Board of Education Meeting - 10/14/2025 - Part 2

001ready? >> Yeah. >> Okay. We'll add an item four to tonight's agenda. The denial of the grievance filed by the Waterville Teachers Association relative to the secondary teacher schedules. Can I get a motion? So moved. >> Thank you, Justin. Can I get a second? >> Second. >> Thank you, Steve. Discussion. All in favor? >> I opposed. >> Name. >> The eyes have it. We'll move on to item five, business operations. And at this point, I'll turn it over to uh Steve. >> Thanks. >> Run the meeting from here. >> All right. We have a consent agenda for business operations. Um items 51 through 59, we have approval of a general fund warrant in the amount of $544,185.94. We have approval of another general fund warrant in the amount of $94,33961. Approval of the special aid

002fund warrant $7,89943. Capital fund warrant the amount of $2,70. Another capital fund warrant in the amount of $360,5204. School lunch fund warrant in the amount of $8,3745. Another school lunch fund warrant in the amount of $1,170. The CP CSE CPSSE recommendations as listed. Uh, can I get a motion? >> Thanks, Ken. Thanks, Justin. Any discussion? >> It includes the treasury reports. Yep. >> All those in favor? I opposed. Motion is carried and we're now down to section six reports. Turn it over to our superintendent. >> Thank you. So to get started, just to reiterate again what both the WTA and members from our student council, the idea of recognizing board education members. This is board of education recognition week by the New York State um school boards association. Rightfully so, as the amount of time

003that all of you dedicate to this community, to this district is unbelievable and I think many people realize how much time and effort it really does take. Completely voluntary. So, all that you do is really appreciate it. So, thank you me as well. Um, we have some winter athletics updates that I wanted to make known. So there's been some discussion about our participation in different sports and been working with Tom Gford about what we're looking like for basketball, girls basketball in this case. So they ran a preliminary sign up, not an official sign up, but to see how much interest we had because depending on numbers would dictate what we would have to be going for. So for both JV and varsity girls basketball, there were only five girls that said that they were interested

004in donating total, which put us obviously in a very hard position. So Tom Gford immediately started reaching out to neighboring schools, you know, who would be interested in collaborating with us. The initial hope was to based on proximity. They were not willing to go about that because we weren't willing to say like this is a long-term thing. Our hope is to create a plan to get the program back after a year. So Brookfield, however, was more than willing to collaborate with us for the year. And we have one senior that's going to play for Brookfield this year. We had two sophomores, but one is actually injured and wouldn't have been able. The other is going to run indoor track for the year. And we have two freshman that are going to play eighth grade modified

005as they're eligible to do so. So he's communicated with all those families, made a plan for them, but we will not have a girls JV or varsity basketball team this year. So we've already began the conversations of so what does it take to get it back because we have good numbers at the modified level. In those preliminary signups, we had 19 for modified level. So we bring those other two that makes 21. So that gives us the ability to run two teams. So the hope would be in just realistically thinking this out to have a varsity program back next year is not realistic either. So I would think best case scenario would be like a two-year stint of this year running it as such trying to have a JP program the next two school years

006with the ability then to bring back a bars program inhouse. Obviously, you know, we'll see and assess based on numbers as time goes on. That's kind of where we're at for a plan right now, which is definitely not easy decision to make, but based on those numbers, one that had to be made quickly so that we could make sure that especially the senior that we have able to participate in some capacity. >> Are they able to travel? Are they our go to if we can they go play our neighboring districts ahead of us Madison or something like that? >> Only if you set up you have to be collaborative. >> You have to you have to set that up. You have to go through section three and you have to fill out the paperwork and

007sign it and say that we're going to and that's another aspect. But when you start joining teams you got to worry about your combined gone. >> Yeah. because then it could also move the host school up a class and that can obviously change significantly if they're only bringing on one or two kids to then play up a class is a difficult thing for a district. So it's always they got to look at the numbers they got to see is this beneficial or could this be actually hurtful for us to do this. So, all were offered to back up though, I don't think I actually said this. All were offered to be able to play for Brookfield, but you know, transportation is a is the number one issue. So, like when older kids, they can drive

008themselves. It's a little bit easier, but when you're younger, it's not as simple. So, it it complicates things quite a bit when you have to rely on on that kind of share, which is probably why, like, you look at our football team, we have Hamilton, but I think we only have four kids on varsity. It doesn't mean there's not more kids at Hamilton that wouldn't want to play football, but it's not easy to get out of school and have to be here for practice or here to get on a bus to away game. It's >> just the class based on the 12:00 student population or just the students that are wanting to go >> the whole population. >> So, >> yes. >> And sometimes it can Yeah. Well, that's like >> depends where the school

009is originally too and how close they are potentially being >> like West Morland or Ariskany have combined a lot of sports and their C even though Ariskany would be a D on their own because they have to be in that combined enrollment level. Yep. Yep. And then in line with that, there's been discussion is what I've been told over the over the last few years about making sure that one, our hiring procedures for athletics and then our evaluation protocols for that. So Tom and I have been talking about those things. So for this school year, hiring has already be been completed. You'll see on the personnel part of the agenda that we're going to approve winter coaches at this meeting. We actually have the spring coaches already selected. interviews were already done. Postings went out

010last school year because that's what historically has been done here to have it hired for the upcoming school year. So, in talking based on like our philosophy and what we want to do with these things, that doesn't necessarily align with mine and it doesn't sound like it aligns with a lot of other people that have talked about this over the last few years. So, we've created a a news. This won't be until next year. I've got it up there just so you can see. So instead of trying to hire all of our coaches, so this isn't for this year because we're already set on that and we will approve spring coaches at the next meeting because those were already conducted, posted interviews, all of that. But for next school year, we want to make sure

011that we have these timelines so that it's appropriate based on the time of year and giving that opportunity to have a posting out available for people to see so that we have the ability to have additional candidates if they wish to try their time because obviously you know it can be really beneficial to have people in house. It's really when you have someone that's dedicated as an educator and as a coach, it's like the best case scenario. But we have some people outside of here that are also fantastic coaches and do a wonderful job and sometimes just don't even know we were necessarily looking for a position. So, we want to make sure that we're doing a better job of putting our coaching postings out there in a set time frame so people know when

012to look for them, too. So we'll have the postings out there and then if interviews are necessary, especially when we have more than one candidate apply for a position, we've got a timeline that people understand in an estimated timeline when we want to do our appointment. So that we're doing it season by season as opposed to trying to fill all of those v vacancies in June for the next school year. That's a lot to do and maybe not even the best use of effort at that point. Like why are we worried about the spring season when the spring season of the current school year isn't even over yet? We should be kind of working through that season, letting that finish and develop, allowing them to take part in their summer development with their teams and

013then coming into the next year, allow them to reapply, go forward because all coaching appointments are annual. Even if someone's been coaching for 30 years, they still have to say, "Yes, I would like to do this again." I don't like it. >> Is there language in the contract that teachers are preferred to work out of school? >> So the coaching salaries are negotiated in the teachers contract, but there's no language in there that say so it's it's it's like a yes no kind of thing. It's not like there's I think there's more discussions that need to be had there, but I have not seen language. I've looked for it. I haven't seen it. >> I know some schools. >> Yeah, some some most definitely do like priority will be given to but you know it

014is negotiated within the teachers contract. >> Is every coaching position interview posted and interviewed for only when there's openings? >> I would say historically posted. Yes. But by an email out to staff and posted in the Waterville Times. But I think that that's one of the things we're going to change like it should always be posted like everywhere. These are the available openings. If you're interested, put in because it is an annual appointment. Now, when someone's doing a great job just because we say we have an opening in such position, that doesn't mean like we're even going to necessarily consider because when someone's really putting themselves out there doing everything they need to do, like they've earned to continue in that position. But it does have to be in so we should put I thought

