001This is a special presentation from the Brighton Central School District Board of Education. >> Welcome. Welcome to the first uh board meeting for the new academic year. Today is August 20th, 2025. And um Mr. Davis is on his family vacation, so he will not be here today. But we have our other wonderful board members present today and our leadership team in this behind us. Um today we're going to begin with two annually held public hearings, both of which are intended by law to provide feedback to provide the community with an opportunity to hear about specific plans in the district and to offer feedback if they choose. Action on both items will be taken at later meetings as is required by law. Um the first public hearing is in regards to our safety plan and Ms.
002Moer, director of safety and security is here to present additional information. Thank you for being here. >> Great. Thank you, Dr. Lee. Um as Dr. Dr. Lee was saying, I'm just going to give an overview um on our district-wide safety plan and then some things we've been working on all year to not only enhance our district-wide safety plan, but also our building level plans. As you can see, all of these components are outlined in pro and project save. We have um focused on all those areas as required, but specifically we're going to be talking about our proactive and preventative procedures that we've been working on as well as our response, communication, and recovery. Let's see if I can. And again, outlining the guiding principles of how we address updating the district safety plan and again
003our building level plans. It really comes down to um refining and enhancing your early prevention practices, your crisis response, and then improving um that communication across all stakeholders. So, here are the major components that are outlined in the district um safety plan. And as you can see, as I said in earlier slides, and I'm going to dive into it more specifically in later slides, our focus this year was really on response and recovery. And embedded in those are the definition of roles. Um, speaking of incident command, which I will elaborate on a little bit more in later slides, and then our recovery responses. And so these are the areas in which I'm going to dive into a little bit more deeply. And um in green is what you can see that we focused on all
004these areas, not just those in green, but the ones that are in green, we really spent quite a bit of time on. So as you look at the f the first one, cardiac emergency response. This was a new initiative that ca that came out of New York State that each um district needs to have an outline plan for cardiac incident response. In addressing this, our response will be we are coming up with a step-by-step guidance for each staff that will be presented to them in opening day presentations um very similar to how we have to um review all emergency responses at the building level and this will become a part of our emergency response plan. What that is specifically going to look like is we are creating an emergency cardiac response team within each building.
005We will outline a step-by-step practice for them to address or follow if they were to encounter somebody having a cardiac incident. They will know who's on the cardiac response team. Those individuals will be um people that are willing and voluntary to respond. They will be AED trained and they will be on the list to call um if there was an unfortunate need for that response. included in that information, we will have an outlined map of where all 80s are located in each building along with the closest room number um as part of that guidance. And so we will have the response team and we will have the step-by-step guidance for staff to follow if they were in fact to incar um encounter a situation. Um the next the next two items, they really do go
006hand in hand. Um, we engaged in a training this summer um that I'm I'm so proud that the district undertook and thank you to Dr. McGow and um and Lua Limo and Allison and all the people that jumped in. It was called I love you guys. And this training is what is helping us not only with our response but it's helping us with our communication developing incident command rules and helping us to have better communication not only with our own buildings um but um externally. So at this training we invited Brighton Fire Department, Brighton Police, Brighton Ambulance, we invited a couple outside school districts to engage. And then uniquely within our own district, we invited staff from every single building, key stakeholders that we knew that even in small emergency responses and then large scale
007responses that we would have a team that could respond and help us not only with the coordination of our response but also the um components of our recovery. Uh we had maintenance cafeteria staff, registars, office staff, nurses, mental health, individuals from safety teams in each building, cafeteria staff, transportation, really thinking about all stakeholders that would need to be able to support our response to any situation, whether minor or large scale, um and be able to help us respond. And out of that comes the words that I was using incident command. This is where we specifically can outline roles essentially a hierarchy and I'll show you the graph later in the slides of who is in charge and the hierarchy of response and what everybody is responsible for which specifically outline roles that that they understand.
008They will be identified and trained on this ahead of time. Um and that will improve communication because uh outside of our building, local, county, and state agencies, first responders, they all utilize the incident command system. And so we are essentially following best practices along with agencies that will be supporting us in any situation and we can easily meld our practices into theirs and we will have an understanding of how they respond and how we are going to respond as a district. Um the next thing that I wanted to talk about is our our visitor aware. Um it's actually um called visitor management. We have a new visitor management system. We're pretty proud of this as well. Um as most of you know, we are working towards secure entryways in any buildings that don't have entryways.
