001[Music] testing. All right, we good. All right. Good evening everyone. Uh at this time I'd like to start out uh I have the honor of swearing in Miss Grace Goble uh as our ex official as our exeicio student board member for the 25 school year. Please raise your right hand and repeat after me. I, Grace Goel, >> I, Grace Goal, >> do solemnly swear >> that I will faithfully discharge >> the duties of exofficial student member >> the duties of exeicio student member >> of the West Babylon Board of Education >> for the 2526 school year >> in accordance with the Constitution >> and the laws of the state of New York >> and the policy of the West Babylon school district >> and the policies of the West Babylon School District >> to the
002best of my ability. >> Congratulations, Missically. [Applause] >> Welcome aboard. Actually, we'll just go around real quick and introduce ourselves in case you don't know everyone. Start. I obviously know Chris Blo trustee. >> Nice to meet you. >> Comes out. Mr. Hey, you can't take the principal out of him. Awesome. All right. >> Just um so where everybody's on the same page uh except for this meeting, Grace would then play a part in kind of a update on things throughout the >> district. So part of the agenda, right? Um included in our agenda is a statement, you know, on behalf of our student association, right? So u starting in September, right? We already started this process, by the way, in the end of the school year where we set up systems in place. Um, Grace
003is going to be communicating. She's going to be speaking on behalf of our student body, right? So, it's uh elementary level, junior high school, and senior high school. Um, so at different um board meetings, she'll have maybe an update uh from the senior high school or a topic, you know, for us to talk about from the senior high school um or maybe from the elementary level, right? Um sharing upcoming events um you know, on behalf of our student body. So she will be part of she is part of our agenda and starting in September um she will be communicating kind of different topics on behalf of our student body during our board meeting. So we are looking forward to having you on and hearing our direct student voice through you. >> Great. >> Okay. We
004need a motion to approve the minutes of the regular board of education meeting of July 1st, 2025. Steve Patty, all those in favor? That's everyone. Okay. >> Okay. Dr. Farley. >> Okay. >> Mr. President, before we continue, is it possible we could leave a page in our minutes blank for the people who were killed yesterday in Manhattan? >> Sure. >> Appreciate that. >> Thank you. >> Absolutely. >> So, good evening everyone. Thank you for joining us. Happy summer. I hope that all of our WB families are enjoying the time. Uh maybe not so much the heat of today and tomorrow, but that you are enjoying some time with your family and loved ones. Again, a warm welcome to Grace uh who is part of our team, and we look forward to working with you throughout
005the school year. We have three pretty extensive um presentations tonight. So, this part of the agenda will be rather quick. Uh just another quick update on our UPK. Um for as a board and an admin team, uh we have been discussing a number of um different obstacles, right, that we've had uh recently. But I I'll really cut to the summary. Um due to some insurance requirements, right, and some insurance needs um at OLAG, as per our own district insurance carrier, we are going to be unable to have a section of UPK at OLAG. Um however our team um you know worked uh together and we do have um a classroom and we're going to be working with scope so that these families can be offered a UPK seat right in district right instead of OLOG.
006Um so that process um you know families are being notified this week. Um we'll get that going. Okay. So at this point I'd like to jump right to our first presentation. We have Mr. John Grill with us tonight. How are you John? >> Good. How are you >> doing? Well, thank you. So, John is here with Mike. Thanks for joining us, Mr. Lridus. We are going to um jump right to where we left off. We have your presentation, Mr. Go, and you have it in front. We're going to talk about our summer proposed summer 2026 capital projects. >> Okay. Good evening, everybody. Am I on? >> Just a little recap from the last presentation. Um, as we know, we have two funding sources for these capital projects. Michael, no. Okay. be a regular click. >>
007There we go. No, >> I messed it up again. >> I can draw better than I can uh quicker. >> There we go. >> So, we have two funding sources we're talking about. We have funds that was left over from the 2015 bond issue and funds that were left over from the 2022 bond issue. Um, we have to combine the funding from the 2022 bond issue so we make sure we get full building aid on the tennis court piece. So, so we need the window replacement line item from the 2022 to get us building aid on the other project. So, by combining the funds that are left, um, we have $515,000 left from the 2015 bond, that as a standalone is not enough to to re fully renovate the one tech room. So, we're taking
008money from the 2022, which is the tennis court piece. Plus, we're going to replace some of the windows and the exterior door on that on the one tech wing, and uh we'll be able to get our full building aid that way. >> Next slide. You want to hit those? >> Is that you? >> There you go. These are just some some existing conditions of the tech. >> I think it's >> Oh, yeah. >> Keep pressing. >> We did a We spent some time over there. Took some pictures. >> Took some pictures. Did all our field measuring. Yep. The board has seen these during our walkthroughs also. I'm sure you remember from your junior high school days too, right? >> We want to go to the next one. >> So, really quickly, the existing conditions of
009the what we're talking about here, the tennis courts, the handball court, and then the basketball court area. So, we've completed the topographical survey, the utility markout, and the soil borings. And this the picture on the left, if you remember, I originally trying to squeeze the basketball court running perpendicular to the tennis courts, but after we got the surveys back, you know, we need that egress for emergency vehicles. So, I I redid the basketball courts and now it's in line with the tennis courts. >> And then we made an additional outdoor seating area. So that's a rendering of the four new tennis courts, basketball court, new handball court, and then the the blue and the yellow there, those are they basically they call them sails, um shade sails. So we would have some outdoor seating area,
010outdoor learning space for the kids. I would do synthetic turf, but not the turf you see on a high school football field with the sand and a crumb rubber. It's just a sandbased field. Um tables, chairs, setups like that. So that's just a view of it with the sales overhead. We're going with just a, you know, blue and gold school colors. They don't, we don't have to do sales at all four areas. We can kind of mix and match, but just to kind of get an idea of what we can do here. These are just some of the renderings. And then we had the walk and we're going to do something with brick with a WB inlay and then a brick archway with Westb entering into the field there. And that's this is the updated
011timeline shifted out a little bit. I'm still not concerned in the least. Um right now the state is only running about two week backlog. Two to three weeks. >> Wow. >> That's great. >> Down from 38 weeks only a couple years ago. >> Um so again, item number one, we're talking about that now. Item number two is already complete. We'll have plans and specs up to the state by probably the middle to end of September. I still want to meet with the building principal and the teacher to make sure we know what pieces of equipment are going where. So the dust collection system is placed properly, the outlets, 110 outlet, 220 outlet, those kind of things. So we'll work through that as we design. And then we'd like to I'd like to be out to
012bid by October, November, lock these guys in place >> early. Yes, definitely. for a uh a summer 2026 installation. >> So, let's go back to the slide where we can see there we go. >> Y >> I think this does capture all the different areas that different trustees had brought up, right? in terms of outdoor area, in terms of the egress, right, that we were concerned about for emergency vehicles, um some shade, and again, we can, you know, that's that's really more kind of variation. That's not necessarily something that would have to be edge in stone, right, in terms of how much of it or not, but we definitely wanted some shade, right, for our students sit, hang out, >> um relax during wreck. What's the the area around the seating areas, you know, in
013between the kind of coming into the back area? Is that black top? >> Yeah. So, the main area is going to be black top and then we'll either do some regular concrete or black top in between. Um, depending, you know, we might bid it both ways. Asphalt is cheaper. So, you might bid it both ways to see, but then you have so many different, you know, the asphalt next to the concrete and then you have the brick walkway. So I don't want it to look like almost like a showroom >> where you walk and you see all these different samples of rock and stone and stuff >> and then you have to have all these breaks between correct all these different hardcapes >> and that and the emergency route we want asphalt because the concrete
014will just crack and if you don't crack it it's got to be a thicker concrete with you know small rebar in it and I just don't think it's worth the money to spend at least that the egress route along the building. >> Okay. You mean the space that you have to allow for vehicles to get around? Okay. You spoke about extra. >> Yep. >> Well, you could do I have one full-size court and then I was going to do depending on how much color we want. Usually I do two and two on either side. So, you can have either two mini games, one full size or four individual pickup games. >> Yeah. During wreck, the pickup games. Yeah. >> So, >> yeah, definitely. So, it would still be the same. Um, >> right. Exactly. Except
015we would have the additional two. >> Yeah. So, so you were just saying the the main run of for vehicle access would be blacktop. You would stay with black top there. The little pathways around each island of seating areas. You would maybe do something. >> We could bid it as asphalt and concrete just so we make sure we're not over budget. So, we have a couple of options. >> Okay. >> And then what I also plan on doing is running conduit around the outside of the tennis court, the handball court, and a basketball. Not to say we're going to light them, but at least when the ground's ripped open, >> if we throw a plastic conduit with, you know, with a drag line in there, if you ever wanted to do something like that, >>
016smart. >> We're not ripping the place up. >> Okay. >> Silly question, but >> never a silly question. >> Um, that's not the true colors, correct? >> No, that's just what the rendering looks like. No, we're going to pick West uh Westb colors, blue and gold. We're going to do the best we can. Sometimes like the sale, you know, those sales, they don't come in every single variation of yellow, but we're going to give you actual full samples depending on, you know, who the contractor is to pick and choose the colors that you want. >> Question on those sales. Do they stay on all year? Do they come off? Are they removable? Are they replaceable? >> They can stay on all year. A lot of districts take them down. >> Okay. >> Um just because
017of the weather and stuff like that. >> Okay. >> But yeah, and then, you know, they're replaceable. I haven't seen any rip yet. >> Right. Right. I mean, I'm thinking five years from now when one rips and then you take it down and we never replace it. It's correct. Or >> just like a canvas. >> It's just like a C. Yeah. Colored. And then you'll have obviously the aluminum poles sit in the ground and footings and then it's basically almost like cable that holds them in place. >> When do districts usually take those off? In the winter time or >> in the winter time? Usually like November. November to depending on what I mean. We don't have a spring anymore. maybe, you know, end of fall, start of what we want to think of as
018spring, you know, November to >> March, maybe something like that. >> How much how much seating do you think is going to be under those sales totally? >> Oh, dozens. I mean, we could either do four person table, individual. We don't have to put tables and chairs under one. We could use one for individual seating if they just want to kind of sit. You know, it doesn't get hot the turf because it's obviously it's being shaded and it's also only sand. So there's no crumb rubber to, you know, >> burn the kids as they're sitting there in the middle of the day. >> So my thought is that seating you have against a building that's not under the sails, is that needed? >> Is it overkill on benches and seating? I think >> that's what
019Dr. Falcone said. Yeah, >> the area where the walkway is going to be where I think conceptually where like all the food trucks were going to be when we have events there. Is there enough space in the back that you would be able to have those vehicles and room for emergency vehicles. >> And where would they they would sit? Along the walk or they park along the walk. >> Yeah. >> Okay. Then we got to rethink that a little bit. >> Wasn't designed for valicular traffic. >> I was Yeah, that was envisioning that more as as a walkway itself. If we want to park food trucks or something like that, we do maybe removable benches and maybe widen maybe do concrete there, but widen that a little bit >> unless they can fit. >> Well,
