001to go. Okay. Good evening everyone. Apologize for the delay. Need a motion to approve the minutes of the regular board of education meeting of 52725 and 52825. Patty Steve. Patty and Steve. All those in favor? Okay. Dr. Farley. Okay. Good evening everyone. Thank you for joining us tonight. Um, couple of quick updates. As you may have heard last month, uh, Governor Hokll signed a new state law that bans the unsanctioned use of smartphones and other internet connected personal devices like tablets, smartwatches, earbuds during the entire school day um, in all New York public schools. Right? So, this bell-to-bell ban goes into effect this September of 2025 and applies during class time, during lunch, during recess, and during study halls. uh devices for instructional use as determined by the school, right, are not included in this.
002Each school district has to develop a local policy for implementing the cell phone ban. This includes where uh deciding where devices will be stored during the day and how families can reach students in an emergency. The law does allow for exemptions for students with medical needs and requires the schools to seek input right from stakeholders. Bless you. As such, prior to the end of this school year, uh we will be sending out a short survey to our families. So, we invite you to please share your thoughts um through this uh survey. We are at the moment waiting for additional um information from the state from an regulatory perspective, right? Um before formalizing and establishing a a policy, right, um and procedures for the school year. More information on that uh will be sent out as
003soon as that's completed. Um I would like to I'm excited about all the end of the year festivities coming up, right? We have field days, end of the year celebrations, uh retirement celebrations, moving up ceremonies, awards ceremonies, junior high graduations, uh senior high school graduations. So, a lot of great stuff. So, please make sure to check our district calendar um to keep updated on those. And of course, obviously, our building uh leadership teams are sending out messages with regards to all of the end of the year festivities as well as our classroom teachers. So, please all of our students enjoy. I know our seniors are very excited about the upcoming, you know, the next couple of weeks as well. Um, I'm going to uh take a moment to uh wish all of our WB dads
004happy Father's Day right coming up this weekend. Enjoy your time with your loved ones. And last, I'm excited to introduce I'm going to um embarrass her a little bit. Our Grace Goble, our first student exeicio board member who is sitting in the audience right now. Grace, wave over. In July, Grace will be joining us up here at the Deis. Uh we are looking forward to working with you. Grace, that's all I have for this section of the agenda. No other statements. You're up again. I am up again. Okay. So, at this point, I would like to invite Mr. Olirri to come and introduce our senior high school superstars that are in the audience and we'll be uh have a special treat, special presentation for our board and community today. Thank you. So, good evening. Thank
005you for having us uh again so soon. So, it's a pleasure to introduce to you the robotics team this evening and their advisor, Miss Eric. But before I do, I just wanted to share a quick robotics team history. So, um um so the name of the robotics team is a team and I never really thought to question where that name came from until a few days ago, but with the help of Mr. Simone and Mr. our veteran tech, former robotics team advisor. They told me that the name originated and try and play it up the best. Name originated on a dark, cold, stormy night in January of 2003. Uh the team at the time brainstormed a few um ideas um under the following criteria. So the team name needed to be only one word. Um
006it needed to stand the test of time. It would also need to stand out at competitions and it needed spirit of the team and atmosphere which at the time was aimed to create wild uproar organized chaos and noisy confusions. Wow. Okay. So 22 years later definitely stood the test. So a lot of names were thrown around that evening but um thank you to um everybody who supported the team all those years building. Sorry that's okay. That one's for shorter people. Thank you. Yeah, perfect. We'll go like this. Um, it really stood the test of time and again with the help of the building, the board, um, 22 years later, uh, they're still going strong. So, with that said, I'd like to introduce to you the, um, robotics team adviser, Miss Kerinitzki. Hello. Good evening, everyone.
