001Good. Right. We're good. >> Good evening, everyone. Okay. Okay. We need a motion to approve the minutes of the regular board of education meeting of 8:26 25. Okay. All to the side. Anthony Frank. All those in favor. Thank you very much. Okay. Am I up first? >> Yes. >> Okay. I know we discussed that. >> Yeah. >> Okay. Good evening, friends, family, and neighbors of the West Babylon school community. On behalf of the board of education, I'd like to welcome you all back to school >> and a warm welcome to the class of 2038. We also want to thank the students, their families, and all district staff for their patience and efforts in adjusting to the changes taking place. Our school district certainly looks and feels a little bit different this year. However, this difference
002extends beyond the noticeable change involved with district consolidation. From the many new faces who have joined our district staff to the building improvements underway, the fiscal stability we are working towards and how this board operates. We will make progress as intended and as promised. This job is not done. Every summer before the district opens to students for the new year, the board of education is required to tour each building in the district. While there is much work to be done, we witnessed an enhanced sense of staff ownership and urgency throughout our district tour. It should make us all proud to know that despite the added tasks involved with district consolidation or the building preparation needed for the new year, it was evident that many of the classrooms celebrated the new school year with a bit
003more extra festivity. and the buildings and grounds crews continue to find new ways to maintain and address the muchneeded updates and maintenance of our buildings. The needs of our district are not lost on us. But most impressive was that everyone seemed to be discussing what was next on the list. Whether it was creating new outdoor learning areas spaces, taking on more in-house projects, finding new ways to update our aging buildings, sharing ideas for increasing operational efficiency, or dedicating new spaces to ensure students receive the educational support they need, just to name a few. It was all about what is next. This board is committed to achieving our promised fiscal stability and providing the consistent and high quality education that the students and the community families expect. It is about the quality of what our students
004are being offered, not the quantity. This same ideology was already evident in the most recent athletic presentation during our last meeting, and we expect it to continue throughout all areas of our district going forward. This board is not absent from its own self-reflection. We will continue to be accessible and incorporate learning sessions into our board of education business meetings to increase openness and understanding, commit to personal development and engage with local officials to address the needs of our district. We have worked to foster an even stronger working relationship with our superintendent and her administrative team. And we look forward to continuing productive communication from within our own community. Thank you again for joining us tonight. >> Excellent. Thank you. So, continuing uh with the same topic of opening of the school year, we absolutely had
005a strong start to the school year and I want to once again extend uh my sincere thanks to our buildings and grounds team, our administrators, maintenance department, office assistants, teachers association, power professionals, school resource officers, our PTAs, and everyone else who contributed um to all of the efforts to a successful opening of the schools. Overall, the first days of school went smoothly, which is a direct reflection of the hard work, dedication, and collaboration of so many individuals. We do still have a few pending transportation concerns, specifically route 312 that our transportation department is actively reviewing. We're we greatly appreciate the patients of our families uh that are specifically impacted uh by this route um and one other right um as options are being considered by our transportation department. A number of other route concerns that
006were raised uh during the first three days of school have already been reserved and those u resolved and those families have been notified. I also want to commend Mr. Mattie and the entire transportation department. Uh despite the added challenges of establishing new routes uh created um throughout our school district, the start of this school year has been much smoother, specifically as we compare it to last year. Most concerns, as I said, have been addressed and the department continues to review the remaining ones. As always, if anyone has any questions or concerns, I encourage them to please reach out to our transportation office. In the next few board of education meetings, we have the following presentations scheduled by various team members. On September 30th, Mr. Payne will be presenting an update on UPK and our auditors
007will be presenting our end of the year report. Tonight, I will provide some context to the information that he's going to share right as part of the closing out of the books. On October 14th, uh Mr. Hanley will facilitate our tenure celebration prior to our board of education meeting. So we look forward to celebrating all those individuals who will be who were recommended um to receive tenure. During that same meeting, Mr. Payne will uh present information with regards to the reestablishment of our sale program. Um so again, this was part of kind of our ongoing discussions. Uh so we're happy that we uh have those in place and that we will um hear about how that's going. And on October 28th, uh always an exciting meeting. Mr. Payne will also present. It's a little um
