Board of Education Meeting March 12, 2026

001We'll call the meeting to order. Um, so if everyone could please stand for the pledge. We'll do this twice. We'll do it again with the students, but why not? >> Aliance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Thank you. Please be seated. Can I have a motion to approve the agenda for the March 12, 2026 board of education budget workshop as presented? So moved. Moved >> by Tom. >> Second by I think Ashley. All in favor? >> All opposed. Agenda is approved. So with that, I'm going to immediately turn it over to Mr. Adams to consate a discussion on the budget. >> Great. Thank you, Mr. Thank you for everybody being here. Uh

002thanks certainly to our board. I want to thank uh uh Brent Jordan's uh team who put this cafeteria together in a way to host the meeting in a little bit. We'll be able to hear from our Union Pleasant uh students and staff. So, we're we're excited about about that piece. Uh this is a start of our our budget workshop. This is the uh expenditure side is the is the focus today. We'll be covering a whole bunch of different topics. So, I'll give you a little overview of what the presentation will look like. first uh we'll do our introduction which is this uh and then I will turn it over after that I'll turn it over to Christine and she'll cover the final tax cap calculation uh she'll run through the similar slides though adjusted um

003that you've seen before um the estimated revenues to date the estimated expenses to date uh a little bit about the capital outlay project uh that'll be taking place at the middle school for the 2627 school year uh and from there we'll turn uh turn the presentation over to Colleen and Colleen and Katie will talk about staffing uh and then she'll do the first part of enrollment. Uh I'll do the next part of enrollment and from there I'll turn it back to Christine uh and she'll discuss the overall budget to date talk about next steps and certainly you'll have that any question slide which uh which we've become familiar with as well. Um and the way uh I think when we center ourselves around this work uh what we want to do more than uh what

004we want to always be doing is keeping in mind our vision, mission uh and our core values with it. Uh it bears repeating uh the idea that we are wanting to educate modern thinkers who create, care, solve and discover. I want to highlight uh in this case um the first dot point under our core values. Uh when you think about the work that a board of education does in districts throughout our country, um they are charged with the governance piece, they're certainly charged with making some decisions that fall into the dollars and cents of things, too. the idea that you are all making these decisions based on the the the focus on every single learner and every single learner is a unique person and adapting to the needs of each and that budget that you're

005looking at reflects that wish as well. You give us that directive and then it's our job to make sure as a school district that we're providing that. So I want to thank you for the seriousness with which you take that. It is a uh it's a collaborative venture as you know. We look forward to presenting the information, look forward to the questions and the discussions that will follow as well. So with that, I'll turn it over to Christine uh and uh who who has led her office in some really important work. Uh the first of which is going to be talking about the final tax cap calculation. So turn over to Christine. >> Okay. So this um the tax cap is actually due March 1st every year, but because that was on a weekend, it

006was due February 27th. And so this is what was submitted. So the the levy is um you start with last year's levy, multiply it by the tax base growth factor which is given to us by the department of taxation and finance. You add in pilots, take out this current year's capital tax levy, which is the principal and interest payments on our debt. um multiply by the 2% growth factor and then you subtract out the pilots expected to be re received in 2026. Again, those are payments in lie of taxes. Um and then the levy before the adjustment and exclusion is 42,763561. Then you add in the capital tax levy for 2026 which is 3,354684. So last um month the exclusions were smaller um and but we made some adjust adjustments um three things. The first

007thing is that Boseies revised both uh the district's capital project debt and aid on their new special education building. So that impacted the capital uh tax levy exclusion. Um the second thing is that we increased our 2021 ban payment by $50,000. So that had an impact. So both of those are kind of small impacts, but the largest impact was um Capital Markets had on their aid schedule the $600,000 from the debt service reserve fund that we're going to use in 2627 to pay down debt. I already accounted for that. Um so, um that increased our um when they take that $600,000 out, that increased our um capital tax levy from 2.719 to this 3,354. So, making the the final tax levy limit 3.48%. >> So, quick question on this. Um this one just caught my

008eye. So, the the pilots are 85k Um I noticed in our GE general revenue report are actually higher than that. So I'm assuming that's just due to a project. We had a project that was unanticipated. >> Yeah. So we get the like this time a year for the following year, right? And that happened last year when all our >> So we take it at that point in time when we get it from the IDA. >> Thank you. So that's 139. >> That's where the 139 for 2627 comes from too. >> 139. Yep. And it could go a little higher. Great. >> Any other questions? >> Thank you. >> All right. So, here's our direct revenues estimated. Um, so the property tax levy from the previous slide, 46,118,246 plus the pilots of 13,9627 equals um the

00946,257873, which is a increase of about 1.6 million over this current year's budget. County sales tax, we get a quarterly payment. Um, and I kept that the same as this current year. Our miscellaneous revenue is revenue from continuing education um classes like we had on the um macar rooms um and other other courses that are offered. Tuition from other districts, Bosey's refund and interest income. The main um explanation for the decrease is that this current year we had the Boston Valley land sale for 475,000 which is a one-time revenue source and then this year or this coming year we have a projected maintenance garage building sale of 150,000. So that's really why the decrease. We have much more in the sale of property this current year than upcoming year. state aid. So we have an

010increase about um 1,480,000 mainly due to increases in building aid because of the capital project, transportation aid because our expenses were higher and you get the revenue the following year and Bosey's aid, same thing. Um you get the revenue the following year. So those expenses increase so the aid increases. The next is our preschool and homeless aid. So, we are an approved um provider of preschool services. So, we get some money from Erie County for that. And then we get state aid for our um students and temporary housing. So, I'm budgeting about um $300,000 for that revenue. >> This is this was the line that hung us up last time. Okay. >> So, it's not coming from Mary County, it's coming from the state. The Erie County piece now is just the preschool that we

011get. >> Gotcha. And it's it's more it's more involved than simply transportation on there too. I think it was transportation. Was that transportation? Was that the label for it last time? >> Yeah. Yeah. >> Okay. >> Yeah. >> What are we reimbursed for for preschool services? >> You want to answer that one? >> Yeah. Just so remember preschool is um not covered under us. It's run by the county. And so it's the interaction that we have with the county for services that are provided >> to preschool students. >> So there's sometimes they No, not prek students. So students that are well I guess it could be a pre-k student because they could be receiving special education services, occupational services, but remember that is done through the county, not through us. So our prek students, it's

012not until they become school age that we have our staff that services them. So we have agreements with the county in which those funds flow back and forth. I pause a little bit because spoiler alert in my portion we talk about a special education itinerant teacher that actually services our pay students. It typically is a county worker, but because they didn't have one, we went through a process to get that. So, it actually is our own. So, not to make the money, but >> but the like we won't lose out on the reimbursement. >> No, not at all. No, not at all. There's actually a process that we reimburse. That's why we did it so we can get our own funds and provide the services for our students. >> Medicaid revenue I am also keeping

013the same. That is income that we get um from the government for um students that are high cost. So, we claim those services and get reimbursement. Um, use of reserves. Last year, we did not use or for this current uh school year, we did not use any reserves, but um we're budgeting again 600,000 of debt service reserve to help pay for the interest and principal payments on our debt. Um 200,000 from Eblar. Again, that's employee benefit acured liability reserve. We had quite a few retirements. So, um, uh, more of those people are choosing not to take the district's health insurance after retirement and cash in their sick days. Um, so it's costing more this year than the previous year. And then and that's what that those reserve funds are for when you have a big

014spike in in expenses like that. And then um $175,000 from the employees retirement system reserve. You'll see the expense side, the increase of um those expenses as well. TRS went down but ERS went up and then interf transfer that is money from the C fund, the cafeteria fund for personnel in the general fund to support the food service operations like paying the bills and the payroll and cleaning the cafeterias and things like that. So that's just a small increase of $3,76. So the total budgeted revenue is 92 million 631831 which is an increase of 3,681 876 >> and let's just take a look at the use of fund balance. So this is the assigned fund balance. >> Oh sorry I skipped. >> No it's okay. But as you remember like one of the things we

015talked about last year was trying to keep that even so we wouldn't have the wild sort of changes where we're using so much of a fund balance to close a gap in between revenue and expenditures to to balance the budget. So that idea of keeping balance at 2 million, we can keep doing that, keep the consistency there, that doesn't deplete our balance, our fund balance, and it helps us keep that that that tax rate at a at a at a more even rate. Anyway, >> a couple of questions for you. >> Sure. >> Um, >> the Medicaid, so I'm asking this not out of suspicion because I'm anticipate like I want to help. This is a exploratory help question. So I know that the Medicaid fund balance a lot of that is money that we

016are basically asking the government for reimbursement for our special needs or high need students >> high cost students right um in my very limited experience and limited research I've done as a result of getting this in advance and preparing for this um I noticed that you're keeping these things the same. How do we currently like this between years like do we have do we use a consultant? >> We do do we use Boseies like tell me a little bit about that. >> We have a consulting firms called MAG >> um and they do all the billing for our high cost students. So the students are and all of their expenses whether they get counseling or physical therapy, occupational therapy, have an aid, have a nurse whatever it is those costs are given to me for

017each student and submits all of that on our behalf. We have a contract with MAG that we pay, but they do all the work for. It's a lot. We have quite a few students, >> right? >> Um, and so that is the number that they provided you as an estimation. >> Um, I look at where we are studentwise and and and like how the income goes in and what we're sending them. And it's pretty consistent. We may lose a kid, but then we'll gain a kid. So, you know, the only thing that would like a family of moves in and they all are high cost and that could really you know increase our expenses but it would increase our revenue as well >> right um because again knowledging my nonexpertise one of the suggestions that

018I ran into was if you're looking to increase again state aid is the big thing like that is the actual big chunk of revenue but if you're looking for long-term little ways that having having a specialist look at this um and really making sure you're getting every single deductible is important and I just did not know how we do that. So that was the question the same information. So I was curious how >> a lot of students >> yeah well well I don't I know that but I was curious how we do that. >> Um the second I don't remember. So I >> remember ahead. It was um use of reserves. Yes. >> That um if you go back so I can remember that um >> 975. Thank you so much. Um, so I know

019that that isn't something we typically want to pull use of reserves from, but we did it um particularly because of debt services and retirements, if I'm recalling that. Like that's really what that money is going for. >> And EBR Well, Ebl and and and I'm sorry, ERS pension system, which I'll talk about on the next slide. >> Yeah. Um obviously this is not an ideal use but are we are are we concerned that this is going to be this is like a short-term um use of this is a short-term band-aid this what I would say Christine certainly you know get you know feel free to to add to this but in terms of like the reserves we make a decision you make a decision about where you know we make a recommendation you make the

020decision on in terms of where those where we apply reserve funds at the end of the year and like what we presented through our fi uh through our through the finance committee is like suggestions about where that would go. Capital reserve is a big one because capital reserve can help with that. Any portion of a capital project that's not fully aidable, we're going to try to support that. In this case, the 600,000 we've got an increase as we know with capital with our capital project. So, it was I feel it's an extremely responsible thing to have the reserves. It's also a responsible thing to use them when when when the time comes. So, and then the the ELAR, which is that as Christine said, that's, you know, um employee benefit crude liability reserve that is

021specifically for that cashing out. Now, >> if there's a time when it's like, you know what, I I don't I can't imagine this, but we're sitting in a back room and it's like, well, you know what? We're flush. We don't need to do that. No, it like if you don't have to, then great. like let the reserves grow with it, but you also have to be mindful of the fact that every time we use the reserves with it, we're making a you know a more more palatable tax increase for our for the public as well. >> And and generally they're commensurate with how we're anticipating spending, right? Right. Like we can't bring our ablar in and put it in the general fund. Correct. >> Right. >> By something other than it's it's it's earmarked, >>

022right? Do we I imagine you're going to tell us at some point what our unreserved or unrestricted. >> Thank you. What our unrest unrestricted reserves are at the end of >> unrestricted is fund balance. So you could that's where that $2 million is coming from. >> Yeah. >> The use of reserves are restricted for the only the purpose uh that they were set up for. >> But with the balances of each of the accounts. >> Yeah, I can let you know what that is. I I I would be curious as to what where we're at with that. Okay. >> Because it seems like it would be like we don't want to see this every single year. We want to keep that >> we need it. >> So here's where like we finish out this school

023year and what our hope is is that we have 4% of unassigned fund balance. That's the most you can carry, right? But we we we want I it's not just hope like there's management involved with it but that's what we want is the 4% and then anything beyond that >> we want to talk about with that finance committee and then brings the board as a whole where we're going to put that right >> capital reserve being a place that we'd really love to if we can replenish some of the ablar too and the ERS you know those are all things that the discussions would okay >> you know those are all discussions we'd have >> okay so we only add to the reserves one time after we close out our our books for the year

024and we see what we have left over above the 4%. So the only thing that has been added is interest. >> Okay. >> From July of 1st until June 30th. >> Yeah. >> And then we'll add again when there's money left if there's money left over. >> And so >> in the debt service >> you have there's a plan. we have to use that. But also a big chunk where that comes from is from our premium when we sell the bond. >> The Yes. A huge chunk. >> So that's where So we that's money that we get back that kind of lowers our effective interest rate, >> right? And you're you have to use it. You can't build that for years and years. We didn't use any last year, but on capital market schedule, there's

025a plan to use 600, to use 500 the year after that, and to use a certain amount, I forget the 400, whatever, the year after that. So, that one is planned out because the auditors would, you know, write you up for like building that and not using it. The purpose of that is to help with your correct with your debt. >> Yeah. >> I think for me, it's hard for me to like picture it because there's also the time element. It's not a It's none of this is a fixed moment in time and it's always moving and so it's hard for me to like Right. None of it is static. >> Thank you for entertaining the questions. >> Right. Next we'll go over the draft expenditures. Um contractual salaries is the first line. It's going