020we can you would be able then park the food truck before the walkway there. >> There's definitely enough room there. I mean, >> once I have the survey down, I mean, I could show you what the dimensions are. I'm sure. How many food trucks do we bring? >> One one or two max like 35 or 40. >> Yeah. No, you'll be fine. >> Yeah. >> We got this whole >> No, we're going to pour concrete slab underneath the bricks partly because we don't want too many weeds going up and through it. >> But the that whole asphalt area will be fine. enough for the weight. >> Mhm. >> Now, how about access for our maintenance guys? They normally bring small pickup trucks on the field to do picking up equipment. >> We would use the
021same lane as the emergency vehicle lane. So, it would come a different way. Yeah. We don't have an issue with the weight, the load of a vehicle on the surfacing. >> It's usually a thicker asphalt or a different underlay. >> No, it's fine. It's inch and a half base, an inch and a half top is plenty for >> construction of, you know, road road grade is fine. >> Okay. Okay. >> Bus lane is that inch and a half, inch and a half with over six inches of stone. >> Okay. >> Yeah, you'll be fine. >> How how tall is your fencing around around everything? >> I'm doing 10 foot around everything. Okay. >> I know we had talked about that a little bit. I didn't want it to look too much like a corral, but
022you really need 10 foot at at the tennis court. >> Yep. >> And then depending on what we want to do if you want to do >> it would either be 10 foot or nothing. I mean, I think four foot is just go waste. The only time I ever use 4 foot fence is around a track and then I do a double rail so you can lean on it so the spikes don't come up through the top there. >> So it would either really be if you want it open to everybody and then just leave the basketball court unfenced just fence the tennis court. >> I I think everything should be fenced. >> Yeah, that's fine. >> I agree with the fence. Yeah. >> And the fence is plastic coated. >> What's that? >> Fence
023is plastic. >> It's a vinyl fence, right? >> Black vinyl coated. Yep. Yep. >> Yep. Um, currently we have like plaques over there. Are those going to be put back? Don't we have stones that are in memory of certain? >> Yeah. So, we would need to pull those and then kind of reestablish a spot for them. >> Yeah. >> Okay. We have a tree dedicated right like so. I'm sorry I'm new to this. Have we had ever before like stones with engraving in them in those kinds of pathways or something that we'd want to explore for families and >> the old build a buy a brick thing? >> Not in >> Yeah, we discussed that before. >> We talked about it, but that takes a lot of behind the scenes. Yeah, >> maybe we could
024do something else. >> Yeah, we were thinking of making like an alumni walkway at one point, trying to do something different, but uh if I remember correctly, it was they they build a path and then they take the bricks out, >> right, >> to get them. When we do that, I mean, it sounds great and everybody's all rah and then you sell like 300 and it gets you like this much walkway, right? >> I mean, so we would do it in a way where you could do a combination of either 4 by8 or 8 by8s. I would put the whole path down and then have the contractor provide an an additional skid so that if you wanted to sell them at your leisure. I mean I said I think I said this before. I mean
025Disney World doesn't have all this stone sale as you walk into the Magic Kingdom. There's >> so get an extra pallet where you can engrave it. Find a local engraver that can do some of the time. You know we'll start start the initial you know maybe like February maybe your January February start the thing with through the boosters or something like that. buy a brick or you know the band or something like that and then we can install what we can but then when we don't we'll have extras on the side. >> Okay. >> But you want to you want to be you know by the end of August you want it done so everybody's walking across a >> Yeah. >> Right. >> No tripping hazards. >> All right. Any other questions? Are we okay
026with our project? >> If I'm just if I'm looking at the picture. So you have the black top kind of wraps around the side of the basketball court also. >> Yep. >> Okay. Okay. How does that the transition from that to the grass is a curb, a structured curb? >> I don't know if I would do a concrete curve. They do make metal edging on a perimeter. I mean, if we want to do a concrete curve, we could do that, too. As an alternate, >> or I could even bring the I can bring the grass almost, you know, much closer. So, there's not as much asphalt. >> Well, it wasn't the amount of asphalt. It's the transition. It's the break because then the grass just becomes a very not a very um >> you know,
027defined ending. It just kind of grows into the >> So, usually they make like an L. So, the the asphalt stops here, the grass stops here. Okay. >> Um the only problem with that is sometimes it gets to be a tripping hazard. So, we may want to run a a concrete curve down there. >> Okay. >> You were talking here. >> No, I'm see how this right here along this line where the where that black top transitions to the grass. So, you just don't have the grass randomly growing >> which is I got it. >> Right. >> Exactly. Really grass. Fine. Yeah. >> Got it. >> Say, "Wait a minute. Isn't this turf?" But yes, you're talking here. >> Part of this project is not the >> coach's tower that >> was going to go
028to the bleachers. No, >> separate press box. >> Press box. We're We're working on that. >> Can't find who the manufacturer of the bleachers is. >> I checked with all three vendors on do a lot of Long Island bleachers we can't find. So, I had another contract to go in to see if we can use the existing stand and put the press box on. Worst comes to worse, we'd have to take that steel off, put new steel, and put the press box on top of that. >> We need to ensure that it can hold it. Yeah. >> Right. So, that's the research process there in there. But that would be separate because that's part of the um separate I want to call it grant but right like you know in terms of u funding that
029is available for us to use for that purpose. Yeah. >> Other questions? No. >> All right. So we're moving ahead with this plan. Mr. Gill, thank you so much. >> I will keep you all posted. >> Thank you. >> Congratulations. Thank you. >> Good night. Don't go too far, Mr. L. >> All right, so we are going to pivot. Thank you. Is it working on this one? Let's see. Okay. So we don't typically right obviously as part of every uh most meetings right we revise our policies sometimes are brand new policies based on state requirements um sometimes are revisions right of our own current policies in this case is a a brand this is a new policy that is required by law um for all school districts in New York state. Actually, um I'm pretty
030sure that almost all of our counterparts are having meetings tonight. Um and part of their agenda is their new policy as well. It's policy 5695, student and personal electronic devices. So, education law 2803 is the specific law that we are referencing that prohibits starting this school year students um from using internet enabled devices during the school day. What do we mean by internet uh enabled devices? That's cell phones. That's um the uh >> watches the smart watches. Thank you, Mr. Rakcomandado. That's I just learned this recently. Apparently, there are also glasses now um that you know have the same functions, right? Anything along those lines. Um part of this process required um us gathering some input, right, from various stakeholders. We did that. If you recall number, I think it was maybe two months ago
031or so, right? I sent out the um a district-wide survey. Uh we've had a number of different meetings not just internally um but also with other school districts across Long Island. Um we've also consulted with school district attorneys. We've consulted consulted with our um insurance uh which in our case is nicer. Um obviously in terms of throughout the last couple weeks updates to the board as the conversations have evolved uh drafted a policy right and ultimately again we're looking at adopting this policy tonight. Okay. So, a couple of um I can't read that. Um just mean I guess summary points right from the survey from you know most right uh indicated that they were somewhat or pretty familiar right with the state uh guidance. I think probably again it was in the news a number
032of different times, right? Um so in general, right, everyone that responded and I think if I recall correctly, we had close to about 400 um people complete the survey, there was generally strong support, right, from parents and staff members on the general concept, right, of the ban um not from the students, right? Again, um that we we expected that, right, in terms of um you know, the overall kind of feeling about it. Some of the concerns that came through, right, from the individuals that completed the survey was from an enforcement perspective, right, um, from a student parent communications, right, since students wouldn't be having their phones with them. Um, and also an equity piece, right? So, there were different, you know, comments or concerns about, well, you know, I I normally reach out to my
033child during the day about this, right? I send them a quick text or, you know, kind of things on those lines. So, that was the general and also the how to communicate, right? if I need to leave my child a message, you know, during the day, just we need to make sure that there's a system in play for that or vice versa. If my child needs to reach out to me, you know, I just want to make sure that my child knows how they can reach out to me if they can't use their cell phone, right? So, those were some of the general concepts or comments or statements that were made throughout. Um, definitely those that completed the survey indicated that they could see how that would have an improved, you know, um, uh, there
034would be some sort of improvement in terms of focus, right? We do know from an educational you know perspective and secondary level um you know in particular right the the constant put your phone away right or you know please put it away right what are we doing can we put the phones away right that that is a constant right so certainly um looking to improve um focus classroom management you know social interactions in general most that completed the survey you know indicated that they could see that that how those would be benefits um to having this in some suggestions that were brought up throughout the survey. Some recommended classroom fold phone holders um some recommended um you know the main piece was just consistency right in terms of its enforcement. Um you know was brought
035about and again some questions as to how are you guys going to do this and that definitely was the same sentiment throughout other school districts as well. Again student feedback was mixed right some concerns. Um there were some that suggested well can you maybe just do a pilot program can you start it later on you know that is just um that's not by our choice right the law does indicate that we have to start it now so that's not something that we could do and then again from an emergency access right um you know the uh especially for for medical needs and the law does allow for uh specifically exactly that right so if a student as an example um let's say has a medical let's say diabetes right there's there's a particular software or
036program that is on their internet-based device that specifically is there and helps them monitor different things then that is allowable right and there's a process in play with a student's 504 accommodation plan or their IEP in which they would be allowed to use that device for that purpose right nothing else but for that purpose um and again that would happen through through the child's five being documented through a child's 504 or their IEP so overview right of of our policy uh in terms of communication protocols during the school day, right? At the elementary level for the most part, right? Like this is in place right now at the elementary level, right? Few students, right? Um have you know come into school with um you know with a cell phone in terms of at the elementary
037level, right? So this is pretty similar to this is what it is right now, right? Parents call the main office, right? and say, you know, can you let you know, can you let Yandi know D or you know, I really need to, right? So, that process is exactly the same or the main office at the elementary level. That's really the communication form where it would be happening in terms of a student needing to call, I need to call my mom about this or um obviously nurse's office is still in playing, right, with any nursing needs. Um so, the communication specifically between home and a child um that needs to happen during the school day would happen through the main office. Same thing um at the junior high school and senior high school, right? Where there
038will be phones um designated, right, for students to be able to go and contact if they have to contact home for something, right? Or vice versa. If a family um someone needs to communicate something that's, you know, of importance during the school day, right, they would be calling um the main office, calling the assistant principal's office and indicate, can you please let Yandi Farrell know, you know, the following, right? Or can you please leave this message, right? like so that communication would happen through those offices. Um as an aside, it's not in the policy but it is something that we are exploring. We're exploring um Chromebook based email communications between students and parents, right? So what do I mean by that? So when we this policy talks about inter internet based um devices that excludes
