team and we feel like it's encompassing of of everybody and all their voices, but you know, we've encouraged people if they're still having challenges um with this transition to come talk to me and or the team, then they have and we've been able to talk through those conversations, which I think is great. Um, consistency across all settings. You know, what does that look like? Does it look different like that can be a challenge? Because we haven't been consistent. That's why we're going this route. Developing a motivating and equitable reinforcement system and what that means can be challenging. That's something that we're working through and building on because we don't want to lose some of those amazing things that teachers are currently doing in the classrooms. We want
066to be able to maintain that and support them in this endeavor as well. Data collection to assess what is working and what may you know what necessary adjustments have to be made um for additional interventions in the future. Those are certainly things that are are being talked about and can be a challenge. So when you talk about that, I told you it was a two to three year plan, you know, that we're looking at this year. It's just a universal part. Um tier one in the future when you get to tier two, you start collecting data on on how things are going. You look at different interventions that you can put in place to support students that might might have more significant behaviors or more challenges um so that we can be more supportive of
067that. Um and then again there's a tier three level which is intense interventions and individualized and highly intensive interventions for students that are considered at risk. So we're not there. We're at the very initial stage. That's what we're building now. Um the last uh piece of paper that we have in front of you is called um the elementary school Blackbird Blade Handbook. Just gives you a quick synopsis front and back. Um short. Do you have any questions for that? Jeff, I just want to say to you and your team, first off, phenomenal job putting this all together and developing it and working through it. And also, when you came to me about PBIS, you said, "We're not taking anything away. We're building upon everything you've done and adding another layer to all the positives that
068we put in place." So, this really truly shows that. So, thank you to your team, the support, elementary school, everybody who put us here. Very well. Yeah, this this looks great and I applaud I applaud the effort for consistency. I think that's really important and I look forward to when we get to stage two or two, you know, you have some data. Hope it's all positive. Thank you. Thank you. Thank you. It looks like it pulls things together that have been part of plan all along and it presents the way makes sense. So, thank you for seeing the forest. Absolutely. Thank you. Wishing you luck. Thanks for being here. Yeah, stick around, please. You're I warned you everybody. I know. Next conversation. With that, we move to 3.3, the superintendence report. There's more. Okay. Can
069I just say that I can't access so I've tried it two different no no isn't sorry so let me give an update on the capital project first let me talk about the transportation facility um as you can see it's really coming along like it's it's definitely their doors, their windows, there's some roof curving that is going in next week on the 16th. Um, really coming forward. National grid is coming forward. We're going to have the building electric coming in in about a week or two, which will be good, maybe a little longer than that. Um, so it's all coming along. I definitely want to set up the time for the board to take a tour. Um, at this point, I think we're able to get in there with minimal distraction to the people down there.
070coming a long way by the end of July. It should be almost finished except for electrical. Electrical is always your end the end component going into it. We're going to start transitioning and then we are planning on a grand opening um the last week of August. looking trying to do that like around the time frame of um school opening back up and definitely doing a ribbon cutting little ceremony get inviting the community in for everybody to see it because it's you know even though it's just a transportation facility it's it's an impressive transportation facility and and it does something that this community has for so long is to get it away from the river get it away from the school and to be able to build the space speaking of elementary schools uh Yeah, great.
071I didn't do this. I'm very into it. Um, so a couple things, site work and then inside work. Site work is the outside work. I'm really trying to get it so Kowanas can still have their season in the fall, right? Because we are a community school. Hundreds of students participate in Kowanas and the Kuanas soccer. We are putting in drainage on the far ends of each of the building to be that connect where we always have our sink holes. I am working with the company now Malloy Construction and we're hoping that they can actually start that on the 23rd. The 23rd is um on that far end. They know not to do it during the time that we're going to have graduation ceremonies and they also will make all the safety concerns. But the minute
072we can start doing that by June 30th, they can then switch over to the other part and then to the riverside. So we really can get that and then they can establish grass in those time frames, water it and hopefully be able to get us playing on those fields in the fall. So we are really trying everything we can do and maximizing schedules. Maximizing schedules, another segue, getting good at that tonight is something that we will continue to do and it will change over and over again. Um, it really comes down to the asbestous abatement, the testing for asbestous abatement and making sure we know the exact plan. So now that Ukraine is involved, they're doing all the work. That's the GC, the general contractor coming into it. We were told that the GC said
073that the whole third floor has to move. I was talking to Joe Mayo today and I said, Joe, what does that mean? What can we keep and continue? So he's trying to understand is you know I'm going to say this on recording is why do we have to burden so much our staff when we can also create containments that they have to be responsible for and the companies have to. So we are kind of trying to talk to them as well saying what can you do a little bit more here you know as long as it doesn't take too much time because we are going to burden a lot of people in some of these moves. So when it comes to asbestous what can you tarp what can you control what can you safeguard so
074we don't have to do so much. So Mr. I was working with them to do those things. But as you already heard tonight in the public session and what I've already told you over the week is we do have a lot of rooms that got Jeff if you wouldn't mind being a part of this conversation. I usually talk to the audience but I wanted to be a part of that tonight. Jeff's already been working out a plan for the rooms that were known to move. He had staff coming in as subbing. He's been working out getting boxes. Am I missing anything on the known rooms? No. So, yes, the known rooms we've known about for a while. Um um you know, as Mr. McCree said, we just found out, I think it was Thursday afternoon.