007Thank you so so much for having us here. It has been an absolute pleasure to work with these students. It is my first year advising them. They are an impressive group as you could see here. They will show you a lot of what this robot has to do. Thank you so much for having us. I want to also say thank you to Mr. Scott Bower. He really helped me my first year. He has such a passion for these kids and I'm really looking forward to seeing what they do in their future. So I am going to introduce our first speaker which is Desiah Charles. Thank you so much. Uh good evening. Good evening. Uh my name is Josiah Charles. I am one of the drivers for team pandemonium along with James Graham. Uh our lead
008uh lead engineers are Al Cassell and Matthew Lman. And our lead programmer lead programmer is Ada Marine. Uh up next I will bring up Alcas to talk about engineering design process. Hello, I'm Alexander Cassau. I'm the lead engineer for the team and I'm going to give a quick run through of the engineering design pro process for the team. Um through the season we use the engineering process very heavily which consists of creating designs based on the objectives that the team wants to reach and then collaborating and brainstorming to refine those ideas. Um, so that is done through a lot of evaluating what needs work and improvement and using problem solving to help us build a robot that's not only effective, but also helps us gain skills that we're going to use in everyday life and
009in our future careers in engineering. I'm going to introduce now our lead driver, James Graham. [Applause] Uh for the game overview, uh into the deep was uh this year's game for the first robotics tech challenge. Uh each match is 2 minutes and 30 seconds long. The first 30 seconds is the autonomous period where it is fully programmed. no human input and uh it is to sorry uh it is uh instructions already programmed inside the robot. After the first 30 seconds there is a 10-second down period to switch uh and able to grab our controllers and switch the driver hub to our teleyup stage where we are able to manually control the robot and make more precise accurate movements. And that lasts for two minutes. The last 30 seconds of those two minutes, we are in
010a phase called endgame. That is kind of uh to wrap up the end of the match where we make our final moves and we suspend our robot on the submersible which is that middle section on that slide. And I will like to bring it to Xander. [Applause] So now we're just going to give a quick overview of the systems on the robot that we designed this year and what they do for us. So first we have the lifting mechanism that is the bar that goes up and down there that allows our robot to reach the various objects around the field that we need to get and place them. Next we have the brain which basically just consists of the computers and wires which help the robot control itself both during the human controlled periods as
011well as the autonomous periods where it controls itself. Next we have the endeector. That is the claw at the top of the arm and that allows us to grab and hold specimens which are blocks. um that is how we score our points and how we um progress through the match. And next we have the chassis. That is the base frame of the robot um and the motors and wheels attached to it. That's just what allows us to mobilize around the field and what everything else is built on top of. And then we have the suspension mechanism that is what allows us to sus suspend the robot at the end of the match where the robot will lift itself up and it allows the robot to lift itself up on a truss and we have it
012tilt itself forward to reach the truss and that just allows us to better reach it. And then The previously mentioned autonomous I will now show. I just want to give a warning. There's a little bit of volume at the start. So be aware of that. And we are the robot in the bottom left of this video. And throughout the video, this is all done with code on the robot. There's no human input at any point. So, the robot will pick up a block and place it on a bar and and then park itself afterwards. [Music] Wow. And so, as you can see in that video, that was our hanging mechanism at work where the robot will suspend itself off of the ground on a truss. And so, that that occurs at the end of the
013game. And I will now pass it on to Josiah. Uh, robotics gives students a real hands-on experience and lets them explore the STEM field early on. It connects uh in school learning to real world applications that uh people will use every day and gives them a real uh long-term interest in technology. Uh I'll bring up our lead programmer Aiden up next to talk about alumni. [Applause] We have had many alumni come back this year to uh help us build and program our robot. They um they have also have pursued um many educations in STEM programs. Now introducing Sarah will talk about the success of the club. [Applause] over the past four years. Sorry, I'm a little short, but the success of the club is not over the past four years, the club has the team