015I thought that was the case. >> Yeah. No, I'm I'm excited about the clarification and it has been a point of discussion. I've been one of the people discussing it a lot because you know high school sports are so important to the students who participate and for some students they're the reason they come to school and I think we're going to talk you know about eligibility. We're going to get to that. This is a way to continue to raise the bar for our kids here at school and make sure they have the best coaching we can give them and also incentivize them to focus and behave, come to school, do well in the classroom. It's that whole child education and uh you know I think yeah like we when we know we have a strong

016coach that's built a program that keeps coming back year after year that's great but we always want to see who's interested because you never even know you could have somebody apply for you know a varsity position and we need a modified coach in that same program and they're excited to join the program and coach modified and that's where I've seen a struggle a lot with my own kids where we can't find a modified coach we have a decent varsity coach and like we're like scraping to find somebody to step up and coach and we should have, you know, more people looking at joining a program and being part of building something great. So, this is this is good. >> I like this. I think three times people ask me about when so and so got

017hired or what are they? >> Yes. Not a consistent. we know this meeting is going to get there's going to be a higher you know interview that >> yeah I think it just it just helps because when do people all of a sudden get interested in applying for a position >> not at the right time you know sometimes when the emotions are there when they're frustrated about something. So >> this helps with that as well. this is the time frame you know if if you're still interested in putting your you know your head in the ring at that time then this is the time that you can do so I think it'll help with clarity all around and then on this same thing is just the evaluation that that coaches will go through with Mr.

018effort as well and it and it's got the different domains professionalism, communication and I think think the board has seen this I did not create this >> we have >> okay so just wanted to make sure though domain two instructional coaching athletic development >> domain three team and program leadership >> and then four is safety supervision so these would be evaluated by Tom Gford get the rating in each of those categories and then just like through like a postseason meeting discussing these things. This is where this is where I arranged you for these different things and there's conversations going on throughout the year obviously as well checkpoints to have those conversations and already know what's being worked on but then to make for the next season if they hope to play to continue. >> Is

019there anything that they would give to the athletes >> to the actual players to also like a kind of like how was your season you know that Mr. different, you know what I mean? Cuz what what he sees from a doorway, you know what I mean? Or what he sees is might not be what every athlete is feeling, you know what I mean? U I would like to hear, you know, both sides of the spectrum, the professional standpoint and on the athlete standpoint as well. you know, how they feel the season, you know, feedback, positive or negative feedback because the coaches should, you know what I mean? Hear from all right, maybe I can change this or I'm doing this right, you know? um just it's like a self-re >> and I know that some

020and not even just coaches but even some teachers do similar things where they pull their students like >> what do you think of this? Can you share some things that I can change or I can do different? So like I think there's a place for that as far as like self-reflection, >> right? I have some concern about the potential of being able to have students evaluate a coaching performance. >> No, I'm just saying right side of that, but >> you know, just how do you think that you that kind of stuff, you know, not >> it's just positive or negative feedbacks, you know, that just more detail. You know, if you get 20 things that say XYZ, but it's positive, it sounds like a pretty good year. if you get 15 things, you know, you

021just don't know, you know, just hear from everybody, you know, kind of give the athlete. So, say as well, you know, some sometimes an athlete won't say anything negative or positive, you know, um out on the field, but there's stuff that bothering them or, you know, in a positive or negative way. I'm not saying it's but sometimes it's good for folks to hear, you know, if there's an issue, you know, don't write your name on it. Hey, I don't like the way you talk to me or I think it's great. You know what I mean? I think the season was great. Probably the best season. You know what I mean? The coach might like to hear that, but might not like to hear. You know, >> that's all. I just >> I like to have

022the athletes to have, you know, not really I don't want to say not have to say, but to be heard, you know, to voice their their feelings, you know, whether what if Mr. Gford decides to do anything with it, he at least they at least write their feelings on a piece of paper if they choose to. It's an optional thing, you know. That's all I just do. Does Mr. like observations of how you had like sort of like class like announced unannounced like they might with the coaches. Yeah. just like drop in on a practice on a normal student. he does drop in um but it's not official like there is no it's not like an APBR plan for those teachers unit where it's like you will have an unannounced and then you'll have an

023announce it's not necessarily like that but you know he is always evaluating and coaches the programs I mean we all >> you know like to say that that's not happening but everyone is like you coach like it is a very public facing thing like >> we always we always joke sometimes about no one ever comes and says that teacher is not calling on my kid enough in class you know but you always get those questions about playing time because it's public facing so it's very different so they're always being which is why it's such a difficult position to have in a school is because there's always judgment being passed whether it be positive whether it be negative it's it's not an easy thing to do you got you have to have a thick skin to

024maintain that position and for a long time. >> Sure. >> Quick question. Now that we have a, for lack of better, a better organized program for ineligibility than and uh probation. Are we going to incorporate these results as well for coaches? I think that's a direct correlation as well. I think you'll begin to see over time the better coaches will have better numbers in those regards too because they'll be placing an emphasis at the beginning of the year setting the expectation to be part of this program. You need to be in class. You need to be learning. If you need extra help, you need to be doing extra and that type of thing because >> I mean there's a main reason that we're here. So, I think if you're seeing over time the same programs

025with the same coaches having high numbers, that's a concern. >> Yeah, >> just something to think about. Yeah, >> I don't know how you incorporate that or >> there there's obviously multiple variables there and different correlations could be drawn, but I'll say that I agree with you on the fact that those coaches that are most vested and show the most interest in their players and whether it be on the field or off the field tend to be the ones that are most successful >> and most >> um just going back to the girls basketball um Now it's not obviously dig into a little bit more like why the hammers are down and things like that. I'm just interested to hear especially on that known for basketball >> ever boys and girls. Um and I just

026be interested to hear kind of what some of the underlying causes might be. And I think that it's something I a small school and it might not be like a popular thing to say all the time but like we should also consider like at times we offer too much you know so I think there's not a shift. Yeah. >> Yeah. when you have you start losing number you know you don't have as much of a concentration in one sport and I I like variety I like what the other programs are doing it just and we talk about with academics as well they look bad >> for a small school offer too much it's hurting some of the programs >> yeah just >> it's a fair point yeah raer then every sports season numbers >> not

027just sports They may not always be school sports too sports and stuff. I think >> I think yeah and I think we need to think through I'm excited about the form which I've given that feedback already and the hiring timelines and overall I think things have been pretty good this fall and even last year in terms of what we hear in the public but for the coaches benefit too. How do we create mechanisms for player feedback and parent feedback so that the coach is coached during the season? Like that's a personal pet peeve of mine. Once we go through the hiring process and we're strengthening the hiring process and we're board approving coach, like that's the coach for the season. So, how do we let them coach? How do we help them be successful? But

028then give parents and the common thing is like you know you might not be happy about your student athletes playing time or the position they're playing but like at some point the coach is in charge and how do we teach the players to have agency to have those conversations with the coach within the framework that the coach sets up or the parents but also leave some things should wait till the end of the season like I think that's something we want to keep working on because that's a big part of making this a place people want to coach at, you know, not just it's not ju if I I've never heard anybody say it's the money. All of our best coaches aren't here for the money either. Like we can sit here and say, "Well,

029we wish it was more, it was more." That's not what determines if we get good coach. Like they want to be involved typically when they see kids that want to be coached, when we have good numbers, you know, that's what gets them excited, but also when right when they're and that's the support they're looking for. Like I know that over the years the coaches I've talked to like I could be probably even say this like Kobe who used to coach basketball the only times he'd be frustrated is when he's getting ripped apart in the season and like how do we create a safe environment for coaches to coach in season but also for the parents after the season you know to have their input and say and say hey like looking back on the season

030like appreciate the effort but really not happy with some things and I met with you twice and we didn't see a difference and what can my son or daughter do differently now in the off season to get ready for next year and how do we make sure if they do those things that we're consistent with, you know, rewarding them for those results. I think those conversations are important and we don't create that environment yet and then maybe that's a really high bar, but like that's the bar I want us to get to at some point. I guess >> I guess coaches are open to those discussions the way you just present to it, but that's not often how they're present. So that and and that's our health other than having specific expectations. It's we don't