075I did the walkthrough with Mr. Mayo and I started having conversations on Friday, just trying to be as transparent as possible. Um so, yes, we've had plans in place for them. Um requesting to have subs come in for them a certain number of days so they can get everything packed up. Uh we ordered 900 plus boxes. Uh I believe I taped probably 150 to 200 boxes on uh on Friday myself just to get the boxes out as soon as possible just because you know it's a challenge. So um we've also I've also been in contact with the admin team um Mrs. Cardillo specifically requesting any students that are seniors and or juniors that are in need of service hours that could come help um and pack and support in any way. So, I could give
076you a list of 10 different options that we've tried that we've talked about um and and I think they're all viable options, but again, at the end of the day, um you know, just trying and willing to support the staff in any way that I can to help this be um as less challenge. So, yes, as Mrs. Ledum talked about, it's you know, the rooms rooms that have already gotten to we've had a plan. The additional third floor rooms that just came out was was something that we've been brainstorming since Friday. And you know there's been the conversation of if you put more people in a room then it's a division and then it's taking away from the instruction. So there is that conversation that comes along with it too. They can also look at
077other ways of saying well you create another opportunity for those kids during the school day. So you don't lessen school day and you say well what if they have a field day or what if they have something and Doug's teachers go do it like you still need supervision. You still need to plan you still need to put it in. It's probably possible with work and some of those things but it is still has to be done in a few different ways. Depends whether it's dependent or room dependent. You could put them in the gym, watch a movie for a couple hours. You have a movie subs. We could do subs if we had subs. You don't have that. We don't have as many as many as you think. You know, like I I'm going to
078be very So I think what we have to do is we have to look at a layered approach. What are the things we can do? What are the things you feel comfortable in doing? And how do you do them appropriately to support the um you know, as Mrs. said as probably BTA president is could we have a day you know so we did and we have been looking at that me being Lisa and I we have went through our school calendar hours on end and if the board was looking at making a calendar change I can make a suggestion that you could make a calendar change with minimal impact of the school community half days do impact school the parents as well right because they have to find other ways and other things for that
079to happen we have 81 days currently at the elementary school of instructional days. State 8 is 180. Our last day of school is a Friday. It's a half day. It's 2.75 hours of instructional time. If we give away that half day and make that a full day, a full day off for staff, so no students on that Friday. That allows me to have that contingency day just in case because god forbid there's a lightning strike or god forbid something happens to the buildings that I can't have school for the day. I still have that legally. That Friday then becomes a full day off for the staff. It brings us down to 900.13 hours. So right on the mark for our our instructional component for state aid. So it is doable. it's there within our state
080aid purposes and that is an option that we can put out there. Um when you when you say a day off it's day off coming the teachers teachers would have to work that would be a packing day the whole day the whole day but traditionally they they've left half days I know so they you know unfortunately that half day I think might go out the window because that's the only kind of full day that I can give without other impacts I can give a half day on Tuesday we'll be down again to 900 we're at 181 days, but then you're also impacting parents. And I know that's not something that we always want to do with short notice. Yeah, we'd impact them too if there's a half day on Friday. Well, most of them already
081plan for that 2 to three hours because they're coming in at 8:30. They're going home at 11:30. There's already planned for child instruction. Correct. It's the worst. It's the best of the worst case scenarios. Um there again you can find the payment options you know for a Saturday but Lisa is like no but losing state aid also for one day of state aid is not not not a viable option. So really it's if we're going to give a full day, give all the give all the impact, give the students down there, try to find time, maybe Jeff can do a field day where it's a kid here or there that can come down or get some supervision and do that day. I think that's the most viable option that I can recommend. I don't have
082the unilateral authority to change the calendar does. Um so I wanted to have the discussion with you of what do you want us to look into? is here so that way he can help problem solve because he has done better than me. Can I have a question? When's the end of Thursday the 26th? And that would mean that definitively teachers are not going to leave kids. they could fake walking to their Well, so I I if you're asking about having the full day Friday off, so we do usually do a send off for the students, that could certainly still be done on on Thursday. However, I think Mr. McCree had mentioned traditionally that Friday after the students have left, the students typically pack up and go that Friday as well. The teachers typically have superintendent
083discretion allows for to be able to dismiss teachers on that day earlier. The problem is going to be is that the majority of the elementary school may need to pack that day. So then but probably can't for equity purposes then move to high school. They're dismissal right now. They could offer to go down and help support. Okay. So um or I could let them go but really it's again a conversation. Yeah. So it's typically but I want to be very transparent in all the other issues that come out. Yeah. It's typically um once the end of the year like their their room closed out responsibilities are done and they can leave for the summer. So clearly the end of the year responsibilities have shifted. That's an equity issue. It does become an equity issue. They
084might be able to get it all done in a half day though, right? I don't know that or again with other supports with other times put in. Again, there's no other days to give. There's no other time to give. This is the hours that I have and I cannot say not to get state. I can't do that. Uh earlier there was mention of early arrivals early late arrivals. If the board wants to look into those, I'm sure we could do. I usually I've never done a late arrival or early early dismissal due to non-emergent situations, right? So, I'd have to confirm with council that that is something I could do due to non-emergency situations because I've always in them for e situations, heat protocols or no power or, you know, water main breaks or snow.
085I've never done it to give people time to play or give people time to act. I'd have to confirm with council that I have the ability um and it would still count the way that it does for state aid. It may it may I just don't know that answer. Um, so I would have to confirm that with council if I could. If you're fine with me texting text at the same time, uh, but with that, if we go that route, we run into additional parent impact. We're now to give more planning. It's fine, but it's So you're uh where you were at before is that official recommendation I suppose that would be my your recommendation before would be to have Friday that would be my recommendation do you discuss as well it would be and
086I I can't feel comfortable other days off before that or because of the fact that we could run into an issue that was unforeseen. They happen all the time, you know. So, I just I have to say on that regard. Well, and recre correct me if I'm wrong. I'm sorry. Based on the numbers that you just stated to us earlier, if you were to take like the Tuesday off, which is a full day of school, then we would be below the 900 mark. We'd have to do a half day. So, it'd be an additional half day, not right. Not a full day without correct. Thank you for clarification. We can do a half day on a Tuesday or I can take the half day on the Friday and make it a full day. Those are
087the only two options. Can't do both. And it's, you know, it's very I've moved several times in my career and it's it's difficult and it's hard to let other people do it. You know, like I can say, "Okay, there's my bookcase. Joey, can you help me put all these boxes books in this box and we're going to label it?" Because remember, there's the other end in September. you got to be able to find all your stuff to start the year and there's not a lot of time for that unless you come in over the summer and do it yourself which most people do and they don't get paid for that. Um, I still think there should be some equity and I'm not sure how to find that unless you assign, you know, I don't I
088I guess I'm having a problem with I understand the crunch. I understand the hours and the numbers, but I I think it's kind of a slap in the face because we found this out last Thursday that the elementary teachers have to stand on their head, so to speak, but the high school and middle school teachers get it wrong. So, you know, maybe we can have some some Is there money in the budget for lunch? It won't be deemed as an emergency for Sams. So, I would lose instruction. So yeah. So yeah, so it would be SAMS is the reporting system that we utilize for calendar year and it's it has to be deemed as an emergency underneath those guys. So this he goes what would the emergency be as a packing if there was a
089speist that's a different thing right? But so unfortunately no that was my concern is that So for teachers who plan to leave midday Friday now they're stuck. They're always stuck until I give permission for them to but if I So I just don't give permission. That's going to be but traditionally they always have. Yeah. It's it's it's a it is a tradition that I've seen everywhere. Yeah. And that that moment that's the water. So I mean it has to be done. The packing has to happen. It has to happen. So I think the layers I think the equity component is something that I can work with teachers association administration on really try to figure out what we can do and everybody's got to try to figure this out together. I think trying layers, trying to
090find extra supports, doing everything we can to help support the staff in making this move because it's going to be uncomfortable. You know, there there is going to be some toughness to this. And then also, I think the Friday, you know, making that change, we would have to do a resolution tonight. You would have to approve it and make a resolution to change calendar. We can do that tomorrow. Um, you know, and we've been going all day on this. I want to be very clear. He said, "I really trying to find every minute and you were correct, but I wouldn't make a recommendation like that unless I was 199% sure, you know. Um, I think these are I think this is the best option of the options that I could not next year yet, you
091know. So option. So one option is Friday the 27th no students are there. Correct. That brings us to 180 days. Another option is Tuesday the 24th. Is it half day for students or staff? Right. Right. Does it have to be Tuesday? I'm only asking because we all Well, Wednesday, if you did it on a Wednesday, you'd have three half days. I'm sorry. I I get confused that Wednesday is Wednesday. Any of those days, Monday, Tuesday, Wednesday, any of those days would be fine for a half day. You would still have students coming in on Friday for that half day as well. But then everyone can leave with the students. They get everything done in the half day though. They choose to come back. They can stay on not on Saturday. They can stay on Friday.