014has received awards for the innovative and think awards. It has maintained a win record of 72% and this year went to the championships two times in a row. Two years in a row, not two times. Um, and was the winning alliance within the Long Island regent. Next up, I'd like to introduce Josiah talking about the Impacta Club. [Applause] the the robotics club has had a strong impact on all of our graduating members uh who are uh pursuing STEM careers in STEM majors in instate with myself pursuing civil engineering, Ada Marine pursuing computer science and Paul Abra pursuing electrical engineering. [Applause] Uh, up next I'll bring up Paul to talk about the majors of our alumni. [Applause] Some of our alumni have a variety of majors that they've been going through. Some of them have gone
015through electrical engineering, mechanical engineering, manufacturing, computer science and some and computer science with each of them aiming for different degrees and having different success and sometimes encountering fails hoping that they'll succeed in the future. I'll be bringing uh James [Applause] Um so for our closing statements I would like to highlight that our club does a lot more than just building robots. It also helps us build our futures. Um we come out of the robotics club as engineers, programmers and also leaders. It teaches us teamwork and creativity as well as perseverance. And we are pr proud to represent the school and excited for what's ahead for the team. and we are thankful for all of your support through doing this. So, uh, thank you. I have to say it's definitely exciting. I think it was was
016it last year that I went Mr. Bower? Um, and nailbiter, right? Like watching all of the that was my first time that had gone last year. Um, you guys do a phenomenal job year after year, right? It just continues, right? Keeping us going and definitely pandem. So if I could invite our thank you to presenting to our board and our community for all of your wonderful work and a huge round of applause for our trustees. Yeah. Is it the same robot every year? Uh, no. We uh change the robot based off of what the challenge requires. Okay. What do you use to program? We use Java to program the robot. Nice. Awesome. Is it a Raspberry Pi on a good job? All right. Come on up, please. [Applause] You guys can come up here. Take
017a nice picture. [Applause] Sarah. [Applause] Hey, Alexandra. [Applause] All right, I'm gonna join you for a picture. What do the numbers mean? Mr. Mr. Bower, come on up. Mr. Bower, for how many years were you the adviser? Uh, I helped out for a lot of years, but 2012 when I started [Applause] every robot. I will be rob. Okay. And then our second presentation equally as exciting, right, Mr. P? [Laughter] I mean it is it is okay. Thank you Mr. Avola. Mr. Payne is going to present right I mean we have well he'll he'll provide an overview of the the process right in terms of our annual code of conduct review. we have a committee and then every recommendation right um that comes from every parent right any committee member is included here for the board
018to then review and the board can either accept or decline right any of the recommendations made uh throughout the process and I do believe we're going to the this is a policy but it's not going on for this meeting it'll go on for next meeting correct so these are just the suggested changes the policy will go on so there will be time for revisions or feedback uh regarding this correct so obviously the uh the code of conduct has to be revised each year as Dr. Farley had mentioned and there's a process for that. All right. Um there's committee meetings, there's public feedback and of course this is another public presentation with the board of education and this is directly to the board like Dr. Farley had mentioned to give you all the feedback that was
019given by the committee um and by the public. So the public was encouraged to participate in live forums. We did two of them and then to give feedback either at that live forum via email. This is the information they were given or later on when they watched it on the website um with the recordings on the website and then to give feedback later on. And all of us know this but I just want to review very quickly. Um this is an active policy. It's found on board docs. It's policy 5300 code of conduct character and support. That's what it's called right now. It's about 40 some odd pages with 22 sections. The sections are important because as I go through these changes, you're going to see the Roman numeral section on the top where the
020changes are uh so that you can get some idea of where these uh changes are coming from. Obviously, we didn't print out the whole code of conduct, but everyone has access to it via the uh board docs and online. These are the sections I was just talking about u Roman numeral up to 22. And the revisions were conducted as we had mentioned through the this committee of teachers, central and building administrators, uh maybe a student or two. I'm not going to point them out, but one is here. Um, and any minor grammatical or even punctuation changes were left out um from the board's review from this presentation. If they didn't change the context of the code of conduct, so they every now and then we do pick up like a a comma is missing or