008lengthy, but we know we have to go through all of it, right? All of our results of our state assessments um which again are required and are also I'm joking a little bit, but absolutely are important and part of um you know, our school district. So again, just so that everyone is aware of those upcoming presentations. And last uh but certainly not least, as part of this, uh part of the agenda, in partnership with our PTA council, uh the West Babylon School District invites all students, staff, and faculty to honor Patriot Day on Thursday, September 11th by wearing red, white, and blue. Together, we will pause to remember the lives lost, the families affected forever, and the countless heroes whose courage and sacrifice will never be forgotten. On Thursday, September 11th, our schools will also
009engage in age appropriate activities and messages to honor this day. Uh we are going to I'm not sure if it already happened today or not. If not today, tomorrow place flags in front of the senior high school and also in front of the junior high school. Again, um this is specifically for September 11. Our elementary schools uh morning announcements will focus on heroism, right, and the importance of helping others. Junior High School. The day will begin with a moment of silence during announcements to honor the lives lost and the many heroes who emerged that day. Social studies lessons will vary based on grade level and the age of our students, focusing on themes such as community response, resilience, and in some cases documentary analysis of 911. At the senior high school, a more detailed account
010of 911 will be shared during announcements followed by a moment of silence. In addition to remembering the lives lost and those who remain ill, gratitude will be expressed for our police officers, our firefighters, EMTs, and frontline workers who served heroically that day and continue to serve today. Our US history classes will take a deeper look at the events and their lasting impact. Across all grade, secondary grade level, social studies classes will discuss and or emphasize historical understanding, empathy, and civic awareness. again in age appropriate ways. We are go I mentioned in terms of the flags as well. Uh with that being said in advance of Thursday I will I would like to ask everyone to please stand and pause for a moment of silence to remember the lives lost, the families forever affected and the
011countless heroes whose courage and sacrifice will never be forgotten. Please be seated. Thank you. >> Okay, that's all I had for this section of the agenda. >> Miss, >> uh, just press the button. There we go. bring it nice and close so we can hear you. >> Um, today's report is a little bit shorter just because it's the very beginning of school. Um, but I'm happy to say that the start of school so far has been a success. Um, as a student body, we have had many things to adjust to with the start of this school year. As far as the phone ban goes, I know in the high school specifically, it's gone a lot smoother than we expected. Um, of course with a few hiccups along the way, but um, for the most part,
012everybody has been able to adjust to the new policy. Um, sixth and 9th grade students are acclimating to their new environments while elementary students get back into the swing of things. Um, and many students are looking forward to the start of our football season with our first football game this Friday, the 12th. Um, and we all look forward to the rest of the 2526 school year. Thank you. >> Have you noticed a difference in the building with the phones off? >> I would say actually yes. Um specifically during lunch we are like playing Uno and all talking which I enjoy. I think it's nice. I think me personally, I always talk a lot, but um I think it's been helpful honestly to people who have trouble t making friends or it's kind of all you
013can do is talk to people. So I think it's beneficial. Okay. >> For the students. >> Great. Thanks. >> Uh you're up. >> Okay. Yes. Uh reports So I have two reports for uh tonight. Um one is specifically on the close out of our budget, right, of our 2425 school year um budget. So during our September 30th uh board of education meeting I mentioned earlier, right? Our external auditors um they've they've spent a considerable amount of time right in our b business office. They will present the district's financials. Um, I am pleased to share that consistent with the board's direction, right, we significantly reduced expenditures within that were within our control last year, which generated additional savings that will help us replenish existing reserves and lower premium rates on certain critical budget expenditures. As you
014know, the prior year's budget required us to make difficult decisions, right? And every piece, right, uh, throughout our entire district was affected. We held back on approving programs and requests, right, such as opening schools on Saturdays and holidays. Uh refraining from authorized special facilities projects, right, during school breaks like the December break and February break. We adjusted the way certain student services programs were provided throughout the district. um we um utilized grant funding right that was closing out to capacity to offset employee salaries that would otherwise have been paid for right through the general budget. So as a result we realize sub substantial fund balance savings in the following areas right in the 1620 codes and you're going to hear this again right with our external auditors this is really more to provide some context