039the Chromebook, right? That excludes the instructional uh devices, right, that are used during the school day. We know that our secondary students, right, they have their email addresses. Uh we know that in our parent system, right, I email out to all families. Um I can email out to all of, you know, Tuker Avenue parents, right? Or just to the high school or I can do a district-wide message. We get that information through the student information system, right? Those are systems that communicate with one another. We are exploring right now whether we can um establish a system where we can specifically identify okay well here are the parents and guardians that are outlined in the student information system for this child. Um and here is the child and here is their email address. Can they communicate
040with one another also through email? Right. Uh as of right now, right, we don't have uh we're not the only district that's exploring this, right? Other school districts are doing that. Obviously, we have to ensure that we don't um open us up to additional um you know cyber um you know concerns and issues right we also don't want to have the ability where just any random person again things are pretty tight especially with the student email addresses and as we know once we click on something once we allow once we use our district email address to I don't know um Macy's right anything right then that starts to that's an open line right we're now additional um spam gets through right and other issues um can occur from a cyber security world. So I put
041that with an asterisk because that is something that we are actively you know looking into to see if we can we can establish that for our students and families. It's working not working. Thank you. From a storage um perspective, across the board, we're recommending that all students leave devices at home, right? I mean, that is the, you know, K to2 recommendation, right, for devices to be left at home. However, for families that choose and that prefer and that want their child right to have a uh you know their cell phone, right, to go to and from school, right, then at the elementary level, that device would be kept in the backpack. The backpack would then be stored in the classroom designated area, right? And that varies and because it depends on the classroom, right? Um,
042from a secondary perspective, if family chooses to have their child bring in their device to and from school, right, that device then would be kept in the students locker throughout the school day. And the exception to that would be again the Chromebook, right, issued uh device and of course any sort of documented medical needs, right, that we already have in play with the student's IP or the student's 504. In terms of enforcement, right, this is all faculty members, right? All staff members are responsible for enforcement. This is a law, right, that every school district um has to adopt a policy um in specifically in terms of for this. So, everyone, right, will be enforcing this throughout the entire district, right? Clear expectations obviously and accountability across buildings and consistency and enforcement is key um to
043obviously the success of the implementation of not just this policy but this law. In the beginning of the school year, we are anticipating that maybe there may be some violations to this. Uh I don't mean to, you know, joke, but you know, again, be being realistic, right? It is important for everyone to understand that um this is pretty this is black and white, right? Um it is law, right? And we must comply by this. So from a phase one perspective, right, of course obviously day one, so after the the policy is adopted, we're going to communicate that out and I'll share that in the next couple of slides, right? Uh very beginning, right? Student has is walking down the hallway and they have their cell phone. And by the way, the ban is all day
044long, right? So it's not just within the classroom. It is bell to bell and bell is actually explicitly defined within the law. Uh that does include the cafeteria, that does include stud study hall, that does include hallways, right? Um its intention, right? In addition to improving um you know focus, attention is also student engagement um you know to disconnect students right in terms of from the constantly in terms of being on um the uh the devices. Uh so it does include hallways um it does include the cafeteria and it does include study hall. So verbal warning, right? Um the device would then be secured in the office right the parent would be notified and the student would then retrieve right and get their cell phone back at the end of the day right so I
045I'm going to just repeat that right initially the very the very onset right again student is reminded of the policy of the law right the student would be asked for the cell phone it will be kept in a designated locked area in one of the school's main offices and the student would get their cell phone at the end of the day Right? Um let's say that student, you know, the next day or a couple days later, right? The same student has their device out. Same process again, another warning, right? The device is secured and is kept in the main office in a locked um location. The parent is called. In this case, the parent will need to retrieve the cell phone. Okay. Um let's say there's a third violation, right? Then we're moving through in
046terms of the overall code of conduct, right? So we're talking about the same as a prior phase except that now we're looking at more discipline in terms of after school detention, right? Um if it continues, then we are looking at in school suspension at the secondary level and again hopefully that doesn't happen, right? But ultimately if we have repeated offenses, right, and we're going through the code of conduct process and this outline here, right? Now we're also talking in subordination, right? We're, you know, we're talking about repeated insubordination um that have to be addressed in terms of obviously through through the code of conduct and ultimately that that privilege, right, of having the phone is going to be completely revoked and it would have to be a turning it in every day and picking it
047up at the end of the day, right? Because there's been multiple attempts at at um you know uh following in terms of the the rules that have been outlined, right, in order for us to comply with this requirement. Next slide, please. New York State uh they call the New York State distraction free schools funding right has been issued to well will be issued to school districts to support to help support in this implementation uh year one for us specifically uh we are supposed to receive about $19,000 um to help kick this off year one uh in our case you know in general everyone has to use the funds right to support the policy implementation um and again the deadline for submission is in a couple of days right So once we adopt the policy, I'll
048share with you on the next slide. Next slide please. We would indicate in terms of the use of the funds. So in our case and it will be pretty similar in other school districts as well. Uh we are looking to we will be purchasing um there are these phone locker storage units right for um offices um in which when a phone is confiscated, right, would be placed there and would be locked. So, we're looking at purchasing those for the junior high school, senior high school, well, for all, right, buildings. Um, we are looking at cell phone deans to support in terms of the enforcement, right, the phone calls, the retrieving of the phones, the reissuing the phones, and again, hopefully um, you know, again, once everyone sees and understands this is this is, uh, this
049is what it is, right? um across the board all school districts and quickly you know become used to the new way right of of not having cell phones during the school day and the other piece is uh providing workshops for families students and staff right on understanding and treating problematic screen use in children I will say regardless of how you feel about kind of a child having the phone um there's a lot of data right now um that speaks specifically to this right there's the school day piece but there's also in general right um the amount of screen time of children of all ages um all day long, all evening long, all into the hours of the night, right? And the impact that that is having on um socialization, on engagement, on mental health, um
050it really the list goes on and on, right? Self-image, it really is astounding. Um you know, to to when you dive into um into this world, right? and the impact that the time not just in terms of the screen time but what they're watching and what they're doing and the amount of time that they're spending on that. Uh so we also do want to uh we didn't create this law right it was you know we have to um comply with it but in addition to that we are an educational entity and we want to spend some time and use some of these funds to um offer some of those workshops for for our families. Next slide please. So the legal and compliance requirements for us, we have to adopt um and approve this policy. Um
051we have to post the policy on our district website. We have to communicate the policy obviously to all of our stakeholders. We then have to uh submit it. There's a system called the NYSCD monitoring and vendoring system in which most of a lot of our school district reports particularly during the summer are submitted through this portal. So we have to submit some information there. Um and we also have to share how we how we will utilize the funding that's being assigned to us. Um that has to all be done by the end of this week. Next slide please. >> Most of this is redundant. Um the main piece that I wanted to u reiterate here right is that we do want to you know in the beginning of the school year right um communicate information
052and have sign off right in terms of understanding you know in terms of what this is. I mentioned that we're going to submit it through the system. We do need to internally post right for dean positions. We have to order the storage units. Again, these is just some logistical pieces. Uh coordinate workshops and of course obviously immediately begin to enforce the new law this September. Okay. Take a breath. >> It's going to be a rough beginning. >> Maybe not. >> Oh, maybe not. >> Maybe not. I think the key the key is not, you know, don't put the district in a position to have to enforce it. >> Correct. That's going to be the key thing. Everybody's going to have their own take on what they should be entitled to do, what what they're going
053to tell their kids to do, what they tolerate. >> Just don't let the district have to enforce it. >> Yeah. Dr. Farley, will the dean position be posted just for a cell phone or is that a >> Um, so great question. So I actually um >> to be quite honest I trust um we've spoken about both right so we have a meeting coming up with our secondary administrators >> specifically in terms of that I asked them to just take a moment to to think about that right because separating it out we need more people right like you know you divide the funds out so the funds is still going to total the same amount right but um >> divide out00 >> but then yeah that would come out in terms of there right we're looking
054to utilize this to support that Um the one concept is kind of more for current right like the same number of deans right and then the concept is um deans specifically in terms of for this. So quite honestly, we're we're weighing both of those out. Um and specifically, the secondary administrators are talking with some of their building teams and at the end of this week, we're going to circle back around to that topic of which way do they feel right is um you know, which way they'd like to go and we may need to kind of readjust. The other thing is, you know, having enough people interested to Right. So that may right now, right? We're short on these. >> Yeah, exactly. >> That's what I'm saying. Right. They may not you know in some
055ways you can see oh you know what having separate ones only focus on that but then that means we need more people right and we may not have that so not sure yet >> so we were short on applicants of deans >> on the initial right exactly the initial route that's why having multiple but maybe some may be interested in focusing on this aspect of dean work and maybe not others right so that was another thing >> so hopefully exactly >> it will get better I would think especially as you progress through the grades I think for I think there's less of culture shock here for the junior high school kids. >> I think they're already implementing it in I don't think there's a really problem. >> Yeah. >> Filtering out the >> So that
056that was the general message throughout most of Long Island meet like the Long Island kind of cohort meetings, right? That for the most part the middle schools have something similar, right, in play throughout Long Island. Um it's definitely in terms of the high school, >> right? Like where that's not the case throughout Long Island. Yeah. Yeah. >> Dr. Farley. >> Yes, sir. Since this uh mandate came down from the governor's office, is there a consequence if a district did not comply? >> Uh you mean if the district doesn't abide by the law? >> Yeah. >> Um I could look into >> I'm just state takes state aid away if you don't comply with certain things. >> Well, generally, right? Um specifically for all of the funding that we receive in state aid, right? So during
057the August and September reports from the business office, there are a slew of attestations, right, that I have to check off on, sign off on, and those are all relating to laws and regulations and um so we mentioned beforehand APR, right? Just in terms of as an example. Um, so I would envision that that document, that online portal with all those I we have, we've complied, we've complied. I would envision that that probably will now include this, right? But I'll let you know. >> Okay. Appreciate it. Thank you. >> Yeah. >> Questions. >> What would what would happen in that situation is going to I'm going to go back to the masks. Remember when there was those districts that were announcing at their meetings they're voting to not comply with the mask law, >> right?