021a word might be misspelled. Those changes are made, the board doesn't have to review that. Um, but obviously anything that could contextually change the code of conduct or anything that is substantial, we bring to you and of course present to the public and to the committee. So, here's the first change, which I just got done telling you about Roman numerals, but this one is not uh a Roman numeral because it doesn't even start yet. Um, you're going to we're going to get some uh public feedback in here along with the committee feedback. Some of the recommendations from uh the public was to simplify parts of the code of conduct and to make it more succinct. In this particular case, the recommendation is to just keep it as of policy 5300 code of conduct and to
022remove character and support section one. So now we're into the Roman numerals. Similar piece, exactly the same terminology you just saw. The strike through there implies getting rid of and it's highlighted um to just call a code of conduct serves as a guide to good citizenship provides the tools. Still in section one, this was a committee change really. This was almost one where I wouldn't have brought it to the board, but it's it's enough where we kind of did just change the word are to comprise. Doesn't really change contextually too much there, but just so the board knows it it was enough that we brought it to you. Um, so this is a big one. You have a you have a handout in front of you and the public has access to it as well.
023Um, in section one to remove paragraphs 7 through 12 um to make the code of conduct more succinct. So the handout you have rather than type it up here and it be the the size of maybe font one or two to give it to you on a piece of paper would be to remove those paragraphs 7 through 12 which you have a copy of. Does everyone have the sheet and see it? Okay. And we'll come back to all this. I'm just going to run through everything and I'll certainly address questions or uh bring things up. This is a committee change uh under section two, which is all definitions. It's almost like a glossery. Just gives definitions in there. Um just that additional instead of changing talk back, changing it to responding disrespectfully. Not a huge
024change here. Just some um some words and some pieces related to it. Um this is public feedback under definitions to get rid of restorative interventions uh meaning restorative circles for teaching conflict resolutions including conferences that bring those impacted by conflict together for to address wrongdoing. These are just under definitions. This is doesn't change the code of conduct at all. This would be just removing it from the definition section on uh Roman numeral 2. Uh similar piece public feedback section two restorative practices would be a definition to remove that uh restorative uh practices means actions that promote inclusiveness relationship building and problem solving solutions through restorative methods. An alternative to consequences restorative practice occurs students to reflect on and take responsibility for their actions and develop uh plans to repair them repair harm. Again under uh
025section two definitions change liquid nine liquid nicotine to any nicotine product. And and I should have said this is the first time we're seeing some of the the second time we're seeing the blue the red strike through in policy where you'd see it removed. Obviously the blue highlight are things that are added. Uh section three into students rights and responsibility. So we're in another section of the code of conduct here to change mechanisms to strategies. Not a huge change, just a word change. And section three student rights change discipline to disciplinary actions. Section three, change actions to words, actions, and reactions. So, the addition of words and reactions there. Public feedback. Section three, students rights and responsibilities. Um, this would be one of the bulleted items in response to section B of student responsibilities. Be
026open to active participation resolving conflicts through restorative process. Section four, essential partners. These next sections you're going to see involve different stakeholders and community members. Um changing the wording here for parents. This is one of the um things that we would ask our parents to do. Insist that their children be cleaned, wellkept, and dressed in accordance with the student dress code. Little change there. Similar spot Roman numeral four. Uh instead of saying help, parents help children. Uh this is parents reinforce that children understand that in a democratic society, appropriate rules are required to maintain a self a safe orderly environment. And again, same same piece. parents know and reinforce school rules as opposed to just no, just adding and reinforce there. Uh, this is one you're going to see come up a couple times. Um,