031think of it this way and I'm guilty of it myself as a parent very pro my kids but it's a workplace right and how do we create a good workplace like what are things you do to create a good workplace for a coach well you know you help them create their program with their expectations but then as the supervisors you have to be a buffer from you know unwarranted unnecessary unhelpful criticism and that's one of the things we can do if we create the right culture here where yeah we're going to we're ask a lot of our coaches look at the eval form we're asking more of them across the board than we ever have not just the ones who voluntarily do it we want to see all of them involved in their youth programs

032we want to see offseason program and development and support like again sports are really important to the student athletes and you get one shot to be a student athlete soon as you graduate 99% of athletes are done being athletes in a formal way like it's over. So, that's really important. Uh, but then, yeah, like as a community, and again, I I've been guilty of it, like we got to let our coaches coach in season. Got to let them coach. Like, you know, it's hard, but like they make the decision like they're there at every practice. You're not, maybe your kid doesn't have a good attitude. Maybe they're not hustling enough. You know, we have to trust them to make those decisions. And you know, again, have a parameter where if a parent truly in season

033feels like there's an issue, what's the process? It isn't ripping people on social media. It's not complaining, you know, in the stands of a game. It's meeting respectfully with administration and coaches and then sometimes agreeing to disagree and saying, you know what, like we're not going to agree here. programs to set the expectations from the beginning saying >> this season these are the things that I will talk to you about if you have a concern about your kids safety >> absolutely come talk to me if you want to talk if it's about playing time >> or formations or this or that don't come talk to him >> right >> that's out that's out of bounds we're not going to have a conversation >> but it's just setting those expectations saying you know because otherwise they

034get bogged down and why is little Jimmy not get enough playing time >> from the practice city. >> And I would say, and you know, I'll I'll say this carefully, like my son, who's not here anymore, graduated off in college and is a college athlete now. We can improve on teaching our student athletes how to properly have agency and advocate for themselves. Like, that's the part we got to do better. If we're going to say, "Parents, you got to lay off the coaches. Let them." But then the the coaches need the training and need to understand if a student athlete approaches them in the proper way and is looking for an explanation, is looking for feedback, you know, is not happy. Like we need to have the right conversations and they can't be blown off.

035And that's happened in the past. I know it's happened firsthand where like a student athletes going to the coach and the coach is basically like I don't have time for this. I'm not going to listen to you. So, it's about that holistic development of making sure, and you're right, it doesn't happen with the best programs and the best coaches. They're typically bringing the kids in and giving them the feedback they need, even if it's tough, and then supporting them to grow. And that's that's what we want. Like, because yeah, we want to win, but like it's easy to forget like there's usually a few kids getting all the recognition even on a winning team, right? Every student athlete should be supported for development. Even that kid that's barely getting off the bench in the game

036is just as important as the star who's in the paper and on WKTV like we're here for all of them. >> The best coaches you see develop players that emphasize. >> Yeah, 100%. >> That's that's where you see in my eyes the best coaches we have there. >> Yeah, but I appreciate the work here. Sorry to talk. >> Super passionate. >> No problem. Uh, and I be quick on this, but you you're going to hear me throughout the entire year and probably over the next couple years like regularly bringing up New York inspires and what's coming out from the state level, what's going on at our region level and what work we're doing. At the conference I was at recently, representatives from STA were saying that they don't expect rubrics for meeting expectations to be

037out until the summer of 2027, which is a long time from now considering we're supposed to be in like our planning phases. Um, and what their guidance was for school districts to be doing is just to be continually getting awareness out there, having those conversations and talking about what could look differently at different levels and how you can find ways to integrate CT into your programming, especially specifically with financial literacy first. That's going to be one of the initial requirements and then just how you're going to eventually prepare your students to go through that portion of graduate. But that's a long time out and we're still very much in like the theoretical discussions of this. So at our regional level when we meet with all the superintendents and representatives from Boseis to discuss like where

038we're seeing this a lot of our concerns right now are just putting too much effort out and then things coming out and us being like oh we can't do all it's things we discussed. So it's there's some hesitency hesit excuse me hesitancy to really push forward too quickly. So there's a lot of conversations and and sharing thoughts about what it could be. And most recently, the biggest discussion we had was about regions. I've said this numerous times and I'm going to keep saying it because people in the community just need to know they're still here. They're not going away. Even once this comes to be and they're not necessarily coupled to be a requirement for graduation, it still may be a pathway that some or even the majority of our students depending on the way

039this goes might still use as a pathway to graduation. So that's important to know as well. And that was a lot of our most recent conversation was about well if we're talking about regions exam is that like the highest level of achievement or are we viewing that as the lowest level of achievement and what we would expect out of other people would be significantly higher to give them that next level of distinction. So that's where those conversations are going and we really need some more tangible things to come out from the state before we can really push forward. But those are the conversations that are happening and you'll keep hearing updates as as we have further discussed as time goes on. Just quick things coming out of the safety meeting that we held last week.

040A lot of information we honestly didn't even have enough time. We we got a lot of conversations. There's a lot of work that we that needs to be done even coming out of that agenda item. A couple big ones are just law which requires us to train all students and all staff on the symptoms of cardiac arrest. So we need to find a way to implement that. Boseies already has a training that they can put into vector that is good for faculty and staff. We'll discuss that with them. They think it's good for high school students. They do not think it's appropriate for elementary students. So we need support in creating for our for our younger children to understand symptoms. We will work through that. Another additional thing that I'm waiting for more guidance from

041the safety office is about the additional mandated reporter training. So by April of last year, all mandated reporters had to do an updated training and now they have come out and said there's extra and now there's going to be an additional piece. So the good news is that as long as you go through the same service you used last year, you only have to do the addition. If for whatever reason you do it through another service, then you have to do the whole thing. So we are working on that to see like make sure we we know who wants to have it's not a school requirement. It's actually someone to maintain their certification. So it's kind of a balance. It's like well we have to find some time to do it because if all of

042our teachers all of our certified employees didn't have any time to do it to get it done we're going to be in trouble. So we want it's a balance. It's on the employees to do it. Yes. But we're going to support them and help them find the best road to >> I get it. >> It is long. >> It's not hard. No, it's >> there's a lot of insanities. >> Yes. >> Yeah. They don't let you just skip to the test. You have to do it with diligence. >> Yeah. It doesn't matter if you know the answers. The test. You're not allowed to. >> Yeah. And then we talked a lot about like what what drills we've already completed and how many we have to still get done. A conversation that came up as we

043were discussing our upcoming lock down practice lockdowns is our blue lights around the buildings. And this was a great point raised. We don't have any signage for those. So anyone that works in the school knows what it means and would understand that. But for the general observer maybe just coming on property they see a the blinking blue light outside. They don't even know what that means that they shouldn't be coming in the building. So Tom's Town is looking into getting some signage so that we can make sure that those are appropriately labeled because otherwise what's the point? The point is to be a deterrent and people don't understand what feeds it's not really doing. It's full of safety. Two other big items out of there that we realize we haven't done an off-site evacuation in

044many many years. So, we're gonna we're going to plan one of those to our offsite off building sites. Um, and also we're going to create a reunification plan, which is a pretty elaborate thing to do. I've been a part of creating it in the past and to really think about all those scenarios and how we could potentially handle that whether we were on site or offsite. But the the fact that if we had to have parents or guardians come and pick up students, whether it be here or from another location, how would we do that? How would we keep it organized? How would we make sure like in all scenarios? What if the internet's what if we have no power? How can we still be able to verify these are the correct people coming to

045pick on these children? So, we're going to also create that which is going to be probably a year-long thing given with all the other things that you can realistically speaking and two other big things that came out of it is our Narcan policy which we are with an organization throughout department of health through New York State and we receive free Narcan by making sure that we meet set criteria and one of them is that we have to make sure that our staff is trained. So we have an additional training we need to do with all of our staff as well to make sure that we're maintaining our end of that deal which allows us to get new Narcan when it expires and our nurses are the ones that oversee that and make sure that we're