026up about $781,000. It would have been much much higher had we not had the retirements that we did have. Um so that's good. utilities. Um so the biggest um budget number for utilities I get from SMMEK and that is our energy consortium that we're in. They're pretty conservative because they never want to look bad, right? So they'll give you a higher number than what they really think you're um budget's going to come in at. I know there's some concern about fuel and the costs. Um, if it gets to a point where they feel like I need to give districts, you know, a revised number, they will. So, I have a business official meeting March 25th and I'm sure they'll tell us if we need to increase this number, but we'll see how long, you know,

027the gas prices stay high. Um, our BC's, um, this is just a preliminary number. Um there's still a lot of work to be done on Bosey's expenditures. I entered a bunch of things today, but we're looking at almost a $700,000 increase right now. Special ed is um placements are a big piece of that. Um other things are um technology, hardware, and software. Um the next one is special education tuition and that's going up 168,347. And here's um our pension system. So I broke it out this year instead of giving you one lumpsum number. The employees retirement system is going up 176,000. So um this current year it's 16.4% of salaries. In 2627 it's 17.6% of salary. So that's you know the increase. The teachers retirement system is actually going down from 9.59% this year to

0288.24% next year. So that's why the big decrease. >> Usually that's odd, isn't it? That they don't go up together and down. >> No, >> that happens. >> No, it's always higher for ERS. Always. I've never seen it lower than, you know, go up a what TRS or or lower than But just say TRS went down. TRS went down and ERS went up, >> right? Yeah. >> Okay. >> It's not unusual. TRS is managed very well. >> Um, and you have people in and out a lot longer than ERS typically. >> I trust you. >> Okay. Social Security is just like a um, you know, 7.65% of salaries. Workers comp is going down. I explained this before. It's a three-year look back. We had a bag come off. So that helped us. Um, health insurance,

029we met with our healthc care consultants, Loi, and we're comfortable with a 5% increase. I know other districts are going 9, 11%, but we're doing pretty well. Um, debt service. And so this is the big increase in the expense, our principal and interest payments, but also we have the increase in, you know, building aid for this. So that service is going up 1.4 million. And then transportation. Um, in in this number is not just Fisher Bus, it's fuel, it's parent contracts, it's the routing software. So, I have um a 4% increase based on um what I think this year's expenses are. I know that's a little high. Um they Fisher Bus will renew at CPI. Right now, it's somewhere around 2.6%. We'll see. Um, next March's CPI number will come out April 10th. Um, and

030so we'll see if the, you know, the fuel costs have, um, increased transportation CPI and maybe I can bring that number down, but we'll wait, you know, another month to see. >> I'm curious, you mentioned about their software. Didn't we just like buy the software? Like are we Tell me more about >> I'll have Brent answer that because it's we don't you don't outright buy it. >> You're paying it yearly. >> Of course. >> Yes. >> Uh of course. Um we won that. I I don't have anything else to say about that. I just don't like it. >> But even with our old routing software, it was the same deal. >> I know. >> We paid every year. What's the what's that cost per year? >> 27,000. >> Okay. So the 70 that was last

031year that was the purchasing and getting it all set up. Okay. So it's lower than that. >> Implementation is more and then they charge you a little bit less but every year it goes more because you're paying for the software company that pays this company on that company. >> Can we expect a better product? Um, I know there was a lot of issues with like the GPS on the app and not accurately tracking. Um, is that going to be what we should expect? Can we expect it to get better? Is that on us? Is that on the software? How can we work through some of those issues? >> I can jump in on that a little bit and then then have have these folks for for backup with it. uh we have a certain number

032of training days that go along with the software and that's the training of the staff at Fiser Bus and we have some involvement with that as well. >> Uh uh there has been more of an investment in that time over the last month than I saw prior to that. Okay. There's been some some changes there in terms of some of the folks who are uh who are involved with that work. Uh, so there is I I know it's it has a uh has a bit of a repetitive feel to it to uh to have me say that I'm that I'm that I'm hopeful. >> Yeah. >> But I am because I'm glad that like and we can see that those days are being used and that is you know the the plan with that is

033that it'll get crossrained out throughout the staff there too. Uh and from there it's a it's a communication piece with our with our with our you know our end users at home too. >> Okay. So there's hopes with it, but I understand like said it's been challenging. >> Yeah. >> Can I suggest we we keep this moving? We've got a lot of slides left. So >> Okay. Um so total um expenses 93 million 555492 an increase of $4.6 million. >> Can I just ask one question on health insurance? >> Yeah. >> This came out of our Albany trip. Um >> we are self-funded, correct? >> Correct. Do we have a health insurance reserve fund? >> No, we're not allowed to. So, um, a couple of the and I want to say the one was, um,

034Pat Gallivan's office. He said he has set these up for districts. >> He has. We weren't one of them. >> Do we want one? Like, is that something we should be looking into? Because it is a possibility. >> We We could, but our reserves are so low that um, sure it would be great, but you need money to fund it. So, we need to build all of our reserves. >> Okay. >> Yeah. the the the districts that got it >> had reserves funded to the hill and nowhere else to put their money. >> Okay. Okay. >> We were not in that case. >> So when we get there >> Yes. When we get there. >> All right. So every year um a district can do $100,000 capital outlay project. You get building aid on that

035project. Um, as Tom said earlier, um, it's the capital way project for next year is the ceiling and LED lighting at Hamburg Middle School. One building, one tray. And this also helps reduce our electricity bills, too. So, part of that decrease was we're more efficient. And now I will turn it over to Colleen for the stamping. >> And Brett and I will figure out who's driving. We're both pressing the same button at the same time. Oh, that's is that what's going on? Oh my gosh, that's fantastic. >> And then I couldn't be patient and waitress button. >> Now I understand. >> All right, so if we shift a little bit into staffing, um this slide is always so bittersweet. We absolutely love our staff. Um so we are so sad to see our friends go

036and retire. Um but we're also excited they're on their next chapter. So what you'll see here is just the retirements that we have we have um to date um since we last sent you the slide deck. So thank you for letting us send an updated one. We added a dot point at the end. No joke, 24 hours ago, we received two retirements and maintenance. So, we just wanted you to have the most updated information. Um, but you'll see that we have teachers, computer aids, teacher aids, and maintenance. And then in this slide, we always talk about the projection of the new positions added. So, this year we're proud to say that we're adding one prek teacher, and that is to um staff our new full day class at Armor. So, there used to be two

037full day classes there, and there now will be three full day classes there. Um, Remember, we're really being thoughtful to the community. There's been a wait list for full day. So, we're trying to really listen. That's a need of our community while also being thoughtful to the program of allowing families to have that option of full day and half day and also provide that for students who may not be ready for a full day. So, um that's always been our philosophy. We always continue to check it with the prek team, but it makes a lot of sense. But we are happy to say that um through some grant funding, now not all grant funding, but we are able to um get a little bit more grant funding to a in this area. We'll cover everything.

038There's a teacher, there's a teacher aid, and obviously we have to out a new classroom, but we're excited to say that we'll be adding 18 new slots. So, um what we did next, um and this is also the addition, so you received kind of an update late is that we thought it might be a good idea to take what I call a snapshot just so you can see the staffing kind of as an overall picture. Um our current staffing in 2526 and then what we're projecting for 2627. So, when you look at the first This is our elementary staffing. On the left hand side, you'll see our general education classes. And you'll see the only adjustment is at prek full, which I just said that we had four full-time teachers for that. And now we'll

039have five next year. And then on the right hand side, you'll see our um students with disabilities. So, our special education teachers. Um I already talked a little bit about that first one, the prek see it. So that is again usually Erie County staff that provides that to our um prek students but years ago we found out that they weren't having enough staffing and so we took it upon ourselves to apply to the state and get that funded get that approved so that we could provide the services to make sure the students receive that service but we also have a mechanism to go back to the county and get reimbured for that. So, it's not 100%. We don't have that many kids that would make up a full salary, but it's pretty close. Um, and

040more importantly, we're giving our students what they need. They're not missing services. Um, so then you'll see the other um classrooms, our self-contained classrooms, whether it be an 81, 121, or 15. Moving on to uh kind of our special areas here, you'll see some uh what our stacking is 2526 for our AIS reading and math. And then you'll see different subjects, our counselors, health, LMC. What you should see throughout these kind of what I call big picture slides is that the staffing footprint is staying the same, which we're really excited to share that as well. Um, but remember, we look at that every year and when we have a retirement, do we need to fill it? Is there a different position we need to put in there? But when you look at these slides, you'll

041see that the footprint remains the same except for that addition of the prepaid teacher based on what we're doing within the district. And when we look at middle school, same same um story I guess will tell um when you see like three and point8 those are just shared positions so within um our elementary and middle school we have a teacher who um does some phys at the middle school and actually some health classes and then we also have um some low teachers that do the same between the middle school and the high school. So that's why you see some points there but they all equal one full time employee. And then if we move on to high school staffing, you'll see the same kind of breakdown just so you can see where we were in

0422526 and then what we're projecting for 2627. Um, and I would say we're really proud of our staffing footprint. Um, we're really excited that we're able to do that because, you know, it's the dollars and cents we have to budget with our people which make our district who we are. So, we're excited to report that we'll be the same as that addition. >> It's interesting that no switches like at a subject or a grade or a grade level. >> Right. Exactly. And then what I was just going to say is when we go in a little bit deeper, we'll give you some of the details of what you can expect at each building and then T will give a little bit at middle school and high school. So you'll get a better kind of more

043granular picture, I guess. Um so just a reminder for enrollment, this is a snapshot. Um so we are always monitoring this between now and the start of the school year. Um if there's any changes, we typically bring them to the August board meeting, but that's usually our cut off is trying to make you know, kids move in, kids move out, things change. So, Brent does a great job of working with our building principles, of having them supply what information they have. We have our student management system, but there's a lot of checks and balances that we're doing between now and August. Um, and then remember our guidelines are K through 2, 22, 3 through 5, 28, and then prek, this is set by the state. There's 18 students um either in an AM session or

044a PM session or 18 students in a full day. And that needs to be staffed at all times with two adults, which is the And then you'll see um on the next slides we do talk about our students with special needs K to five. Um this is an important thing to remember that in the numbers you're going to see our integrated um co-eing students are included in the count but then we have um broken out our students that are in more of a special class. So 81 121 and 15. And that's just easier way to understand the numbers. Um and before we get into the uh elementary, middle and high school, we just always like to given just kind of a different view of it. Um, where has our enrollment been over the past 10

045years? Um, so it's nice to see the numbers, but it's also nice to see it in a graph visually. So, we always provide this. And then if you look on the next slide, we do it by elementary, middle, and high school. Um, and if you've been crunching numbers, just remember we actually have K through five in the yellow one, uh, not preK. So, if your numbers aren't matching up, um, and that's just because our prek program has changed with the number of seats that we have offered. Um, so we just felt like it was best to leave it out and we can address that a different way, but that is K through five in the yellow line and then you'll see our high school in the red and our middle school in the blue line.

046>> So, let's talk prek again. I love it. This is one of the highlights here. So, um, we already really talked about this, but just I'll take a second to just explain how we set these charts up so that you can see um, you know, kind of what we're sharing with you. So, you'll see on the left hand side what actually our staffing is this year, what our enrollment is and what the average is. Um and then on the right hand side you'll see what our projection is. So the first half is armor and remember that's where we have two full day classes. One of those classes is our um collaboration with the Y which is a requirement through the um EPK grant. So the universal prepaid grant um they've been a great partner for

047many many years. Um and then next year we're looking to add that full day class there. So that would be three full day classes at Armor. And then Charlotte is where we have 2 a.m. sessions. two sessions and then we actually have two full day classes there. Um so that brings the total to seven on the lefth hand side but that's also including that sea teacher that I talked about special education itinerant teacher and that's the teacher um of kids with special needs that services our prek students so we include them in the count and then if you move to the right hand side it's just an addition of one because we're increasing that with that full day class. So, if we look at Armor Elementary, um you will see that the um sections and

048staffing stay the same. And that's because at third grade, we go down based on enrollment one section, but in fourth grade, we go up based on enrollment. Therefore, they stay at 16 sections last year and 16 sections next year. I'll also remind you that on these slides, when you look at kindergarten on the right hand side, we always project at the largest amount. So, 66 22 kids per class. So when you see that total at the bottom that says 317, a lot of times that's a little bit less when we get into the actual numbers once registration happens. It's happening currently as we speak right now. Um but >> Oh, go ahead. >> Sorry. >> It's okay. Go ahead. >> Do you do you use those figures when you count the aggregate student counts as

049well? >> Like when we were looking at total, you don't. >> No, those are actual. >> Okay. >> Good question. So I was just going to go on to say that we use that now because we want to make prepared for that. But that's a big number that we're watching with registrations and that which is typically if you were to take this and compare it to last year, you'd see that number change on the bottom there because of the I don't want to say inflated, but because it says 66 up there and that typically isn't actual, we don't typically get 22 in our class, but that's something that we watch. >> So, our will stay the same. Um, when we go to Boston Valley, we're starting with our students with special needs. Our classrooms over

050there are 811s. That mean eight a total of eight students can be in there. One full-time teacher, one full-time classroom aid. Currently, we have six students in our K through two. Um, and we have five students in our three through five class. And right now, as we speak here, and this could change tomorrow at the CSE meeting, but we're looking to have about six students in each of those classes, which is a good number when the max is eight students. Um, so we're excited to share that. And then when you look at Boston Valley, um, again, keeping the same number of sections. Um, so we got 12 this year, we'll have 12 next year. Um, as you can see, you know, they kind of hover around average 32, 33, 34 per cohort per grade level.