009With this new visitor management system, we have we will have self signin kiosk um closed within a secure entryway. So they will enter one building or one door, the second door is locked. They will go to the self sign in kiosk very much like doctor's offices have in other buildings. They will sign themselves in and then that runs them through all of our security checks, background checks, and any alerts that we put in the system ourselves before they even enter our building. And so if an alert comes up, we can deny entry into our building. And at minimum, another advantage to that is if it's a parent that we just know or a visitor, it doesn't have to be a parent, any visitor that we know, there's been previous concerns, alerts can be set up
010to be disseminated to anybody, myself, administration, saying um who has entered the building and what the expectations are. And it might just be that we want somebody um in authority or an administrator or another staff member to go down and greet them and walk them to where they have their meeting. And so we're pretty excited about the implementation of that system as well. And again, that will be districtwide. Um including at central office. And then we have the TAP app. I know we talked about this last year. We're pretty excited because we're going to be moving forward with full implementation of the TAP app. What this will allow us to do is communicate with our staff and all stakeholders within the building. Our current system right now, we can only communicate with our administrators. And
011it also doesn't offer the ability to take real-time attendance with this new app that we're implementing. When we enter any emergency situation, even if it's a hold in place, we often do hold when we want to clear the hallways for a medical emergency. Um, so individuals that are encountering a situation have privacy within the hallway. We utilizing this app, we can select what emergency that we're going into. It's a hold. We can select a location and provide more information. And then that sends it out to all staff so they know what's going on. Whereas previously, they knew we're in a hold, but they had no information as to why, how long it might be. And then additionally, what this app offers is the ability to take real-time attendance for students and staff. So right on
012their computer, right on their cell phone, they can click and say if any students are missing. They can also notify us the last known location. So we can do quick accountability for all students to ensure we know where everyone is at. And then staff can also check in and say where they are even if they're off campus. And so we're pretty excited to move forward with full implementation on this with um you know with utilizing this system and we're currently in the process to of connecting this system to our current blue light system so that we can activate our emergency responses shelters holds um and all the various responses as well. Um so just another exciting thing we've been working on this year. And then lastly, I I believe you're all familiar with these because
013we've talked about them before. These are just another set of tools that we always monitor and collect data on as far as our feedback uh for safety protocols and how we and how we are doing with safety in any areas in which we need to improve. And then workplace violence was one of the newer um newer requirements that came down from the state last year. So, not only is it part of our training, we train all staff um on uh identifying workplace violence, what it is, and then how they can report it even um either anonymous anonymously um or in person. And so, that's something we are continuing to do as well. And again, just back to those reporting tools, we are trying to improve our reporting tool practices. Tap app is really going to
014help us with that. And then the goal is to be able to communicate with not only within our district but with outside first responders. And our new applications are going to allow us to do that. Um the TAP app can be sent our communications can be sent directly to them and they will be automatically and they'll know what's going on and when they need to respond to a building. They will have updates um very similar to us. And so it's just um opening those lines of communication so they now know how to fully respond. Lastly, the state um made a couple changes to our emergency response system. These are their new symbols in which we will be transferring to the new symbols last year or next year. We didn't this year. Um it wasn't necessarily
015a requirement. The one requirement was that where you see the secure in the hands that used to be lockout. Now the option for schools is for it to say secure or secure lockout. We chose secure lockout just for consistency sake so that staff would still understand secure it means lockout. And with all the changes that we're making right now, we decided to have that be a little bit of the slower component process of transitioning um to that. But these are all of the commands that we would be utilizing that will not only activate our incident response where we take on those assigned roles to make sure that our prevention, our response, our recovery are going smoothly, but these are also the this is also the system that are the situations in which we will be
016utilizing those communication tools to streamline communication to everybody throughout the district so everybody knows what's going on and what we need from them. And again, I go back to that accountability, which is such a huge piece that we've never been able to tackle in real time, which is, you know, our priority, accountability and safety of students and staff. Um, and lastly, recovery. This is this is a part of a process. This is where we would be talking about our reunification exercises during our our love you guys training. Not only did they talk about um uh the re reunification process and the um reunification response, but they actually took us through the practice of what does recovery look like? What do what does that look like within the individual roles of responding and recovering even to
017minor situations or large scale situations and being able to reunify students with um parents. So this is our cyclical response and this is where we would start diving into how we would address the reunification process with parents. And this is um a major focus for us this year now that we've been um through the training is um you know that the prevention the response and then that recovery and what's that what is that going to look like and what will everybody's role be. So when I talked about the standard reunification method, this is in addition to incident command, this is um essentially the outline of incident command and what it looks like. Again, the major benefit of this is it's streamlined. It's going to have improved communication. Any first responder, whether it's fire department, ambulance,