015right uh to the information that he will share. So, in the 1620 codes operations specifically, right, um approximately $526,000 was left. 100% makes sense, right? Uh no special facilities projects, right? So, no overtime, not just overtime, but obviously the materials and everything associated with special projects, right? That wasn't in the mix. Um you know, last year the 21 codes, right? Um that's the in terms of some salaries of teaching codes, right? So approximately 692,000 right remaining there. Again, fantastic. We were able to use grants. Um approximately 510,000 salaries were paid out of the grant instead of the general budget. All right. Uh the 2250 codes in terms of special education, approximately $1.5 million remained, right? um at the close out of the school year and that was specific to some tuition changes and some change
016in student programs and services and how we were providing those as well within the district. Um keep in mind just the prior year we had the complete opposite swing right in some of these very codes specifically special education uh pupil services 133,000 uh pupil transportation approximately 119 119,000 shared services right um when you think about in terms of TRS so TRS rates approximately 132,000 ERS rates approximately 300,000 FICA approximately 481,000 right um and that we were discussing um with our business office team, right? Specifically, right, as employees um left, right, or as employees retired or as employees were excessed, right, the FICA amounts there, right? Um remained in there, right? So that ultimately then realized in terms of that fund balance out of that code. Uh workers compensation approximately 117,000, not necessarily within our control,
017right? But nonetheless, that's there. Health insurance was was the biggest one specifically, right? Um so health insurance for the entire year, if you recall when we uh budget for our health insurance line, right? We know the amount uh for the first half of the school year, right? Um but we don't know the amount for the second half of the school year. So we had budgeted for 10% increase. That second half came in at 2% increase instead of the 10%. So we realized 1 6 million right in savings as a result of that. Now for this year's budget we reduced right because we knew the first half wasn't 10% was 2%. So we reduced the budget line already to account for that right but the spring semester we still have it right projected at 10%. Because
018it could be right that's the in terms of unknown piece there. So in addition to these reduced expenditures, right, the district also realized additional revenue uh including an increase of over $400,000 um in refunds from Boseies. It's actually a little over 500,000 um and refunds from Boseies for prior year services again right um which is reflected in the miscellaneous revenue again he'll go through those in addition to the red the reduced expenditures and additional revenue line the closeout books this is costneutral piece but it is going to be highlighted so I wanted to bring it up here as well the close out of the book of the books reflects $2.5 million that we borrowed in 2425 school year, right? We borrowed it, so it came in, right? It's funds and money that came in for
019CVA settlement cases, right? Um, so we recognize those proceeds obviously in the 2425 school year and then ultimately, uh, the expenditure, right, that happens. So ultimately that results in a net zero impact on the fund balance. But when they review all the pieces that comes in as added revenue coming in 2.5 million even though it went back out right as part of the CVA you know um the CVA settlement cases. So these factors um have allowed us to achieve a fund balance from reduced expenditures and increased revenue of approximately $5.8 million right for the end of the school year. That again doesn't include that 2.5 kind of wash piece there of the borrowing and the paying. So this is going to assist us, assist our board, assist our team, right, in rebuilding the reserves that
020had been depleted in recent years. As the board is aware, uh we were close to a downgrade, right, in our Moody's financial rating, um and financial district standing due to the declining reserves, right? Like due to the last couple of years us consistently using it and not being able to put anything back, right? Um this positive financial closeout enables us to replenish um those reserves and add funding to the capital reserve um fund right um so ultimately as a district right capital improvements this is a capital reserve that the voters approved right back in May of 2023 remember we established that we established that with a million right so this will allow us to put money into that reserve and ultimately the board will be able to address long-standing critical needs right? From a facilities
021perspective, um that were part of that approved list of things that the voters approved without affecting our taxpayers or without affecting our budget process. Right? We'll be able to use the capital reserve to address, you know, um whatever you deem, right? I I thought of I thought of something here. I thought of something here. I thought of something there. So, I'm going to pause and not mention any examples. Whatever the board decides, right? >> Without a bond. >> Uh without a bond. Correct. right without going out for a bond without building it in as an added expenditure line in term into uh into our budget. Correct. So I look forward to the auditor's presentation uh later this month, right? Which is going to provide the board all of this information, right? Plus the full report,