027and we we used the word, this was the committee, electronic devices, adding the word application or what I guess a lot of us would refer to as apps on a phone just to distinguish the difference between a website and and particular things. You'll see this come up a few times as an addition. Um so this is actually should be red highlight there instead of blue but it's a removal um under the teachers section 4 essential partners d teachers um just removing that and awareness of varied learning styles um it was the committee spent some time talking about this student achievement we felt should include that regardless it shouldn't be mentioned spec specifically uh guidance counselors as an essential partner in section four um provide information to assist it really we the committee just felt assist
028students in general with career planning um with targeted support to 11th and 12th graders and essential partner section 4 superintendent assist superintendent's administration kind of a change in wording there develop instructional programs that address mixed instructional techniques and meet student needs dress code this is always an interesting part each year I do the committee um we we go through this it's not a long part but it does um come up with usually some significant changes um this is an addition um under dress code one of the bulleted uh ensure that jewelry and our accessories do not pose a danger to themselves or others or cause a disruption to the educational program. And this the committee felt encompasses a large amount of anything that might disrupt a classroom, something that disrupts the school in general in
029the hallway. Um just kind of a broad category. This dealt with hats, this section of the dress code. Um so it was added um added uh or is approved by the building's principle in accordance with the New York State Crown Act. So the New York State Crown Act involves uh the ability of students to wear particular items of clothing that may be culturally significant to them. Um so the principal should have the prerogative and this is the committee decided to make sure that anything that might fit in accordance with that that the school can follow as opposed to just potentially there being a conflict between the New York State Crown Act and what's in the dress code. These this is going to be added a few times as well. um but just this general piece
030of adding the word electronically to any broad um kind of threats or anything that could be spoken about against someone else. So the addition of the word electronically in section six prohibited student contact here it is again um adding the word electronically and adding the word electronically. Section six, prohibited student contact, lying, and this was kind of like almost by we used to call it lying by omission, right? Or withholding potential information or withholding information to school personnel. Section six, you'll see the word application added here. Again, similar to what I had talked to you before about just kind of covering that uh piece of anything that might be that might be an app or something that might find on a phone or electronic device. section six um you know engaging in conduct that and
031endangers the safe uh physical and emotional well-being of others and uh just adding that word distributing. This was just really just to fit in the context of how the bullet was written. So examples of such conduct include but are not limited to and then going right to the verb selling as opposed to students are prohibited from. This isn't a major change. This was a good one. Uh we still don't know why balloons are on there, but we feel like they probably shouldn't be. Um but the uh we the committee did decide to remove keychains because it was felt that in this day and age there are going to be a lot of kids that do have keychains probably attached to their backpack. I'm assuming years ago and I'm I'm trying to even think back from
032my time here in West Babylon. Maybe it was put on there because it scratched the seats or something like that, but I haven't heard of a problem with keychains. So I think we're good with this one. This is a new one. Um and we kept this the committee kept this purposely broad. Um, but we do know that this is going to have to be revised year-toear. This concept only as it relates to prohibited student conduct as it academic misconduct. This is not any broad encompassing statement for AI in general, but as it relates to academic misconduct, which we tend to think right away of plagiarism or reporting work that's not your own, inappropriate use of artificial intelligence. Here you're going to see the word electronic added to just messages, similar to what I had talked
033about before. and section uh eight um in addition to in public feedback. Um this was this was sorry this was public feedback um and I I'm not sure I think we may have had this years ago. I'm not sure if it came out at one point but as a general rule this will be progressive meaning a student's first violation may merit a lighter penalty than subsequent violations. This really isn't a new concept to the code of conduct. I I don't know if we I thought we used to have it in there or a different wording of it might have gotten taken out over the years. Um but this is basically the idea that um students exhibiting the same behavior against the code of conduct could be met with maybe more severe sanctions later on. Public