051Interesting. It when you look at the like level five, you'll see 39. So not too much higher, but higher, right? Nonetheless, so just kind of an interesting trend. I think we see just some smaller cohorts. When we look at Charlotte Avenue, um we have a reduction a reduction happening um in first grade. So, it's going from three sections to two sections. Um but then we have an increase in kindergarten. I couldn't find it, but now I do. Um we had a really unusual year this year at Charlotte Avenue in kindergarten. We had 27 students in that cohort for kindergarten, which was two classes. Historically, we have we've had three classes at Charlotte in kindergarten for a very long time. Uh we believe that's a blip. Uh we can tell you right now as kindergarten registrations

052are coming in for Charlotte Avenue, that's definitely a blip. The numbers are much stronger. Um so not sure why that's a blip, but it is. Um so we are projecting three classrooms there. So with the reduction at first grade due to enrollment and then the increase at kindergarten, we'll keep the same number of sections at Charlotte as well. Um Union Pleasant. So this is a little bit trickier to follow. So I'm just going to kind of give an overview. What you see on the lefth hand side is obviously currently what we have. When you see K1, those are the number of stu the levels of students in our 1211. So remember at Union Pleasant we have 1211s, 12 students, one teacher, one teacher aid. Um and it's all the the breakdown always depends on our

053students. So um Jen Barker, the team at Union Pleasant, they do a great job of getting together and working through the needs of the students and what makes most sense. So this year you'll see like K1 was together um and that made sense and then we had a one two classroom. So that made sense to split some of our first graders up into two different classrooms. When you look on the right hand side you'll see that next year we continue a K1 class but then we don't have a one two class and we just have a solid level two class. So it's a lot to follow from the lefth hand side to the right hand side. I think the most important takeaway is that we are always looking at the needs of our students and

054restructuring our special class um structure just to meet the needs of the students. So we're not locked into say we always have to have a K1, we always have to have a one two. It really depends on the needs and the feedback of the teachers um and as they meet and collaborate together to see how that could look. Um that's something that we've done for many many years and it served us very well and I think it allows us to um support our students appropriately. So, same number of teachers, just a different configuration. And then when you look at Union Pleasant, um we also will have this this usually doesn't happen where we at every building have the same number of sections. It just so happens this year we do. Um so when you look

055at second grade, you'll see that we're going up a section, so from four sections to five. We do have a unique experience happening at third grade based on enrollment. We're going from five sections currently at third grade to three sections next year. And that's due to the 76 students that are there. But typically when we when we change sections, it's usually not two sections, but again, it just so happens that 76 students there. Um, and then fourth grade, we have the same. And then fifth grade, we go up one. So that gives us the same number of sections. This year >> I'm actually Thanks. Um, and thanks for everybody uh staying with us on this. Uh, we just took a four-year snapshot of enrollment across grade levels uh for the middle school. So, you can

056see a you know over the course of the last few years, we've dropped in 20 uh which isn't a huge number with it. Doesn't it's not like a staffing impact or anything along those lines with regards to what we're looking at for the 2627 school year. You can see the eighth graders are at 255 uh for this year. Take a look at some of the average class sizes and you'll see a range here. And the way we did this again from 2223 we took it up to this year. We're not able to do next year is because that's going to require us to uh run our scheduling programs to see where it goes. There's always questions from um from folks about why there's disparities between larger class sizes and smallest class sizes. I want to

057give you two examples of that on the middle school side of things to help sort of illustrate that and then we can continue to move on. If you're a seventh grader at Hamburg Middle School, uh, one of your periods is going to be one of your what we call specialist rotation. You're going to have art for 10 weeks, you're going to have family consumer science for 10 weeks, you're going to have technology for 20 weeks. So, you've got those three groups of students who are moving through three classes. If you don't have all your tech teachers teaching at the same time or two tech teachers teaching at the same time, you're going to naturally create a bubble there because they're going to be less classes for them to go into for that 20week period. So

058you'll see that impact. Sometimes you're running, you know, sometimes you're running four groups of kids throughing through that period, sometimes you're running three. Another example is this. If I'm teaching social studies and could be at any grade level, I might have a sixth grade social studies class, but next door to me there might be a 15 to one sixth grade class. So we call it like a special class. If that period is running at the same time as my sixth grade social studies class, your numbers, you just have less students to draw from with that. So you're going to get some es and flows. And then when you see on the high school side of things, it at the high school it's even more specialized because you might have some singleton classes like a class

059that's only offered one section per day. That's going to draw all those students who are taking that class and naturally that's going to impact other areas as well just because there's not as many places for those students to go. So you're going to see that and I think it's fair to say you're going to see that most secondary schools um with regard to that. But you can see also largest class sizes on for this year. You've got at grade uh grade six ELA at 26, grade seven largest class size 25, grade 8 at 26, but then the smallest class sizes. There's some consistency there too with 19s and 20s. Also, uh if you move on uh to some other courses in science and social studies, you'll see much of the same uh the same idea

060with it. uh living environment, biology. We offer three sections of that. You're trying to hit 25 kids per section with that and we pretty much do with that uh at the at the middle school level. Um but that's I just want to give give you a look at uh at at at where those largest versus smallest class sizes. And there's uh there there's some there's some other subjects where you might have a bigger gap um with that. Also, as we move on here to our languages, we've got French 7 and French one. Got Latin 7, Latin one, Spanish 7, Spanish one. Um, that idea of where those where those courses are with Latin 7. You've got 26 students in there. That's the one section of Latin 7. You might recall uh that Joe Treader teaches

061a section of seventh grade Latin. He teaches that eighth grade section of Latin. And then he's got three courses at the high school that he teaches in that in that area as well. Okay. Uh we move on into ART and Fizzed. Art 7 is where you see a pretty striking disparity there in terms of numbers. Um again, I can't give you the specific as to why that particular section is that number, but it has a large part to do with the illustration that I gave uh that I gave earlier. Uh fizzed uh you can see what what our what our sections are there as well. and move on to music. I keep in mind it's seventh and eighth grade music. That's where students if they're taking a one of our ensemble courses if they're in

062chorus, if they're in orchestra, if they're in band, they're not required to take that general music course. Um that's why you see the differences with music six and music 7 and music 8. And you see some uh really some quite quite striking numbers in terms of the number of students that we have taking our our ensemble courses as well. Uh from there we move on to health. Uh and similarly to what I described earlier with regard to the health seven with the uh the smallest class, but noting that you've got some larger class sizes there too. >> That's a pretty big disparity. That's all >> it is. Schedule related. >> It is. And it's uh and I I sort of speak autobiographically on that. Uh I know uh that uh that last year I told

063you about how uh you've got one person to blame for this disparity and you're looking at him because that was a master schedule that I was part of creating uh prior to last school year. But it is a what what we find is that uh in in sort of like Tetris type mo type type mode with every change you make that you think is going to satisfy that problem it creates that issue somewhere else. >> Right? So, it's a it's a challenging it's a challenging thing to try to to try to figure out. Uh, and uh, as we move on to our to our high school enrollment here as well, you can see uh, from 2223 with 982. Uh, and then you've got the 963 and 2526. And looking back at that slide from 8th

064grade from the middle school, you know, your eighth graders are in the 250 range there. Um, so you'll have a you'll you'll have an increase as you come into ninth grade uh for for next year. Um, still keeping that smaller class though as as sophomores and you can then take a look and we didn't it's not that we took a look at every single subject here, but you've got your your ELAs that you can take a look at there. You know, your we we we love to look at the average class sizes, but again the largest versus smallest is an illustrative piece there for us as well. Okay. Okay. And you've got your algebra, geometry, and algebra 2. And you you've got that packet there as well you can refer back to. Uh and then

065we have our average class sizes in terms of our sciences. And we chose earth science, living environment, chemistry, and physics on that side of things. Uh different subjects here or different different courses here are going to lead to different sections based on student uh student demand. All right. Uh then we've got our social studies piece here as we run through global one, global 2, US history, which is the, you know, not just 11th grade, but that has a very 11th grade feel to it, and economics and government as well, which are mostly your your senior level, uh folks taking taking that. And from there, we have we move on into our average class sizes. Now in terms of our first year for a course in a world language, Latin is not one that we have

066offered because those students have taken that during the middle school. You're going to see with French one and Spanish one, we did have the flexibility to allow for that. That's a yearby-year thing though. See, we need still need to work through the master schedule and that's the high school. I'm not I'm not trying to say that I have authorship of that. uh but they'll determine whether or not those two entry level those beginning level courses can be offered um based on the number of sections that are available uh and then from there we have Spanish as well and you can see that's just the one section that we have of the Spanish one and then uh several more of Spanish two and Spanish three >> is there just the obligation for graduation is one >>

067correct right >> yeah interesting with with plenty of Yeah, a lot of the eighth grade Latin students stuck with it. >> They do. Yeah, you're right. And and you know what and and it's still like there is still a a great push. I was just at the uh the the World Language Honor Society induction last night and uh you know, you had 13 kids in French. You had uh 53 kids. I was adding them up because I wanted to make sure it wasn't 67 because I know that that we lose the crowd at that point, but uh it's like 13 kids in Spanish in French and 53 kids in uh in in Spanish who were inducted. So, we still have a really vibrant they're celebrating World Language Month uh very vibrant program there. But you're

068you're right in terms of that one tier of of the of the Regent level. You're right. Um, with that, then we we move on to our art and music. And you can still see those uh those those numbers which are uh which are excellent in some cases. You're you're looking at uh some more hands-on type things. You've got some some smaller numbers in some of the more hands-on things, but then you've got large numbers elsewhere, too. Um but, uh so the demand for all of these courses uh is extremely high on that. Uh we have our business and we have our health uh piece there. Um, you've heard of the the the EMT program. Um, that's that's extremely well uh well populated as well. Uh, and the the personal finance and health nine and the

069stress management piece as well. Um, interesting that we're able to offer a course like stress management with it uh as an actual course that I think that speaks to the evolving nature of education too. Um, and then we have our fizzed our fizzed numbers. Those large classes are large for sure. We also, you know, they're balanced out by the smaller ones and you can see what those averages are. Uh, our Boseis uh uh numbers are are excellent. Uh, and I say that because we've got more and more of our students who are interested in those skilled trades, those career techn technological uh engineer CTE courses. Uh, and they're they're really able to we talk about college and career ready. That's a component of it. Um, not not not excluding what happens at Hamburg High School.

070goodness there's a there's there's all sorts of things that happen with regard to that as well. But that experience that our students have through our relationship with Boseies is extremely strong. We also got students who are some that are going to Harkness. Uh and then we have some more specialized work that goes on at Calspan and then we have a student who's uh benefiting from the work at uh the Ormsby Center as well. >> All right. Oh, sorry. We should uh should work on my uh my day ma here. Uh >> should we should we take a pause there? That's that's exactly what I what I meant to do. >> Class size. >> Can you just touch base um quickly on level grade six and the changes that are going to happen there? Just >>

071um because I know that's been a concern um the dedicated ELA teacher on the teams and there's changes coming. >> Yes, there are there are changes coming and I don't want to get ahead of myself in terms of staffing with that, but you'll know that uh you know any anybody who's on staff here knows of uh the internal postings that have gone out. There's there's going to be some movement as we know there's been some retirements as well next year in terms of configuration. Uh the middle school move is going to be moving from what they have now is three teams so two teams of three and one team of four for a total of 10 teachers to two teams of five. All right. So the 10 teachers and I don't want to exclude 10

072content area teachers. You still got special education teachers who are part of that as well. But that's going to allow teachers to have that one single subject. >> All right. and ELA and reading being part of that. >> Yeah. And I the fact that ELA and reading are separate. Is that intentional because we're seeing issues with reading scores or is that >> it's as you take a look at our regs for like that the state issues us like those are like we have we have had our English language arts course. We've had our writer's workshop course. We've defined that as 80 you know 84 minutes if you put them together as being instruction in both English and reading and writing with that. All right. But now it's going to be a more defined in whereas

073like in the in the past you might have the same teacher for ELA and writer's workshop and that might be the one that rotates around. Now you're going to have a single dedicated person for each of those five courses. >> Perfect. >> Thank you. >> Sure. >> Questions or thoughts regarding the question piece? >> No questions. I just think that um it was noted last year. I think it's worth noting this year class size. I know there's debate on whether or not it is impactful and I do think it is. Um and I think we really need to be mindful across all buildings um how many students we're putting in a classroom. And I think, you know, the difference between grade two and grade three, while it may be um content and, you know, what's

074being taught, I do think that um there's not much of a difference in terms of maturity. And so packing more kids in a third grade classroom because we can isn't necessarily always the right move. >> That's just my >> understood. Understood. And the like the the >> this is an explanation, not a push back. Yeah. >> All right. This is the how do we best organize and put ourselves to in in the right mode where we can provide for our students in the in the best way and still do it in a way that keeps us in a in a in a in a position where you can you can satisfy those needs of the students. So if we want to take a look at the supports we're able to provide at a younger age

075that is like we're going to say that they have had those experiences that allow those classes that are a little bit larger sometimes. >> And I know if it's and if it's your child and you're like hey this is what I'm living right it's fine for you up there in the ivory tower Adams to say that uh that it's only happening sometimes. However true that is I get it that people feel that. I feel that I I believe in in in what I'm seeing is that our kids experiences are still still extremely positive. I know that there's some years where it's going to be a larger class size and some years it's a smaller. I think the grade bands that we have are super super responsible with it. The fact that there's limits there I