022you know, it's a big packet of all the numbers. Um you know, and again, he'll reiterate some of these pieces. So it's it's what that that corner we were looking to obviously in terms of turn um you know, it's a financial position again that allows us to consider the gradual and thoughtful right reintroduction of some programs. We've already started that process, right? Um, however, in doing so, I have to just kind of put my caution button on, right? Uh, proceed with caution, right? As the very same budget lines um that provided us some relief, right, at the end of this year, health insurance, TRS, ERS, and special education um can fluctuate sharply from year to year and have historically been the case for us, right? and created significant budget pressures for us um as a
023result of having such a tight budget in all the other areas. Right? So again, keep that in mind that yes, we're celebrating. Yes, obviously that there was a tight kind of expenditure process in the whole district and simultaneously some of those other lines worked out for us, you know, in the past year. Those are the same lines that put us over the prior year. So I look forward to again the auditor's presentation next month. Um and then we can we can make some decisions from there and set up some follow-up meetings you know from there. It is definitely great news. Absolutely great news. >> A quick question. You had mentioned um refunds from Boseies. You mean aid from Boseies? When you say refunds what? >> Yeah. So a number of different things. So it could
024be uh yes aid right. Um so all of a lot of what we do that we do through BOSIES we do so even though there's an administration fee and all those pieces because we get aided back right by going through Boseies right so there are certain contracts in play there are certain services in play that you could just contract directly with I'll say echool as an example our student information system right that's a six-digit figure right that we pay every school district has to have a student information system we go through boseies by going through boseies yes there's 10% admin fee, right? Or whatever the percentage is for that year, we get aid back on that, right? So, that's part of the mix. Um, in addition to that, it um could be maybe some services
025that weren't necessarily utilized. That's usually not necessarily the case, but sometimes that comes into play as well, right? I mean, that's pretty much the gist of >> Yeah. Yeah. >> The and the accounts you referenced, the retirement accounts, um, just to reiterate, the the their percentage of increase cost to the district is out of is uncontrollable to the extent of >> correct >> what it's going to be. That's not set by us. That's not something we can directly impact. >> Correct. >> Um other than number of employees and stuff, but uh for the most part that percentage increase, >> you can budget tighter, but you can get hit and again. >> Absolutely. And we've got we've had these conversations definitely right like when we go through the budget process of the increase in TRS is
026going to be we were just notified that is this oh ERS just came in this percentage is the increase or >> on on another note right um we account for um interest rates right and we use our financial adviserss right to guide us through that process. We've had meetings here where we didn't budget enough, right? Like, you know, again, we had guidance based on, you know, all the financial projections and whatnot, but it came in at a little higher rate. So, then we had to find, right, the remaining funds, right, to account for that. So, yes. >> So, is is it's good news to have turned a corner in a sense, especially for those previous lines you discussed. But when it comes to the money from those budgeted areas, as much as those are nice
027numbers to hear, we can't consider those gravy because they can giveth and taketh away just as quickly. >> 100%. Definitely. And I I'll also share, right? If you keep in mind, let's see who remembers what was our you don't have to give it to the to the hundreds or tens ones, right? What was our budget last year? What million? >> 39. >> What's this year? >> 139 give or take. >> Exactly. Like so my point is from one year to another right it's the same amount of millions of dollars in terms of the budget right obviously from one year to another there are natural increases right the contractual increases right all those other pieces that are built into that so yes absolutely 100% they're right there right um is is something to keep in mind
028that from one year to another our total budget number um is the same right um you know health insurance again that line from last year to this Last year we dropped that down by I don't know close to like a million dollars. Yeah. 800 something thousand dollars in our budget process in developing this year's budget, right? Because the percentage was lower, right, for the fall. So we accounted for that and reduced it as well. >> And the advantage though is is um is that allowing for that those accounts to suddenly spike in their increases is if we account for that, it doesn't impact the students in a negative way. It's not that we're then finding money from their programs to pay for those >> to pay for which is what was a prior US. Correct.