034feedback uh section 8 um public uh in relation to removing in addition to the consequences below the building principal's design may implement restorative uh practices on a case- by case basis to mediate a conflict. The superintendent of schools or his or her destiny will independence procedures outlining the restorative practice that may be uh made available to students on a case- by case basis. So the removal of that. So this one was put in uh by the committee. This is uh we jumped ahead here to section 14. Public conduct on school property. I'm going to give you the specific instance um just to talk about. No person alone with others. We uh the committee want to add without permission and not limited to there's a whole list of things here. There's a few on there and
035I'm going to give you the example we gave. It's going to seem oddly specific but drone flying. We we use that as a conversation because there may be times where the school wants someone to fly a drone and take pictures. So, we talked about the idea that if you have permission, you might be able to fly a drone or that was one of the many other things that could happen. This one comes right from section 11. So, this is one that we um kind of have to add. Um and it's a it's a directly from the literature um with Suffach County. Any athlete that engages in a fight or leaves the bench area during an on-field oification will be required to sit out of the two schedule contest. As with our current policy, should the
036suspension overlap with the end of the season, it will carry over to the postseason and or the next season the athlete athlete participates in. Should the situation repeat itself in the same season, the athlete will be eligible for the remainder of that specific sport, regular and postseason. And then the asterisks at the bottom. Additionally, the player coaches who have been suspended from the next contest may not be present at the site of the contest. So, this is some previous uh pieces from section 11. Then an addition done. I will go back to any part of that. I realize that was a quick overview. So, uh, hit me up. Yep. Okay. Uh, M. Yeah, M. I'll I'll go through Mr. Panorella. He added this, so I'll make sure he grammatically corrects it. Good catch. Thank you.
037Maybe section 11 has it wrong. We might correct them. That'll be even better. Section 11. So there there's a bunch in the code of conduct, but there were no recommended changes by the committee nor the public. So just the regular text. Yeah. So yeah. So there's plenty in the code of conduct that and the the committee went over each part. You know, we went over the pieces. The public, I'm assuming, went over parts. Um this is just the recommended changes to the code of conduct of that 40 some odd pages. Thanks. So if you want the robot back if um you know there were some some of the public feedback was that was in terms of um sent in right like the removal of the restorative practices definition and then it was like the removal
038of the re resolving conflicts through a restoration process. You know if we want to in terms of ultimately remove the language from there that's fine. I just want to make sure that it is clear though right that those are practices that we do right like we do want to try to resolve conflicts right through a restorative building process right so it's fine in terms of if you know as as a group we want to remove it from the code of conduct per se in terms of language I just do want to make it clear that that is part of what we do right in all school buildings right where we want to and we will be right um utilizing restorative practices with students right circles with students we do want to engage students in that
039practice of you know um you know having conversations with counselors having conversations with you know maybe within groups right where there were some issues I just want to make sure that that's clear that that would still be part of ingrained in what we do right just not part of in terms of the code of conduct per se language right and kind of leaning back on that with the public feedback that's been stricken are there other areas in the code of conduct that identifies what's been stricken is this is this is basically um repetive text in the code of conduct which is the reason why the public feedback the same strike. So in so far as right yeah it's not it's not so in in is it referred to in other ways of the code of
040conduct. I don't think it is. I went over the code of conduct. I could have missed one or two but I really don't think it is. Um and each one of these believe it or not is very specific to the particular Roman numeral so it okay it probably wouldn't repeat anyway. But yeah I think these are all the same. Okay. in the reference to it and the same thing in terms of in the beginning section it speaks to in terms of um like the the striking out of social emotional learning pieces right and again that is in you know in terms of as a district right we do aim to have a collaborative school environment where students feel a sense of belonging right so that is still what we do so I just want to