046not pass the expiration date. And then last, it which very much ties in because our Narcan is actually stored with our AEDs and we were looking at our AD AED policy and there's a few things that will be updated in there as well. And then we had a discussion about the AED that's located outside of the gym, the exterior EED, which in theory I I thought was a great idea until I was informed that we actually have to bring it indoors this time of year, which completely defeats the purpose of having it outdoors and accessible. So we talked about the idea of >> they blame that on the batteries and stuff. >> The batteries that when it gets cold, they >> the electrons gel for us. >> Yeah. So there there's two options that we're

047looking into. You can purchase a case that is heated that runs off a 24volt battery and the alternatives would be to consider maybe some portable as as we're talking about it in the meeting and it was brought up like think about like how far our baseball field is, how far our modified soccer field is from where that exterior device is. That's a significant distance. I believe they said that it has to be within a someone has to be able to get it in three minutes, but depending on who's going to get it, that would vary. You know, so so that's the discussion to are we better off >> trying to heat that exterior unit or we better off with support. So those are discussions we'll look into evaluating costs and functionality and what's best >>

048right on the way. Yeah. >> On the offsite evacuation drill. How does that work? Is there a portion of the school ghost? Does everybody go? >> So in you practice it as you would in a real scenario. So we were required to evacuate from this site. Needed to go to our offsite location. Everyone So, and that's that's the important part of practicing that is because heaven forbid we did have to do that. Kids should know where they should build because you want that organized. Like when we relocate to the Methodist church from this building, each grade level should be in a certain location so that we can do our attendance procedures before we leave and we can do our attendance procedures once we get there. So that we make sure we verify that everyone we

049left with is who we still have and when you just get in the building and everybody's not in an organized manner can't really do that effectively. So we've always got to plan those things out. >> When you do the drill then it's basically a half day I would think of the school >> and that's what we talked about is doing it on one of our early >> Okay. >> early release early days because >> it it takes time. >> Yeah. >> It's valuable. It's important to do. >> Yeah. Yeah. I don't think since I've been on the board. >> No, we haven't. And I've been on the board nine years. So that's a little scary. >> My kids been in school actually. >> Damn. Yeah. I don't know that Connor ever did much. >> Best

050case is to do it annually. Worst case to do it like every three or four years. So at least they're seeing it in the time that they're here. But to not do it over that length of time is is >> I was gonna say Tyler's been out for a few years. So >> yeah, >> class of 1985 came and did a tour of the building. Saturday evening, >> which was kind of fun. >> Cool. >> Anniversary. >> Yeah. So they were they were doing their class reunion and and they reached out and asked if they could come and see the building because >> they didn't have walls. This school without walls when they graduated. So it was quite a bit different for some of them to see. They had when they were seniors, they said

051they just started putting up the walls. So, it's drastically different. The whole back half of the building wasn't there. And it was interesting to to hear from them like what what they're looking at. But yeah, they had a they had a nice time. It was fun. >> That's very cool. >> And the last thing on my list is to congratulate Oscar for being named youth of the month for Brother Optimus for the month of October. >> Yeah. >> Congratulations, Oscar. for me. >> Um, currently working on the five-year long-term financial plan and I have completed the revenue side of the process which included creating the T tech projection for the next five years. The calculation requires compiling the data for our boss capital debt and estimate the historical OC's capital expense. uh we then have

052to offset that amount by using our aid ratio and projecting what our building aid, our transportation aid and our Bosey's rent to capital and then by gives us our capital exclusion which is what we use in that tax cap calculation to uh aid us in bringing down or up the tax cap depending on how it comes out. I have projected over the next five years that we wouldn't go above two and a half two and a half percent and we won't go below 2%. So, um I'm currently working on the expense projections. I should have those done in the next couple of weeks and then I would send it out to all of you to review before I present at a um it's quite a lengthy process especially the tax cap. I mean, getting all

053that data out of New York State and getting all of that I spent but I I got all that done. So, I felt like it was a good accomplishment. Um, planning wise, I attended a school business official retreat last Thursday and Friday. uh presentation was made by Questar Boseies and they are a Boseies that aid um in financial planning to uh 550 school districts and 34 fosses throughout the state. So what they do is they give us like templates for all our reports or um if you have problem on your stacks you can go to them which is your uh aid on uh special ed. So um they help you in all different anything to do with state aid assist you with. So they did a presentation um and they presented a recap of the

0542526 enacted budget uh changes to our aid calculations, our foundation aid calculations and um other calculations were changed. Uh they believe that the federal tax cuts to Medicaid and SNAP cost sharing will impact New York State which will in turn they believe impact us. So under safe harmless they cannot decrease our foundation aid. So whatever you got last year is the lowest amount but there is no guarantee that they will increase. And so they said that probably four times through the presentation. >> So so if you read between the lines which is what they can't project right now it's too early in the process but that we will stay flat on >> foundation stay the same expenses don't. So >> correct. >> There we go. >> So you can call us. >> Of course I

055did. >> Yeah. >> I wish I was wrong. >> Um, >> good to know. >> Yeah. So So New York State's going to take quite a hit on their Medicaid staff visa. >> Yeah. Um, it maybe in 26 27 won't affect us as much. 27 28 it looks to be very detrimental to the state. So we'll have to see how far it goes and what happens between now and then. Um Dr. Rick Tims presented he's an educational finance consultant. He presented on the calculation on tax cap and on long range financial. And I believe at this point, and I discussed it with Zach earlier in the day, um that the district having financial resources in our unappropriated fund balance and concerns about the inflow of state and federal aid in the future, we should contract

056with Dr. Tims to ensure we're making the right decisions for the future fiscal stability of the district. So, I think we should bring him in to make sure that what we're planning on doing is the right way to go with everything >> and to review everything that I'm putting together and saying, "Yes, this this looks like a good plan for the future." >> They'll assist with strategic planning. >> And so, we do have uh fiscal advisors, but they only um and you've met them, but they only help us on our capital debt and our bus debt. They do not do any long-term planning or any tax c calculation help. The Mr. um oh I can't remember his name right now. He came in at one time to help us in the beginning when we did

057the tax cap calculation, but that was as more of a favor. It's not a part of their service that they offer. Um I have enrolled in a school finance budget development course through uh the New York State Associ Association of School Business Officials. I'll be doing that for two hours a week from now into uh December. I'm also attending the um same association uh retreat in November. It's three days in Saratoga and all the state school business officials and treasurers go to it. Um finally, I spoke with Trisha this morning from Dark Angelo and we are doing a conference call on Thursday morning. and she wants to go over a couple accounts with me and then um she said at the end of the phone call she will have a date that we expect to

058present the draft audit to the audit. >> Good. >> Thank you very much. Okay. And just just to piggyback off of of what Cynthia was saying with the idea of the potential of foundation aid to not increase like that is the exact topic we're talking about at legislative committee about what we need to lobby and currently we're in the middle of planning out the breakfast and trying to collaborate with local Boseies regents to increase our size and to get on the same page as far as what issues we want to be with local Bobby so that we don't have this region going and lobby for that which is totally different than what works. So, we're trying to get together, have a common message that we're putting out there so that we can increase our size

059and hopefully have more of an impact. But, that's number one on the list when we met was we really need to be pushing for a 3% increase. And I don't know how likely that is. Obviously, they've been dangling it out there that there's a chance that it won't happen at all, but those efforts are working in conjunction with each other successful. What percent of our budget would be reliance? >> A lot. >> That's 68%. >> Yeah. >> Right. Yeah. >> Some 68 70%. >> 60 to 70. >> 68 to 70. >> Yeah. I think it's 68 if I'm not mistaken. >> 60 to 70. >> It's a large portion of it. >> Yep. So our our tax levy was 6 million and an eight came in our building transportation state aid came in about 155.