029>> Correct. >> Yes. >> Right. Because those are the lines that are are within our control to correct. Yes. Yes. >> So again, the full report will come from the external orders. Victoria Chris's uh little concern. Yes. And that's why with this money uh from the close of this year, you're going to fund your reserves. So if you do get those spikes, you don't have to cut the programs. You just use your reserves, >> right, >> to a higher degree, but you don't deplete them again. Like, you know what I'm saying? We don't live off them, >> right? Right. Right. You got to find that balance between uh using your reserve and, you know, seeing what really is necessary and maybe things that are not necessary or things you could do in a different way,
030right, >> to kind of keep that balance. >> Yeah. Great. >> Thanks for sharing that. >> Yes. >> Preemptive news. >> Preemptive. Yes. Exactly. All right. And then the second piece um at our prior board of education meeting the board requested a review of senior high school course offerings. This information was provided to the board last week. In general, right, um courses are capped based on contractual class size limits, right? We have those based on elementary level, right? And depending on the grade level and depending on the subject area, um they vary. So academic courses in general, right, at the high school are capped at 24 or 20 students. Again, depending on the course. AP courses are capped at 35. Uh secondary PE classes up to 36 students per teacher. Electives, those vary again by
031subject. Um certain let's say tech classes or whatnot, right? Or are capped at 20, right? Where where a lecture style elective would be capped at like 25, right? So it really depends on the class. Um some students at the senior high school are assigned to study halls. Um this may occur, right, for several reasons. could be lack of interest in the electives offered during that period. Uh it could be that the students had already taken the electives available right during that particular time period that period um that they have available. It could be schedule restrictions due to singleton classes meaning there's only one section right um as opposed to multiple sections in different periods. um prerequisite for a course is not completed, right? You know, I don't know, elective B is there, right? But they
032need to take A first, right? And A doesn't fit into their schedule. Um we also have some grade level priorities, right? So, as an example, right, um we want our seniors to definitely get their first choice, right? Juniors followed by juniors, sophomores, and freshmen, right? If a freshman has this elective as their top choice, um, and again based on seats available, they have multiple years to be able to get to that, right? So, we want to make sure that the seniors and juniors, right, get into that. Um, and from a senior's perspective, they may have already completed their courses offered during that period or they may choose their senior privilege, right, in terms of their earlier um, dismissal. So, those are just a couple of points, you know, today. There were, you know, some um
033some some questions. I just wanted to infuse them there. Any questions on the report that you received um the high school puts together again, but Sean, Scott, and I would be happy to chat and help. >> So, do you have I don't know if everyone has it, but um for example, let's take like a social studies um happens period 7. It's a global 9R, right? Um, and then there's a special ed section, global nine, same period, but it only shows three students. Is that a combined class possibly, or >> how many students in that second you're referencing? >> Three. So, that is a smaller setting special ed program. >> Okay. >> Count at 15. >> At 15. So, and then what about some of like the um the study halls where it has periods and
034teachers but zero >> zero. Those are so when you create study goals in a master schedule, you have to create first period. You have to create first period blue days, first period gold days, first period blue days, semester one and two, first period gold days, semester one and two and so forth. So you're going to have a variety of study pools available depending on what elective that child chooses. Sometimes the opposite elective that runs with is not available. So then you need to study all the match up. So it stays in it basically stays in the same period or whatever semester it is. >> So most likely if there's only one or two students they're not in that study per se. >> No. >> Or they could be >> with the teacher students. But also
035a lot of these also um they could have it one semester and not the other semester, right? Like just to you know >> so is the question why have a class with only two kids? >> Well >> the study halls. >> Yeah. And you know I'm just trying to process like some of them like even like basic photography that class there's only 12 kids in there but we have all these kids in study halls that's what I'm just trying >> so if it's not offered in the same period or the student is definitely not interested in now we definitely pushed the here the you know we want you in a class as opposed to in a study hall but we didn't force the hand right like so if a student is um I'll say non
036music student at all, right? And that period that they have there, what's available is a piano and a guitar and they're like, I have nothing to do with music. I don't want Right. Like it's not then forced upon them in there. So it it kind of depends on the student and the variable there. I don't know, Mr. Hanley, anything to add to that? >> And how do we know? I mean, obviously this is what's provided, right? So the kids see it and they pick, but >> comparable to like other school districts and whatnot and offerings. Are we pretty much up to date with what we offer as far as student interest? >> That would be curriculum, I believe, would have to determine that. I as far as uh from an HR point of view. I