058And then by the following Monday, they were sending notices to parents >> saying comply with the mask. >> You have to wear the mask tomorrow because the phone rang >> and you know, we just we just witnessed an oath today. >> So we could easily be replaced. You know, um >> we're we're not there's nothing in you know that requires us to be here except the department of education and the board of regents approved us to be here. So that's probably what would happen. It would go to funds. It would go to board. It would become a series of threats. My question just goes out there. I'm in favor of this 100%. I think it's the best thing, but I'm just curious if the like anything else, they're always looking to take money away from
059the school district, whatever it may be. Wasn't sure if there was consequence put in in line. >> That's usually their step, right? >> Yeah. That's this progression. >> To make sure that we're abiding by the school, >> correct? You have to report though, right? you be reporting periodically the progress of the >> Yeah. So, I'm not sure what the reporting looks like yet, right? But through the portal, um it does indicate that at certain points I will need to submit some reports and it also indicates that I'll also have to uh put on the website, right? Um periodic, you know, like kind of whatever those reports are that I have to, you know, publicize them and put them on the website as well, I guess, in terms of um >> compliance or violations or I
060don't know something, but I haven't seen it yet. I know what that looks like. >> Yeah, >> sure it'll be timeconuming. >> I have one question. >> Yes. >> Does this um I know it's bell to bell right on a traditional school day. >> What about some of the um like for example the Europe trips and things like that? Does that fall outside now of the bell to bell because I mean they're >> so the ETF your Europe trip is happening dur would be happening during the February break or the April break, right? So that's separate. Yeah. So that's that's even again parent funded through the you know >> going away February break, April break. That's different. >> Yep. >> That's different. They do have >> on field trips. >> Would they be able to
061have their phones on a field trip? >> I will dig in to see if there's a specific line. I would say that it's the same concept, right? Um but I will we can we can look into that a little bit more. >> Yep. That's why >> like the middle school always went to Boston. >> Yes. You know, >> rightoston. >> It's an overnighter. >> You know, parents are going to I'm just It's just one one thing to look at also. >> Yep. >> We'll take a look at that. >> There's also sports teams leaving earlier in the day that don't get back to later in the day. So, it kind of falls in line with what you're saying. >> Yeah, there definitely going to be some logistical pieces end of the day pieces that we're
062going to have to, you know, all work out. >> Dr. Farley, Grace brought up a good point. >> Yes. I was just thinking about how then if I'm going or not just me if students are going to their locker before first period and then after 9th period that's adding I mean it might not seem like that much time but it's adding time at the end of the day to the beginning >> and end of the school day. So would time be >> like a lot. >> Great question. Right. So the um junior high school and senior high school um admin team, they were talking about exactly that and particularly in the beginning of the year um having some time for students to practice the opening and the closing right of the of the lockers which
063generally happens at the middle school level but not necessarily at the secondary level, right? >> Um but accounting for that the other piece is um the in particular the first few days I don't know how many yet, right? But accounting for that where there's kind of almost like an earlier staged out to allow students the time to go to their locker because it may take them two or three times to get that so that we don't have too much of a delay with the buses waiting, >> right? So, yes, they definitely recognize that it's going to add a add some time there. >> Um, so they're also exploring kind of the home room concept and where that is, right, in terms of which period. >> Um, so The timing concept definitely on their radar that
064it will absolutely add a little bit of time here, you know, like and a little bit of time at the end because now everyone will need to go to their locker to get it and then get to their bus. >> They probably don't use their locker. >> Yeah. I mean, I don't know a single person that uses their locker in the high school >> in the junior high also. I would say >> yeah, we were talking about that, right? That now especially in particular in terms of the high school, right? that um our upper classmen, right, um haven't been accustomed to utilizing the locker, >> right? >> Yep. >> So, we're gonna have to go back to the >> practice how to do the lock, right? Like these. Yes. >> Yes. >> It'll definitely be
065a culture shock. >> Absolutely. >> But it went out of >> every Nope. The whole state, all of New York State is going to go through the same culture shock. Definitely. >> Absolutely. Okay, that's it. And then we have our third presentation. Um, so we're going to pivot to our third presentation of the night. Mr. Al, if I can ask you to join us in the front also. Mike, uh, I'm we're gonna all you, Mr. L. Mike. >> All right. So, we are, this is going to be a team approach, right? Um, it is a pretty comprehensive uh, presentation. We're not certainly not going to read everything off of these. Um, every year, right, our district, we adopt our district goals, our superintendent goals, our board goals, right? And in addition to that, we have
066a strategic plan, right, that we also adopt. >> You are good at these. >> So, when we look at our strategic plan, the history of our strategic plan, I forget which year, Patty, were you on that committee when we first did it? I think so. Yeah. So we had I don't know there were many people that were involved in the initial development of the strategic plan. We divided into you know several different categories and we established a five-year strategic plan with goals and actions to support those. Then throughout the years it just we kept continuing you know where are we? It was evaluated every year. This is ongoing. Oh this was a oneand done. We remove that and then we continue to make necessary adjustments. um the so where we're at now, right, in the
067kind of the the our last strategic plan and I want to say it ended, but it's never an ending document type thing, right? Was until now 2025, right? So, um I thought this would be a good opportunity to take a little bit of a step back, right, and highlight some things throughout the last 10 years across the various different departments and also highlight some areas of, you know, as we move forward in the next couple of years, right? that we should work on that we should keep an eye out. Uh it may not necessarily be something that we're going to work on next year but it is something that we need to work on in a couple of years right again strategic planning and moving moving forward. So overall when we think back right what
068are what are some challenges right that immediately come to mind not just for our district in this case right but for many districts is the overall impact of COVID right on students families employees and school systems and again that line alone we can break it up into so many different areas but we know that obviously this had an impact the tax cap right in school district budgets you know prior to the task tax cap every school district established okay here are all of our needs here are expenditures oh and this is what our tax cap levy is and then it was presented to the community once the t tax cap requirement came in that flipped things around here is your levy right and then all school districts right work to try and stay within that
069right if they're able to and make necessary adjustments there the uncertainty in federal and state aid we know that in particularly for our district right um because we are a school district that relies so much on state aid unfunded state mandates you know here we go we just brought up a small one, a big one, right? Um, and they're giving us some funding for it. That's for the first year. Is it going to be there the next year? We don't know, right? Um, of course, it's not accounted in there all of the amount of time and effort, right, in the implementation of that. Um, employee benefits year after year. I shared with the board, we're going to put together a nice little folder for them that shows that has all of the newsletters for the
070last 10 years. It really is jarring, right, to kind of go through that and see where some of the major increases in the budget were, right? And one of the main pieces is employee benefits and health insurance right and the drastic costs from year to year and the drastic increases there um in our case right you know again employee positions um you know abolished due to enrollment and or budget constraints right um that has been happening in terms of throughout the year and you'll see some of the data points that Mr. Hley will bring up in terms of our number of employees in our district that does have an impact in the district in in in different ways and that was necessary because of declining enrollment but it does have an overall impact. Um enrollment
071decline again not unique to WB but certainly again a factor and a challenge for us as that plays a direct role in aid particularly when you have less students but you have maybe higher needs right in particular special education needs uh elementary school consolidation right the emotional challenges right of that change and that was again most recently in terms of in the past year and as we look forward into next year across the board increased mental health needs for our students our staff and our community. Uh increase student services needs, supports, and costs. And we're going to talk about that in one of the later slides. Um time and resources for professional development is huge. We don't have a lot of time for it and we have such great need for professional development and we're
072going to highlight that in different areas. Uh meeting the needs of our students with special needs, right? Both in district and in out of district locations. Uh student loss and tragedies, right? most recently and again unfortunately a number of times throughout um the last couple of years. We've lost um students, we've lost employees, we've had tragedies, all of that in one way or another has had an impact on our district. Um in general, doing more with less, right? Um no know when we look at in terms of our overall um you know employees, we don't have curriculum directors, right? Our deans uh we've made shifts right to them where they don't have release release periods. Our department chairs, same thing. Full days, um, no release periods, right? Fewer power professionals in the hallways, you remember