076think says like speaks to the uh to the forward thinking of the folks who are making those decisions with it. I also understand his concern. >> Yeah. And I just think that looking at some of these numbers um some of the totals uh would equal 28 kids in a third, fourth, or fifth grade class, but then there's been further another section added to bring that number down. So if 28 is kind of too many and we're voluntarily even though within our guidelines, I think that maybe the guidelines could be looked at to to kind of adjust to what we the decisions we're making. If we decide 28's too many, even those within guidelines and we're adding that section, I think it's maybe worth re-evaluating those guidelines and maybe updating them >> to more to numbers

077we're more comfortable with. >> Right. >> Uh I'm curious these numbers that we're looking at for 22, 23, 24, are these >> actual averages or were these uh the presumptive averages like when we like did you take these from the last time we did this? >> Yeah. Oh, so so we >> cool. >> So yeah, sorry. Yes. >> Um, >> I'll take that. >> It's a simple answer. >> I'll take one of those. Yeah, we go right from east school with it. Right. >> Okay. Um, so then my other question uh is I know that you had largest and smallest. How much um wiggle room like you what to your point you said this earlier. The average is one thing but it's actually more interesting the range. um uh how what do the ranges look

078like year to year and like how much flexibility happens across the year? Like I know we all have like this is what we want it to be and then like reality hits and people get moved, people leave, people come like do we have this is such a research question. Do we have any like sense of like the the amount of change that happens in a year >> like Right. Yes. So like and We have plans of like >> it's not I mean I I mean it is all we see students coming out but we're not seeing a fluctuation of five to 10 student that big it's we lose one we may get two we may lose two we get three you know those type of fluctuations >> but maybe in a classroom like my son

079dropped something and got to study hall this class over here >> secondary level caused his English class to change and all these other things >> secondary level that that that fluctuation might be more evident. >> I'm curious because I know like this is a nightmare in higher ed. Um, but I don't know how much this is like researched or looked at or like how much like if I was to be in here, I don't remember what this this presentation was, you know, a year ago where these how much did these numbers change and then like how much flexibility is allowed without breaking the system in your experience? >> Yeah. Administrators. I I really think that is that that is on the scheduling task that's really starts in the spring or even before that if you're

080looking at the high school like they're locking in those class those class requests early and then it's trying to create the best the best master schedule to fit all. And really the same thing is the as the as the scheduling committees are working on that at the elementary school as well and determining where our shared teachers are going to be and making sure that those special classes run at that time. If it's the phys teacher from the middle school coming down to Boston Valley to work for a couple periods too. >> Um and in terms of allowing adjustments is that this is a factf finding thing like what ultimately is the determinant? Is it a is it a teacher input? Is it a parent input? Is it student input? But like what what ultimately decides

081like you know what this this person needs to go here and we need to move that like >> yeah in terms of like class like makeup. >> Yeah. >> Like yeah that that's a that's a build that's building level work. Uh but we also know that our folks at their buildings are communicate like there's there's certain things that they're keeping in mind certainly as they're as they're creating those as they're creating those class lists. >> I meant like once once the trigger is pulled and we've established it. Is there like an SOP of like this is how we get this moved? >> What I would >> stand operating procedure for >> like there's there's plenty of conversation that goes on ultimately you've got administrative prerogative that goes along with this but you know every every

082person that we're working with is talking to is talking to parents. >> Okay. So it's like a a parent generated >> it's a collaborative approach. >> Yeah. Input teacher ultimately decision has to be made but there's definitely a lot of people into that decision. >> I think it's different at elementary than middle school and high school, but overall I'd say there's a collaborative approach definitely. >> Can I just ask one question on transportation? Um going just because the 2526 number uh the 5.9 that was the original number presented um with the budget last year, but that's not the actual amount, >> right? That's the budget to budget, right? >> Yeah. So, where are we like what is I know it's a million dollar change, but where are we at? What realistically what is the change

083going to be from this current year to next year to get to that 6.9? That's not going to be a million dollars. >> I don't think it's going to be 6.9 either. Um but um >> you're being conservative with that 4%. >> Yeah, >> it's the magic question though. Should we using actual or should we be using? It's a great >> Well, you will see actual when we do the all the the reports that go into that budget book, you'll see actual with the budget and the >> I just see that million dollars and that is like red flags and sirens because yes, because it was such a big jump last year. So, I'm just trying to what is the actual increase from this year to next year? Is it just a couple hundred thousand?

084I I'm just trying to get a better idea of what it actually is because I don't want people to look at that and think, "Holy cow, we're going a million dollars, but that's not CPI, 2.6%." So, how did they get to that? >> I I just want to jump in on this and again, Christine, like, you know, feel free feel free to jump in as well. that 5.9. Keep in mind that that Christine actually increased that from the 2324 budget to the 2425 budget with the cautious approach of like I don't know if they're going to go CPI or not. Remember like that was before we had a contract that said March 15 drop dead date for that. Yeah. >> So we find out after we've already adopted the budget. Correct. She'd already like she'd

085already increased that budget more than CPI to 5.9. But then >> yeah, >> what was our what what do we end up with? Right. >> A 20% increase. That's where that comes. >> Yeah. This million dollars that's not actually what I mean it looks like it is on paper, but that's not what >> but it's not. >> Yes. Okay. I just wanted to clarify because >> saw a million dollars and I was like went back to last year's budget. That's not happening. >> It's actual. It's perfect. So just to better understand >> fair to summarize 5.9 last year would will actually end up >> some degree higher. >> Yeah, 6 million something. Yeah, >> 6 million something and 6.9 is likely an overstatement as well for this year of a budget, >> right? Because I

086did use 4% and right now CPI is not at 4%, but I would rather wait and see what happens with fuel. And um we will have an increase. We're adding a pre-k class, so we will have probably two more buses because of that. So I mean there is some increase to the service as well. >> So it's CPI plus new routes plus >> the difference that we've been talking >> right but I don't want under budget. >> Have we heard anything more from the state about the UPK um that was proposed and if that if if it's going to happen first of all but if so can we use any of that funding towards transportation? >> Wait till my exciting superintendent report. >> Okay. All right. Don't answer. I I want to be >> I

087don't I don't really have an answer but to talk about it. >> Okay. I love this. I love this. >> Okay. >> You want to briefly Yeah. So So now the conclusion, right? >> Second last. So the overall bud where we are right now revenues of 92,631 831 graph expenses 93 5SI 492 budget shortfall of 923,661. This will change. We'll get um updated state aid runs April 1st or thereabout if we have an ontime budget which I hope we do. Um and so from that >> feels like we're tracking towards it this year >> maybe. >> I I think so. I don't think they're in as bad as >> last year did not >> as as last year. >> Yeah. Um so and then we'll see like we'll see what we can do with transportation

088maybe increase revenues for interest income seeing how the market's doing. Um, you know, there's a bunch of other things to look at. >> Last year at this point, we had $2 million budget circle. >> Oh, just to put in perspective, that makes me feel a little bit better. Okay. >> Work to be done, but >> Okay. >> All right. So, next steps, finalizes expenditures, just a little bit more work to be done. General liability insurance. I'll get that in April. Um, transportation based on CPI updates. state a runs again from April first school a runs and then balance the budget. So that's what happened for April. >> Questions >> I I just I know that there's more stuff to come. Uh one of the things I would love in the next meeting, so I'm not

089going to ask it to you now, but I would just love to know like how are we going to balance the budget? I I'm hoping and I don't it doesn't seem like it because it seems like a lot of stuff can happen between now and then. I want the question uh answered. We don't think that we need to do anything drastic like >> correct >> like cut >> correct >> people >> no right >> right but and I would love this even though I know this is a scary thing to say what would that line be like what what is the line of deficit where we'd be like this is when we'd have to start thinking about it I know you don't want to answer that question, but I >> I want to answer it

090for this year and tell you it's not going to happen. >> Okay. But I would like to know what is the line that I need to be worried about. >> I understand the question. We're not at that line. I want you I want you to know that. And that's not trying to be like standoffish with it in terms of an answer. It's it's being decisive about it. >> Okay. >> It's kind of like asking who's your favorite child. >> I think it's >> I can answer that for me. I've only got one to be fair. >> But I I see where Barry's going with this question. It's just as we go into next year and we don't get to this point and we're like, "Oh, now we got to look at that." Because we didn't

091have our eyes open the whole time. We just kind of like to have an idea of >> when we're approaching a precipice of like we have to care now. >> Yeah. My my eyes are our our eyes, our collective eyes are are open to it. >> Understood. Understood. know what you know. >> Okay. >> From data. >> Got it. >> Thank you. >> Okay. Any further questions? >> Going twice. >> Seeing no further business, can I have a motion to adjourn the board of education budget workshop? >> So moved by Ashley. Second. >> Second by Jess. All in favor? >> Opposed? Meeting is adjourned. Does anybody need a minute or should we just get rolling? Okay. >> Where's our students? >> People are coming in. I think that's what we're waiting for now. Coming in.

092>> Next year we're just going to make it sound, right? >> You never know. Here we will call our regular meeting to order. So to start, I'm going to invite up our pledge assistants here, Ariana Smith and Parker Kger. If you guys would please stand up and come maybe to the middle of the table there and the rest of the audience, please join. Please stand and join Ariana and Parker in the pledge. So, whenever you're ready, please. >> I aliance to the flag of the United States of America and to the republic for it stands one nation indivisible and justice for all. >> Thank you. Please be seated. Ariana and Parker, excellent job. Thank you for your help. >> Let's get started. Can I have a motion to approve the agenda for the March 12th

093board of education meeting as presented? >> So moved by Ashley. So >> second by Tom. All in favor? >> All opposed. >> Agenda is approved. We will get cracking with our uh department building reports and I will hand it over to Mr. Adams to facilitate another discussion. >> Thank you, President Hall. I am super super excited to be at Union Pleasant today. I'm always excited when I get to walk into Union Pleasant. It's one of my favorite four elementary schools, but it's a real special place. It's a truly special place. I get to introduce uh Molly Walsher and Shane Kavanagh, our administrative team here at Union Pleasant. Um thank you so much. We're excited to hear about building focus, a little bit about your collective backgrounds, but of course hearing from a couple students and

094some supportive staff members as well. So, thank you. >> I'm going to talk Mr. Adams. This is my favorite. So, hi everyone. I'm Molly Walsher. I'm so excited that everyone's here today. Um the cafeteria looks great. So, it's just great to be here. Um we are going to talk talk a little bit about our building focus for 2526 and also um head into a little bit about a recent event here that took place on February 4th called the local school play. Pretty soon you're going to hear from we also have Ariana Parker. >> So it started with um our building focus. So I am the assistant principal sharing camera and I second that pleasant is the best. So, this is my second year here at Union Plazet, Molli's first year, and this summer, you know,

095okay, what what is our building focus going to be and how are we going to reflect the mission and vision of hamburger and being you, we knew you that we had to embrace the past and what's the history of. So we did some you know talking talking and collaborating with a lot of the teachers over at strategic planning um and we said okay after learning a little bit about the past how are we going to embrace that looking at we know that it's so important to then build relationships and build trust because in order to do that then we set up the future for you know our culture and having a positive culture here. So with all of that I will read that together. We will continue to strengthen our caring school culture by embracing

096refining our practices in supporting one another as learning for every way that just so far this year goal is still to celebrate not only our students as well. community individual students that have this year individual students who have work at our safety patrol cate our teachers. Um, I don't know if you know this, but Union has a teacher and our teacher plays at every community. Some >> some other ways that staff meetings and staff meetings. Um, some other ways that we are working towards our building focus is, you know, it's having shout outs for our staff. We have a wall of shout outs in our main office. We have not only shout outs for shout out for our students where we have our at every staff meeting teachers are writing positive um and sending out

097positive postcards to students. Um I know that I feel like I'm missing one right >> so I'll take it from here. Um I know that um we heard Shannon talk a lot about being together and just um embracing everybody in the building and you start to learn a little bit more about Molly Walsh here, you'll know that this is kind of near and dear to me as an educator. And um we we were uh lucky enough to participate um here for Union Pleasant with their first global school play. And I guess in a nutshell rather than just reading off that slide, but global school play truly is letting kids create. So really really that's what it is. Um you know the biggest elementary school is we have we have so so many um unique needs

098that you know for our students to be able to showcase their abilities global school this global school play date really allowed that to happen so I wanted to make sure that I included this um snapshot for everyone but just a little bit of background behind it um it continues to build each year um there is a website if you were willing you wanted to check it out But um this year they estimated that there were about 3.3 million students from over 84 nations that participated in the event this um school year and it just continues to grow. Um personally this is I think my sixth time celebrating it with students um and now staff. Um and I guess just overall um really truly the day was just filled with wonder and curiosity and engagement. Um

099for example, I'll tell you a funny story about the third third floor was wild. I mean, it was just there was so much happening, but also different opportunities for kids that maybe needed a little bit of a calm down space. So, it was just like the perfect global school play they reflected. Um, and I went into one room and I think it was Mr. Shimento's room. He um had some students creating something from start of the day to the end of the day. I mean, and these kids were building something that was funneling out into the hallway. I mean, it was just it was it was truly so exciting to see. um the kids and the staff all working together >> and the students definitely independent as well. >> Yes. Yeah. So I mean then

100I guess that just kind of um wraps it up that there was a lot of planning also and communication surrounding the event um preparing for it um and then implementing it. It just took all of us um all together to kind of make it a successful day. Um this is where I'm going to have uh Mrs. Walsh and Mrs. talk a little bit about um their experiences as teachers with the day. Um I I was really hoping that they wanted to participate in this because they actually were kind enough to share some wonderful feedback with me after the day that it happened. Um so they were first um first on my mind and I was very thankful and they're tell kindergarten and when we first were talking about in the kindergarten teacher class like you

101play and also uh oh like hold on a second but we were really receptive to it because we do play and it made us kind of think of the ways that we can let go of some of the structure and really kind of give the kids a little bit more on it. So did we learn something new about our students? I have the English language learners classes here. Um, one of the things that stood out to me is that those kids like not just language learners, everybody had something that they wanted to do that made them feel inclusive and part of the environment. Um, I learned kids who have trouble, kids who get into conflicts, kids that you know were working on conflict resolution, they all had opportunities to that was just exploring groups of

102kids that didn't often each other So I got to see some parents that maybe I don't see that today. They really didn't. It was it was lovely to see and I learned a lot about the collaboration which I think is another point up here but I'll say it while I'm talking. Um Pat work came and did a DJ dance party. Um and for one my English language learners in English go nuts with all those dance moves. They're working with other kindergarten classrooms. They had other grade levels in there. They were really just saw the collaboration with other adults that just a nice way to say it. a little bit a little bit older, not not too much, but for us at second grade, we gave the kids an opportunity to sign up in a classroom

103and just said, "This is what's going on in this room. Um, choose your choose your spot." And that was the best part for me because I had 20 something kids in the room, but they were they weren't all mine that I had had experience with all year. So, I got to just meet so many more kids than I would have typically been able to do. And again, with the pairing up with different children, I had a couple kids. I only had one or two from my class in the room at one point and everybody was from a different classroom. And it just it doesn't matter. They all their kids are so much better than adults. I feel like they just get it. They just know what to do in those situations. And it was beautiful.