037I have my children that go to high school and I can tell you in comparison to my home district, but I couldn't tell you with other home districts. So, with my home districts, I would say we are comparing. >> I think some of it's based on staff, the answer is probably no. Um, but to go in, you you've got to judge your courses versus your staff and what teachers want want or can teach certain things. But the right way to do it would be to assess the students interest. And I don't think that'd be the most efficient way, but that would be the right way to do it. >> Yeah. The other layer is teacher um so let's say you're AP teachers, right? Like you need teachers to be interested in it and also be
038interested in taking the nec doing the necessary work, right? to for them to take on in terms of a certain let's say AP course you know like I mean in terms of programming right and and those types of things so there's a couple different variables there science in particular right there isn't a science certified there it's not a a general science kind of certification that covers all science courses at the high school right it's chem physics right so all those pieces come into play we don't have an endless number of physics we don't have an endless number you know that that popped in my head over the weekend because we were with a friend and she's like, "Oh, I'm taking forensics and I'm taking sports medicine." My daughter was like, "What? You have that?" >>
039So, I was just wondering if we >> Yeah. >> If you targeted your study hall demographics versus electives offered, you might be able to match up, you know, and if you have a study hall that's predominantly freshman, you might be able to target an elective at that same period. >> That would be probably more interesting than, let's say, an advanced art class or music class like Dr. was saying >> at the same time. >> So, can you just refresh my memory? APs are considered electives, correct? >> No, >> depending on the class. >> There are some there are some elective APs, but the cores >> are not. So, so there are some arts and things like that. Psychology is borderline. >> Yep. >> AP >> like environmentalist, science, you know. So they would have to
040be offered. The core classes would have to be offered. >> We have a very good AP offering. I don't think >> Yeah. No, I think it's great. >> I agree. >> We have a very rich AP offering. >> But simultaneously, I know specifically last year, right, there were, you know, three students for a particular class, right? And at three students, then that class was >> for certain AP classes, right? >> Okay. Thank you. I do. Could you just walk me through is a computer system helping with this? Is this all kind of done through your own? >> Mr. Hanley could speak to this too, but I you know we both do a lot of scheduling. It's both some of it has to be the human element, but the computer will do the the grunt work,
041but you have to there has to be certain pieces that get put together that just make sense >> that a computer maybe they can like but right now it can't really do. You know, AI might be able to do it soon. Maybe maybe speak to the the the bones, right? Like you start with the special ed and science. >> When a student student comes out and guided counselor, they should be uh taking their elective choices and they should ranking them one, two, three, four. This system that we use, E school, I I know I've used it. You can put in up to four elective choices for the students and you can give it a priority number and it will try to schedule the student with priority one. Then if it can't get one, it goes
042to two. If it can get one and two, then it goes to three before it goes to four. >> Um, and then as Mr. Payne said, it there's always cleanup. It's not a perfect science in the sense that it gets everyone perfectly scheduled. At best, you'll get about um low 80 number for the whole building. No matter what you do, you can't handle schedule, excuse me, you can't computer schedule the remaining 17 20% of the students because they will always miss something in their schedule. and um it varies depending on the child and the program that they're in. And then once you do that, then it's it's it's all hand scheduling for the remainder of those students. >> Does eh school have a component where it kind of speaks to the interest within the elective
043areas or there's not really that? >> Well, when you say >> meaning like >> we've been running this for three years, we've been running this elective and it's always been lower on the interest. We should probably look into presenting a different elective that might have more interest. Does it have that ability to do that? >> Not school. However, I know uh I believe Miss Pain, didn't we do some sort of elective review not too long ago about refreshing some of the other electives? >> But but but again, it falls into staffing in certain staffing areas, not being able to get them, you know, business, tech, things like that. And does it consider like you kind of were alluding to like if you're teaching six different electives as a teacher you can't have that many prep
044periods you have to prep the computer won't do that right now but again like we were saying if you offered a highle math or physic or science class along with an elective and coding you probably wouldn't want to put those two together the computer wouldn't know that. Okay. >> Um but if you put them together you're going to probably conflict with the kids that want to take both. >> The other added piece there right is students that have special programs right? So if a student has um let's say a half um ICT program right integrated setting and then self-contained classes right that particular self-contained 10th grade 11th grade English class is a singleton right like so it happens to be right so those pieces come into the mix and become a little bit more difficult