073a couple years ago, were reduced there, but our overall power professional needs from a special ed point of view, have increased. Um, custodial team, same thing, doing more with less. Think about everything that's happening this summer with the change in our consolidation and we have the same number, actually less because we have some leaves, right, from our buildings and grounds perspective. office assistance. Um again a limited increase in resources right to support the added demands. Next slide please. So moving forward, right, we want to continue to move forward, right, with strategic purpose, right? We want to align, right, our actions align what we're doing and what we're focused on, right, on our general on our goals and our mission and what we want to do as a district, right, with clarity. Um, you know, understanding
074in terms of across the board the expectations um and and communicating those out, right? When you look at in terms of our district and you look at the amount of information on our website that we have there, some point we're going to have a new one also, right? and you compare it to other places, we do provide a lot of information out there and a lot of resources to our families. So, continuing to not just do that but do more, right? Uh with courage, right, informed sometimes difficult decisions, right? Um committing funds to where we need to commit funds and sometimes that again difficult decisions with support, right? Um truly listening, truly listening, right? As opposed to listening to immediately try and give a response, right? um to understand in terms of the overall needs
075of our of our district and resources and of course with collaboration, right? Working as a team to achieve our common goals. So we want to absolutely continue with our governance areas, right? We want to and there's no one here that right would disagree with having a strategic plan, continuing to have one in place, right? Continuing to communicate those, ensuring that those are all aligned, the board, the superintendent, right, and our employees. and continuing to use SQRC, our quality, you know, review council that has representatives from different stakeholders being part of that process to provide feedback, you know, conversations on what should continue, what's completed, what should we consider adding, right? Continuing that process, continuing to communicate. I mentioned this beforehand, right? Through the use of social media, parent square, new, we're going to have a
076new website soon, right? And newsletters that we recently added, right? We want to continue to push information out um so that everyone can be updated on what's happening right within within our walls. We want to continue to involve our community and invite them right to different district events um those partnerships with those outside organizations that we've established and started as a result of this, right? Continuing those and enhancing those. And again, we want to celebrate and publicize, right, our students, our alumni, our staff, our faculty, right, through all those different venues. By the way, across the board, we're gonna there's a lot of information we're going to go through. Um, tomorrow I will be sending I put together kind of a quick little survey, right, for the group so that everyone can just as you
077digest everything and I know the board has had this as well. Anything that comes to mind under any of these categories, just include them there, right? Oh, you know what? I also thought of this or I thought of that, right? So that no one feels kind of the pressure of like right now. Uh we're going to continue this topic during our next board meeting as well and then I'll pull through any of the input any suggestions that are provided through that quick little you know questionnaire survey you know as part of that process as well. Next slide please. In the area of technology um and innovation just taking a little bit of a look back right um I remember I remember sitting with a former director and saying I want to get to the point
078where every student has a Chromebook. I I distinctly remember that meeting in my office and I was like, I know this district has it and I know this district has it. I want us to get to that point. Let's come up with a plan. And we came up with a multi-year process. Um we were in year four of that process and then co hit everyone, right? Um but again, as a district, not just, you know, everyone has uh districts devices, our smartboards, right? Um through various different funding sources, we have them throughout the district. We also have a budget line to replace those um enhanced cyber security systems. We've had board presentations and meetings on that and that continues to evolve. Um duo systems, you know, the uh authentication, multiple sign offs, sign on I
079should say. Um device monitoring linewise, we know what that is, right? We our students use these devices as a district. We monitor those and we get alerts. Parents also are part of that process, right? if a student is looking something up that is of concern, right? We establish that. Wi-Fi, communications, you know, we enhance with with parent square, we're Google district cameras on school buses. Again, these are just a number of few areas. Live streaming events um that weren't in place right 10 years ago. Just some perspective in 2015 16 our school budget for tech was 1.3 million. This school year is 2.6 6 million plus the use of grants plus -ate funding right to support our district-wide um you know technology uh initiatives. Next slide please. So from a technology perspective where do we
080want to go? I'm going to highlight specifically one main area on the bottom. Obviously uh we want to continue to enhance our cyber security right under um across the board. The one main area I want to focus on is the bottom one. We want to develop and implement district-wide framework, right, that supports and equips all staff, right, with knowledge, tools. This is that PD piece, right, and guidance to use applications. When you think about it, and you know, Mr. Payne and I were chatting about this, right, textbooks, right, they're all shifting to what online, right, and software programs and then all these added um programs built in to the traditional textbook, right? That's all online now, right? Um that all is in need of professional development, right? We use translation programs, AI, right, to support
081instructional excellence and also streamline systems and operations. So that's a big goal for us, right, is in terms of professional development. Again, that's not a one year, right? That's an ongoing piece that we want to focus on and have some added language as a result of some input from community from our SQRC. >> All right. How's it going? >> That's Michael on the picture. That's our facilities facilities mascot that we were trying to come up with the mascot for the department. That's uh what made the final cut. >> He found it by the way. I did not. Okay. >> Um I'm here to present the facilities portion of um the planning presentation. So we're looking at the first slide here at the 10-year look back and some of the upgrades that were done through various
082uh funding sources including the bonds and the energy performance contract which is still currently taking place. So the upgrades that were made um as are bulleted are the air conditioner installations in the classrooms. We did the double door vestibules for the um entry control points to each one of the buildings. Uh elementary playgrounds were updated specifically K to5 door replacements, steam pipes, uh cabinet casework replacements specifically, I believe in the family consumer science of the high school. Yes, >> we made art world uh art room upgrades. The turf upgrades to both junior high school and senior high school field. The senior high school and uh front loop was done. Repavement uh South Bay water line. Senior high school roof was uh last year's capital project that we knocked out. Junior High School Eagle Hall renovations,
083LED lighting upgrades, and the solar panels are all pretty much the big things that we accomplished in the last 10 years for facilities. >> There are a lot more. Those are more of the grander, bigger scale topics. >> Um, just looking at the next slide, please. Um, facilities executive summary. Um, in 2015, the district rolled out a scope of work through the capital bond that included new door surfacing, including parking lot drainage and sidewalks for most of the surfacing area of our parking lot. So, that includes curb lines, sidewalks, things like that. All in pretty decent shape. The current energy performance uh contract that's taking place is upgrading things like the building envelope which is the insulation of the building. The building management system which is the component that controls our boiler operations, our air
084conditioning operations. All of that is also that software program that controls that is being upgraded. Uh the solar panels are on the roof. Uh they just finished actually the high school I think maybe last week and we're waiting for PSENG to allow us to put those on the grid. So all of that is great for our energy consumption and we're looking to see things back from that. Um the 2024 the senior high school and the the roof was replaced here on the administration building as well as the high school so that the the roof had a fresh surface for those panels to be installed. Um buildings and grounds department began to take a little bit more attention to preventative maintenance initiatives. So, um, you know, we're trying to get skilled labor in our maintenance department.
085We recently did hire an employee who has a master electrician's license and it's been an incredible step forward for us to try to take a lot of the workload that we would typically pay prevailing wage vendors and bring that in house and try to start to begin the process of offsetting those costs for us so we can be a little bit more self-reliant here. Um, buildings and grounds department also um did a an upgrade to the building management system. The way that we ticket our maintenance requests, so teachers um anyone in this room can basically put in a work request if they see an issue. And what that uh software allows us to do as well is develop um a pre a preventative maintenance uh program through like an asset tagging. So we can tag
086an asset. we can look uh over time to see what we're spending on let's say maintaining one air conditioning unit, rooftop unit on South Bay, let's say we get an asset profile on it and then that's going to drive our capital um or excuse me our um our our five-year plan to start to look at what we would replace. Right? So, this is now using data to make to drive those decisions. How much money are we spending on one unit constantly? We're going to prioritize replacing that unit off of one that may be at the same age, but we're just not quite dumping the same amount of money into. Next slide, please. Um, health and safety operations. That's obviously our number one goal, right? Is the health and safety of all student, staff, and stakeholders.