041make clear right that even if that is stricken out of the code of conduct per se right that is something that we still abide by right exactly of course policy and ideology are two different things and I think the the problem we had was code of conduct became so wordy. Yeah. Um it became more of a more of a mission statement. Yeah. No, I definitely understand in terms of you know bringing the the amount of pages and you know kind of information there I just want to make it you know clear right that in terms of we want to resolve conflicts is right like you know in terms of what students do restorative practices. I think that language that there doesn't support teachers that support. Okay. I I I respect your opinion. I think um
042Okay. I disagree, but you know, we can we'll Yes. Yes. Um so the actual context of the actual code of conduct pieces in terms of discipline, um still changing the language and I just want to make sure again being, you know, very transparent and candid um that process still remains the same. And this is only like 30 slides of a 403 page document. The majority and when you see one of these slides literally some of them are just one bullet on on the probably 50 40 or 50 bullets definitely driving consolidating it is definitely right. It's more concise. It makes it more concise. I just you know um you know wanted to just highlight that right so that you know we're we're you have a good understanding of that. Yep. I just think it I
043think it was too ideological to be to reference what's a violation. Yeah. You want what's a violation? I want to go see it. I don't want to read, right? Three pages to get to that. Yeah. So, so by I think by removing that, it doesn't become right. Well, no. This word means this. It it takes what you're referring to out of the equation of did you violate school policy? Understood. Most schools code conducts are they're almost basically verbatim. A lot of them. We had that extra page of language in there where a lot of confusion and a sense of very subjective yeah to interpretation. Understood. And and we you know we we saw those right that the definition of right and that here the several paragraphs on it doesn't need to be as part of
044the code of conduct. Understood. Mr. Payne, would you mind reading the whole policy for us? Yeah. Yeah. I could do it backwards. Backwards. All good. Anything? Thank you. Thank you. Thank you. You want me to put anything else up or where am I? Okay. All right. Take a breath for this next part. Okay. Statement of residence on agenda items only. Residents wishing to share a statement should state their name, their address, and any organization they may be representing. Residents will also write their name and address on the index card provided and present it to the assistant superintendent of human resources from uh I'm off the cuff here. Uh matters relating to individual students or employees cannot be discussed at a public board meeting. Residents will be given up to three minutes to share their statement.
045Statement of residence is scheduled for 15 minutes. Any statements? Please come right here. Yeah, the microphone's on there. Yeah. Um I found out my name on the Okay. Hi. Um I'm Jennifer Valentino and I'm actually an alumni of West Babylon. I graduated in 95. So, it's nice to be back in here. Um, I'm here today because I need to speak about the activities that go on at the junior high school that are not school events and it's getting out of control. It's every at least every day now there's the music. It's I can't even concentrate, relax in my own home, garden in my yard. Sundays it's all day long and I'm here asking and pretty much begging the music has to stop with all these unsupervised events that go on all the time and it's
046it's a problem. I can't even work from home. It's a real problem. And you know, there's things that I notice that are in the field, such as um the benches there. You have like three benches, I guess, where the football players would sit during a game. They're all on the side of where the homes are. And there's also a set of bleachers on the side where the homes are, which doesn't make sense to me when they all should be on the other side. And it seems to me that especially on the Sunday soccer day that they everybody gravitates to the building where they also urinate behind that I have to watch pretty much when I look out my window. Um it's it's a nuisance. It it's too much at this point and I I leave
047my house on Sundays now because I can't even be home. Um, I have some pictures that I would like to show. Um, just give you I um I don't know if you could you could you can leave them. You can leave them there. Yeah. I'd like to point out which of the condition itself of the whole yard. I mean you have in the middle of of the fields and just it's just horrible. It's not taken care of. And it's attracting the people that came out of the field. Okay. And I'm asking also if this gate that is by the building, the white building on it, locked as well. Okay. To deter people from you. You don't you don't have to wait for a meeting to bring this to our attention, you know, because we could