104And I had all these tinker toys out and coloring and everyone just kind of chose to color for the majority of it. And they just chatted and colored and listened to music and it was just a calming, wonderful, wonderful moment. honestly. And we did that once in the morning and once again in the afternoon. And it's the same thing in the afternoon. Didn't matter who was in the room. They just they just kind of flow with it and they handled it very well. So that was my favorite part just kind of observing and watching what they would do with it. Really cool. It kind of reminds you of what you do as a parent. But you know, you kind of just stand back sometimes and watch them. I think as teachers a lot of times

105we feel like we need to be um and don't necessarily always stand back. And this was an opportunity to just kind of see what Thank you so much for sharing that. >> So, next up, um, we're going to invite our fifth grade students, Parker and Ariana. They were also peer helpers in our building, and they prepared something to tell you a little bit about why they feel it was successful for our students. because I heard that a lot of kids went home and just like went to bed. So, they're going to take it away. Our play was successful because it gave us a little break in the middle of the week. It was great to be able to hang out and talk with our friends. We got a lot of fresh air outside. Um, so

106last but not least, um, just to end the presentation, um, I promise my partner that I won't get mushy or you know sensitive but >> but um I guess just the way that I've been brought up that it's um so important for me to make sure that I express my sincere thanks um to the Hamper Central School District, the community um and also of course um our BS team. Um, I really truly some days pinch myself because I look around at this big beautiful building and all of these people and all of the kids like that's just like a dream and um I really truly am so thankful for this opportunity and that was it. Thank you for listening. >> Thank you very much. Thank you for Thank you for speaking. And you you are

107free to do what you need to do if You guys care to leave, care to stay? Completely up to you, but want you to not feel awkward. >> Got it. >> We've got a lot planned for the next three hours. >> Three hours. >> What are you doing for two of those hours? >> Max like when's that driver's license? >> We got to get going next. >> Yes, absolutely. Uh we will get continue on presentations. >> We're still yours. >> Sure. Okay. Uh thank you so much uh Shannon Molly. Really appreciate your your staff for coming out. the staff who didn't speak for the supportive nature of uh of all of them in the whole place. So we we love to see that. I love to see the commonalities that we see with with our

108elementary schools as well. So really really really important and vital vital stuff. Uh I now get to introduce to you I think Sean are you giving the the report for us today? >> Okay. So Sean Failen's going to come up from Turner Construction and he's going to tell us a little bit about phase four >> of the project which is like you can you can probably feel it right here. Right. >> Just quick before we get into the photos for the presentation points from the report. The financials nothing has changed too much on numbers that 1.6 phase represents PA system and then what we're tracking so far possible changes $91,000 We've paid out one small $2,000 company that was takes care to save all the sides of those. That's really essential service. That's essentially are

109gone. Scaffold system. >> Are they working while the students are here or I heard them banging away earlier. as we come get here about 2:30. One thing we didn't show a photo of you bathroom contractors as These photos are scaff that went up last week. Access Facebook. Any questions for Sean? >> Is the sensory room is part of that funding coming from PTSA? >> The equipment inside, but like the actual >> Yeah. Yeah. >> like physical room, air conditioner, lighting, all that stuff will come >> and they're gonna buy the They are amazing. >> Remind me again what we're doing with the placards that you took so much care to. >> We're working. >> Yeah. Working with the alumni association for uh >> that's that's their uh that that was an interest of theirs uh

110to see if we can uh see if we can do some fundraising for them with it. So >> cool. >> Yeah. >> Used to be the high school. Right. >> Right. Exactly. But I tell you like the the last graduating class is 1955 now. So >> yeah, >> not too many of have have memories of it being the high school. But it's just a gorgeous it's a gorgeous look to it. So we appreciate you taking the time to I know there was a cost to it, but um thanks for for buying into that. >> Thanks. >> Thank you. >> Thanks so much. Uh to all the folks who are to Jim and Louis, we thank you for for coming out as well, guys. So, we appreciate that. Nice job, Sean. Uh next, we get to

111move on to one one of the one of the things that we wanted to do for over the course of this school year was to uh to have presentations where we learned a little bit more about the different experiences that our students have uh both within our schools. And then another piece uh was through our our relationship with the area. So uh Dr. Mike Cap, you want to come come to join us and Jesse Cartes, thank you so much for being here as well. Uh we're thrilled to have have you here. They've uh they've put a presentation together to talk about a bit of a Bosey's overview, but also about the partnership that we have. So thank you guys so much. >> Thank you. Good evening to the members of the board of education. We

112appreciate you having us out to Hamburg. It's been a while I think since everyone has a chance to come to talk. This is my colleague our director of internal talent development and employee learning. So our agenda for the conversation tonight is really to give a high level overview about the organization talk about state and specifically for your school district. very excited and then Jesse will talk a little bit about the regionalization initiative and also prepation for so we are a service organization we're an extension of We are really focused very much on anticipating core values of integity service. We support 19 school districts across county. We also are 37 York. We also have the York. We provide a variety of services for school systems that is all driven by the cooperative sharing of those services.

113Also the board of education serves on our board of education members. We have a seven member board that represent various districts. In addition to that district superintendent I have sort of three primary areas of focus. First and foremost is leading the daily In addition to that, I serve as supporting regional state. So each month I travel to Albany with the state education department and bring information back to the school system, assistant superintendent, directors, principles, teachers and leaders across the region. I would also just make sure you understand that also serves to bring back as there are reforms and initiatives that expectations for schools to adopt. We want to make sure talking a little bit about participation process here. This really is the most. So each year we have that leadership team here to review all

114of the different services that that administrative support instruction. Ultimately, every year to continue it is all very much driven by individual choice. We have roughly 5,000 different services that we offer to school systems. So that meeting involves typically line by line services to assess whether you're continually provating. your ratio which fluctuates year to year is right around 65%. So those services received 65% of that cost a formula is driven by your property value per that district for our 19 school districts the average three branches of the organization. So really we administrative services which is a lot of the back office management services policy services for example labor relations communication support and software cyber security instruction. I would also note that through the Rick school systems across the state contract which allows us to be able

115to work together also cost effective school Then finally, probably mostly what we're known for, I think, is our technical education program for CTE here in there. We now have four CTS across Western New York. Most students attend the Potter and we also have the partership technology. We have students that are actually out there on the right with uservation careers program. These are levels. And so we have zoo. We have academy program. We also have Exceptional education alternative gears to the big project. We're really excited to talk. We are building that is going to serve 500 students from all across western. We are taking three of our current exceptional education campuses academy. Part of that is driven by the fact that we have districts So you'll see some of the statistics there. We are says 45%

11614% conversation with our district over the last two plus years. So this building is together and Our superintendent officials help us think about what we're really instruction. What's 100,000 square feet will be We're also bringing students and design. Texas. positive students and families. instruction. lots of possible This is space. So now we are It's an exceptional tour if you ever get chance to I happened to visit there one one evening they had an open house and the instructors in the HVAC program same ones who work with our kids during the daytime and little plug they couldn't say enough about the kids from Hamburg that they have working in those classrooms but the work that was going on there it was just like my eyes were open to it didn't even realize it was happening so

117appreciate you giving shedding some light on that >> direct One of the things we're pretty excited about is to partner with the 19 component school districts and Buffalo City Schools actually on a regionalization plan and this just gives you a little timeline of this journey. This journey has also been going on for a few years. Um in October of 2024 we had our first meeting where we hosted all of Erie County schools in partnership with for an initial meeting. And part of that work that we did at the table is based on a regional data workbook that every school district that's a long very very long a very very long survey um of information and the Winnie Rick helps collect that data and create the workbook so that we can sit down as partners and

118look at the data and see where big ideas are that look at from a regional perspective. The idea of regalization is to look at equity and look at issues that come together. And so then by October 1st of 2026, the final plan was due and again all the 19 component school district superintendent signed off on the plan and city school which is exciting. Our plan we picked these five areas of focus. So over the next few years, we'll sit down and work together and tackle some of these big issues. We've already started a lot of work around graduation measures. We're also looking at tackling chronic absentism and social emotional learning. Absent New York State partnerships. 80% of a student's time is spent after school or in the summer. So, we're looking at where we can

119better connecties with school districts with school resources and after school programs and then we're looking at transport analysis operates. access. And so our asky of the students of the schools and the school boards as we move forward is to district participation in regional meetings and professional development. something that has always done. Champion joint initiatives graduation measures reduction and expanding out of school time for the transportation. Those two topics require a lot of folks at the tables. As you probably in the 25 26 school representatives have attended our regional PLC for New York as well. And so our hope is to continue to convers to next year. One of the most exciting pieces though is the early college and so we're working with the statements we're working conversations around that. challenge choice. the other areas. We

120also together your social workers. like a school like Potter Road, how many what percentage have IEPs? >> So, we average right around 42 to 46% And you have a special education department meant to help them to obey this this IEP even though it's electrical or building trades. >> Yeah. So our CT teachers um are out different consultant services of that child instruction assessments and So almost 50% have some kind of how many staffs are just dedicated you know to special education >> depends on the district. >> So this new expansion really has nothing to do with those students. >> Not directly programing there. focusing on early childhood. >> Thank you. >> I don't have any questions, but I just think this is phenomenal. Um, and I just think it's really important that we continue to

121recognize that not every child is a pen and paper classroom learner and that when we used to kind of force them down that pathway, it didn't end up successful in a lot of cases. So, to really kind of look at that unique child and to focus on what their skills are and and what they want to do with their lives and to be able to provide them with a really high quality program. Um, I think that's It's incredible. >> Do you guys facilitate the tours or does Erie or does ECASP do tours or >> for your like if we picked a building like Harkness or something? >> Yeah, >> it's so cool. I mean, Mike Mike walked me through I got to land the jet and >> did the simulator. You sat there patiently while

122the kid next to me landed it for me. >> Hamburg. PCSB does have an event or call members. In addition to that, we're more than happy to have membership. >> Maybe it's something the building visitation committee could visit in future. I just have to say that there was a there's a there's a student in my son's graduating class that got into the PEK automotive. I I know him. I know his they went together in elementary school and they told me that basically that was life-changing for their son that he wouldn't have graduated without like I said it was life changing. >> Well, thank you very much >> Dr. Yeah, sorry. >> No, it's your appreciate it. Well done. >> You can sit and watch the rest of our meeting. >> Um, so I guess it's

123back then. Sorry. >> Yeah. Well, then thank you. Thanks for all to all of our presenters and uh everybody's involved. >> Okay. Uh so with that, we'll move to section C. Uh what we have here is board briefings. item for items for information. Our future board of education meetings, our next meeting will be at Armor on April 14th. And then we do have the second April meeting um which is usually much much shorter where we actually do the Boseis budget and board of education vote uh a week later um again hopefully a shorter meeting. So we have those to look forward to. Um meetings and workshops. Um I mean actually he just um Dr. Capwana just mentioned it the twist on tech. Um I would encourage you guys to to do that. It's a good

124chance to dip your toe in in seeing what some of those CTE programs >> I just mentioned on that that t that Tuesday the 21st because we're now already down one board meeting. I will not be at that board meeting. >> Does anybody else see any or see any challenges on April 21st just to make sure we have a quorum. >> Thank you. Um budget transfers there was just the one I believe. Oh no, this is sorry these were the some of the natural gas ones. So those were for information only under 25. Uh and then we move to board and committee reports. So we will follow our typical format here and Max start. >> So um we recently had the guest artist concert at the high school. Um that's where the band will invite

125um a professional musician to play with us in the band. Um it's always an amazing experience. Uh this year we had uh Dr. Phil Singer who's a trumpet player and apparently like you can't go to any uh place in Buffalo without uh seeing him playing jazz like that. Um I always uh think of it as a great experience to see just how terrible I am as a trumpet player cuz they're amazing and it's incredible to see them play. Um the junior chicken barbecue, that's the uh bigger sheet uh that I'm that's being passed around. That's on March 25th with Bald for Bucks. So after you shave your head, you can go get yourself some chicken dinner. Brilliant. >> Um >> who's who's this one benefiting? >> Junior class. >> Just the junior class. Uh and