087So, you know, on a daily basis, our staff in the custodial and maintenance department, we're cleaning, disinfecting, um, we're doing parking lot repairs, we do snow removal operations, obviously when it's that season. Uh we begun some of the exhaust fan motor replacements on the roof of the high school to try to, you know, get better eye uh indoor air quality. Um district-wide air conditioning installation, we touched on that. Every single classroom in our district today has an air conditioning window unit, which is fantastic um for IEP students that require that accommodation, as well as the fact that now we're entering on September 1st the maximum temperature in classrooms. So, we're well prepared to deal with that new law that's coming out that's going to start uh this September. And um next slide. Oh, we're now
088we're there. We're on the same page. EPC work continues. As I said, um you know, we're looking at those energy sources that that do particularly have the highest rate of expenditure for our department. Solar panels again are hopefully going to offset the electric bill. We're looking at the um pneumatic controls and things like that that control our thermostatic systems. Some of them are pneumatic, some of them are DDI or electric controls. The DDI ones are are newer technology and they're more accurate. So, down the road, I think we're going to start looking at how we can possibly make those modifications and upgrades as well. Um again, this next slide here is just a shot of the roof fans. Um, we also in the bottom right you can see a tankless water unit, uh, water heating
089unit, more energy efficient. Currently, there's a grant on them as well. We just installed one at Santa POG because we had the water heater fail on us there. So, we just put one in. And, um, you know, again, tying that into the preventative maintenance, new equipment. We want to make sure that our our group, our unit is trained on descaling, flushing that unit, knowing what the the manufacturer specifications are telling us to do to keep the longevity of that unit as solid as possible. Um, uh, new action for health and safety. One of the things that we saw we had an opportunity to do during uh the consolidation was um you know look at the space that we were currently using and it was a determined that the maintenance department should relocate out of the
090senior high school auto shop as they were operating out of. So we moved them into nil street that opened up our um maintenance department or ex-maintenance department here for central district storage. So as we go through our consolidation plan, we were able to store a lot of our equipment and then make a determination of what was valuable to the district and what we can start offsetting or offloading. Um that also came under health and safety as well because ultimately having the maintenance department in our operation of the high school I think you know was potentially a liability issue for us just as the garbage truck let's say is here or some of the heavier trucking that we're have because the guys are in on their break and things like that. So, it was a very
091uh good idea and logical to just move them into an area that wasn't involved in the instructional side of our uh of our operation here in the district. So, we're on goals now. Um our goal is to improve our facilities to reduce waste and energy and look to upgrade our facilities in order to compete in the 21st century. So, um, the actions that we currently have is we're reviewing outstanding items in the five-year capital improvement plan and, um, our next five-year building condition survey, I believe, is due in 2027. And, uh, Mr. Grill, who was our district architect who was here earlier, will be, you know, conducting that walkth through with us. Um, and we're really looking to target some of the critical asset things that that we discussed. The district's um going to complete
092its energy performance contract. It's due to I think wrap up in April of 2026. Currently, and I'm knocking on wood, we are ahead of schedule. I'm hoping maybe this December that we can look at at uh you know, wrapping this job up. So, we'll see what happens there. Um facilities upgrades and needed concerns. This is just sort of a thing that we discussed more recently that you know now that I've been around a little while I've kind of got a good handle on what we've got for critical assets. So um as this is stating here you know we've taken many proactive steps. Um but there are critical infrastructure concerns that we still have. the age of our boilers. Um the fire and burglar alarm systems are all in need of upgrades. And um some of
093the uni ventilators are still these ones here are new, but some of the older ones specifically at um the junior high school and Santa Pag Elementary School are eventually going to need to be upgraded. They're more energy efficient. There's even grants out there or you know in in time the lighting grant is going away. So more grants are being utilized in things like um air air conditioners and things like that. Um so we are again in addressing these things through our infrastructure modernization plan and um you know we're looking at the best ways that we can afford to do this whether it's through another EPC um or you know Victoria and I were talking about maybe a maintenance uh capital fund that we can start to squirrel away money so we can absorb some of
094these larger expenditures without going to capital or in concert with capital and things like that. Um, next slide. Assessment of critical facilities needs. Um, again, we spent the $100,000 on air conditioners. I think it was 22 or 23. And one of the concerns is is that we not necessarily provisioned or budgeted to replace those units as they come to end of life. We do have time. The other thing is is that we put them into 3/4 inch uh plywood panels. Some of those panels are on the second and third floor of our secondary buildings in time. I want to make sure that our staff is inspecting those panels because they're obviously at an elevation and it's a, you know, it's a safety concern. Um, the some of the RTU units, the rooftop units are in
095regular repair or breaking down now as well. So again, when when we see that, we know it's time. We're spending more money repairing them than than over, let's say, a 12 to 24month period where we would just replace the unit. Of course, there's more to it than just snap your fingers and replace the unit. Um, so the strategic plan here is we will budget for AC unit replacements in the 26 and 27 school year and address those accordingly. Um, getting to the fire monitor, the fire monitoring system, the um, FCI and the Honeywell panels are in need of some upgrades. Um, Junior High School and South Bay were upgraded, so they have a cellular connectivity. A lot of our panels are still hardwired into the telephone system. Most are getting away from that and they
096need a cellular adaptation to communicate. So, um you know, again, our strategic plan will be looking at grant opportunities and other funding sources to continue that. um absorbing one or two of those upgrades a year isn't, you know, an issue. But in the event that everything is terminable or terminal, that information, that technology ceases to function, we, you know, we're going to be looking at a at an expenditure situation for our department. Uh burglar systems, same thing. Most of them are well past their life expectancy. Some of them don't have a nocom element to them where they're not communicating. So, we did get a quote of $104,000 a year ago to to refurbish the entire system for um intrusion monitoring. Um it's there. It's something to discuss, but again, we will look for ways and
097revenue to be able to uh execute that. Um the next one, the garbage carting service. So, currently we do the carting ourselves for all of our waste removal. We have a garbage truck. I think it's a 2013. I did a cost analysis on that earlier in the year. One of the things that stood out is the replacement for that vehicle is about $235 to $250,000 just for the vehicle. Um we did receive a quote from Winter Brothers because typically most of the municipalities uh in Davlon are utilizing their carding service. So our annual carding estimate for um each of the buildings was $98,000 for the entire school year. And um you know we have uh an offset of that now with the the lease agreement at Forest Avenue. So $7800 of that is now reduced
098because they're going to absorb the cost of that service. Um you know it would help us out aesthetically if you do drive through the district. The garbage is placed outside of the building on the ground. It's you know in some schools it has to be out front. Santa Pog is one of those buildings where right on Herza Boulevard you're going to see that it is unsightly. There is food waste in there. It does leak. You know, there's a couple of of elements there that I think at some point we as a district want to review that and and and possibly go for a service. I also want to just mention the opportunity cost. as a director who's really geared to doing more in-house work. The opportunity cost of having a mechanic title operate a refuge
099truck is, you know, in a way taking away an initiative that I'm looking to do where we have trained skill sets at that title level. So, it's just again, it's something uh to to consider and I think revisit in the future as as this truck starts to age out. Um strategic plan, we're considering shifting to a carting service. Uh we'll start to look at that next year and see where we are with the price points. Um boilers and other associated equipment, the flame burners. So again, those units are 20 to 25 years old. Um you know, they're steam boilers and you know, they're they have about a 20 year life expectancy on them. We've maintained them pretty well. Some of them look great. They're cast iron. Um, you know, we do do a preventative maintenance
100where the guys flush out the mud drums on the bottom, but they're starting to corrode because ultimately, you know, the water is mineralized and it starts to oxidize and break the down the boiler system. So, um, we're actually currently doing our um, loss prevention inspection, which is done through NICER and Harford Steam Boiler conducts that on their behalf. So I get a report each year of some of the deficiencies with our boiler systems and what actions we have to take. So we're always able to absorb that, but as these systems start to degrade further, it's again something that we're looking to address before we hit, you know, it hits a point of critical mass. So um fortunately the vacuum pumps were replaced. That's the system that draws that condensation back into the tank. It's already
101demineralized water. We want that to burn that off again into steam. And um those are all in great condition. The steam traps were done during our EPC. Those have again a 5 to sevenyear lifespan. So we're all good with our efficiency of our system. It's now just the actual pressure vessels that are starting to you know corrode to a point where they're becoming a little bit more costly to maintain. So, um, we do, um, have a a plan to look at an energy performance contract maybe after we wrap this one up and if the district has an appetite for another phase that we can potentially incorporate the expense of those units into something like that where we can offset it through some of the programs out there. >> For these for these areas and these
102slides here, we're going to set up a separate board meeting, right, to dive deeper into those, right? because obviously you know these are larger scale right um needs right that we have to plan for in the future and like Mike said either maybe we progress to another APC right we have to talk about in terms of a timeline talk about a funding source right for these major big ticket items >> yeah perfect um finally thermostatic controls I touched on this earlier the pneumatics versus the DDI we were able to put some of those online um you know At some point, we're going to want to upgrade to something a little bit more sophisticated that regulates some of these units because it's going to just be more energy efficient for us. It's going to get that
103expenditure level down on the gas bill and and the the heat bill, you know, and ultimately that that's really where all of this is going. Um, so the building management system too, it's going to be more sophisticated. It's going to be centralized so we can look probably from a phone app what we're doing for our energy. So, I'm excited to that these steps are in in place and we're going to start getting this uh this this going where we make improvements to that system. I know I've taken a lot of your time on facilities. I could probably do another 45 minutes. No, >> but I won't I won't do that to you. >> Um ultimately, the the team that I that I have is is awesome. They're really they're really hard workers, all of them,
104custodial and maintenance staff. and um I can't thank them enough for what they do and the jobs that they do take on to try to get us more you know self-sufficient and self-reliant and away from some of the expenditures of vendors. So I got to really shout them out today. Thank you so much. Definitely and Mike we were just chatting about in addition to the normal summer right happenings right from a buildings and grounds perspective our team has taken on a whole other aspect right um you know he didn't highlight it but when he mentioned in terms of the moving of one department to another the amount of actual work right that went into moving from here to nil street so that we can have this space functioning for all the other moves happening in
105the district and that is still happening right throughout the school district is just incredible, right? To walk through and see these rooms filled with pallets of stuff that obviously didn't magically happen with the same number I can't even say the same number of staff members because we're down some, right, with less people, right, in terms of last summer. So, again, a huge kudos and thank you to the whole department. >> Thank you. >> Excellent. >> So, we're going to continue now with our uh curriculum instruction, student services, student assessments. I'm going to ask Mr. Payne to take over from here. >> Thank you, Dr. Farley. I will say, Mr. Legitus, I can attest that you could have spent another 45 minutes, and I'm thankful that you didn't. However, you're never going to get a cooler
106term than pneumatic thermostatic control system. That was very nicely done on that last slide. So, you will not hear that from me. Um, so we'll just go over some basic numbers, a little more boring, but um you can see the um West Babylon, we'll skip a slide. The enrollment obviously from year 2000. I started here in 2001. Um I do remember even past 2001 for those of that were here I think we had a slight uptake uptick from there and then we went down again obviously until 2025 um down uh a significant number of students and then 2035 Bosey's projections down even more. You can skip to the next slide please. You could see um falling roughly in line with Suffach County um and the rest of New York State um New York West Babylon