060So and then you have miscellaneous aid you know other revenue sources but yeah that's the the six people. Yes. >> Was there any was there any discussion around the western bus? >> There was they brought in NAERTA, they brought in um NY and they brought in National Grid. It didn't go too well for the National Grid gentleman. I felt bad for him. Uh, one of the school districts uh did a capital project a couple years ago and we put in the charging station project and right now they can't get national to bring in the power to finish the project and they're having big problems with remember this drives your debt right the debt drives your aid. So if you can't close out that you can apply for early aid but at a certain point you

061can't you run out of options and so this affects them if they can't get this project done. So last time you knew anything this 27 you had to start doing pluses or you could apply for extensions if you made >> substantial progress towards it whatever that definition is but it doesn't make sense to invest the money because things like that so like I don't know what that looks like as far as extension I went off the thing in postings last year and that was big topic of just kind of like oh don't worry about it but I haven't seen anything from the this we're going to extend >> push it off because it's unrealistic. >> Yeah, there was lengthy discussion. So, first of all, there was a discussion on what comes first. Do you buy

062the bus first or do you invest in the charging first, right? So, you don't get aided on the charging station, but you can get aided on the bus. And so and Naerta has incentives to buy the bus, but how do you buy the bus and not have a charge? >> Right. Right. >> Got to ask that district and their taxpayers how that works. >> Exactly. So, um there was long discussion about that. There was also discussion with them, you know, that that So now they're pulling back at simulation. Like now they're not saying, "Oh, we might have all of them." They're just saying, "Well, if we could at least get 50%." And um so and a lot of the business officials said to them that you want us to to tell our taxpayers to do

063this, but you're not giving us any positives to to go back to them and say, you know, this is a great thing about EV buses because right now all we hear is that they don't run well in the wintertime and they don't charge and you know, >> um not power. It's impossible. Why? >> The infrastructure is not there. So, >> right. They still have their deadlines. So, they haven't pulled them back. So, >> Oh, they will apply for an extension in 2027. >> Wait till the last it's a form that they came out. >> Yeah, it's fine. Um they are working with the manufacturers to um get some more data on why they're not running well in the winter and what they can do to make them run better or you know >> the projections

064of how far that they'll run. And so in all of that I found out that we're the second largest district >> milewise mileage wise in our area >> is who we are the second largest. What do you mean in our Boseies? >> Uh, no. Why didn't we Camden was the only one that was big? >> Yeah. Larger wise district wind. I know they're outside of ours. I would think that they were bigger. >> Can we just go remote again when we just don't bust anybody? >> Right. >> So, yeah. Yeah, it was quite the the presentation. >> Addicts remote. >> I don't know if there's some easy answers. answer. >> Yeah, >> it's going to have to be extended. >> With that extent, they've been very clear. You're not just going to get the extension

065for it. Very clear about that. >> Very clear that >> you can't just put it off. You've got to put in the work to put in the exception. >> Correct. >> And we currently have coll who has done has started that um for us. And then um so now I I think that we have to go in and work with NAERTA. I >> I would just like to understand in this plan and I don't know if it's through our like legislative advocacy arm or what, how we connect the dots here when we're an area that has solar fields popping up everywhere. How do we get some of that power to power our electric buses? And I don't care. I don't want to hear nobody's doing it. Somebody's got to figure that stuff out first. >>

066I think that's a great >> No, literally like we have the solar fields. We are a renewable energy hotspot now, >> right? >> How do we get a piece of that action so that we can even take our school off the grid? Like, let's figure that out. Who do we talk to? How do we get those wheels turning? Like, that's like we can talk about, oh, how big we are and how hard this is and the buses don't work. Okay, we actually have solar fields getting built everywhere here. Like, how do we leverage that? There's got to be a way. There's got to be a way. That stuff's getting approved. It's getting built. It's right here in our district. >> So, why can't we benefit from that? >> If we don't ask the questions, they

067do, >> we certainly won't get help. Nobody's going to be like, "Oh, hey, we free power." No, >> we should leverage that. And China has electric buses, so they're going to figure it out. Maybe they'll delay it and we'll have to do all that paperwork. It's going to happen. I know we have the winners. I know, you know, all the cons. I get it. But like, it's going to happen. So, >> we just got to figure it out. >> I just wish it was better thought out. >> Yeah. I I I wish, you know, they wouldn't cut our funding and they wouldn't >> cut funding for special education and all that, but, you know, that's not what happened. So, we got to deal with it. So >> I think the I think the biggest part

068of that is eventually I feel like they're going to have to shift and make it more realistic and then people will get on board. I think the fact that they were just like >> your whole fleet everyone was like impossible, >> right? >> They said >> start with two. >> Yeah, >> that's reasonable. We could do our >> local runs. We could manage that and we could start to build. >> But to just say all it just shuts everyone down, >> right? >> So I think I think I could be wrong. It'll >> Yeah. And I think again like if we can raise our hand and be like, "Hey, we got all these solar fields. Can we get somebody to come in here and let's let's electrify like let's get some help. We'll be the

069test." I'd rather be part of solving it than be on the sidelines letting other people figure it out personally, you know? Thank you though. >> Great. >> It's like didn't didn't you do rock paper scissors yet to know who was going first? Come on. I don't have to sort it. >> I excited. I don't want to lose rock paper sciss Okay, >> let her go first. >> As some quick highlights, as mentioned in the board report, we have our prize speaking program after school. Looking forward to the closure and presentation with student speeches in November. um student picture day and retake day, class pictures day, as well as um just speeding through our grade level teams. We had data team meetings with our reading specialist and math specialists to coordinate academic intervention groups and those

070have started now two and three weeks ago. And then we also completed session one of three with the reading league focusing on releasing writers which is a a universal writing program. Um and one of the main themes from the first day of training was just identifying consistent strategies to use across grade levels to improve writing strategies. And some things that were not on the report outside of attendance and discipline. We do we are meeting monthly with our attendance team to just keep an eye on supporting families and students that are at risk for attendance and we do cons continue to see um the families that we met with over the summer. There's one that is that is starting to get on the radar but there's definitely improvement in attendance with the families that we met

071with. So those are things that we continue to discuss each month. um discipline rates. Um I kind of jinxed myself because after I copied and pasted this the next day they were um I was telling Mr. Abby the full moon was out a week. Um but ultimately you can see those numbers there. Just as some quick additions, we have a few things either since the board report or coming up soon. Superintendent's conference day on Friday. for the first two hours of the day, our the MPS team worked with um with with Britney from the the Rick to focus on Vonic trainings at the new technology boards that are in all of the classrooms. So, thank you to Mr. Shu and to Mr. Abby for helping coordinate that for our teachers. The remainder of the day

072focused on data analysis. Um, I provided data folders for the grade level teams to pre to review state assessed scores, but the the grade level teams also had time to collaborate with their teams on curriculum. So, I was able to move around the building and I also met with the special education teachers just to get an opportunity to have all of the staff around a table and talk about curriculum. Um, and Miss Hansen also met with our UP UPK staff. So, it was a busy Friday. Friday flew by. Um, looking forward this week, we have on Thursday, thanks to the high school students, we have our fourth, fifth, and sixth graders coming up to the high school to get a sneak peek of Dylan School on Thursday. Nice. And that will be a great opportunity

073for the younger students to kind of get a taste of the high school play. So, thank you for for allowing us to do that. And on Friday, we have all of the regional fire departments coming to MPS for fire safety day. And I am stoked about that. Um I can't wait to see it all in action, working on the schedule and finalizing that. And we will also um be having student council starting up soon and um and ultimately we're looking at some opportunities to include fourth graders. In the past, it's been fifth and sixth, but we're looking to extend that down to just extend leadership opportunities to some younger students. And last, but not least, if you haven't driven by MPS, please do and wave at our new sign because it looks beautiful. Thank you,

074Mr. Abby, for that. uh for us at the high school uh pros reports went out you know and I think one of the things you know when we look at the reports I'll do you know we'll talk about those three areas our academics are attendance and our behavior three areas that we're focusing on uh we've been very proactive this year trying to build self- advocacy self agency for our students and monitoring grades and looking at grades so this morning at SST we actually literally went through every failing grade in this building at the marking period And we have triaged into who's pulling in what kid and looking at that. Uh we've met with this ties into the athletic eligibility stuff too. We've met with every athlete that's on the list. So any kid that's got