018police, state troopers, Mono County Sheriff's, they all follow standard reunification method. and incident command. And so we we will begin and we've already begun learning the transition of power as a new agency comes in. Who's making the decisions and what decisions are they responsible for? How to share communication and who's responsible for specific communication because the roles are really outlined. Um and uh this is just going to be um a great way for us to make sure that our response um our our inaction responses are going smoothly, the communication is improved and enhanced and the recovery goes as smoothly as possible because it's specifically outlined. And these are the things that this is one big thing we'll be focused on this year. Um so we can continue to dive and improve those practices. So um
019and I know I went to the appendices. These these are all of the things that are outlined in the district side um districtwide safety plan, but as we dive into the building level plans, they get more and more specific. So the district-wide safety plan is kind of the global response and then the building level plan level plans are the very more specific responses how we would respond to each individual specific um incident. And so lastly, I just I I know I'm kind of stuck on the the reunification, the response and things because that's one I'm most excited about. Our shortterm goal right now is to build the capacity throughout the district. Um, and that's why we invited all the schools in and so many stakeholders that would need to help us map it out to
020build a reunification team that could assist or respond to any building. So, for example, let's say there's a low a lowle response needed here or a mid-level response. the team here, administrators here might not be able to be the incident command or the people in charge of um the the response immediately or the recovery. So, if we have have turnkey trained across the district, each building could have a response team that can come over and take on those roles um within that building. And so, that's the capacity we're working on building this year. And then a global long-term goal is to build a model very much like um TIG and I'm not sure if you're familiar with that, but when there's a mental health situation or crisis in which a school needs a response team
021uh trauma, illness, and grief to build with our community partners, Brighton Fire, Brighton PD, some surrounding schools have expressed interest. So long-term goal is to build some type of um reun re reunification method response team um and so that other districts can support other districts have a team that might be able to come and respond um in the place of the district because the method is so concise and outlined um you know we feel like we long term would have the ability to build that capacity and so that's our long-term goal Um any questions? >> I have a question about the tap app. >> So is it uh will it be up and running at the beginning of the school year? >> Yes. So that is the goal. We still are working on um several
022things. The portion of the tap app that will absolutely absolutely be up and running as we will be able to take real time attendance and we will be able to uh provide real-time communication. We are good to go with those pieces. So yes, we can do that. The part that we're still working on is we are integrating with another uh company, the company that supplied all of our blue lights and our audio response that gives specific directions in any drill. Like we're going to hold the audio says exactly what everybody needs to do and the blue lights are flashing. Our goal is to and they're currently working on it is to integrate both systems. So, the tap app is the one-stop shop that if we trigger that, it will um connect to the audio and
023it will trigger the lights. So, the important aspects of the tap app, they will be up and running at the beginning of the school year. The secondary part is going to take just a little bit longer. Either way, it will communicate with individuals inside our building. Everybody that's signed up and then we will we are we'll be in the process of signing up. Outside responders as well, specifically BPD, it would automatically do calls to them if we needed them to respond, but they can also monitor our communication and what's going on. For example, again, I go back to that hold in place, which seems to be the the one we encounter most medical situation. And we often have a police officer that responds with the ambulance, but that police officer would know in real time
024what's actually going on as we were giving updates. So they would know what they were walking into prior um during that response. So all those components will be up and running. >> So right now when the TAP app is up and running, someone will have to make a secondary call to an outside for to receive outside assistance. >> Right now our current app which is um Revolution provides that communication to Brighton Fire. >> Okay. >> Or I mean not Brighton Fire, sorry, to Brighton uh BPD. So they still do get that information because we did um put them on revolution. >> Okay. >> The piece that doesn't work with that is it doesn't go to staff. So right now we would have to make two triggers. one for the initial to activate the audio and
025the lights and the second trigger would be so staff knows what's going on and they can initiate the real time attendance. So it'll be two buttons. Um you know we're hoping timelinewise that everything would be solidified and into one app um I would hope by October. >> Wonderful work. >> Any other questions? >> I have a question real quick. Um you know one is anytime you talk about emergency preparedness right you want to be responsive not reactive and calm and have a plan and just wonder you personify that calm control great understanding excellent communication so thank you so much I feel great just listening to your presentation >> um and second about the tap app does it go to staff members >> schoolisssued computer devices or their personal cell phones >> both right so we
026gave them we gave them the option um to sign sign up for both. But honestly, after we started conducting the presentations and that they know if they have their phone with them and they're off campus, they're still going to get the alert and they still have the ability to check in. Let's say they go to lunch. >> They can still say, "I'm out of the building." And so, we have that accountability. I think most because they know they carry their phone with them. Yep. >> Are choosing phone. Well, most of them are choosing both. Yeah. But they're choosing phone. Um there might be a couple people that don't choose Honestly, my opinion is after we have it up and running, they're probably gonna go back and say, "I want to put it on my phone."