107at -12 um Suffach County -10 New York State rest of the state 10. So there is a decline across the board. We'll skip one more slide, please. Um this is in district numbers. I'm going to break this down in just a minute to um uh with just the students with disabilities to total percentages, but you can get a sort of a historical perspective here of some slight demographic changes in our ethnicity in our district. Um you know, I think predominantly around Hispanic and white becomes the biggest differences. There are a lot of similarities with some of the other New York State recognized groups. Um and even as we're going through uh our English language learners is another big jump there. Um economically disadvantaged that fluctuates year-to-year we were talking about. So um not so much
108of a change there. Skip the slide please. So before if you saw that other slide we had uh talked about our students with disabilities as an indistrict piece. Here's an out of district piece because we know um some of our students with disabilities um are serviced outside of the district and that has an impact on the budget. So you could see West Babylon from 2015 and 16 um at about a 16 percentage uh point rate uh 23 24 last year 21.6 and currently we're over 22%. Um I think the New York State recommendation or you know it never follows that way right is around 15% for students with disabilities. There's no set formula but Long Island is generally a little higher at 17 or 18%. Uh you can skip a slide. So now some metrics
109on how um we measure ourselves graduation rate of course uh very important. This is based on a five-year cohort but we are of course increasing our uh graduation rates which is a a metric we should be measuring self by uh you could push a slide forward as well as some things that we've done in the past 10 years right um since you know like I said I've been in the district a long time but um since I've been lucky enough to be part of this central office team we have almost completely revamped our elementary curriculum. In fact we have revamped it. We're just in the later stages of our literacy program for our grades uh three, which is this year, four and five. But every single curricular program on the elementary trail has revamped. The
110high school, you know, we've offered a tremendous number of um selected AP classes as well as changed our electives. The junior high school, we're in the process of working on some of the lab classes and what's offered there. Although I know under specific uh department leaders, Dr. Neville was there, we have changed some of the electives there um and modified some of the programs. Um obviously when you're talking about um a curricular program, right, you want students to be safe, you want them to be comfortable, and you want them to be learning, right? Those are the three things. So, you know, of course, we're proud of the things that we've done social emotionally for our students, the safety pieces that we've put in. Um of course, uh student discipline and things like that, as we
111saw with the cell phone presentation, are all important things that we continue to look at. Uh you could skip one more. These are other things that we um we've looked at over the past 10 years. I'm not going to read each one of them, but you certainly are all fairly familiar with them. As a part of this process, uh Dr. Farley uh had us review the strategic plan as it currently exists. These are some changes that were made to the existing plan. A few things were taken out because they were redundant. You could see some specific changes that were made here. Um really just very specific changes that aren't major impacts, but regarding particular professional development plans, which we'll talk about in just a minute. um looking at some of the importance of changing how
112we're uh measuring student performance at the high school. Um as well as what we're looking at the the shift from uh college institutions from some of these standardized tests to other measures is something we took into consideration and a few athletic pieces, right? Um some of the um community expectations and requirements from uh section 11 as well as uh educating our transitioning students into some of the academic eligibility pieces becomes an important component of students participating in our athletic program. So those are changes uh we looked at as part of the current um strategic plan. And then if we could skip a slide, these are areas of focus for us to continue to look at our strategic plan and to make changes. I mean it's obvious to say right um curriculum um instruction, we have
113to look at our New York State assessment results and that's grades 38 as well as our regent results. Um some of that as Dr. Farley had mentioned earlier is going to center around adequate professional development and curricular supports for our teachers, for our support staff, for our administrators. Um, as well as meeting students need from an intervention perspective, which is what we probably you've heard of as those lab classes. Um, whether they be at the elementary level or the junior high school level. Um, you can't educate students unless they're here, right? So, attendance becomes a real important piece that we're looking at. Um, and then we touched upon these numbers, but looking particularly looking at our special education uh program, right? the resources, how we're uh we're we're going through um meeting compliance and some
114of the supports we give um how we're classifying students and how we're providing those supports have to be part of our strategic plan for the future and our goals. Um and then finally, as I mentioned the last part, safety, right? Our safety of our students, not just from the wonderful job our security team does and all of our buildings, um but just from monitoring what our students are doing and the behavior pieces, an increased look at that. Um, and you've seen some of the conversations we've had centered around uh conversations like deans hallway support and of course what Dr. Farley had presented tonight with the cell phone change. So that was a little shorter than 45 minutes. But Mr. Hanley will make it up for me, I'm sure. >> Before Mr. Hanley jumps on, I
115do wanted to share um one quick tidbit, right, on the graduation piece, right? So this was data like if you look at in terms of our um New York State report card, right? Um, I spoke to Mr. Olirri. Um, not official official yet, but this past graduating class is uh 97% graduation rate. >> Yep. Yep. This this uh this most recent class. So, kudos to uh that group that just graduated. >> All right, Mr. Hanley, take it away on safety, security, and human resources. And I do know Mr. Wallace is in the area somewhere as well. So, uh >> Wallace, wave. Thank you. He's in the back hiding. Yep. All right. So, we're going to start with the 10-year look back in our school safety. So, 2015 to 2025, we started with a movement from
116unarmed guards to school resource officers. We established a command center in our high school. We upgraded our visitor and employee ID systems in addition to our secondary students ID system. And then we started to shift into the training aspect of our employees of our staff. So, stop the bleed trainings. Um, we initiated some stop the bleed kits in each one of our classrooms and and locations within the district in addition to our uh AEDs that we're updating and we have in each one of our buildings. Um, we initiated the Ray app for our employees to have an instant communication system in uh in case of an emergency or in a need of a school emergency response drill. Uh, we upgraded our cameras throughout uh the district. In addition, we gave that access in coordination with
117Suffach County PD. So in an immediate need, Suffach County PD can access our cameras and assist us in the event of an emergency. And we have a very strong partnership with the Suffach County PD. 20 No, don't jump make dollar. Not yet. Right. >> All right. Thank you. 2015 budget 439499. Two 2025 budget 1375989. Mr. Pay, what's the difference? 936490. I did that in my head really quick. I did not have that written down. >> So, uh, next slide, please. Thank you. So, some of our strategic, uh, goals here, the district will obviously follow all federal, state, and local requirements relating to all emergencies, uh, instructional remote programs, right? That's that in response to COVID, uh, that ugly time period when everyone was remote. We still have to have our most uh, instructional remote plans
118ready in the event. So those will always be developed and implemented according to SED guidelines. Thank you. All right. So some of the other enhanced uh building safety uh procedures and goals. So obviously we're going to continue with our staff, student and visitor ID system. We want to know where our students are, where our staff is obviously when they're coming and going within our building and also our visitors in case of an emergency. Uh we want to also ensure the correct operation of our door alarms. annually appoint our districtwide and our building emergency safety teams, what we'd love to call our dirt and up earth teams, right? Uh and engage in tabletop activities uh annually each and every year. Monitor and revise our emergency plans according to state guidelines, particularly educational law 8072801- commissioner regulations
11915517. Monitor and update additional internal external security cameras. Uh when we first got our security security cameras, they were analog, right? If you have any uh home cameras, you got your first set of home cameras, you try to zoom in and it gets very granular, very uh grainy. You can't really tell what you're looking at. So now those cameras are being upgraded to IP cameras. uh enhancement of our alarm system, security alerts, uh increase utilization of our safety rave app as I indicated earlier and use it more as a communication tool within our buildings with our staff. All of our staff receive annual trainings with our emergency response plan, our school safety training includes violence prevention components on mental health as well. In addition, now there's a new law coming out that you have to
120have a cardiac emergency response plan that will come in effect within the next year. Uh that will be focusing and will become part of our both building and districtwide safety plans. We will continue to provide CPI training, stop the bleed training to instructional and non-instructional staff members. Um and the last two bullets go along with that cardiac emergency response plan which is to create an effective AED uh emergency action plan to ensure that anyone can act quickly and confidently during the cardiac emergencies. Knowing where our AEDs are located are the biggest thing. So we create a spreadsheet. We share it four or five times a year with all of our staff so they know where the AEDs are located in the event. Um thank you. Perfect timing. So we will continue to improve upon our
121overall health and safety of the school district for the students, staff and community. So the district health and safety committee or the dirt will meet a minimum three times a year. Review of current practices um students and staff accident reports. In addition to that, develop a baseline for employee work loss. Get involved a little bit more on what's going on with working uh with our workers compensation claims. Is there any way we can improve the overall health and safety of our employees within our um and then also conduct periodic inspections of our grounds as we are required to do with NIS. Next slide please. All right. So now HR staffing comparison. So overall even though as Mr. Payne shared our enrollment went down um general ed staffing has decreased. Um and then when you look
122a little bit closer special education student needs have increased. Therefore, our special education personnel have increased. So, 2014 323 gened teachers or instructional teachers currently about 267. It's a difference of 56 staff members or or a negative 17.3%. Special ed staff in comparison 75 in 2014 93 now it's a difference of 18 or 24% increase. Look at administrative comparison from 14 to 25. That's a difference of four administrators. Power professionals went from 164 to 207. Transportation 93 to 64 and overall total employee comparison 679 to 651. So again, this is a fluid number. This is after tonight's consent agenda. This number changes. So this will change very quickly after each and every board meeting. Next slide please. So what are the challenges uh in HR? Maintaining certain positions, administrative employees, reduced workforce, more responsibilities for
123our employees, replacing certain subject area teachers. We are struggling in technology, business, fax, Italian, and certain select science certifications. very hard to get individuals with these certifications right now. In addition, not only in the instructional side, you look at the non-instructional positions we struggle with. Transportation, huge one. You saw the numbers before. Uh custodian, uh custodial services and maintenance, right, Mike? Next slide. All right. So human resources some of the things that we've done over the last 10 years we partnered uh with Stony Brook Wright Aid offer some flu clinics and uh ACU health in order to provide some employee health screenings wellness EAP services. Uh established on-site remote mental health workshops for our employees. Established recognition programs for all of our retirees and those employees receiving tenure. gave out superintendent sort of like an
124eagle award, enhance our mentorship programs for new employees and establish transition supports for uh new employees as well. Some of the goals and actions continue to adjust course sections and staffing based on enrollment and district needs. We will continue to offer physical and mental health support options for employees, enhance our employee wellness program and we will continue to acknowledge and recognize staff faculty through various sh um in the numbers that Mr. Hanley shared it all ties together right. So we have shared that over the years as decline as enrollment has gone down right sections have been reduced right and general education classroom sections right have been reduced teachers have retired and again if there are less students then we didn't replace them right and that's ob that's also that was advent obviously in terms of