126then next week is spirit week for uh the music program. So it's will be uh music in our schools month. So for example um Tuesday is going to be wear your favorite artist t-shirt. So that'll be fun. Um and then it's world language month. So foreign language has been doing a ton of activities like uh culture presentations from exchange students. Um food tasting and then music march madness, stuff like that. And then uh the honor society for world language uh just did their inductions. Connect Life is doing another blood drive on March 20th. And then HSA and AOF are in the process of receiving applications from new members. And that's all I have. Thank you. Any questions for Max? >> All right. Good job, Max. >> Thank you, Max. >> Well, are you gonna be

127bald for Bob? What are you doing? >> I I don't know if I have the hairline to shave my head. I'm not going to lie. Hairlineish. >> Yeah. I don't know, >> Dave. You can't come up like that. >> I'm just wondering. I mean, I I'd throw some some bucks in there. >> Max, your your refusal when I asked you that same question was much quicker. Is that just a >> I understand you were talking to me, but I mean, >> hey, if we raise $15,000, I'll shave my head. >> Mr. Adams, >> spirits. >> Is that what you said? >> Get Mr. Gang's beard. Not just for me, the whole thing. >> I have a great picture of Mr. Gang without his beard. It's just terrific. Love to see that again. >> Ashley, you

128wanna >> Yeah, sure. I'm light on that because we haven't we haven't met. None of my committees have met. Uh finance committee. Hopefully, we're meeting at some point. We've only had one of those so far this year since we've been late on those. Um Cam and I got a plan of building visitation. I don't know if we want to start looking at dates. I know we talked about that last meeting, but we didn't we never executed. >> We should probably check with Mr. because you never know >> step on one of their special I can help facilitate >> if if you want me to reach out I will >> no absolutely can >> and then PTSA central unit meetings are coming up April 13th and May 11th don't forget you get your PTSA membership if

129you haven't >> yes we are >> down 21% from last year this time so Yes. So, if you haven't grabbed yours yet, um like we talked about this sensory room, the Union Pleasant PTSA, um I think they approved it last year, $12,000, um in supplies for this sensory room and that's because the exceptional work done by their PTSA and just recognizing the need for that. So, um, and that's happening in every building. Like, amazing things are happening because of just incredible people who give their time and energy, um, for for these kids and for these staff members. So, >> memberships, >> it's a good update. That's why I let you be out of order. Sorry about >> Okay, good. Sorry. Sorry. She had the bandwagon on that. It was >> I just wanted to make

130sure that we made the point that um, >> memberships are important. >> This is a yes and Dave. >> Um, I attended the parent child connection. um guiding children through grief um program. It was put on by Western York Compassion Connection. Um and there was some the people that were there, you know, had a need for it, though I wish that we could, you know, have a few more people attend um important seminars like that. But I have all the the information here if anybody wants to look at it. um they talked about what to say and what not to say, you know, to a child or anybody that's grieving um you know, the loss of being a grandfather, parent, a brother, sister, child. Um and I thought that was really helpful. Um but great

131seminar and I hope we do it again and we can attract some more people because um it really is it really it really was you learned a lot. Um, last night I was at uh, dyslexia 101 that was uh, put on by the special education PTA. Um, it was presented by Stacy Pelicano uh, Dlexia Services of Western New York and she's also on the New York State Education Dexia Task Force. Um, she has a website. I can share it with you if you need it. I know she's done teacher development here. Um, it was well attended. Um, a lot of concerned parents, mostly moms, you know, there were there wasn't a lot of dads there, but but moms were there. Um, and we all learned so much. It started at 5:30 and finished at 8:30.

132Um, I had to get up and give a little speech and let them know the cleaners had to get in here and clean this space to get them to move. But they had so many questions um, you know, for um, Stacy. It really was informative. um you know um we did these we did these little exercises on what it's like to be dyslexic and everything else and they really were you know that because I'm not dyslexic you know um it it really showed you what it's like to be dyslexic you know and I can pass these cards around if you want to see them I know that um the educators on this at these tables have done these exercises but they they really were interesting they they made us put the pen in our other

133hand and then write five sentences. And the first one was John went to buy some milk. And so you're trying to do that with your other hand. Then the second was like, you know, Mike has a nice dog. And you would write that one. Then the third sentence she said, you know, very quickly, um, you know, a very long sentence very quickly. And so you could imagine the stress that that puts on someone that's dyslexic. Um, and so you really got to feel that, you know, as you were trying to to write it down with the the wrong hand. So, it really was a great example of what it's like, you know, having my son was dyslexic, is dyslexic, and uh um and you know, watching him, they talked about um you know, a dyslexic

134child have to get up and read in front of the class, you know, and the loss of dignity through that, you know, and I know that the the adult version of that is did you read that email, you know, um it's it's pretty much the same thing, you know. So, um I just think she just it just was so great. Um, I learned so much. Um, you know, I did tell them that in the end, you know, your child's going to be okay. And I know that because you're here at this seminar learning something, you know, that you can help your your child, you know, um, you know, in in any school, one in five students are dyslexic, some form of dyslexic. And, uh, so, you know, I think it's something that I learned so

135much. It's I think it's great um for anybody on the school board to learn about these ADHD. You know, we have so many uh we had the ADHD programs already. I think we have another one coming up on the 31st. Yeah. The 31st, right? Yes. >> And uh um just to learn, you know, maybe your child isn't um have one of these disabilities, but to learn about it and understand the money that when we have this budget that goes to special education, right? that now we get to understand one in five students, you know, you're like, "Wow, you have, you know, they have a better chance of being dyslexic than they have blue eyes, you know." So, it is uh it's so it's so important important, you know, that we uh you know, that that

136we as school board members understand, you know, something that's so important. Now, Stacy, now for you too. Stacy Pelicano asked the board and the parents to advocate for a $2.1 million bill in this year's budget to form a New York State Center for Dyslexia. um that that's not a lot of money, you know, when it comes to the budget and uh but how important that would be um that we had something, you know, a center that is directed, you know, just at helping teachers, educators, you know, learn about dyslexia. You know there was educators at the meeting yesterday and they said when I went to education school when I went to college you know we spent you know a very little time on dyslexia and a lot somebody got up and said everything I learned

137it I found out it was wrong you know so so you know I obviously having this center would be you know a big help to to you know one in five students you know uh you know of course there were parents there that complained that Hamburg Hamburg wasn't doing enough that they, you know, but there was just as many parents that said that Hamburg was doing a great job and they appreciate it. Now, we had a teacher retiring. >> Um, right. And she was there and she's going to be missed, >> you know, and uh replacing her probably going to be, you know, I think it's sure we're working on it. >> We absolutely are. and um um you know and she everybody pointed to her about how helpful she was with their students, you

138know, with their child and uh you know it was it was just really really nice. The fact that um we couldn't get those people out of there was was just amazing. Just kept on asking question after question and one question brought up another. Jen was there of course did a wonderful job helping to organize this. Um, and it was just it was a great night for Hamburg. So, I just, you know, it's great to have those programs and I hope if you guys get a chance to attend, I realize we all got got children and you got a lot of things going on, but it's great to to learn about disabilities like that, ADHD, dyslexia, and so forth. Um, and then quick, um, I know you guys are probably going to legislative breakfast >> May

1392nd. So, you guys are going, you know, >> all these things happen on my kids' birthday. I had a kid birthday last night. I have a kid birthday May 2nd, but I'm going. I'm going. >> All right, good. Yeah, I did 12 years of those breakfastes, so I'm glad somebody else is going. And then on April 16th, there's a speedboarding at the Twist on Tac thing is going to be on the 16th. So, you got an April 2nd deadline to uh get to Christine and sign up. And that is all I have. >> Thank you, Dave, >> Jess. >> I love that you brought that up and spoke kind of in depth about it for two reasons. one um uh the teacher retiring. That was a concern of mine. That's a conversation I've had with

140a few parents already because she has been such a huge huge factor in their children and the the progress they've made. So, that is definitely one that is, you know, close needs to be closely watched and make sure we get someone whoever gets in there to make sure that they have the same training, similar training, get them additional training because those kids really do need um someone strong. And I know that the parents I've spoken to speak really highly of that teacher. But second of all, I just want to say again the PTSA, the special ed PTSA, just really exceptional people who just want to bring as much information in. Um, and you know, they're volunteers. They're spending their time and their energy to do this because they know it will benefit the community. And

141I just think so highly of those people. Um, so I had a busy month um with a lot of stuff. I was at the Armor Talent Show. I was able to be a guest judge there and I didn't know any of those kids, so we all had to have tens. And um sure needed a tissue there because when kids sing and it's so beautiful, I can't help it. So that was so much fun. So thank you to um Justina and Dominica for the invite. Charlotte Avenue had bingo night. It is always so well attended. It's wallto-wall just chaos. the Campbell, Chris, um Christina and Rick Campbell, they host that night. They did such an exceptional job. I say that that's the highlight of our winter like besides Christmas because from Thanksgiving until spring, it's just

142a lot of ick. Um but the kids love bingo night. So that was so much fun. Uh I was at Bash and Cash this past week and that was my first time just I again am so impressed by the people in Hamburg. Now I am not uh a Hamburg lifer. I came as an adult, but to see the just the impact that Hamburg had on these individuals and the fact that they want to give of their time and their talents to continue to benefit the district where they grew up. I am just amazed and I applaud their efforts and um I plan on going every year now because that was great fun. The PTSA meeting, I was at the most recent one, Monday. I honestly couldn't even tell you. The days all blunt. Uh, it

143was a great meeting. We heard about Bald for Bucks. The PTSA is going to do a sponsorship. So, if Christian didn't pass that along, you are guys are going to get a sponsorship. We talked about family reading night. That's coming up on the 27th. So, that's super exciting. The Hamburg PTSA because of the success of the It Takes a Village 5K last year was able to provide the funds for Nickel City Reptiles to come. So, we're super excited about that. That's a district-wide event. Um we talked about a few things, a few um maybe growing pains we're having. So the PTSA and some of the buildings now we've prek in two buildings where that was not the case even just a few years ago. So trying to understand and like reassess how the PTSA can

144support that because now dividing it by two, but really it's a program that serves the entire district. We just want to make sure that we can get a better understanding and this is what the building vice president's communicated to me about what the district is I don't want to say expecting of us but we've traditionally provided some level of support and how can we continue to do that but just so we know what the expectations are. Um and then um field trips. So that was another one that came up. Union Pleasant and Charlotte Avenue, we benefit from a village location. So we walk everywhere when the weather tends to. we put our retire laces and go. But those two buildings don't have that. So they are putting out more money for field trips for busing.

145Busing is becoming increasingly expensive with fuel. So how can we help those two buildings with some of those challenges so that their kids can have similar experiences? And then the last thing that I want to touch on, and it's my favorite thing, Albany. Mary and I, we ventured to Albany together last month for Nispa Lobby Day. We took the train. 10 out of 10. recommend the train. You can get so much work done. But we had a full day. We were visiting with assembly. Uh we visit with John Rivera. We were visiting with state senators and just really advocating for public education. Um but more specifically Hamburg, our concerns. Um um I was so impressed with honestly all aspects of it. I didn't expect our lawmakers to be so receptive. They were very clear that

146we don't know what you need until you tell us. And if you don't tell us, we can't get it for you. Not that they can, you know, either way, but they don't know what they don't know. So, we know we have that information about what we need and how we can best serve our community. So, it was great to go there. I was really impressed and I wanted to communicate this with Max Alden. They sent their they have three student exofficial board members. They sent two of their three student board members on this trip with their superintendent. And one of those students, um, I brought her pamphlet or her little handout. So, she started a program in Alden called Read to Lead and she records herself reading books and then they get played for the

147kindergarten uh, classrooms. She wants this to become a statewide initiative because in Alden, she says it's Alden, it's a little guy, but how great would it be for these kids in Alden to have kids from New York City or from Watertown or from Yoners, wherever reading all over the all over the classroom, all states, you know, connecting kids from, you know, down downstate, upstate, all over. So, she printed this out and she took this with her to every single meeting. And the one meeting where she kind of was put on the spot was with Rob Ort. We are in this big meeting chamber in the cap that was our only meeting in the Capitol building and she sat in front of Rob Ort and kind of took center stage and talked about this program and

148why she thinks it's important and I'm pretty sure he's going to Alden to visit uh because she was so impressed. But I just think this is a great opportunity. So if next year whoever the student ex official board member is if this is something that they might be interested in it's an opportunity and I think it's a great learning experience no matter what field you want to go into but I think it was really eye opening. I am really excited that Mary and I can partner on this advocacy mission because I we are quite we literally are have the future in our classrooms every single day and some of these kids are not afraid to speak up but some of them can't or some of them don't know the right way to do it. So

149we need to be the ones to sit in those offices and have the tough conversations about where money needs to be allocated so that we can make sure that these kids can reach their full potential. So, um, we're going again next year. >> It was incredible. >> We're doing all the things. So, thanks, Mary, because that was honestly one of the best experiences. >> It was lovely. It's great. >> Did you see Galvin? Did Did you have a chance to meet with him? >> So, he was not in his office, actually. Um, one of his aids was. We were a little bit late to that meeting because we had a one-off with John Rivera that we scheduled on our own, Mary with a quick text. Um, and we thought it was really important to meet

150with John Rivera because he represents Hamburg. And honestly, he's done so much good for Hamburg. So, we wanted to get into his office. This is going to be his last budget session in the assembly. He's leaving that position. So, I wanted to make sure that we could let him know exactly what Hamburg needs and what we're looking at and our priorities. So, we popped in and that um Gallivan's office was where I got the tidbit about that health reserve fund because he had said that um they've started them for other districts and if you are interested, that's something he can help with. So when we get there, um, we can reach out to his office. But I brought all the stuff back. I have the priorities from Nispa, everything if you guys want to see