092Saturday we'd have to confirm the construction. So something work, but they'd be staying on Thursday. So they can stay on Friday and Wednesday. It it truly I think comes down to do you want to give a half day for parents on a Wednesday or Tuesday. So do you have a half day earlier in the week or were you Friday al together? Friday either way either way it's a net half day. Correct. So I don't think it's any different right because you're getting a net half day on Friday or a net half day on Wednesday. So it's still just half so I don't think and the payment is all there's no change in pay or achievement. It's all the same allocations. So it really comes down just to the time frame of what is there. I
093think I think the challenge if it weren't Friday that we're talking about and it were another like if we were at on the Thursday per se I'm just saying this out loud then that's what the teacher looking for. It's a day without students. Friday happens to be a day without students. However, it's normally a half day. So it doesn't give them the full day of packing like they normally would. That's where the challenge. It's normally half day because it's the end of the school. Correct. I can't get in good conscious I can't say to you let's give a full day on Thursday and then a half day on on Friday so teachers half day I just I can't make that re how do kids have a day off and then come back I don't think
094we can expect the person no I'm saying your office no I didn't But I still be a big two options. So I gave my recommendation. My recommendation on this. So you would have to if this is something that you want to approve and you guys want to make someone's got to make a resolution to move it to either the half day on Wednesday or full day on Friday and then you have to then you have to make a vote and it just has to take. Can we make a vote that we approve either one or the other and that that is just decided the discretion of your I'm totally no you really the board the board has the only one has the discretion to make a change not Yeah. Yeah. I mean, this is we
095get it out tomorrow, I draft something as well. I mean, this construction construction people are going to have to understand that, you know, this is a hard situation. Again, I think Friday is the one because you're already impacted, right? We haven't heard anything different. So, just for example, you know, when I heard Thursday afternoon, I started having conversations on Friday, it was everything in the room has to listen, I will be very clear with you. I was having conversations to apply, right? And so Frank and I talked on, you know, talked shortly after that and it changed that desk don't have to be completely emptied. Filing cabinets don't have to be completely empty, just labeled to mark, which is a little bit different. So in terms of the containment, if that shifts at all, it
096could shift the amount of work put on teachers as well, but it's still a lot of work. It's still going to be it's not going to has to be covered. It still has to Well, whether we have to do that or that's part of their containment, I I don't know. Yeah. But it's going to it's it's still going to be a burden. Okay. Any thoughts on this? Um, I don't think there's any good option here. Um, I'm inclined to support recommendation. All right. Do you want to if I'm going to support the recommendation, which I understand why I still want Yeah. I think traditionally in my all my 32 years as an elementary teacher, we were able to be after the kids left. A lot of times they change the lunch and it used to
097be after the kids left, we had lunch, you know, the staff does it and it's just a kind of a nice wrap up to the year. Um, and then you had things to do in your classroom, but if you have to just stay the night before and pack all your stuff and you're ready to go because your family's going camping. No, it is officially the superintendent's role or purview to, you know, do that, but I've never worked for one that hasn't. Yeah. It's like the kiss of death for a superintendent not to let you go at some. So I my concern is this is with a week and a half's notice, the elementary teachers are really being burdened. It's a lot of work to pack an elementary classroom, probably any classroom, but I know elementary
098in particular. And but nothing changes for the other VTA members in the middle school, high school. So either they have to help, put in an hour and get a back, you know, I don't know what it is. But and I don't think sending, you know, 100 people down. You can't you're over like you can't have 10 people in your room helping you. You might have one or two at the M because you have to have some control over where your stuff is going and how it's being labeled because as I said before, you have to be able to find it in September and August. Yeah, you know, I mean, you know, certainly are help to be a where's the stuff going? You know, I'm sure you'll stage all that, but it has to be. So
099the motion would be something along the lines of that elementary school for the day of Friday and for elementary teachers to equity measures. Can I make a recommendation is that it's my discretion of that and you're telling me right now that you want equity across the board. So that's my job. I would I would think that maybe the recommendation would just be that you're making the resolution to change the Yeah. And then I'll make sure that I I follow through on the board recommendation. It's up to you. you put in. I don't know how you put in her resolution. I'm trying to I'm just trying to suggesting without it doesn't it doesn't I I'll work out the equity component and try to figure out a fair um yeah, but I think if the board just
100sticks to the resolution changing calendar, I think that would be Yeah. K12 doesn't have students already. They're already It's already Oh, school Friday. You can do everybody. No school Friday. No school Friday. Graduation. No. But yeah, but on Friday, no high school students are in. students training bags. So you don't have that in middle school. Don't they do their practice on graduation? You have a high school kids come in already anyways and teachers are still here as they always are. So that doesn't change that. I think middle school is going to be the only component. We're not going to have no school for elementary school and then grades six through eight doesn't have. But you you already have during the year if they're teach conference. That's true. It's only three grades though. I almost would
101make the recommend. Are we going over the numbers? I think you got to everybody. I thank you for bringing that up. I doesn't read all done. It's a nice day already. seniors coming for issues and other stuff. Would anyone like to move a resolution that would cancel school for any grade that has on Friday school teachers. Is there any way we this it'd be a challenge. It would just be a calendar change to make it a full day. I all right on Friday the 22. Hard decision. Thank you for Thank you teachers for understand. Okay, with that I have Joseph Hansy here. So, um I asked Joe to come in and give an overview. We've done talk over the years about mergers, what mergers you've done and mergers by athletic mergers, not educational mergers. It's
102very clear on that. So, I want to apologize for all the presentations tonight, but they all just kind of Yeah, I know. And I have another one afterwards. Um so, athletic team merger discussion. So, Joe's going to be brief. We'll kind of go over a history of mergers and the expectation of mergers for her. But yeah, Jeff, you're good to go. Thank you. I appreciate you. Thanks. Thank you all. Sorry. I just wanted to start off by mentioning um congratulating four athletes. Savannah Schmid, Si Shayla and Avery Grant qualify for states and tracking field. So congratulations to them. Best of luck. And just a little bit about mergers. First, the process. There's actually um a rel a relatively I won't say complicated, but there's three approvals that a merger application needs to go through to
103become a merger. And the the first step is a league approval. And the league approval needs to be by the league in which that merge team is going to participate in. So if it's a suburban council team, the suburban council needs to approve it. Colonial Council would need to be approved by the Colonial Council. For a new merger, which is a first time merger, there needs to be board of education um approval by all schools associated with the merger. Um any any second merger moving merger moving forward doesn't need a board of education approval. And I say that it needs a new merger needs board approval by all the schools with merger. There can be a merger of more than two schools. There's several of them. Um one of them is actually board is involved