027>> So, just a comment. Um, this is light years. This is so awkward to look down here, but uh I thank Dr. Hall in the high school for hosting us because we have new teacher orientation this week and that's the home, the space, the boardroom and we would like our new teachers to feel as comfortable as possible and have one place to go to and not be searching for places. So this is how we landed here. Um this is light years from where we've been. So we've always focused and prioritized focused on and prioritized safety. So, it's not that we weren't thinking about it, but we're always growing and improving. And um I think Lou's leadership has always been remarkable in this area. Teresa has taken us to another level as well. And her work
028is really pretty amazing. And I I just want to call that out, name that, and say that you are a huge resource for the principles behind us and for everybody in the district and have done a remarkable job leading this. Uh we're hooked on I love you guys at just the title of it. It was kind of a nice idea, but you shephered or really you thanked us, but you really put together an amazing experience for everybody that has uh left us much better prepared. So, this keeps growing and building and and your leadership has been essential to that. So, thank you. >> Thank you. So, the plan will be adopted at our second meeting in September. Um we need to allow 30 days time between this hearing and adoption and that's required by the
029state. Um, so the second public hearing is in regards to the code of conduct. It's also required annually and the intent of this hearing is for us to hear about proposed changes to the code and for the community to make comment if they choose to do so. This plan will be adopted at our first meeting in September also in accordance with the timing requirements of the state. Um, the the requirements are different than this timing of the safety plan and Dr. Dr. McGawan will provide us an overview. >> Thank you very much. And so as you mentioned this is required annually. So the principles have provided uh changes potential changes and for you for our district this year they all boil down entirely to changes to the code that correspond to the policy that you
030already adopted relative to internet enabled uh devices. So of course as we know the state law changed and in beginning in May we started a process of working with you to adopt a policy in July all prior to the deadline of August 1. uh which you know I I'll just editorially say was a a lift to get done because that's not typically how you would approach policym or the development of this and I would like to give a lot of credit to our staff and our administrators for making that happen the principles in particular for for working through this particular aspect and getting it done. There's been a lot in the media around districts not having it or of the 737 districts how many didn't submit their what was called their plan. It's all kind
031of a misnomer and mischaracterized. All we had to do was provide evidence that you had adopted a policy and the steps to go along with that which are articulated in the policy. This is simply now the changes then that had to go into the code of conduct that deal with the conduct of children with a new rule and that's where kind of it gets a little bit confusing. So the policy 5695 was the policy that you adopted to comply with the law and of course the goal was to promote a distraction-free learning environment, improve student well-being and support safety. The key changes really uh there weren't changes in the council rock code of conduct for this but there are fres the middle school and the high school and the middle school and the high school
032are identical really it boils down to pointing out that there's a ban that continues in the building devices except for schoolisssued laptop right have to be stored in lockers or in designated classroom areas designated classroom areas could be that in a particular classroom they don't have lockers uh which happens so they are stored in a different way could Could be in pockets, could be in whatever the method is by classroom. It applies to all cell phones, smartwatches, tablets, laptops, gaming devices, internet enabled. So, we're expecting that at some point people will talk to us about flip phones that are not internet enabled. Uh that of course is still an issue for us because we didn't allow cell phones for kids before, internet enabled or not. So, at French, that won't be allowed. So, all of
033those and you know, smartwatches that would encompass any wearables. We know this is going to come up with people as well. And it's prohibited in all areas, halls, bathrooms during win time, buses to and from school. It's pretty simple actually, not allowed. It's not really that complicated and not much of a change. the communication that we had to point out and exceptions that uh we are clear students uh families can contact the main office uh and that students can contact their contact their families using the main office or if uh there's an approval for a teacher to call out uh for that child. Medical exceptions are allowed with a physician's plan and that has to be approved by our school doctor as well. Really important to point out K through 12, this is not easy.