151it. It was a great It was a great day. It was a great train ride. >> I can't still get the train. >> No. Dave, do you want to go? >> It was so good. >> I regret nothing. >> Do you know that foot rest in business class and free drinks? >> Oh, free drinks. >> Diet Coke on repeat. I'm telling you, the little things in life. >> It was so much better than having to drive. >> So much >> every time. >> Wonderful. >> Love the train. >> Well, I'm so glad that you you went. That's so important advocating for our students. Um Stacy uh Pelicano did say she mentioned that bill of the dyslexia center too. So if you ever get in front of him again, maybe mention that. >> He's coming for

152that breakfast. I mean, it'll be after the budget, but still to be able to talk about that. >> They love dessert and breakfast. They love doesn't. >> Yeah. Good. >> All right. Proud of you both. >> Took too much time. >> Thanks, Jess. Um, just a couple quick things real quick. Uh, the ECSB uh budget meeting was uh last month. Um, expenses for the for the group are up a little bit. Um, but still extremely financially sound, plenty of cash. So, no uh again, no dues increase in in ECSB. Okay. Um they were looking at the possibility of some of the ancillary uh programs the uh what is it? Bordon bruise and the road rally um possibly changing or something. >> They still have them tenally tentatively on the calendar. >> They doing the bruise

153event in >> um maybe I think there was talk of maybe moving it. I look how much cash they've they've got basically two years of two years of expenses. So financially they're extremely sound. So excellent. Um and the other thing I have is um at the AOF meeting um last month uh which was just after ours uh we announced that uh as part of the workbased learning committee we are putting in a stock ticker and uh wallrap in the business wing. Uh that's going to bring more uh exposure to personal finance. Hopefully bring um get get the kids a little bit more interested in in that type of thing. that would drive some of the questions particularly in AOF and business, but hopefully even the kids that that are outside of business. Uh Brent has

154been very instrumental behind the scenes and some of the tech in there because obviously there's some tech we got to do and hopefully that'll be in before the end of the year. I know it was a stock unit. I we're doing a bunch of the dirty work for the wall and the wrap during spring break. Uh the really good news about this uh the total cost of this program of this project is about $25,000 and it's actually um it's covered 100% by donations uh to the board. A big chunk of it $15,000 coming from uh John Gilmore from Erie County which was outstanding. Uh, one of the things that the uh, the AOF board did a while ago is it became a 5013C uh, corporation meaning that the you can donate to them taxfree and

155that was one of the strings that was attached to this money is it had to go to a 5013C corporation. So that got us that money. So that uh, credit union was a big sponsor and a couple members chipped in. So, no school money, no no wife money. Pretty cool. That's what I got. >> Most of my stuff happened at the very beginning. Um, went to Albany as you've all heard. Uh, mostly that was a I echo everything that Jess said. Mostly that was a real learning experience for me. Believe it or not, I did a lot of listening. I didn't do a lot of talking. Um, The biggest contribution really was I knew John Rivera and I said, "Hey, do can we meet?" He actually said, "Yes." And then I said, "Oh my gosh,

156it's so great to see to meet you." I'm gonna let Jess take it from here. I don't know if you know this, but Jess is really good at talking. Um and and she took it away. Uh but we primarily advocated for more local control and and just more financial support from Albany for the electric buses because we we need it. Um, you guys all know I love electric buses, but it's it's expensive. Um, but, uh, it was really good to be able to talk to a number of politicians and hear a number of, um, Erie County schools, uh, talk to them. And I just have to say that student, >> she was an excellent advocate. She had great ideas and she spoke better than some of the adults in the room. And I was just

157like, go do it, girl. Um, I also then immediately took the train home and then attended a district safety meeting and I was very impressed at how well uh it was run. It was uh was it the chief that ran it? I'm now I'm blanking on >> the safety meeting. >> Yeah, Patrick. >> Oh my gosh, he runs a tight ship. >> Very impressed. Um and that we had >> stand a little straighter. >> Yeah, I loved it. Um, and I was not necessarily expecting that, but considering the number of people were in that room, uh, it was like it was giving, um, I feel like we should have left one person not in the room though. Everybody like, you know, the designated survivor situation, uh, there was a lot of high ranking people in

158that room and I was like, you're totally right. >> Um, but but to to say that that everybody was like kept in the loop. Um, I thought everything was very clear and that's really important that um, all of my questions were answered. You know, I can be kind of grilling. >> Curious. >> Uh, curious is a nice way to say that. >> Uh, that my questions were answered. People like and nobody hesitated to say like what is going to be happening and like I I appreciate that people were paying attention and there are protocols in place for worst case scenarios. um because if you prepare it won't happen. Um the only other thing I would throw out there uh is I said I would give a shout out um for the middle school. There is

159a kindness apparel sale apparently happening uh from >> Stacy Smith. She is trying to raise money for field trips at the middle school. Uh it is ending March 15th. You can get very cool kindness is cool swag. Um I have a QR code. I meant to print stuff out but my printer does not work. But if you can uh find it in your heart to buy kindness is cool swag for the middle school. All the funds go to help students pay for their field trips and middle school is one of those hard age. Just support the middle school guys. Support the middle school. They they deserve to go on awesome field trips. It's formative. And that's all I got. >> Okay. Um so first I wanted to comment on Dave's update on the dyslexia center.

160Unfortunately, I missed that. I would echo your sentiment. It's another thing our families have in common. My son was about reconstructive language and the way that works it way to read and it's it's almost like learning a different I'm glad there's people that are focused on it's very it's a very different experience. build that level of empathy. I agree with you that it's important as board members that we have um to the committee front, the strategic planning committee, uh we are meeting on the 25th. Looking forward to that very much. Uh the IDA and the land development corporation, we've had a couple meetings since we last met. Um, as far as new projects go, we uh approved a new project on Jeffrey Boulevard, sort of a mixeduse storage uh type facility and and um have

161a new buyer for the uh Lakeshore Road, which is the gateway across from the Gateway building near the near beach. Um, and probably most interestingly, we the Land Development Corporation also purchased 6122 South Park or we have a contract to purchase 6122 South Park, which is the little white building in front of the town hall, which is where the chamber used to be, and where the IDA offices are. So, the town was looking to sell that for much much more than they ended up getting. wait um because it's in you know it needs pretty severe upgrades which we're going to undertake. So we're going to kind of try to make that sort of a central resource for uh local businesses chamber type help with grants and the main street grants and things like that. So

162excited about that. Um uh meant to mention this when Dr. Capuano was here, but I participated in an event that among other things uh honored Dr. Capuano with an alumni award at at UB. Uh and the event was centered around um diversity in schools. There was a speaker who I didn't know, you guys probably know, George Theo Harris. He's the author of a book called Leadership, Leadership for Increasingly Diverse Schools. He had very interesting perspectives on diversity. Um, I won't bore you with the whole thing, but some of the stats I found very interesting that I that I actually wrote down. Um, nationally, uh, and I understand this is not the case locally, but nationally, 54% of school children are students of color. 52% of children are living below what we consider the poverty line,

16326% identify as LGBTQ, and 14% of children have disabilities. which was all relatively startling for me if I'm being totally honest. Um, but I think you know the what the work Dr. Kapowana does and the focus that Bosei has on diversity I think was on display tonight and so I think that's you know illustrative of of how important our Bosey's partnership is and something I'm very proud of. Um I doc uh Dr. Dr. Adams Mr. Adams and I also attended uh the electric grid seminar. So, Mary, I don't know how you missed that one, but uh the Erie Niagara School Superintendent Association. Sorry, it was only it was only for board presidents and superintendents. >> You didn't sneak in a camera. You didn't even >> Yeah, I know. >> So, very apolitical event. Um there

164were speakers and they made a point of that. There were speakers from NAERTA, National Grid, um Clean Energy Coalition or whatever that's called. Um, now there was lots of side chatter about Naples and their findings, which if you haven't read it, uh, Naples, which is a district near Rochester, piloted some electric buses and came out with a pretty ugly picture about their ability to meet the mandate. Um, but the the the group did a very good job of tableabling that discussion, but really the point of the of the meeting was how do we how do we is the grid ready and how do we prepare the grid? Um, so they're advocating that districts uh pursue fleet electrification plans, which we are this summer, right? We're doing that this summer. Uh, a fleet electri electrification plan.

165Um, so what that'll provide us is a very detailed plan about um costs, funding options, and there is a lot of funding options. Um, we are actually relatively early to the game here. We're not I guess >> we're not behind, right? >> We're not behind. Um, and what's interesting, there's a lot of interesting things. So, there's been a hundred of these so far in New York, roughly a 100 fleet electrification plans. And again, I'm going to cite some stats that I learned that I thought were interesting. Um, there according to their, you know, averages, basically, 79% of bus routes are currently feasible. Um the average round trip for a bus is about 80 miles and capacity is uh about 150 miles. However, that's there's a huge asterisk on that. Uh and there's actually policy changes

166coming um at a state level that would mandate that bus ranges be be I guess more clearly delineated, right? We get this this type of mileage in certain terrain or in temperatures and things like that. uh and that the average capacity per district uh is about three or four buses without major upgrades. Uh there's about 200 on the road today. And and with respect to capacity, this was a part I didn't appreciate until this meeting. Um there's customer level changes they call which is like we need to put panels in and grids and and things to charge buses. uh but also consideration for the distri distribution and and substation capacity which interestingly is first come first serve. So if you happen to be on a substation that is near capacity and you exceed that capacity,

167you pay the substation the costs to upgrade that substation. um which is which is very interesting and frankly quite crazy because some plant could come in and take 90% of the capacity and then the little school comes in and and messes it up. Um so the good again the good news is we're early and there are a lot of grant opportunities um which the the the FE will uncover. Um you know I think everybody has thoughts about the bus you know electric buses um from It's impossible. Forget it. To cost be damned. Let's let's go ahead. Um, and I think everybody needs to pause and think about that position, including myself who not that I was ever impossible, forget it. But I think, you know, sort of holding out hope that that it's going to

168it's going to die and we don't have to do anything is is probably a fool's errand. Uh so rather than sort of being driven by those emotions, I'm glad that we're pursuing the FEP because then it's a data decision, right? There's cost, there's capacity, there's numbers we can talk about. So that's all I have. Um to the audience, I apologize. We all went really long on this uh board committee reports, but some good information and I appreciate the patience. >> No, and I sorry I should probably >> No, that's it. you were actually I was just going to hand it to you. So, um >> there's more talking sightings. >> Uh just I want to say a thanks to to the the entire board because you know we meet once a month but then these

169reports allow us to see the amount of dedicated time that you're putting in uh with issues that are directly related to what our kids are experiencing at school and that's and that's huge. Uh I'll echo uh Cam's point about going to that meeting uh earlier this week and that is the idea of start and we're starting like that plan is the start that'll tell us a lot in terms of specifics and we're encouraged to think along the lines of starting small. So when you do this plan, you see what is laid out before you right now. What we know is that 2035 is the end of the end end of well is when your your fleet needs to be uh zero emissions. That's 2035. No amount of waivers is going to change that. the waivers

170that we get by doing the study which allows for the purchase of diesel still the waivers allow you to purchase later than what their original year like date was for it. Um I'm really pleased with where we're going with it and we're going to have a lot to talk about once that plan comes back. So uh just thank you for that. Uh I want to share with you a couple things. uh one is that in the timeline of exe of the of the New York state budget uh we know we have the uh proposed executive budget but what we don't have is the enacted uh executive budget because in response to that you have the one house state budget plans which the Senate and state assembly put out. There's a couple things that came through

171email today. You'll likely get it through um through through ECASB. uh I get it through Niscus um through uh the New York State Council of School Superintendent and just a summary and I just want to share a couple things that those one house recommendations this has no bearing on what like this I mean it has a it could have an influence but it's not like what's going to happen necessarily we still have to have the enacted budget which we're not there yet but their recommendation in terms of both like the state senate and state assembly is that the foundation aid would move from 1% to 2%. All right, that's immediate. If that should happen, that's an immediate $200,000. A little more than $200,000. All right, so what our 1% was for this year of roughly

17221 million was about $210,000. So it was about $210,000. So just so you know that piece of it, there's some other formulaic type things in there that are suggested as well. Uh which I don't understand well enough to give you a succinct version of it right now. All right. But things that would impact our our aid. I also the Senate, the Assembly is sort of silent on this, but the Senate, this is in relation to UPK transportation. The Senate's uh advocating for transportation at UPK to be able. >> All right. So, just know that that very thing that we've been talking about is also being spoken of in Albany uh in in the legislative branches. Um and then the other item which those of you who are long-standing board members have heard over and over

173again. uh but even those uh who've been at the table just for a couple years like me um is that the uh the capital outlay recommendation to go to 250 rather than 100. All right, just to give a little bit more of that. So there's other components to it as well. There is nothing that the assembly or state senate has done with regards to recommendations about the zero emissions. There's some to do with building aid with putting the infrastructure in place for it, but there's nothing to do with rolling that back or changing that. So, uh, we're a bit in a wait and see mode, but we're waiting and seeing with action with that study being done, um, over the course of this summer. Um, some other items to, uh, to share with you. Uh,

174I I don't I've never been to a meeting where Senator Gallivan's name has been mentioned so much, but I thought I would share with you that on March 20th, I'll be part of he does a superintendent round table. All right? So, March 20th, I'll be going to Iracoy High School for that. So, that is a place where I can like echo the same thoughts that have been that have been echoed here. Uh, some things upcoming. Austin Valley's got their musical on the 18th. Charlotte Avenue has their musical on the 18th and 19th. Strategic Planning, as Cammon said, is on on March 25th. Bald for Bucks that same day. And as well as a chicken barbecue, that family reading night, which I think uh so like that was mentioned. Uh that's a just a epically great