075a failing grade, we'll have some adult contact with them to go through and talk about things and what to do. You know, in those meetings a lot of times we're spending with them. You know, we give them their missing assignments and it's go back and talk to the teacher. You know, we want kids to learn how to communicate, talk to them, advocate for themselves. This is what I did. How can I fix this? What things do I need to do? So, piggybacking at that faculty meeting, I reminded the teachers as kids come to you, let's not shut them down. Let's welcome them in and we're going to teach this discourse so kids can learn this back and forth because that's something they're going to have to do on their own. The kids need to start

076working out the region. If we look at our progress reports, we actually had a 35% decrease in failing grades from this time last year. So there's a huge we have been spending a ton of time and are hoping that this early investment is going to pay off. Um if you look at the athletic eligibility as part of that uh there is one correction move the modified football player over to probation not ineligible. So ultimately you know we had 15 on probation and three ineligible. to give you context. We went back to last year's data to kind of see like if the this was in place last year, what our numbers are going to be. So when we pulled the numbers from last year, we had no seniors in it because they've already been exited. So

077we can't do that. Our numbers on probation were 20 20 kids not including seniors. So there been more were on probation who've been on probation at this point. We have 15. It would be 20 kids plus seniors ineligible to go down to. So this is making a difference obviously >> made a difference like I really like we thought it would. >> We are doing so much proactive stuff with our kids between meeting with families going to every time we have a family meeting on attendance we pull up their grade report and look at it. Every time we meet with a kid for anything the transcript anybody you know people got seniors their transcripts at home last week was in my report and what they need to do to graduate. So, we're always having these constant

078conversations of where are you at, what do you need to do to get better, where you need feed, and I even use some examples, you know, unfortunately mean I just got here. We just got here, but like with meetings today, you know, I said you're in global or you're an eligible one. You know, you want to get through it now. I'm chasing seniors now who still need to pass that regist to graduate. They haven't had algebra since nth grade. And you go, don't put yourself in that position. we need to do X Y and Z, get it done now and doing that. Kids have actually been very very receptive to it and so it has been paying off across the board. So we'll continue with that and hopefully it starts feeding on itself once kids

079start getting that positive reflection. I mean, I had kids in there like one kid who's been he's a senior's been failing three classes at least everything first time ever he doesn't have one single failing you know grade you know and and kids are recognizing that which I think has been really good so that's what we're doing there we'll keep tracking those results so with that uh kids who are on probation where they have ultimately two weeks to get their grade up and we talked about that so they're going to get a check on this Thursday next Thursday we'll pick up their card we'll take it to their chair Let's see where they're eligible. They return it, you know, and so we've talked about that sort of stuff and how to go through and do that.

080Um, in there again, we're addressing the attendance. We'll be sending monthly attendance letters home. So, like in September, there's 19 days. So, any kid who missed four more days, I sent a letter home to the parents, you know, notify these are priorities, you know, uh, we're tracking. So, actually this week we did raise the SST. Now what we'll do is next week as we have one week out of October I'll round up the entire attendance for the entire building and like we did in middle of September we go through kid by kid and start highlighting our atrisisk kids. We start making phone calls. Then the end of October we'll send another letter. These are the atrisisk high attendants for October. These are the high attendants from year and that will go out and we'll continue

081that process throughout the month and doing that you know plus we've been as things escalate the home visits and and other parents thing. So continue working that uh full swing for colleges. We have a bunch of colleges coming in and meeting with different things and um Sunni Pal we had a put a date in there. We had incident met Paul came in accepted. Seven kids went and met with them. Five of them got accepted. Two were just waiting on because of nursing. So they're all excited because they like one kid never thought they even going to school or whether they even have a chance of going to school and was so happy because they walked out with their acceptance letter into a program. So we're going to do that with NBCC also and we're going

082to do it with UYU. So we're bringing those three in plus all our other colleges. It's free admissions for a lot of things and Mr. Bunch has emailed that out to all stuff. Homecoming was a big week last week um center around Waterville and Oz. Um seniors were the big winner of the Biden principal pictures. Um there were pictures at her and I hidden throughout the entire building. Little pictures h under water fountains and I think urinal you can imagine. So, so they had each class whoever found the most pictures of us, bonus points, it was a picture of he and I together and stuff like that. And so along with other stuff that we did for spirit week and that's one of the things that we talked about in my faculty week today, how

083we are going to build this community culture within the building and continue doing those things. I am bringing back I'm gonna pilot it today. We talked about it bringing back Halloween costumes for for spirit day and Halloween. So, we're going to try that and do that. I think that just helps bring things and give kids purpose and camaraderie and that sort of stuff. A lot of field trips went on, you know, so you see all that and I think one thing field trips important because sometimes that's the things that a is going to get a kid to come to school. It may spark interest in something that they're going to go see. Um, it just brings them a greater world outside of water, you know. So, we had all those different things there. uh superintendent

084conference days we did on the early release we did the USA sonic we did light speeded and what we're doing um what we did on Friday is that we took a look at our data so the teachers did a data protocol that I used to do in my department when I was department chair at Harford where we looked at through like past results just overall results and then the analysis of the tests we also looked at the literary components of the test what you know what changes in literacy is it graphs is it what you So written pieces are they doing what new vocabulary there are? What are academic words that they need to build this way to the content? What are general vocabulary emerge? You'll be amazed at like a lot of kids won't

085understand like a general term that we use is start to pierce on the test and analyzing those things. So the teachers is that and that's our one of our first steps. So we start building more data informed decisions about what we do the reports and stuff they do. will bring into their observation and talk to them planning ahead and how is this going to prepare us to prepare our kids to make sure we our results of the year uh villain school Friday Saturday night 7 o'clock is more than welcome to come join drama so make sure that and then PS questions >> and if you don't have the answers on the questions I'm going to ask on the eligibility That's fine. You could send them to us. Have I appreciate hearing the reduction. Have we

086noticed any patterns in the students, not just the athletes, but the students who are failing classes now? Like are there any classes of concern? Grade levels. Have we seen that yet from the data? That's something we still need to look at. >> Uh we are looking some courses are can do more. And then one of the things like a lot of kids are on probation are for well I would think publicly but >> no right >> one but like I went through today you because I was actually gone last week when we did this so I started pulling up all the kids like I know with they've done their test correction and stuff like that so most our probationary people that were in one course are all going to make it you know they have

087the 67 now you know so they're 63 went to 67 because they turned their work in and they did that sort of stuff. One trend that I've seen and this is one of the things that we'll work on. This is Ratchy. We're gonna start putting some more kids into some learning centers. Uh the kids at seventh grade although there are not many tangent but the kids are in across the pool. So like you know like a kid who's not doing well one class not doing well four or five classes you know. So it's a it's a small population but the ones that aren't making it aren't doing. So we're we're pulling those in and seeing like getting them into a learning center, getting them into the supports and stuff that we need. Especially it's hard

088with that transition, you know, going from sixth grade, seventh grade, going through I mean, we had some of these little seventh grade boys coming into our office, you know, which I I applaud because at least these kids are coming in. I mean, what seventh grade walk's office, can I see my grades with me or something like that? they did, you know, some were coming in and doing that, you know, and going through and and that transition and stuff like that. So, I think for that we do see that definitely at seventh grade. >> Yeah. And I'd be curious as we move through it to understand, you know, what what we're learning at each checkpoint, you know, what we learn now and what actions we've taken and then what we learn at the end of the

089marking period and like some of the things you're calling out. So, what do we learn from seventh grade? We've talked about that >> all nine years I've been on the board. And as a parent here, it's such a big jump. And for a lot of kids who even are potentially high flyers in MBS, they struggle because it's it's so different. Well, how do we help bridge that gap? How do we make sure we're equipping the students and the teachers with the tools and the skills needed to, you know, like you mentioned some of those students. I mean, do we need to wait till the checkpoint for a kid to be failing four or five classes to realize there's a problem? I'm not saying we're doing that, but how soon can we catch that child? >>