045when you have students that have very specific you know um programs right that they need right in terms of to support them >> I'll do the short version is not going to be popular. But if you wanted to reduce your study halls and you wanted to do a meta analysis of all the courses, we could do that. It would probably just cross call sections. You probably have to >> Oh, absolutely. Yeah. >> But we could do it. We could easily reduce, >> right? The example that Mr. Payton shared beforehand, right? If you kind of after analyzing you notice that it's X number of students in that particular grade in that particular period, the concept of taking a look at what could be added, right? That's 0.2, right? in terms of of a schedule for that
046period to fulfill that particular ask or interest, right, for that period for that group. >> Yeah. >> And I think the students would benefit from it. I mean, tremendously if we were a if we were able to do that and it would be a lot of work, but I think it would be worth it. I'm going to make up I'm completely make up so don't quote me, but like uh economics of comic books for the right study hall, you'd probably pull every kid out of that study hall into that class and a valuable class, not just a silly one. But it's something we'd have to really be specific on. >> Historically, when you've created new electives, have you met with the teachers? Have you met like >> teachers generally come up with >> they steer
047that shift? Okay. Yeah, they they definitely steer that shift. And actually over the last couple years, we've had presentations because any new ones that we add into the mix, we come to a board meeting, we share that. I think the last time there was a handful of them, right? Mr. Liry, you know, was here and those were again driven by the teachers and the board authorized for us to add those. >> Maybe that would be Yeah, we could. Well, in terms of what the >> ideas on >> new interest. >> Yeah. So, I think twofolds to to to bring up. Yes. So, you mean similar to couple whatever it was a couple years ago when Mr. Liry came again the process is a is a true teacher generated process, right? In terms of, you know,
048areas and topics in terms of to introduce of new courses, right? Um, and then again that ends with a presentation here as it did a couple years ago and then we added it. I want everyone to keep in mind that we still have the same total number of students. >> I think it's important for me to repeat that we still have the same total number of students. So the pie is still sliced in the same way. So the other piece that's an interesting kind of dilemma to have, right, is as you add more courses, right? some of those other courses that currently have 15 or 16 in terms of students may pull some and now you have eight interested in this one and seven interested in this one and I can't run both of them
049right I mean they you know they'll have to go into something else so that's an interesting piece um you know we were even talking about I forget who um oh maybe it was us I forget who but you know if we as we add um let's say additional spots of students going to Boseis right they're leaving for a half day program at Boseies, right? Fantastic programs at Boseies. We all know those, right? Um that's less students here for our electives, you know? So, it it all plays a role, right? In terms of total number of students, definitely >> anything to add on courses. >> All right, that's it. If you have any if you think of other questions afterwards, feel free to shoot an email, right, and we'll address it. Thank you. That's all I
050had for this section. >> Okay. Statement of residence on agenda items only. Residents wishing to share a statement must state their name, address, and any organization they represent. They should also they can also write their information on a NYX card and give it to the assistant superintendent for finance and operations. Comments about individual students or employees are not permitted. Each resident will have up to three minutes to speak with a total of 15 minutes allotted. Responses will be given after all statements. Questions needing further research will be addressed at the next meeting. >> Feel like everyone's staring at Margaret. >> Good. >> Okay. >> Good. >> Thank you. >> Okay. We need a motion to approve the consent agenda. >> John Anthony. All those in favor? Okay. It's everyone. >> Policy review. Motion to wave
051the first time reading and adopt policy 1500-R as revised. Patty, Steve, all those in favor. Motion passes. Read a motion to wave first time reading adopt policy 1500-E is revised. John Kirstston. All those in favor? I'm sorry. What which what item are you referring to? I remember that. >> Yeah. Yep. >> Yep. Yep. So, it's basically not necessarily that's going to happen all the time, but to have the flexibility to be able to account for those types of things to allow people to use it. Again, obviously with reasonable time of day and and whatnot. Yes, that's exactly why. >> Yeah. Yep. >> Good. Any old business? New business? Um that's my discussion item. Yeah. I just uh if those who were I think everybody was on the the uh building walkthroughs, it was very noticeable
052when we were in the school, especially the elementary schools when the ceilings had been redone and the LED lighting was in place, what a difference it made just in the overall impression and feel of the building. Um, I'd like to request if we could get an estimate per elementary building to um redo the ceilings and install the LED lighting in the main hallways of each elementary if we could get that broken down by building cost, labor, and time for completion >> in house. >> In-house. Yeah, we had started that um in the junior high and the first year they did it. It was kind of neat to see the one hallway done and the other one not. It was night and day. And that's been completed, but you recall some of the even in like