034So, there's not an exception, and I want to make sure doctors in the area hear this, that people are going to get a note that says because somebody's anxious, they're going to have a phone. I just want to be very upfront and say that is not going to happen. We're not usually so like draconian and direct about those things. But the reality is the way this law has been composed and the opportunity for people to have exceptions that look like, for example, backpack exceptions at the middle school, it's not going to work. And so, we're not doing that. However, if somebody for example has a medical issue, perhaps monitoring of a diabetic situation that requires the app on their phone specifically and we work with the physician and we know that that's no problem, right?
035That is understandable. There are rare circumstances where that will come up. But I say rare meaning in a 1200 student high school for example, we're probably talking on one hand the number of kids where that app or that opportunity wouldn't also be available on their schoolisssued device. So, we're trying to make sure that this isn't an opportunity for a lot of exceptions. We just can't manage that number of exceptions. And the reality is our experience is the exceptions that are granted for some things and doctor's notes that are written being very honest about it are um problematic and there are some that are very anxious to write a note if a parent asks for that and that doesn't work well in a system where you're trying to really enforce something that is being thoughtfully implemented.
036So, in terms of emergencies, uh there's communication through official channels and we want students in our spaces, all of our spaces to focus on safety instructions that are given to them, not utilizing their phone. And we do know from law enforcement experience has been reminded to us several times, students having a phone in an emergency is actually not helpful in the emergency. It feels helpful to a family to have the opportunity to talk to their child. It actually puts other people at risk. And so we're we're very much insisting on this and even though we realize that causes anxiety for individual parents, it is safer for everyone in our environment for that not to be the case. Uh the violation consequences that had to be also pointed out uh are very clear. First violation device
037is confiscated for the day return to the student family. The student and family is notified. Uh this is at the end of the day and there would be a disciplinary referral. the second violation, the family has to pick up uh that device and then the other same issues and uh any other subsequent violation there would be progressive discipline. We hope we never get to that point but we have to articulate these things um in the code of conduct. And then finally the key changes at the middle school and high school again that same time frame bell to bell and the devices are stored in lockers not visible during the school day. So, this is something I just want to point out. It distinguishes us, I think, from other places and environments where they're requiring pouches,
038check-in at the beginning of the day, check out at the end of the day. That's not part of our plan or part of our environment. The group that reviewed this and developed the policy, as we explained to you back when you adopted this policy, did not opt for that kind of um approach to this that we felt that it was sufficient for devices to be stored in lockers. And we're not creating additional layers to that. We feel like that's the most appropriate way in our school environment to handle it. Every school could make their own decision in other districts. Uh it's prohibited and we had to point out of course if it's stored in the locker, this should be obvious, but prohibited hallways, bathrooms, flex, free periods. So essentially bell to bell, it's got to
039be in the locker. Can't use it. And again, in instructional spaces, no devices including flip phones um except schoolisssued laptops. You know, the important aspect of this for you to um think about and for our community to be reminded of is there will be places that have an opportunity for kids to register a device from home. So the laptop or the tablet that they have used that they brought from home. That is not allowed from here on out. So you have to use your schoolisssued device. And we went that direction for a couple reasons. One, there was this opportunity to register a device which becomes a very complicated process and an undue burden. we think administratively in the school environment. The other issue quite honestly is also an equity issue. Uh so we recognize that
040if that was available to some it wouldn't be available to all that not everybody necessarily has the opportunity to bring their own device to the school environment and we feel like from an educational perspective. We are providing a sufficient device. Absolutely. Realizing that many people have different levels of the word sufficient device and would like a laptop that does more things or a tablet that moves faster or whatever it might be. Uh but that we are providing a device that is certainly sufficient for the work that's happening in classrooms here in school. People can use their own device at home of course do do whatever they want to uh do their work and uh tackle their school work on their own but in school it is just the schoolisssued device uh not anything else. The
041additional restrictions of course uh non-inabled devices are also banned in classrooms. So if there was a flip phone that still cannot be in a classroom can't use it in bathrooms or during class uh transitions as well. We're really clear about invasions of privacy. No recording or photographing without permission prohibited in restrooms, locker rooms as per the law. And again, cyber bullying is mentioned specifically in the code of conduct or on off-campus incidents uh that can be disciplined if causing a substantial disruption. That's so supported very much in school by Supreme Court decisions. Uh so we always point that out and are very clear in the code. >> Those two pieces aren't new. No, no. This is just reiterating because they're related again now to this as well. And then the violation consequences are very similar.