104in a multiple team merger. Um the third step is merger by the section is approval by the section two merger committee. The merger committee is board comprised of a representative from each classification section. So there's a double A rep A, B, C, D reps. Those reps approve the merger on behalf of the section. So it is a relatively lengthy process with a couple different steps. Once a merger is approved and I think and I think this is a pretty important topic to talk about when we talked about mergers. After a merger is approved, um the section two classification committee takes the approved mergers and they apply the NISA merger formula to determine what classification that merge team or teams will participate in. And just you know a summary of of the formula and I think
105this is misperception. You don't you don't add the two enrollments or the three enrollments of the schools together and that total number determines your classification. It's a formula and the formula is is actually sort of supportive of smaller schools merging not as supportive of larger schools in the sense that you take them you take the enrollment number of the largest school and you only take a percentage of the next smaller school in a merger and in cle I think you take 20% of the smaller school So you you could merge two to three small schools may not necessarily move up in classification. Um and and I think that's misunderstood. To take it a step further for classification purposes, you don't use your total districts enrollment. You you use a formula which is grades 9 and
10610 added together and then an average of 11. So several small schools emerge and may not even move up the classification or move up only one class. And I just think that's important to the discussion. A merger request should reflect what the criteria for a merger is. um emer the criteria and it's the criteria is actually in my opinion pretty subjective need by both schools insufficient facilities to run a program insufficient numbers to field a team or desire by a school to generate interest in a particular sport. A merger should not should not be because the team is is seeking a competitive advantage. So, team A should be merging with team B down down the road because they feel like if they get together, you know, they state basketball championship. That that's not, you know,
107how a merger should be applied. Um, our merger history here at Borisville, we're currently merged with Gilderland for boys and girls swimming and diving. Um, at the time that that merger was approved, Gilderland doesn't have a pool. They still don't have a pool. And our league, the Columbia council didn't have swimming and diving as a sport. So, we met the criteria for a merger. Um, we merge and that's actually the longest standing merger state, the longest standing and most successful. Um, I think the relationship between the two schools positive and our student athletes get the opportunity to compete, you know, at a pretty high level in the suburban council. Um, we're merged with four other teams in men's ice hockey, Sha Mount, Mahan, Scotia, and Gilderland. Um, that's actually kind of the culture in section
108two hockey. Most hockey programs except there's not many most of them with the exception of Shina are merged programs multiple team mergers like four or five maybe six team mergers. So so in ice hockey it's really become interolastic regional hockey is essentially what it is. Um we had a shortterm merger with Box Westerlo for wrestling. After two seasons, um Orville had no longer had any participants and it actually changed and burned Westeros classification. They went up in class and didn't get any resolution. So, you know, both schools decided it was in our best interest to not apply for a merger. Um data our section there. There's a significant number of mergers in in our section right now. Currently, there's 43 fall sports teams with mergers. Nearly half are in the sport of football, the restaurant,
109cross country, and golf. In the winter, there's 38 mergers. Um in the in the winter season um several of the winter mergers are between um nonpublic middle schools and high schools that reside that are in the same community and they're for modified only. So St. Mary's of Amsterdam is merged with Amsterdam High School for boys and girls basketball for modified only. So, I think that number 38 is a little skewed. It's actually significantly lower than that at the varsity level. Um, 37 spring sports have mergers. Out of the 37,4 of the mergers are in the sport of lacrosse, which I think makes sense. Lacrosse is a newer sport um mainly in small schools. So I think it makes sense that there's procross mergers because people are trying to promote and grow the sport. Um as
110I said many mergers are for modified only trying to generate the interest so that those modified mergers will become single entity a single school merger hopefully in high school. Um and this is my opinion. Um, I think that mergers have changed the culture of high school athletics and primarily in the sports of football and lacrosse. Um, I'll be honest, I think it's created some inequities um in competition because of the murder formula. You could have two to three small schools together that say class A or class C. Um, this is something that's being discussed constantly. um at the league level and the section level and I would actually anticipate some proposals um within the next couple years regarding how they classify mergers. Um I know there's talk about um better oversight older mergers um more
111review of data based on mergers like what percentage of kids are from school A how many how many numbers are from school A how many are from school B. So I think as time goes on you see a lot more structure um and you know sort of an evaluation of whether schools should be merged or not. Um for Borsville Central School District, my you know my feeling has always been regarding a merger. I think we have two mergers right now which are very beneficial for our community, our student athletes. Any discussion about a merger in a school our size, a small school, which we have a large school offer. If you take the winter season, you know, we are running indoor track, we're running swimming, which is not traditional in small schools, school our size,
112and we have winter boys. So, I think any consideration of mergers for us moving forward, we just really need to have, you know, thoughtful conversation about what what the real impact could be over time. You can merge in a sport and it's a it has zero impact on other sports in that season. It will over time there, you know, people will jump sports, you know, over a period of time. It may not happen in the first year, but we're a small school. I think anything additional really needs to be considered, you know, thought through the one thing you and I were talking about is also when you have a merger where for a competitive edge, right? When you see some of those mergers, you have a school, say we have 25 students and we merge
113with another school district, we possibly could be the cutting students. So then you're limiting the opportunity for our kids to play. And you know, we're a small school, the good thing is kids always play, right? When we do have it, they're playing. There's a lot of students. It creates that more competitive edge, which then creates more cuts, especially for that varsity level. You have you see that when you have mult. questions for Joe. So, so Joe, is there a process for evaluating when when and whether a merger has achieved whatever it stated goals were? So that's it was to like it was to spark interest in the program and they now have like enough to have two full teams, right? So that's that's the charge of the section two merger committee to oversight that and
114you know that's the point that I was trying to make. There's actually proposals um with language to do specifically what you're saying. You know rather than taking the two approvals you know the board approved it the league approved it and rubber stamped it. There's got to be more discussion about where that merger is in terms of how many people came from this school, how many people came from that. And I don't want to say they're rubber stamps, but and I don't have concrete data, but I'd be willing to bet most mergers that come forward with board approval and late approval get approved. And there's athlet actually athletic directors, me being one of them, that have requested better oversight and take it a step further, more education as to what the purpose of a merger is.