175event. That's a that's a Megan Malbert, but so much more. so many volunteers who are involved in that. Uh I was s really really pleased to be uh able to go and see a little bit of the cultural diversity day. Uh the middle school had last Friday. Uh the world language uh honor society as I mentioned before that was last evening. Uh and uh learning fair at Union Pleasant, the Arbor talent show. And I know each school has had their own things. I miss bingo night. Uh and uh but uh but there's just uh tons to tons to celebrate. Uh, I just want to make sure that I've covered um items here. Um, I think that's a I think that that concludes it for me, but just your willingness to hear from uh Union Pleasant

176who did such a wonderful job tonight. Uh, your interest in the capital project and then to have Dr. Capuana and Dr. Carters come in and talk to us about Boseies. Um, just appreciate being part of this truly this learning community. We say learning community a lot uh in schools, but this is a learning community too. So, I appreciate uh your your involvement with that and letting me be part of it. >> Thank you. All right, let's move to the business items. So, at this time, we'll we'll actually go into the consent items. >> It says E and G. >> Is that what they are? E. >> All right. Uh, at this time, any board member can make a request to withdraw a specific item from the consent agenda for individual consideration. Is there any such

177request? Seeing none. Can I have a motion to approve all consent items E2 through F5? >> So moved by Mary. >> Second by Ashley. Uh any discussion? All in favor? >> All opposed. Motion passes. Um anything is there anything you need to acknowledge in there? >> Did we already go through consent? I'm sorry. I think in personal there was >> yeah there was uh let's see yes we have uh we have a few my my apologies on that folks um so we have a uh a few retirements from the ranks of the uh the the SRPs um Alice Lel Jody McMary and Kathleen uh Kathleen Zamemer and I just want to thank them for their service and my apologies I'm missing that was a a grouping uh error on my part right >> all right

178thank you so we'll move to uh action items the G1 MOA with the HTA. Can I have a motion to approve an MOA with the Hamburg Teachers Association for return to school prior to Labor Day for the 20 26 27 school year? So moved. >> So moved by Tom. >> Second by Jess. Any discussion. I would just like to thank our partners in the teachers association. The alternatives to the schedule were quite unappealing. So appreciate their flexibility. Um all in favor? I I >> All opposed. Motion passes. G2 202627 school year calendar. Can I have a motion to approve the 2627 school year calendar? >> So move by Jess. >> Second by Tom. Any discussion? >> All in favor? >> All opposed? >> Motion passes. G3. Can I have a motion to approve a resolution

179dated March 12th, 2026 that the board of education of the board of education of Hamburg Central School District, Erie County, New York, declaring the district's proposed capital outlay project involving ceiling and lighting replacement work and related improvements at the district's middle school building to be a type two action under seeker and authorizing and directing the inclusion of funding for such project in the district's proposed 2026 27 budget. >> So moved by Tom, >> second by Jess. Any discussion on this? All in favor? >> I opposed. Motion passes. G4. Can I have a motion to approve the amendment to the contract with Turner Construction for the Discovery 2021 capital project? Moved >> by Mary. >> Second by Tom. Any discussion? All in favor? >> All opposed? Motion passes. G5. Can I have a motion to authorize

180the a proposition regarding the proposed capital improvement reserve fund to be put on the ballot presented to voters of the Hamburg Central School District on May 19th, 2026? >> So moved by Tom, second by Ashley. Any discussion? This is the 10-year anniversary, right? Is that the >> current one? >> Any other questions? Uh, is this the language that's going to be on the ballot? >> Is that a dumb question? >> No, it's lengthy >> because it's a lot and >> No. >> Okay. Is because I uh is my official position. >> The biggest amount in the term. >> Okay. >> Years 10 million. >> Man, I wish I could write these ballots to be plain English. Like, what am I approving as a voter? Like can we because if if I'm a voter and I

181haven't been to these I'd be like what is it that that I'm approving again because this was 10 years ago like if the first time I'm hearing about this is when I'm at the ballot which is like let's be honest 98% of our voters >> well and and we do in our prevote you know information we do need to speak to I understand that sometimes that stuff doesn't get read as much as like perhaps perhaps in my home but like that like that that it needs to be like but it but we're going to need to do an explanation of it, too. >> Okay. >> For sure. At least it's not like a double negative. A lot of times they're like, "Do you not want to vote yes on the no project?" >> Yeah. I

182>> Yeah, if we could just, you know, get an editor on that before we send it out. Of course, we do. Just like a >> How would a third grader? >> All in favor? >> I opposed. Motion passes. That was five. G6. Can I have a motion to approve an intermunicipal agreement with North Collins Central School District >> for the 202526 school year? >> So moved by Tom. >> Second by I think it was Ashley. Um any questions? >> All in favor? >> Opposed? >> Motion passes. G7. Can I have a motion to approve a transportation contract with Student Transportation of America for the 202526 school year? So moved by Tom, second by Ashley. Any discussion? >> All in favor? >> All opposed? Motion passes. >> Thank you. Um, can I have a motion to

183approve a transportation contract with Student Transportation of America for the 2025 26 school year? >> So moved by Ashley. And did I hear it? Second. Second by Mary. Any any questions? All in favor? >> All opposed? Motion passes. Um so with that, we will move to public expression. Um we had someone sign up in advance, but that individual has emailed me during the meeting to let me know she couldn't attend unless she's here. Danielle, you didn't come in. Okay. Um, so we will move to the the first individual who signed up today and that is Amelia Peek. Amelia Peek going twice. Um, Mr. Ber, I didn't read our policy, but Mr. Ber, you know our policy, right? Don't be nasty. >> Good summary. Good summary. >> More like you only have so much time. >>

184Um I need to talk about class size a little bit. Oh, first of all, being a writer. I'm a teacher here at Union Pleasant, but uh been a community member and and had two kids go through this school and all of Hamburg schools. Um first of all, I want to say that this coming to these meetings is an absolute joy. I love to watch the way that you guys treat each other and the respect that you show throughout all the proceedings, no matter how they get. Uh, so I want to talk about class sizes in kind of a a little bit of a dry, boring way. I understand and I've understood for a long time that your policy is 22 is your maximum at from K to 28 is our maximum at 3 to 5

185and I get that and that sounds incredibly fair because that's the same policy at Austin, Charlotte and Armor Pleasant. So that seems like it would be fine, right? The effective result of that, if you actually crunch the numbers, is that the range of possible class sizes at smaller schools at all three smaller schools is from 14 and a half to 28 possible classes, right? If you had 29, it would be at 14 and a half. So you'd have to go to 14. The effective the effective result of that same policy here at the biggest school is that our range is 21.25 to 28. That puts our average at 24 and a half here. 21 which is actually the lowest that it could possibly be here. The average at every other smaller school is the lowest

186it could possibly be here. And it's not because anybody's targeting Union Pleasant or it's because when you make a policy that seems fair on the surface and then you don't dig into those numbers and say what is the effective result of this. It's the difference between saying something's equal and then really looking at what that equity does to every student. Those students are going through K one, two, three, four, five, six, all the way up to fifth grade with essentially three more people in their class every single year, right? Which in reality for a tax paying the same amount, it means that they're getting less fat, right? Their kids go through this system, they're getting less fat. And so the numbers at K2 are even The range at K2 is 11.5 at the smaller schools

187to 22. Possible numbers you could have is 11.5 to 22. Here at the largest school, the possible range is 17 to 22, right? Which puts our average at.9, the average at the schools 16.75. These are massive differences. We're not talking about one student. We're not talking about, you know, oh, it stinks that your class is a little bit larger. And we know there's anomalies. We know that some of the smaller schools every once in a while have a year that's bigger. But if you looked at the data over time, and I've been here 20 years, if you look at the data over time, there's no way to pretend that we do not have at this school always on average much higher class sizes. It's just unfair to these kids. You know, is it possible to

188change that policy? If you're changing the policy and you're just saying I'm d I'm dropping 28 down to 25 and I'm saying that's better. You know what? I'll agree with that. I would love for the 25 to be the top and 20 at K2 or something like that. And that does effectively improve everybody's outlook, right? Everybody's class sizes, but it doesn't actually do anything to the effective result the difference between the small schools and the large schools that still exists. Uh I'm a little bit of a solutions guy. So, I'm presenting you with sort of a problem here that a policy that looks fair creates, right? We have a policy that looks fair on the surface, but it actually has effective results. They're unfair. Um, and then so, so looking at it, you have three

189schools where kind of average about two classes per grade. I'm not that's not perfect. They're all I know, but average kind of about two classes per grade. average is about four. Sometimes five, sometimes it's down to three. But when you're looking at that, the only thing that pops out to me, and you're smarter people than me, you can come up with solutions to these things. But I'm presenting a problem, so I feel like I have to present a solution. What if we did something like average out whatever the class size is across K2 in all the smaller schools and maybe that number comes out to 19, 19, 20, whatever that number is. the policy maybe should be that we should do whatever we can to get Union Pleasant's number as close to that as possible.

190Maybe it's one under, maybe it's one and a half under, maybe it's one and a half over, but it's not six over. It's not consistently five more at the other schools, right? And maybe we do the same thing to look at the average class size at all. We end up with a number that says this is 22, right? We do whatever we can to get our number closest we can to that. Maybe sometimes it's up. Rarely is with policy the way it is now. It's really rare for our numbers to be any lower than what we feel really passionate about this. I know this is all really dry numbers garbage. So effective results versus what does the policy say? policy looks fair but the effective results. Thank you guys for listening. >> Thank you Mr.

191>> It's a very interesting way of looking at it. >> Yeah. No, that's that's very interesting. >> Um up next, Sherry Green. >> Um so I am here tonight to speak as a parent um as of an eighth grader at HMS. Um I felt compelled to speak tonight to remind others that for the occasional negative comment that is shared publicly about this district. There are hundreds of heartwarming positive stories like mine that will always outshine the pessimism of others. Um my husband daughter and I moved into the district 10 years ago and we have had an overwhelmingly positive educational experience here. Um right from the beginning staff has communicated regularly and always encouraged my daughter to strive to do her best. Um but when she was in fifth grade, she was diagnosed with Tourette's Tourette's

192syndrome. And um when this happened, the social workers, the counselors, the teachers at Armor and the middle school were crucial in helping us navigate this whole uh you know, what kind of accommodations do we need? What do we need need to do to make her be successful? Um Treads often comes with a stigma that can make it for those kids to try something outside of their comfort levels. They're kind of bashful about some things and that is like my daughter to a te. Um the teachers at HMS kept encouraging her to try new things and now my daughter is thriving there. Um she advocates for herself when she needs extra help. She's become incredibly involved. Um get ready for the list here. She is a bulldog ambassador, a member of the junior honor society, national

193junior honor society, is taking advanced courses, plays two sports, and plays bass, guitar in the jazz band. She has been a team treasurer in math club, French club, and has participated in the musical, the art show, all county, and select course. She has gone on trips to Medieval Times, Quebec, and is headed to DC this spring. I don't list these things to boast, although credibly of my daughter. Um, but so that I can now publicly share a sincere thank you to the teacher, staff, admin, and board of education here at Hamburg for providing all of these opportunities to my daughter and other students alike. Um, you you are all truly passionate about what you do and always have our children's best interests at heart. And I can't wait to see what comes next. So, thank

194you very much. >> Thank you. She's so wonderful. >> Mercy. >> Nice. >> Uh, well, I don't see her, but let's give it a go. Me Cmer. >> Oh, there a few layers of people. Sorry about that. >> Don't read into that schedule. to be a part of. I think I'm going to echo a lot of what Mr. Ber had to say and you all know me. I'm here to advocate by our kids. I don't even have skin in this game at the elementary level next year and I am worried about this building. The data you can spin it however you want. You can make it look as pretty as you want to look. I will read you the data from a different perspective. The perspective of a mom who's put kids through this building

195for 10 years. academically wonderful kids, kids who do have their academic struggles. And I have to tell you, if you are not an absolute bulldog for your child, you get lost in the shuffle. Let me give you the data to help you understand. When you're looking at the data and you're doing classes, you're looking at who's the biggest, who's the smallest. Let's take some research first. If a child does not reach reading proficiency at the end of third grade, the child is four times more likely data coming to you. So, this isn't even the comfort school. This is Syracuse University. when we're looking at the class sizes and we're taking out to give you faces and names and numbers to go with it all looking at averages and I saw your beautiful data and I

196looked at it and I thought we're not that far because it's not that far. I first did the data at the concert. I did valley data. I did not include kindergartes. Okay, let's look at the other data. Compare the other three schools. Charlotte has two classes. So for example, second grade has 16 students. I subtracted those kids to see how many kids are impacted. are really feeling the impact of not being all 38 kids are 38 bodies are in front of those teachers in overcrowded classrooms. you graduate, you are liable to be one of the 105 extra kids in front of extra kids that are sharing the resources of the same amount of specialists, same amount of social workers and I will attest to this seenmar because there's so many people here. There's so many

197teachers here. We can figure it out. We can We can find a body. We can make it work. They don't see child walking down the hallway in the middle of the day. So I want you to really think it's not always The same level of resources are city police departmentatch as a special education teacher and a self teacher. I can tell you that these kids are remarkable kids. How many advanced areach farmer daily. We're all in the same direction. next year. And I am truly sitt Thank you. >> All right. That we will look for an executive session. We're looking for a motion to enter into executive session for the purpose of discussing superintendent evaluation. by Ashley. >> second by Jess. All in favor? >> I post oppos to executive session. Thank you everyone for

198attending. We will return to a journ. Thanks a lot.