042Confiscated for the day or they're the same, returned to the student. Second time they have to be picked up for their violations, progressive discipline, and of course additional consequences for privacy violations, cyber bullying or academic disruption. Specifically pointed out at the middle school and high school as well are testing and safety rules. No electronic devices allowed in the exam rooms or during breaks. So again, if it's in your locker, these things should be obvious, but we had to articulate them specifically. And emergency drills. Uh students follow all instructions and non-compliance result in uh disciplinary actions. So by way of summary, the changes reflect again the board policy and state law. Clear communication on emergency procedures are already in place. In other words, how to contact your kids and how your kids will contact you. And
043uh this is consistent enforcement across all of our schools and focusing on really this idea of student engagement, safety, and creating respectful learning environments. Any questions from concerns? Okay. Thank you, Dr. McGawan. Um, so since we don't have any comments or concerns, additional ones, it's time for public participation when we welcome anybody who is at the meeting today to offer a comment. Is there anyone here today who's interested in offering comment? No. Seeing none, I think we're going to move on to the rest of the agenda. Um, can I have a motion to approve today's agenda? >> So move. >> Um, second >> and Carrie Lynn second. All in favor? >> The agenda is approved. Um, can we have a motion to approve the minutes from our July 2nd meeting? >> And July 31st. >>
044Still moved. Esther, thank you. >> Can I second? >> And thank you. Um, all in favor? >> I. So, we've approved the uh minutes for both July 2nd and July 31st meeting. Um, all right. Let's see. Um, our next agenda is a very celebratory one as we approve the tenure appointment for Dr. Danielle Edmonds, our TCS TCMS principal. Um, can we have a motion to approve tenure for Dr. Edmond? >> Sue, we're fighting over it. >> Who's seconding? >> Carrie Lynn. Sue and Carlin. Um, all in favor. And we have approved the tenure appointment for Dr. Danielle Edmonds. Did you want to make So uh you will be fully celebrated, Dr. Edmonds, and have the chance to give your whole speech and song. Uh new addition to the tenure celebration in June. So plenty of
045time to prepare that. But I did want to comment that Dr. Edmonds um has done such an unbelievable job in just shaping a beautiful future for TCMS and working very closely with the staff that she was a part of as a teacher for a very long time contributing as an unbelievable educator who we are grateful got some administrative experience but then came back to us thank goodness and has created such a wonderful environment for our kids for our staff to work in and for their futures over the last several years in addition to all the other things that she's on achieving her doctorate during that uh uh point in time as well. Like just these little things while taking on an entirely new professional challenge and is an amazing colleague friend to us all and
046we're very very excited. So we will embarrass you no further this morning other than to say you've made such a remarkable impact already. We're excited to see what has come and the district's commitment in this way relative to a tenure appointment. board members fighting over who could offer the motion uh I think speaks to who you are and and what the potential is for TCMS, but also what great is happening right now at TCMS. So again, congratulations to >> All right, our next agenda item is to approve a tenure appointment for Heidi Hendris. Um this is uh did you want to say anything about that? >> Well, I'll also say because I would not want Heidi to think we're not as excited about Heidi and her contribution also, but we will fully celebrate uh Heidi.