115Um, I don't know how, you know, arrived all athletic directors are, what constitutes the criteria for merger. So to answer your question, it's the merger committee that should be oversight that Yeah, it seems it seems like some sort of like formalized par is needed. It's needed. Yeah. To evaluate like okay we formed this because facil you know school A didn't have a field. Well A now has a beautiful turn field right time to move on. Yeah. Or you know whatever the stated purpose is like if the goals of the merger has been achieved right then At the at the last president's meeting, I brought that topic up. specifically requested that there be oversight and education as to why people apply for Thank you. Thank you. Hey Joe, quick question. How long has the Gilderville been?
116Um, it was actually it was actually a year before I started. So I want to say 1998 was the first Thank you. Just curious. Thank you. Thanks. Thank you, Jeff. Feel free to go. Thank you. With that, we have another one is on continuc [Music] another segment. Okay. Yeah. And again, I apologize. This is just how they came out. So I will go a little bit quicker because of the time frame, but please slow me down if you have any questions or concerns. And again, I can't show the slides, so I apologize. Um, they're attached. Yeah. So the board did give me some questions to go over to make sure I get the answer for you in the presentation. So what is continual education? How's the program developed? How is it administrated? What's the revenue
117versus the cost? How are the courses solicited? um of course has decided to continue with courses to offer. Uh how does continue education fit with the district mission? How does uh it fit with district operations? How is the public being aware of continue education programs? In what ways can we improve the program? So those were the questions that I was charged with getting answers for and I feel like this presentation does it um and kind of goes through it and allows us for some discussion items. I did put the vision and mission up. I am not going to read it. You know it. And I did put the district goals up. I am not going to read those as well. But let's talk about the program. Um I couldn't find the exact start date of
118it. Um but previously historically it's been active. Uh it was paused during CO. Prior to CO there were approximately 14 classes that were offered. Previous boards go back to at least 2009 showing the district offering continuing education program. Kathy, I might put you on the spot. What how long do you remember continuing at being here when you were a staff member? So probably Yeah. So, it's been here for a really long time in some way, shape, or form. What's that? Oh, in the adult basketball. So, it's been here for quite a long time. Um, we had a previous coordinator who retired during the COVID pandemic. She was one of our administrative assistants. Um, and the program was paused during for multiple reasons. Of course, it was relaunched in 2020 with Ford appointed leadership, one of
119them, Jessica Debbachi, who helped step up to the plate to get it back up and running. and the current coordinators is Jenny and supported by Joseph and Jenny Auger is our tax collector in the business office. Um, currently we are in year three of the phase in program restoration. Um, a little bit of kind of reconciliation of what other school districts do. We're lucky to have Jenny. She actually oversaw some of this program in Bethlehem. So, she has pretty good connections and kind of an oversight of how a program can work. Um BCSD offered 13 classes. 11 classes ran this past year. Ravina and Selkerk offered 13. They ran 11. Gilman offered 19. We ran nine. Uh Bird Knox Westwood did not offer any courses. And Betham offers up to 44 classes. You're not sure
120exactly how many. Um we do offer our you know talk about payment. We don't pay as much as some of the other schools. So, it might be a dollar,$2 dollars more or more dollars depending on the size of the district. Uh, courses that ran during the 2425 school year, I actually have them all up here for you. Men's basketball, volleyball, ENF for everyone. I don't know what that is, so I apologize. Women's basketball, Gilda, shallow water athletics. I think it's exercise and fitness for everyone. Thank you. I should ask her not to put abbreviations because I didn't know what that was. So those are really the ones that are offered. Yoga was a big one, big hit this year. Uh she also did put down the enrollment components versus 23 24 and 24 25. So
121typically, and I'm going quick, so if you stop me if there's anything that's uh typically we have courses that run for 11 weeks, um courses offer the big spring and fall. Men's basketball, women's basketball, co-ed volleyball, and exercise. One of them that went longer was another men's basketball. That one seemed to go on forever without the without the component. So they continue to go on. All the other ones have after months or spring and falls. Aquatics, we offer a scuba certification depending on the need. Shadow and deep water aerobics, open swimming. We'd like to add don't learn to swim classes um and open for open lap. So there's some things that they're looking to trying to offer also through parks and recreation which could be free or at this minute a completely diminished cost for
122our community members or offering it back up questions. The evening hours are from 6:00 to 10:00 and Saturday from 1 to 3. How are ideas solicited? A lot of it is continued from what was been already offered. So the same providers continue to offer the same programs. Um, ideas are solicited via flyer in district website. So, we've sent out things saying, "Hey, do you want to offer please you offer these things?" Uh, we send out emails to staff asking them if they want to submit course ideas or be able to do this. Uh, we also offer word of mouth and also now we're partnering with parks and recreation. Um, that's a new thing that we've been doing this year and be able to get more because if we offer it here, it then can support