125by the numbers and we talked about obviously the increased uh needs for special education population right our students hence additional special education teachers hence in I think one of the slides earlier right the difference in when we look at a a budget look back, right? And under the special education umbrella, 15 million versus 30 plus million in terms of for this school year, right? Um the storyline from all the different departments, right, are there from a power professional perspective. Um we've reduced in the hallways, but we've increased into the special education umbrella as well. So now we are pivoting to uh finance and operations. >> So the first slide is a backy%. >> Oh, sorry. And um and again, all these years fell under the uh tax cap law. >> So, I'm sure if we
126looked back Prior to the tax cap war, your your levies were probably much higher. >> They were. Yes. >> Much higher because like Dr. Farrell said, >> you did your budget the opposite way. Everyone gave Central everything they needed or wanted and then Central went out and said, "Okay, this is what we're going to tax the community." >> So now you cannot do that anymore. >> I wanted to be consistent with the 10ear look back, but yes, if you look 10 years beyond that, it's much higher than this. Yes. So that's um so that the the law and again the tax cap how that's calculated is the formula that's given to all districts by the office of state controller. There are certain things that you can put in that formula and only those things and
127then again it's all calculated and yes it could be more than 2%. Uh and you are well within your legal limit. You don't have to pierce the cap um to uh be within the legal limit of the tax cap. The next slide um the strategic plan fiscal responsibility goals. What what the district will will also continue to do was maintain fiscal stability while addressing the needs of the district, present a budget that is within the allowable tax levy. And I just want to add to that and I think um the district did it uh last uh budget uh season was to try to be more transparent with the community. Um I think transparency is the key and also to educate the community as to how we come up with certain numbers and the budget process
128itself. So, I think it'll be a good thing to continue that and we will continue to adjust staffing based on student enrollment trends. Again, as presented, I think by Mr. Payne, if the enrollment continues to go down, we'll have to keep looking at enrollment numbers and staffing. The next slide, uh, strategic plan fiscal responsibly goals continued. We will seek to decrease expenditures, maximize aid, and seek alternative funding sources. Um, within the next, like that Dr. Farley said, within the next month or so, a lot of forms have to be submitted to SEED, which these forms um are used to base the state aid for the district on, and they're very important. And so we have to make sure the information we supply on these forms to to SED are correct so the district gets the
129state aid that they are due. >> Um we will also seek additional revenue maintain partnerships with Boseies. We're renting out our facilities. uh we will pursue any grant opportunities that are are out there that can help the district and partner with the some of our elected officials for bullet aid and other grants that are out there. Um the next slide talks a little bit about transportation goals since transportation is going through a change due to the lack of um bus drivers that we can hire and keep. Um so we really have to look at the transportation area. We will they will enhance the reliability and consistency of transportation services across all the schools and facilities and they will ensure the safe and timely transportation of students on a consistent basis. They will also strengthen the
130communication channels between the transportation department and the public or the parents of the students on our buses. And we will identify and implement long-term financial and operational efficiencies to optimize resources and performance and plan for the future transportation requirements. So, a couple of pieces that you've already seen in that area, right? For the first time, I don't know how long, right? I think it was last week or so. Um, and particularly obviously because of the consolidation, uh, the transportation department sent out letters, right, to elementary parents notifying them of their bus stop, right? That was kind of twofold. to initiate that um communication, right? To enhance the communication, also to provide an opportunity for families to reach out to they have a question, right? Or a concern so that they can address it now as
131opposed to the first day of school, the first, you know, two or three days of school. Um so that was, you know, one of the actions, right, associated with in terms of these uh these goals. Um when we talk about here um the in general right strengthening communications um I think during the last couple years we could all agree like the different the notifications of um suffic transportation is going to be the substitute right for this that was new in the last few months right now that we have the full team there in transportation again that's an action associated with the second bullet and the third piece here which we've talked about the board authorized um a uh formal evaluation of the transportation den as it relates to uh the electric vehicle mandate, right? Sometime
132in the near future, we're going to have them come back, right? Um and report to the district. I shared a preliminary kind of overview to the board for the board. Um but they will be at a board meeting to present that information. Um that is specifically what we're referring to in terms of transportation, you know, the long-term requirements there and the the future of how we provide, you know, transportation in our district. Okay. >> It's also in the transportation side, we've also been budgeting. Even though in some cases it's been an increase, we've budgeted for those expenses. Whereas when we were trying to just fill in it was all emergency, you know, requirements. Yes. Exactly. >> Pulling from other areas to try and fill the gap whereas now we've factored that in. So it's not
133as much of a shock. >> Correct. >> It's still an increase. >> Right. It's still definitely an increase. There's less drivers noted in terms of as our own employees, but right and the budget is higher. But it is a planned right system in place to account for that consistency of transportation. Definitely >> question on um uh Mr. Payne's presentation. >> Yes. >> Uh when he said the state had a range of special education percentage being around 15%. >> What what is that calculation from? They in other words they when they look at our least restrictive to most restrictive placements they they give us a guideline of where they would like to see things. So overall they try to get schools to aim toward that percentage. It's from their numbers. I mean I I would love
134to tell you it comes from a specific number but that's just their recommendation. >> And then each of the categories of let's say inclusion, resource room, and self-contained >> are components of that 15%. >> Okay. >> So it's kind of not really it an arbitrary number they've come up with. I mean >> because they don't address the issue if you're above it obviously if you're at 20 22%. They're not >> they do they do if it it becomes more restrictive. So so if you had right so if you had >> 22% and a certain percentage of them were in self-contained we you will get called on it. >> Okay. and and I think we have we have in the past >> right and specifically like the New York State alternative assessment is another kind of
135caveat of that right if we exceed 1% right um of students who are alternatively assessed right there we are contacted in terms of the why and what are we doing and can you you know we have to share information about the specifics there >> I just had a question on the roofs at the high the roof at the high school um have we detected any leaks weeks since the roof's been redone. And then the second question is, how do we call in a warranty issue with the roof? I think we have 10 years on that. If we've had the solar panels, does that interfere with the warranty issue? >> Right. So, the um just with the leak first, we did have a a leak over the LGI offices and it was due to a ladder
136grinding into the TPO membrane. So, we had the company come and cut and replace. So the way that that works is I literally call the installer and they put me in touch with the manufacturer Mansville or right now for two years the installer is guaranteeing that roof. So currently we're calling them after that it would be the Mansville rep. They would come back and they would honor that uh roof warranty I think for 20 years if I'm not mistaken >> because of a ladder though. >> Well this one was a ladder because it had people were carrying things on it. So the foot of the ladder actually started to dig because the the the membrane of our roof is actually almost like a pool liner but just thicker. >> So in you know unfortunately there
137it wound up >> you know just getting >> enough of that surface to kind of open up and they came and they cut it and they seal they uh heat welded it back together. >> Okay. Cut the bottom of the ladder off or something I guess a little bit. >> No, we we took the ladder off. It was a it was a an extension ladder that somebody brought up. Yeah. It wasn't a ladder a fixed ladder to the building. Um and we did see, you know, an improvement from there. There have been a couple of things that have come in and we've called um our our company back. Some of it's been determined that it's it's the basically the brick work. Um the the repointing is needed on some of the brick faces. That's that's
138that. and and in other instances it it was um some of the window units and the lentils and things like that because our windows are you know they're getting to a point too where they're starting to to age. So that that's been some of the signs. I know there's there's one over here that's driving me crazy, but that's I think associated with duct work. So, I want to make sure um all any of those because I'm sure as a taxpayer that you approve this bond and now your student is coming home and saying, "Mom, there's it's raining in the bowling alley." I've heard that in the past. So, just to address that leak, that was a mechanical um unit on the roof that we had a leak in the coil for the heating coil >>
139and it came down through a a conduit. So, that's not leaking at all. So any any roof issues we've had when we called they're coming out. They're >> Yeah. And they've been unbelievably attentive to us. Um you know, we added those um things above the pack the pack center for the seagulls. So I think we reduced it from like 25 seagulls down to four. There's some brave seagulls up there. Those those bird deflectors. So we're working on it. And it's um anything that's that reveals, please let me know because I you know I obviously want to exercise that warranty um for the duration that we have it as much as possible. >> Yeah, we we had a um >> flat roof too. >> I don't know why whoever invented the flat roof. Uh um obviously
140very bad timing to bring this up because of everything we've had, especially your team's had this summer, but I know a few years back when things weren't as crazy, we we had started to develop that hit team that was taking on doing more in-house projects like the LED lighting >> stuff like that. Is there ever a point where we can get back to that or are we running so tight that we have to find other methods to get some of those projects done? >> Um I would say 100% we're way too to, you know, kind of tackle it >> this summer. Of course, I get that. >> Um, I think definitely in some time in the future. I mean, that definitely is, you know, and Mike brought up in terms of a as people have
141left and the new people that were hiring, looking for them to have >> specialty areas, right, and strengths, right? That's part of establishing that team, right, to be able to do those things, right? Uh, I mean it's so nice now like we can have our own guys. Okay, just they're going to do a whole new when we were doing a walkthrough at Santa, right? Mike's like, "Okay, well our guys can do XYZ with the roof here. We can do this here, there." So, yes, we definitely want to go back to that and that is >> um that's still in the planning and execution in the sense of who we hire, right? you know, in terms of to be part of the team and also part of the discussion when Mike brought up, >> he didn't
142say this exactly, but when he brought up in terms of just the garbage example, right, of the truck and if we have an outside entity, right, take care of that, then that gives the time back, right, >> for us to bring our guys that are doing that carding that, right, for some of the other >> So the outside companies don't pick up from essential dumpster. Um, >> you said something about the garbage would have to be on the curb. >> Well, our garbage currently is going to the curb of the building or, you know, a deposit location that the building head has determined and and our guys are driving a garbage truck back up, you know, they they have a CDL. >> Uh, but that also puts that stress on the department, too, right? We
143have two currently two CDL operatives. If we lose one or two, we're, you know, we're sort of in a pickle. um just getting to uh the in-house projects. The guys are even dying to do it because they have that sense of accomplishment when they do that. So, even the LED flat panel lighting in here, we were able to do dur during I think one of the April breaks or the February breaks. So, you know, yeah, that that's that's all on the table for us. We're we're currently modifying a lot of the district uh to accommodate staffing changes and things like that, you know, and utilizing our spaces. I didn't bring that up to >> No, not at all. I want to make sure that >> we had you here today. So, >> yeah. No, I
144I listen, the guys love it. I love it, too. I mean, you know, it's it's a big part of what we're doing. So, >> other questions? All right. Look out for my survey tomorrow morning. >> That's it. I'm done. >> All right. Next presentation. Oh, sorry. >> Thanks, Joe. I'm just curious if Grace's parents are going to come to every meeting. This is a long one. This is a long one. >> All right. Uh, okay. Statement of residence on agenda items only. Residents wishing to share a statement, state their name, their address, and any organization they may be representing. Residents can also write their name and address on the index card and provide and present it to the assistant superintendent of finance and operations. Matters relating to individual students or employees cannot be discussed at
145a public board meeting. Residents will be given up to three minutes to share their statement. Statement of residence is scheduled for 15 minutes. At the conclusion of the statement of residence, we will respond to those statements. Questions we can answer for questions requiring further research. Responses will be provided at the next meeting. >> Not it. Good. Okay. All right. I said all that and approval of the consent agenda. A motion to approve the consent agenda. Steve, Kathy, all those in favor.