053Santa Pog, some of it's done, some of it's not. >> Makes a huge difference. Um, you know, uh, especially even just visiting Tuker, which is, you know, a very clean school, just that lighting just takes away from that initial impression and all the buildings it does, but um, just for us to get an idea of what's involved for each building. So possibly to do in house and then we know what's required you know is it over the summer is it a week off is it you know what is it that we would need and then we can just break it down by building and time frame. No. >> No. Okay. >> Just the main hallways and the classrooms we can do. >> Yes, we'll work on and just by way of background again this has
054been an in-house in district um project and goal right to be so the last couple of years our team has been doing it across various different you know summers. Um so the remaining hallways we will put together cost analysis for that and then we'll share with the board. >> Great. >> All right. And then I had just one quick piece I emailed the board um as part of again our own our goals right professional development right um for everyone um concept being a do we want to schedule a professional development session right for our team and if so um the topic of fiscal governance or fiscal you know specifically under the world of finance right um you know we were chatting that may be you know beneficial again there's so much langage and jargon, right,
055that comes up with with rates, right, with all aspects of finance, right? Um, so is the board, would the board be interested in that? And if so, then we will reach out. There are some opportunities through New York New York State School Boards Association. There's also through Nassau Suffk School Boards Association. I shared with the board a presentation um that Miss Prada found, right, uh, on one of those um, sites that definitely has a lot of great information there as well. So, A, is there an interest? Um, and B, if the answer to that is yes, uh, would you like it to be on specifically finance and fiscal governance? >> I would. >> Okay. >> Yep. Okay. All right. So then, M Pa, we'll we'll work on that and we'll coordinate kind of the the
056logistics and the specifics through Chris. >> Yep. Sounds good. >> That's all I have. Thank you. >> It's okay. >> Um, I think most of them are Okay, there we go. >> That's right. Yeah, we're shutting down. Yeah. No, actually immediately. [Music] >> Yeah, gradually. And remember that's part of the energy performance contract, right? So the savings from to so two things. The savings from that pays for the project that has happened, but definitely in some areas will benefit from some additional um savings like actually part of last year also was some utility savings as well. >> Yep. So, we were actually talking that we wonder if that already played a role in it because some of it was turned on a little while ago, too. Um so some was and some was not. Some
057we did internally right and then some was part of the energy performance contract. will be >> uh very soon it will be because we're already talking about the next phase yes of an energy performance contract because again the nice piece of that is you know the the obvious right in terms of its purpose right um simultaneously it's it's it's work that gets done that from a taxpayer community perspective that we're not adding a budget line right to address for our facilities so almost done >> in some in some cases with when we're doing the walkthroughs, they were not able to change the lighting fixtures themselves because of those ceilings that we have that you cannot >> you cannot re retrofit anything for. They were not going to replace the ceilings. So, they just did bulbs
058in some cases and it's better, >> but it doesn't take the place of areas that were >> Yeah. So, um doesn't give it the nice look. >> It didn't even shed the light that a normal LED fixture would. It's basically a replacement for now and it's doing its job. But um to be consistent a huge difference. Yeah. >> What you're saying is refresh the lighting like we do the labor but we're going to buy the material, >> you know, and then redo the grid, put in some new tile, put in the nice fixtures like these guys. >> When the district had went out for the capital, the big capital project, I don't remember the exact number, but it was hundreds and hundreds of thousands of dollars to redo the ceilings, right? I mean, >> if
059not a million or something. It was a ridiculous amount >> and then we had started it in house and it it >> a fraction of >> it was a fraction >> uh and I would say done better you know so um >> that's when we started to to look at that and we're going to have a facilities review at some point with our new architect. >> We are we definitely are >> and that will be you'll see detailed items like that on that review. It's a quite extensive review. everything from lighting to steam fittings to um >> brick work and >> you know mortar cracks. >> Yeah. >> Um and then we can start to look at what we can do in house, what maybe has to get done elsewhere. >> Yeah, I agree. If
060we can make the main hallways a little bit more inviting, a little more, you know, a little bit more vibrant, I think it gives a better, >> you know, representation of our building. >> Absolutely. >> Yeah. And just to be clear, the ask was in terms of we're going to put together the cost analysis of that and then I'll bring it to the board and then the board will authorize, you know, in terms of the next steps from there. >> Sounds good. >> Okay. Uh statement of residence. Residents uh wishing to make a statement on any general topic come to the podium, state their name, address, and any organization they represent. They should also they can also write their information on the index card and give it to the assistant superintendent of finance and operations.
061comments. Uh, individual students or employees are not permitted. Each resident will have up to three minutes to speak with a total of 15 minutes allotted. Responses be given after all statements. Questions needing further research will be addressed at the next meeting. Good. All right. >> Okay, that's it. >> Okay, we need a motion to adjurnn. >> Anthony John. All those in favor? >> Okay. >> Good night, everyone. here. Good night everyone.