123cholesterol or parks in Albby County that don't have program. Um we do want to be able to create a more formalized process of new court proposals um to be added to a district communication structure which also needs to be created uh and we realize that through this evaluation missing anything right so one thing it's got to align with our facilities use abilities that is an issue that I'll talk about it's modeled after the Bethlehem and Gilden programs we've already talked about parks and wreck Um, one of the ideas is actually we're playing pickle ball. We get to do some pickle ball sessions. We have a great facility for it. Great opportunity. Um, each year the program is evaluated and you know solutions are developed to restructure the program. So, water aerobics has been restructured and
124they now have another person who is who's more certified can offer other courses. And I think that's one of the questions that the board has to look at when we look at revenues is how many courses how many do we offer? or if it's only four people, we're paying the adviser $30 an hour, you know, and yet we have another one. Is it something that we still want to subsidize and say? I think that's the conversation that we really kind of need to figure out. We don't have to do that all tonight. Um, we can always save for another time, but it is a question of the day. Um, so there are important coordinators. The stipen for next year we're looking at is $3,500 for one director to be able to do the position. Uh
125the courses historically pay $30 an hour. This is a board approved. We found that in board um a board item agenda. So it was actually set by the board of the rates. Uh lifeguards cost 155 an hour. So and the advisor and the program administrator works to be able to make sure they get all the people in. They oversight, make sure that the schedule's work. They work with the athletic director, facilities director, make sure there's space available. And then they also try to work up continuing education communications. There's a lot that has to go under the plate of the person who oversightes the program. Questions so far? All right. Annually, the district allocates roughly $11,000 from the operating budget. This includes the stipen, the insurance, which is $400, and the equipment needs that could be
126balls and different stuff like that they need to buy. It covers costs of instructors of course fees do not cover. So, that does happen from time to time. We did do a mailing in the previous year. They did not do it this year because they were concerned with cost. It was $2,730 for one meal. So that's the thing. Like we think we can do a mailing go out to the community, but postage costs a lot of money. So how much would it cost to add a page or something? That's a great thing. So that's we can do that and add it into it. That was 100%. and we have to but the problem is going to be timing because we have to make sure that my fall newsletter that goes out times up with the
127registration for the fall that might be an issue but it could say sign up for our electronic newslet it totally can and we can work on doing that I will for devil's advocate that sometimes we have other people who do not use internet for emails and that really truly is not I don't think they're tuned in necessarily and then they find out you know I don't even know could we use the village board I was wondering from super But no, that was a conversation that says, you know, sign. Yeah, Jenny Auger actually brought that up. She's like, is there a way that we can publicly communicate this? So there the library. Yeah. Right. Library maybe all for enterprise. So there were ways that we were trying to figure that out. So as we were doing
128this, I think the beneficial components was it gave us an opportunity to really reflect and say how can we make this better? And that was that's a great and even the senior center, you know, I mean there's a lot of people necessarily. Yeah, great to invite them in to do a story. Yeah, that would be perfectly. Yeah, that's great. Is $30 the going rate? I have no idea. It's the going rate or that's like the higher level. $20 as your first level, $30 your max level for both because I I I took a workshop years ago position and they talked about the importance of giving the community opportunities to use the school because they're paying and to show value and that that helps you with your budgets and all that kind of stuff. So I
129just think if we can just take a few steps to enhance what we're already offering because the offerings are good. Yeah. And maybe I don't know if there could be a community survey because interest things change all the radio. Um you know is there something you would like to see? So all amazing ideas that I think we can bring back and have that conversation. So I mean I think the program is solid. it's getting that structure right and we have some ideas I want to bring to that too because good points um senior citizens do receive a 50% discount so yeah that is so is trade and there is a profit loss and you can see some of the profits loss on that report I'm not going to go into um so I think the
130question really just has to be is do you want us to be able to always subsidize you know and I think that we can talk about that and if we do more communication structures can support more we may not have worry about that. Um, and looking for different ways. So, I think that's just a question to get through it. Again, I think working with parks and rep is a great opportunity because they can they have so many more resources costs nothing for us to do that and they can support us with it. So, you know, anything we can do with them. Um, there's no cost already because the building is already moving. So, we're all reducing our custodians and our staff here to be able to support those programs. So, there's no added facilities cost.