047And the reason why these tenure appointments happen now and not later in the year is because of when people started in the positions. And so, uh by statute, we want to make sure the tenure appointment is done and celebrate that, but really fully celebrate and acknowledge all their contributions, uh come June. So congratulations also to Heidi for her remarkable contributions and this commitment. It is quite a professional milestone. We're very excited for her also. >> Okay. So can we um make a motion to approve the tenure appointment for high dependent? >> So moved by Karen seconded by >> second >> Esther. Any questions? All in favor? >> All right. Congratulations to Miss Hendricks on her tenure appointment. So now we're going to hear about the results and final product of our collaborative planning process to
048develop our goals and strategic plan for the upcoming year. Um Dr. McGowan, did you want to talk to us about uh our blueprint that we worked on this? >> So I'm very excited to talk about it, which probably means I need I need better hobbies, but I am uh thrilled to to give you the finished product that you've been a part of since the beginning. But as you mentioned, a collaborative process right from the start. This is what makes us who we are in a couple of different ways. One, it's a lot of people that contribute to this and lead this, put together a great plan that's done very collaboratively. So, this is not a small group of people that just comes up with ideas, but rather reflective of the whole school community in addition
049to being built on a survey that goes out to people, our thought exchange platform that asks folks to contribute in terms of just thinking about the long term. Do we have our priorities in order? Are there things we should be thinking about? And we had our entire community have access to that opportunity from student staff really I shouldn't say students staff community members to weigh in and give us the beginnings of that and that kind of feedback and then a large group of stakeholders come together to contribute to this process. It's refined over time. You're very involved in leading that effort as is our leadership team and this is the final result. Document will be available online this week in addition to unpacking by each of the programs and buildings that really makes it happen
050then in that space. So this also isn't a plan for us that sits on a shelf, looks good, sounds good, uh but then we ignore everything we do is based on this particular document, but the work that went into it. So not the document itself, but the ideas behind it. If you want to know what's happening on a committee, it's here. If you want to know where we're heading budget-wise, it's built on this. We're really strategic in terms of use of our resources and not going in a million different directions, but actually being laser-like focused on our priorities as determined by the community in this particular process. won't read it all at you. Just say to people that this is available for them to review, but that the steps really do clearly articulate this involvement
051of a lot of a lot of people and the evolution of the plan over time in terms of how we gather the information and then how we plan together. It's built on this idea of our why, what is our mission, what is our purpose, what are our core values that we emphasize all the time. We had a great conversation with new staff members yesterday about our core values about the blueprint also, but this is who we are here and that bottom piece that all boils down to really every child every day every way and focusing on how we're intentional in that work reflective of the goals of our community, but that we're inclusive and thoughtful in taking care of every child each day. Our four priority areas are mental health, wellness, student support, academic excellence,
052the family, student experience, and operations. So, all of our work should fall into those four buckets. pretty comprehensive. In each of those areas, there is a district goal that articulates in a very broad way, this is what we're trying to accomplish overall. Again, won't read them at you, but in each area, clearly saying this is what we're all about and what we're hoping to accomplish. And then in each of those areas, there's very clear action plans that have been developed with three focus areas in each of uh the priority areas. And it clearly articulates what will happen. So the strategies, who's responsible for getting that work done when it is projected to happen and new this year, three additional ways to look at this one, success indicators. So we're not a place that is saying,
053well, uh, success indicator is that the graduation rate will go up one and a half%. We don't measure children necessarily in that way. We pay very careful attention to what the data tells us. We use that to inform our strategies. We use that to inform whether or not we're making progress, whether or not we're equitable, inclusive in our work. Are we successful with all students? It's certainly important, but we're not also measuring our success necessarily on whether or not we went up a particular percentage point. I think it's very difficult to do that when we talk about the needs of children and that evolving landscape each year for every child. However, we are saying that if we're successful, these are the things that we should see. And I think it's a great step forward for
054us to be articulating those a little bit more clearly. So uh you'll see success indicators, you'll see uh equity a actions which we thought was a very very important frame that we've had for several years but in a different way displayed in the plan. So we're trying to look at every action step from the perspective of have we considered equity in that conversation? What else should we be doing in that regard? and how do we make sure that you know very clearly we're saying this is the lens that we look at things through and then finally how are we supporting our staff. So it's you know great to put out an action step and be clear in that work. Uh but if we're not considering how we're supporting the people that are going to get
055that work done it's not likely to have the same impact. So those were three kind of frames to every one of the action steps that we want to make sure were a part of our conversations. So you'll see in each of the priority areas that that has been indicated for every uh strategy and again without reading them at you've been provided that material and it's posted online as well. Finally uh the next steps and accountability is important to us to just simply say this is how it's rolled out. This is when it's reported on. These are included in the principal reports. Of course, every month you hear about a different priority area and then quarterly we report on that priority area in a little bit more depth with with the people who are leading uh