090Is it week two or three where we see, wow, we've got a kid that's got 350s. Clearly, there's a problem. Like, they're not even turning in homework. Like, how do we help this student? Um because I I just don't believe 11, 12 year olds want to fail things yet. They're not like the 17 year olds that don't want to be here anymore. Like they want to do well. They know their friends talk about grades. Like it's probably embarrassing if they're not doing well. Um and I I just want us to keep peeling it back. And then my last thought is I want to phrase this well, but have we do we feel like we've uncovered potential issues with grading input and also with students understanding to check their grades. Um, I know historically that's been

091hit or miss sometimes with grades being inputed and you have a zero in there that shouldn't be a zero and all of a sudden the average is not what it should be. And and I say that because I I I think sometimes we minimize how upset that can make our kids and even families. Like we see a grade in there and it's like what a 68? Like everything else is 85 or higher. How is this possible? and then we dig down and like there's an error and maybe it's the student or maybe it's the teacher or maybe it's both. I feel like those are things we should work. It's a big it's a combination of all that you know >> to rid our school of right >> you know it's you know teachers making sure

092teachers keep their report up to date making sure looking at grades one of the things I did that's one of the things I harp on them agenda remind this should be the point your grades should be up to date this and that even for the eligibility portion I don't want any kid to suffer because the teacher didn't get to I mean yes the kids should turn their work in time our kid teachers are accepting late work please don't drag it And I like I literally we're at the faculty meeting today. I each teacher that has a kid on the probation list, you have your list. Please go into your two grade folder and pull out their work because we are holding our athletes to a higher standard, but please just at least check that and

093get back. I don't want to see a kid miss out because we they're still in the to grade pile, you know, and that sort of stuff. We're working on that. And those are things I think are common. I think the more teachers get into doing it. Yeah. And then on the flip side, as kids get used to going in, you know, Mrs. Roi went into all the seventh grade start showing up in Duke serpents like that is going to al for them to get used to checking it. I don't necessarily think, and I could be totally wrong, if it was like a priority for a lot of kids or awareness, I think we really push that academic stuff that self- advocacy a lot this year, you know. And I got to tell you, like from

094what I've seen in the building when I got here last spring to now, my high-flying discipline kids that were off the wall last year are towing the line. You know, like some are passing the classes and I don't have the referral that I did before. You know, like kids do well with structure >> and high expectations. They do. They do. >> I do. I if you look at any alternative med school, well, how could a kid survive in alternative med school? It's because they got structure. They know what to expect. They know what to do. And they not a jerk. We're not me, you know, but our kids are are coming around and seeing that we're out for the best of them. And I do believe I we've seen dramatic improvement because kids feel the

095structure. They know what to expect. They know what they're getting when they see us, you know, that sort of stuff. So hopefully they'll just feed on it. We just have to make that the norm and not make it abnormal. You know, just to add to that though too, like so all these conversations keep happening like >> with everyone like as as we look at that data then it's like another point gets raised. It's like well what about this? So as this continues like every checkpoint like something else is like kind of being discovered. And it's like, oh, let's clean that up and let's clean this up and maybe we're not giving these kids enough of that direct instruction as far as like, no, like take the time now in this moment. Everybody log in. Log

096in to school tool. See what your grade is here. Do you see any discrepancy? Like teaching them those things that yeah, you just throw it out there and say, "Yeah, you have access to go do this." But especially with like that transition year of seventh grade, like those things have to be part of you got to step away from the curriculum for a minute. Teach them those skills so that they're ready to progress throughout the year. >> I think it goes to one of the things that I talked about with teachers, stuff like that in any jar. Just because it's your 20th time doing a kid, you always have to go back the kids, you know, and that you have to put yourself back in that mindset. I have to go back, you know, you

097you like even like a seventh grader, right? and finally get them the end the year where you want them and all of a sudden you come back in and you're starting back square one. You got to put yourself right back in and build up, you know, anything to do with the sports team like where I left my sports team at the end of the season, you know, where we were. Then you you especially like when I push girls in the fall, boys in the spring, you need your girls all the way there. You're at the end and then you're like, I'm sorry the next week with boys, you know, and you're like back to square one, you know, but it's also the my teachers. You got to remind them, you know, time like it's their

098first time, you know, and and how do you approach that? How do you do it? It's just probably remarkable. You know, it's not, you know, I told it says it's not about calling anybody out on data. It's about calling you in and calling you out, you know, and that's what ultimately our focus is. >> Yeah, appreciate that. And one one other thing, and again, don't need it now, but I'd be curious to see again as we pulling data into Zach's point, you know, we checkpoint market check, we're going to have more and more data like what are we really seeing in the patterns? Are there certain demographics that we're starting to see popping up, you know, that we know about that potentially we can support in a different way so that we're just not reacting

099when the kids failing? You know, we know like these students are going to need maybe some more support. How do we get in front of that and anticipate that, you know, they could struggle? So, no, it's it's it's good preliminary feedback. I'm very encouraged from what we're hearing and high expectations. Who who could have thought high expectations. Wow. >> I should write a book. >> You should there might be a few out there already on this subject. >> Something on the circuit. >> But thank you for the work and yeah, appreciate >> you'd be better off the YouTube page. >> Yeah. Yeah. Don't write just a podcast. >> Yeah. >> Nobody reads them. the principal's office with Andre Parody. Right. Be right up there with Rogan. >> Question about the MPS data. Is there a

100way in the future we could see kind of like what you showed or you told us about with the decrease from last year? Um kind of what the referrals were from last year in the months just to kind of see a comparison to see if it's decreased from last year. I know you have a transition in leadership so things have maybe done differently but it would be good to see it we're seeing a decrease or an increase I don't I don't address it here like that one of the things that Mr. brought that we've really used the height. I think you guys there's a feature in school to where we have classroom incidents office proposals. So we've turned on classroom incences where the teachers are now logging those initial interactions of the kids you know

101speaking up and that sort of stuff. So they're logging there and handling that discipline there. Then once it reached a certain level they then come to the office. We really discuss the training like this is a classroom issue that the teacher needs to deal with. This is something that needs to be dealt in my office, you know, and when these pile up, it can shift over here. If it's a fight, if it's a warrant and it automatically comes here, you know, take care of, you know, establishing that relationship with kids. You don't start pawning it off. And then when it gets to me, you know, once it's turned over to me, my discipline is my discipline. you can't criticize me because you turned it over to me, you know, and that sort of stuff. So,

102we're really working on that. And I think teachers have actually like that because they've been able to log in, they call home, the teacher gives kids acting up in the classroom, the teacher signs the detention, they have to they put in a form for us and they have to parent contact. You know, I said I have to call parents when I get out of 10. You're going to call parents when you get out. >> That's great. >> You know, and building that home communication and doing that sort of stuff. So we're really trying to build that with in the classroom routines and stuff. So it's actually been a great feature in school tool that we turned on this year for both buildings and stuff and it's going to use for our RTI, you know, RTI

103and our MTSS because then I go back but say here is all the things. You know, usually I make a phone call to the parents the first time you're here and you know I'm hearing from the teacher. It's been the 20th time the kid has done this. I call the first one but I say here here's the log. This is what's been going on in the classroom. We've been trying to document more of that stuff to really work on those things. >> Great. Awesome. Okay. Thank you, admin. Anything from student reps? I just want to say that I'm still seeing like that sense of community through all the students and I think that like having administration here like with us like with the game during spirit week like that's picture them supporting like our student

104like fun I guess it helps like the students like build a better connection with administration and I think that like they the students want to the school because the administration like I I think that has to do something with like the increase in passing and like better things. >> That's great. So, you're feeling better in the classroom too then. >> Yeah. >> Even physics. >> Yeah. >> Awesome. >> That's great. Thanks, Oscar. >> Thank you. >> All right, we're at first uh public comment. Oh, wait. Is there any board discussion? I didn't mean to skip over that. Okay, then we're at first public comment. We did have one come in. Did anyone else see that in the the board questions? I will read it. And it is from uh Kim Fanset and the question is