131Uh classes are canceled when schools closed. We do have an issue with trying to find time places. Um you know, we have some places that only want to use a gym but in the in the in the spring like during basketball season. The unfortunate thing is there are no gyms up here to be able to use for the time frames they want. So, we use the elementary school. elementary school issues used by the boys basketball club and Biden Scotland soccer club. So, we're trying to balance all of those together. Same with we have dolphin learn to swim. We have our continuing ed program. We have all these different programs in our pool. Finding that balance can be difficult. So, trying to figure that out becomes an issue sometimes at I mean gym would be something
132like basketball. So we offered that and one of the instructors demanded that we put it into a gym. They did not want it on a hard floor has so yeah. So that became an issue because if the if the instructor only wants it in a gym and we don't have the gym that limits our so that becomes one of the structure components of how do we get this to work do we have to balance is that uh some of that account for some of the cost difference for each of these is or is that purely just pay it's purely the pay that she she breaks down by class like when we look at the uh But that's how many people that that's how many people are in variance there. How many people are in the
133program and how much they pay. So if I have many instructors correctly just salary for instructors represent if it's $30 per person or $50 per person to to join and the basketball has 50 people then it's $50 per those 50 people. If Frank McCree runs an athletic an aerobic course and I get two people because I'm not good at it, then it's still $50 for those two people. Right. So, it's the more popular the course, the more revenue we get. Right. Right. And that can offset Do they all have an instructor? I mean like volleyball, they all have an instructor. Someone says and they have to supervise it, organize it. They have to do the structure of it. And none of them are volunteers. They're all paid instructors. It's not the So, a couple things
134that we've looked at is, you know, registration, how we're going to do it via in person website. Jen even talked about making a day in person and getting that out there so like people can come to her and set up. One thing that she did is we looked at and found some old set deadlines that were board approved in July of when continuing it would be. And we thought that was a great idea is getting it out there early to you, having it approved, what the what the course times would be, what the course pay will be, and having it out to the board so that way we can get it out to the community because right now that's not even really clear until fall or until the spring. So getting it out months in
135advance, really start pre-planning. I thought that was a really great idea in person. how it used to be. Again, you know, meets the needs of some people, not all people, but if she was willing to do that, she she totally is. And I think again, finding other ways to communicate it, using the library, senior citizens, the board, um the senior citizen group, doing those things, using our website. We are still concerned with the flyer, but finding other ways because it is a lot of money at one flyer does cost a lot. You do three flyers. finding a way to get that out there and parent square might be able to do that but again not everybody is so savvy of those um you know how they have they don't know the answerunication that's a great
136point I don't think we I don't think we've tapped into that since to be honest co there was a lot of communication with the clergy but I think at that point Great. So again, some future needs we talked about. Create coordinator structures and recommendation of salary. So the coordinator will create these structures early, making sure everybody has a very clear understanding. Um create instructor communication protocols, establish programming sharing protocols, making sure we're very clear on what we can offer or can offer. And um and there's discussion points that I But it's getting very very late. We can always question is has this classically always been focused around physical activity or there classroom things. So, so there's been knitting and crocheting. We had it up. We couldn't get people. We didn't get enough people to offer
137it. So, we did offer it one year, but couldn't get enough people to sign up to offer. Of course, I think we have one person in charge. Um Paul Franchini wanted to do a cooking course. Um but the overhead cost and everything else coming along with it, I think he kind of again but these are options, right? These are things I mean like I mean this is there flexibility in terms of how long it can last. It doesn't have to run. So what about new new four week history of whatever in New South we are open to okay because that's some of the things that I thought so the seminar run it's a fall and a spring with traditionally runs right if we can offer a fiveweek course or a four-week course or even like
138a session we've done I believe they've done sessions for like security and like cyber security for senior citizens. I think we tried to offer that once that was like a two person session two time session you know things like that you know definitely right interesting You could run. I know people are varying onions. Yes. Thank you. What is there? There's some some little friends that I thought I saw before and I just like No, you didn't. Can you get me? [Music] tail. All right. All right. Moving on. All right. Sorry. So, we'll come back to the survey. I can look into the survey with Jenny. All right. Anything else on continuing ed? No, thank you for that. Yeah, and I'm sorry we didn't get through all the vote, but it's a definite work in progress.
139Go. I just I think with that I think after that, you know, kind of Yeah, I agree. And I think that's the one thing we took from it is we can we can increase and more. Thank you very much. No, it's it's um with that um it did not sign in though. So, would you like to carry us to item 3.6? We're already the last. Yeah, you absolutely feel free to go after last. Um, last month there was decision day. Seniors got to announce their postgraduation plans on the map of where they thought they would be after high school or where they would be. Um, it was town cleanup day. So, Kuanas and Keith Club had an annual annual town clean up day was very well. Uh, it was a great morning to be outside.
140A lot of a lot of particip Um, and then sectionals is our next point. Um, with the spring sports, um, I think every spring sport made it to every sports. Wow. Girls lacrosse made it to the finals, boys lacrosse and semiinals. Softball and semifinals, baseball and quarter finals, and then the boys and girls track teams also both sectionals with the girls finishing third and the boys finishing 12th in the se in the section two group tracks. Um, and then as said earlier, the girls by 18 didn't make so. Um, last week was signing day where the senior athletes who are going to play a sport in college got to go up on the stage in the pack and sign their to go play college. Really cool. A lot of students went there to go cheer
141them on, cheer on their friends. Yeah. Um last Thursday night was the final high school concert of the year. Um on top of the chorus band, jazz band, many mult multiple very talented seniors performed solo acts and they were all very good. Um and then the week leading up to prom, which was Friday, um the students that were going to prom participated in spirit week to show school, school pride. Many uh dressed up as a school spirit. And then the problem was Friday night. Uh it went very well. Everyone I talked to had a great time. I don't think there were any big issues. I'm pretty sure and then Before I said there's no meeting officially done. So I would like to say like take a minute say thank you for everyone for a great
142year. Um learned a lot. So yeah thank you. [Applause] What? Go ahead. All right, with that, um, are you guys okay with some consent agendas? Excellent. All right, let's just first approve the minutes and regular meeting, any conversation or move it. Anyone second? All in favor? Okay. All right. The treasures report. Um, we'll just we're going to do that one separately. I'm so sorry, guys. Uh, and and we're going to do the claims audit reports 51 and 52 conversations. All right. Move it. I'll move it. Second. All in favor? Okay. Personal items 5.3 all the way through 5.3. Um, anyone that's like multiple pages? Any thoughts or conversations? Second. All in favor? Okay. 5.4 5.5. Um, let's discuss 5.6 and 5.6 would be July 7th for our rework meeting. Um, RG, I'll be able to
143join us remotely and I mean maybe in person but would you be able to be on screen or just right the emergency? Yeah, I think let us double check. I think it requires video. Yeah, we can take a look at the policy again, but I'm pretty sure it requires video. Do you remember? We'll do our best to figure out the technology that Sorry, I just got to make sure. RJ, are your yours is a normal non non-emergency one? Yeah, this is not the exit circumstances. Okay, but Kathy's would be so I just if it does end up being that way, I was thinking Oh, yeah. might be different. That's what I'm thinking. So, if Kathy is the emergency, I think you might be okay with the phone call. I just have to be able to
144live stream the meeting. Um, so that will be the test of the Wi-Fi. So, this is going to be a big issue. Um, they're not here. So, we can make that work though. We'll figure it out. Well, let me just All right, with that um items 54, 55, and 56. Um would anyone like to move that second? Second. All in favor? I Okay. Items 57, 58, and 59. um including 510, 511 and 512 are related all the way to employment and so those uh director facilities transportation director interim business officials is a we appreciate that a couple don't mind. So, yep. If anyone would like to move or discuss, if you want to discuss, discuss. If you want to 5.7 5.12. Second. I'll second. All in favor. Welcome back, All right. 5.13. We've already covered
145514. Um and 515 and 516 those are Yep. things that we need to discuss, ask questions. Okay. All in favor? Okay. With that brings us to business audit committee not committee met. We did meet. Uh we actually had a relatively brief meeting actually. Um, we talked a little bit about the MTSS plan, which has multi-tiered support. Um, and that just helps to it sort of puts a whole umbrella over all possible support services that need for either academic, emotional, attendance issues, whatever it may need. Excuse me. Um, and again, that's kind of taking over from RTI. Um you heard Jeffio talk about the PBIS um the be safe, be respectful and be responsible. Um and that does fall underneath the MTSS model. Um Lisa Carillo joined us to briefly um came out and got something.