056that particular area. And the cycle then continues. This drives our work in terms of budget time. It drives our work then going into next year. Our plan for professional development which what you will of course adopt later in this meeting. All is driven by the work that's articulated in this plan. It really is the comprehensive document that pushes us forward uh to new heights each and every year. One consideration we are giving to next year. It's so great that it's not even up on the screen, but I'll say to you uh that is looking at the cycle and the timing in terms of whether or not it makes sense to do this work earlier rather than in late June. So, uh we'll come back to later in the year. We're just kind of thinking about
057different models and time frame for that and what makes the most sense relative to people's availability and capacity. Uh but that is the one change that we may make later in the year that we'll uh come back to it. And then finally at the back of the plan is listed all the people that participated that day and this is posted online and we think that's uh super important. Thanks. I think we're out of juice. I also don't know that there's really much more so you know I think Yeah, thank you. I really appreciate that, Dan. So, you'll see the team and that's listed online and you have that in front of you, too. But I do want to point that out because those people took their time to come and participate developing this. It's a
058large group of people that represents all aspects of the district and want to thank them for participating. They will get a copy of this also this afternoon before it's sent out to the whole district and posted for the community just so they can see their work uh right there in L. Any questions for me about the plan? Any uh aspect of this work. >> Thank you. I I really appreciate having the having the report here and the day is always I love the participation of the staff, the teachers, the leadership, the parents especially participating. >> It's really a great day for us and that day won't change. It's just we're thinking about the timing of the day and whether we can have even more people participate if we do it at a different time. So,
059>> all right. Thank you. Appreciate it. >> Okay. Thank you. Can we have a motion to approve our strategic plan, our 202526 strategic plan and goals for the district? >> Moved by Sue, seconded by Clayton. >> Any other? All in favor? >> I. >> And it is approved. Um our next uh approval is for the district to requires us to develop and submit to the state a board approved professional development plan. Dr. Rio has done an excellent job developing this plan aligned with our strategic planning and budget development. Are there any questions about the plan that you have in your file comments? Uh, can we have a motion to approve the professional develop development plan for the 2526 school year? >> Moved by Carlin, seconded by Karen. >> All in favor? >> All right. And
060it is approved. Um, Next item is um for the Rochester area school health plan. Um as you know we are able to achieve greater efficiency and excellent health care for our staff by being involved in the Rochester area school health plan. Today's agenda item is the approval of an agreement that doc that Mr. Alimo has been involved in negotiating. Can we have a motion to approve the agreement as provided? So move >> moved by Karen >> Seconded by >> and all in favor I and it is approved. >> Can I just make a quick comment here? Yes. >> I'm going to put in a plug from America County Schoolboard Association if you would like to know more about the Rochester area school health plan. We do usually provide a session either in information exchange or
061district operations just explaining where the plan is yeartoear. And I if you can attend, I advise it because it's uh it's both mind-boggling and fascinating and I think just a good professional development opportunity for all schoolboard members. >> Great. Thank you. We'll look out for that. Um we are also annually required to provide an updated list of depositories. Can I have a motion to approve the updated list that includes customer customers bank and next tier bank? So moved >> by >> second by Esther. All in favor? >> I Okay. And we've approved that item. Um now we are going to approve the consent agenda. Um but I think first we're going to read the gifts before we approve them. And what I'd like to do is maybe each take a turn to read the gifts
062that have been given to us um this summer. Uh so before we start on the gifts, let's see. So there are several items on the consent agenda. Personnel changes, recommendations from the committee on special ed, recommendations from the committee on preschool special education, approval for surrogate parent for this school year, field trip approvals, fundraising activities, and you can see many of them um for our different organizations, our student groups, and then the gifts. So Clayton, can we start with you on a to read the first gift offered to our district? >> Thank you. Um, this is a gift from Christine and Brian Lefante of a Yamaha alto saxophone uh to the instrument instrumental music department, the entire Brighton Central School District. Uh, also we received a gift from Alexa Scott Clarity of three new and
063two slightly used jazz shoes to the theater department of the Brighton Central School District. Thank you. >> A gift in the amount of $200 from the Brighton Education Fund for the D. Bradley Smith Art Purchase Prize. And we have a gift in the amount of $569 from the Brighton Education Fund to librarian Adele Mochavish in connection with this past spring visit to Council Rock of nonfiction author Alicia Klepus. The grant provided each classroom with a gift bag with a book signed by the author and for each student a pencil identifying them as a non-fiction writer along with custom stickers and bookmarks. We also received a gift of $500 from the Brighton Education Fund to Jenny Maul at TCMS for the scoring of a song for the district's upcoming 100th anniversary. Wow. And lastly, a gift
064in the amount of uh $7,875 from the Brighton Education Fund requested by the science department to include um 3,100 for a science earth science curriculum, 3725 for a physics curriculum, and $1,50 for 15 National Science Teachers Association text. Any other questions? Approve the consent agenda. >> So moved by Carrie Lyn. >> Seconded by. All in favor? >> Approved. Our consent agenda. Um I think we're good. So can I have a motion to adjourn today's meeting? >> So moved. >> Moved by Esther. >> Seconded by Karen. All in favor? Okay. All right. Meeting adjourns. >> This has been a special presentation from the Brighton Central School District Board of Education.