105uh would like to know when we're scheduled to re review the 2425 audit at the board meeting. uh so that they can watch or attend. So we kind of have discussed that but if they want to comment on that now >> well as soon as after I meet on Thursday I can have an answer when we're going to present it to the audit committee and then once the audit committee at le >> yeah and I would think that the hope would be next month >> correct >> that would be that would be the hope you know barring anything I'm seeing have an early meeting in November though >> yeah so we'll see yeah we'll see which means the whole >> any other public comment. Okay, moving into personnel then we have a consent agenda. I

106get a motion for the personnel consent agenda. >> Second. >> Thanks Dan and thanks Justin. Any discussion? Appreciate all our coaches and the discussion on that earlier. Thank you Mr. Abby. All those in favor? >> I >> opposed. Motion is carried. All right. Then we have another consent agenda for new business for items 101 through 101. Can I get a motion? >> So move. >> I heard Lori. Can I get a second? Thank you, Tim. Discussion. Yeah, this is on 1090 the athletic inventory just >> all of our old uniforms, all of our old Indian apparel be able to dispose of that and then we can give them to sports boosters. they've asked about it and we've been trying to figure out what avenue how do we go about doing that and then we were

107discussing it a risk and he had just done it and everyone else was like we've been talking about it so it really kind of sparked it forever moved forward because they've just been sitting in a box >> yeah we can't use them so if it can give some other people well one sports boosters if they can maybe earn a little money off of it and two to give it out into the where people can have maybe their old jersey or something that reminds them of their time high school athletics. It's a lot better than seven. >> Great. Any other discussion? >> All those in favor? >> I >> oppose. Motion is carried. Moving into the second public comment. Seeing none, any other board questions or discussion? >> I do have one thing that just the

108safety committee smart uh with the the blinds on the interior doors the window fussed in the past. um when I was on the policy committee um I think I don't know if we had it in the blinds um in the doors um but if so if there's a corresponding policy with I said you're supposed to have a policy I know he talked about this >> are you talking about classroom doors when you go into lockdown >> yes >> so we do have a policy in place because you cannot have them unless have the policy >> the polic I will say that I have not read the policy, but Tom Gleason and I have talked about that. >> Okay. >> And that came up in conversations because we have some doors with large windows. It's almost

109small and you're not supposed to be covering your windows. So, as far as part of our safety fire inspection, that was where that conversation came up. Do not believe me that we have those though. So, we have the policy to be able to have them, but I do not believe that we actually have them. >> Correct. I think there's been discussion about >> Yes, >> we've had discussion on purchasing purchasing. >> Okay. >> Awesome. >> Um, did you want to do an update on consultation on that? I don't know if that was something you had mentioned in the email. >> We can. Yeah. I was actually looking back and we didn't do any, which that's a miss on uh agenda planning. Uh, so I'll take the hit on that, any board updates on committee meetings.

110So we can do a report on that if you'd like. >> It's up to you. >> So I will get my notes out. >> Just on that note because Jen and I did talk about that idea of >> committee meetings >> and I said that I would report out just in my reports. Do you want standing items for committees on there? like after we have those meetings. Yes, we have historically always support which is why >> so that was my I said that those >> we yeah I mean I I guess we can revisit that we could think about that board members you know I have to answer now if we want to change the way we report out on committees and just to it through superintendent reports or not um yeah so consultation on

111education was a productive meeting. The largest point of discussion uh were the continued uh toileting concerns at NPS and we had Crystal and Zach were in attendance from uh admin which was uh nice that the WTA suggested that that we have both of them there and also they brought a few of our educators from MPS as part of their team for discussion. So, it was a positive discussion. Uh, we don't have to go through all the details here, I don't think, but they raised a lot of points that I certainly hadn't thought of. Uh, Lori Kate, you can chime in here in a second. Um, details about how you manage those issues and how many of those issues are coming up during the day. And so, Zach and Crystal had a few takeaways uh that

112we're looking at in terms of money in the grant. Is it specifically allocated for positions that could be assisting with it or not? I know that was an open question. Uh how we better train input with in the hiring process for anybody that's involved like TAs, uh even the nurse that this is part of the job. So there's not some confusion about whether or not that's something we need to be doing and how often we need to be doing it. Um, you know, also trying to think about what we've learned this year, how that can help us next year as we prepare, especially prek entry, you know, how we can get families to understand where their children really need to be in terms of being properly potty trained to be in school. Um, versus they

113think their kids are fine and they're really not ready. Um, so I thought I thought the discussion was good. I think we agreed, the WTA agreed like down the road as we continue to build upon the positive improvements between admin and the union. That's the kind of issue that isn't really going to come to the committee anymore. Like it's just going to go through, you know, our administrators and they'll figure out how to solve it and then bubble it up to us as a board appropriately if there's any actions we need to take because there are there are some takeaways. Again, looking at the toilets, they're auto flush toilets. We may need to change those out. You know, there are some things that might involve us at some point in terms of approving things, but

114we shouldn't really have to be involved in the day-to-day understanding of that kind of issue. So, I'll pause there if there's anything anybody wanted to add to that. I guess just asking how do we deal with that aspect if it becomes apparent that a child is not ready is will at some point the family be asked to try try again next year or no you can't do that and they don't have to be potty trained to be eligible to come to school anymore you're not allowed to restrict for that you know which is why this is a conversation for this point in time you know his in the past and I don't even know how reason, but there used to be restrictions on those things and that's no longer allowed. So, and then also the

115shift of us taking on UPK, like I think that there's now it's an internal problem whereas before it was an outside agency and don't get me wrong, it extends past UPK, but I think that there's more because of that. So, it's a much more problem issue. >> I mean, coming out of that meeting, like the idea of the actual physical toilets, like that was the easiest solution right there. They they've already been working on those UPK up through first grade direct. They've already got it so that the sensor almost and so now it's just a push button. So therefore that takes that element out of it. And if you're wondering why that is is because you know as some of these kids are learning and they're smaller like they're worried about maybe falling in or

116having an accident. So there's that additional element that you may not think of but as that goes off. So that's one issue. The other being that these are our smallest children in the district was the actual seat proper size to support. So right that's another thing going through that you you were able to see it an option right >> was full size but it shouldn't have been >> and that came about. Yeah. >> So those things are getting fixed already. So those were those were great easy takeaways from that to fix that element. the physical toilet itself is the easy part. >> Yeah. And and I think too again coming out of that meeting, you know, that I I believe we properly conveyed that we encourage our teachers, the union itself to just proactively work

117with administration like we do not need to wait for a consultation on education committee to to talk about those things for sure. and some of them they had covered. You know, again, it wasn't like they just waited, but I think that's the ultimate solve here. So, um the other issue I confess I didn't take a ton of notes on, but we discussed how do we give out breakfast and lunch on both school delay days and half days? And I think there was some discussion about like should we still do that because the students who really rely on those meals are still going to rely on those meals even if they're coming in with a 2-hour delay or going home at a half day. And you know we didn't resolve it at that point. Zach brought

118up some good points with that too. It's there's there's it's not a simple solve, but it is something we should look at. And I thought that was great that, you know, the union brought that up and they have brought it up before and it's something we should try to figure out and do for our kids for sure. So, yeah. Anything else? >> I think that's really it. Yeah, the toileting was like 45 plus minutes of the meeting. Uh, so, but it was it was good. It was positive. And they I will say I wanted to remember to say this. I didn't write it down. Just popped in my head. It's really nice to hear. So, uh, specifically from and it was Tammy Pico and Jen Dodge were there from this building. They said this was

119the smoothest start to a school year they've ever had. So, kudos to Andre and Kurt, everybody involved in, you know, making that happen. That was really nice to hear. And that just came up. I don't know remember what point in the meeting it just came up in conversation. So that was nice. They generally aren't going to say those things unless they really think it and really mean it. So that was awesome. But yeah, and we planned out our next few meetings. We didn't plan the whole year, but like through February, plan those out. So that was good. So yeah, thanks for reminding me. Anything else for board discussion? Still a short meeting in my opinion. Can I get a motion to adjourn? >> At 8:40. Uh, so Ken and Dan, all those in favor of

120adjourning, >> I everyone have a great night. Thanks. I will go