146It's bigger than I thought actually. [Music] Um, we've had a very brief discussion um regarding cell phones because the question came up, you know, something like a Bluetooth headphones or something students do use for uh different reading type devices. Um, Karen Conway went over with us the reason for this New York State test refusals. Um, and it looks like except for the seventh grade, the number of refusals have gone up um in grades three through eight. And we noticed uh took a significant amount. 23% of this year's eighth graders apparently were some test refusals for science for science. 47%. Never mind. Okay. Yes. Uh yeah. So he talked about kind of maybe what's the you know what leads up to that. Do we you know sort of what's the protocol procedures when um testing is
147occurring and we have refusals. And the very last thing we went over was um media literacy and Karen showed us some um pretty this toolkit that can be used for all the way from Kindergarten all the way through 12th grade. um obviously developmentally appropriate for helping students determine if what they're looking at is accurate. Is it is it biased? Um and she shared with us this common sense education and it was actually fairly interesting what she showed us. It was pretty nice. But I know um Kelly mentions it something that possibly room for electives to look at media literacy which would be wonderful you could make happen but yes um follow that fantastic thank you um with that we did meet but I was not I think we met I know I was not there
148I'm sure we met. We were supposed to meet tomorrow. I did not see a video. Was Did we not meet? I don't I think we already met before the board meeting. I think we met before the last one. Oh, smart. We're good. I I was looking and didn't see so then policy met for an hour and 40 minutes just to make we you were driving in we met was that before was before the Yeah, we met before I thought and our next meeting yes is June 17th. Yeah, you met on the 9th perhaps or something. Okay. Okay. Yeah, I think. Sure. Yeah. Our next meeting is June June 17th. Okay. All right. So, are you guys ready to go to new business? Item 7.1, approval of the resolution fund balance. There was some recommendations being
149made. Do we need any discussion? Want discussion on that? Second. Second. All in favor? I. Thank you. Thank you. All right. With that, uh we have 7.2 is a bond resolution about purchase of buses and then 7.3 is about tobacco and substance abuse prevention. Would anyone like to discuss or move? Second. I'll second. All in favor? Okay. With that, we have a generous donation from Mr. McCree and Jim Sard's family um upper scholarship that we last month. Um yes, a beautiful way to remember Jim. Um would anyone like to discuss or just All in favor? Hi, I just want to state one thing that I asked for was um not to get a thank you card from the students. I've asked that all thank you cards goes directly to the family. So, I just wanted
150to clarify this. Thank you. Okay. There's a proposal for an extracurricular club um for banking and let's take that separately and Does anyone want to discuss or join partic? Yes. I mean, literally, we just got this. Powerful questions. Yeah. Yeah. I love you. Anyone want to move it? Second. All in favor? Hi. Hi. Okay. 7.6 is approval of a resolution on the appointment for directed consultant. Mr. Mayo will become a consultant. Anyone like to discuss for you? Can I just explain it really quickly? Just we do have a director of facilities who's appointed tonight. Um Mr. Mayo has really been critical in helping us move the capital projects along. So, he's going to be consulting on all the capital projects and facilities director and then meeting down as we get him back to but it's
151not for full time it's up for it second second all favor um you want to talk about your vision policy 2245 the student board member Basically, we uh change the language so that we can appoint more than one student. Perfect. That sounds like two up to two. Up to two. Okay. Any discussion? Moving it. I'll move it. Second. Okay. Next. Um, sorry. Who second it? I'll second. I'll second. All in favor? I. Okay. With that, we have opportunity for the public to be heard before here. If you want to come um though, I realize the construction is hard. and that to some extent we have to deal with it. I'm really saddened by how this is handled tonight and I my emotions have run the gamut. The anger and frustration and I'm just sad. Uh
152the way in which we end our school year and get to leave immediately following the students is a long-standing tradition um for all buildings. And this plan essentially punishes the stu the teachers in all three buildings because of the construction in one. And that just sends a huge message to everybody about the respect that you have for us. And this is the start of this project and we have to live with it throughout its entirety and we're trying to have the best attitude possible. But if the attitude is just going to be it's tough deal with it, then people will deal with it in their own way. And I just think that it's very sad and disappointing. I hope that we can do better moving forward because if we had even put that half day
153somewhere else and we work a full day, you don't punish everyone on that last day. We have an opportunity for the board to be heard at 8.2. I'm also concerned as I expressed you know I'm just thankful it is putting and I don't know I don't have a better idea. So, but at the same time, um I think it starts the whole process on and that has to be acknowledged in some way because I and like I said, I want equity, but she's right. Then it's like we're spreading, you know, and I I don't know what a middle school or high school person can contribute to something, but And there's probably going to be others, you know, this is the first one. As a teacher who has had to move class, I I absolutely feel
154for them very much. classrooms in June on the third floor to um but the reality is I I personally don't see really any other option but that's yeah it's not ideal for absolutely anybody I think the equity component is going to be a safety for people that but then you know you're going to get the same backlash up here when you say oh you know they got to stay hoping that we can work through some consensus. We have a couple weeks. We can find some solutions. That's kind of why I didn't want it in a resolution because then we can work for a best solution for everyone. Is there anything else? Um it one more I mean I know we can't do lunch we do anything we'll figure something but I just think it's going
155to be hot it's you know it's miserable or maybe we get donations or it would help I don't want to volunteer no I don't either but I'm just saying maybe there's some way some parents would help I I don't know but I just think you don't get to leave walking out with the kids. Put your heart and soul. Item 9.1. Then we're ready for it. to remember we have a reorganization meeting on uh July 7th at 6:45 followed by the regular board meeting at 7 p.m. Um and with that would anyone like to discuss or just move to second. All in favor I already Thank you guys. Um is there anything needs to be signed by everyone. I don't think so. Yes. Are you done for me?