048address it sooner. Yeah. Yeah. Okay. Okay. Okay. It'll be looked into. Thank you. No problem. No problem. Yeah. Don't next time. Don't wait so long to, you know, if it's been going on. Thank you. No other statements. Okay. Okay. I need a motion to approve the consent agenda. Anthony, John. All those in favor? That's everyone. Okay. No policy review today. Well, except what we discussed. Any old business? I did have something for old business. I think it's How do I decipher if it's old business or new business? If it's been discussed previously, it's old business, right? Is that pretty much Okay. Um, I just I know we keep we keep um the the idea of the concession stand keeps coming up. What are we doing with the old one? What about a new one? Uh,
049so I have the the estimate. Last time we spoke about rehabbing the current one. It was $700,000. I don't think that's anything we're going to be raising our hand for at this time. Um, and we know the cost of a new one is just not in the budget at this time either. Um, I was just thinking, is there maybe an opportunity as we go through um the architects looking at the back of the uh junior high school building if a section of window in the cafeteria was modified to kind of be an ad hoc concession stand with counter maybe bypass windows or since the kitchen is on the back of that building, could something be done with a window there? Obviously, a little bit of a a different uh or maybe a temporary fix, but
050it maybe gives us some opportunity, especially if we're going to redo that area and the kids are going to be out there. Maybe that allows for something to be purchased for the kids out there because we're not going to be putting in a new building and we're not spending 700,000 for the old one. Are you talking about football games or I'm just trying to think of another option bringing food trucks. Yeah. Yeah. But I know that people keep asking, it's come come up several times about the what's happening with concessions. What's happening with concessions? So I was just thinking even in terms of when the kids are out there for for you know lunch, that might be an opportunity to be useful if a section of window was modified. How do you operate that window?
051Where do you get however however it would be. But if if a group wants to use a concession, then they want to use an area, they would then be using the cafeteria to be selling whatever they're selling at, you know. So then I know inquired about having that concession stand removed, you know, we can't use it. Whatever happens, if it's going to happen to it, it just it's not going to be $700,000 and ripping up plumbing to go all the way across the entire back field, right? Um, but I know it's come up in here. I just I was just trying to think of I was just trying to think of an idea. Even if it was something related to the kitchen that would also be used during uh lunchtime in school or when we
052had school events if it could still be used. But then we'd have the one time I had mentioned can we use that building just to put vending mach what I brought up. I don't want to go back I don't want to go back to these same questions. I just I just I don't know if if that's something the group would want to would but then that would mean personnel like additional personnel running the kitchen. No, no. I'm I'm what I what I'm saying is so if there is if there is a window there with an opportunity for dur during the school day to use that because we're redoing this entire area, right? So I'm thinking it's going to be used a lot differently. At least I hope it's going to be used a lot differently
053than it is now. Would there be an opportunity for something to be a treat to be given to the kids through the window where they can come up halfway through break time to get a drink or something? But let's take it to uh you know events at the school. That's that's what I'm talking events at the school. We would just have that window open and whoever is the group that is selling whatever can do it from inside the cafeteria. Kind of like a volunteer kind of Yeah. Just the windows in a counter and if they're selling pretzels or there's a pretzel machine spinning that's plugged in. I would assume everything's up to code. I thought there was that idea of a food truck. Another district, right? Kirsten brought it up. Well, we've done that. We've
054done that. But the the issue of the concession stand, the concession stand, how are we going to sell concessions, continually comes up. And when you say food truck, well, what about that? You know, it continually goes back to a concession stand. So in lie of the $700,000 to rehab a building with which you don't even know how it got there or the 1.6 million for a new one. I was just trying to see if there would be an estimate from an architect to do something different which would also be used during the school day if if it was if it wanted to. And Chris, I would I probably started this four years ago when I was running a football booster club, but and I would love to see something be done back there. I'm just
055not visualizing what you're trying to say and do if it's practical in that spot. Well, what are they selling out of the concession stand? The old concession stand. What would they What did they used to sell? Oh, hot dogs, burgers, pretzels, chips, drinks, right? But we're talking about just the four football games that we hosted every year. Other than that, that concession stand wasn't used. It wasn't allowed to be allowed. Exactly. Wasn't allowed to be used. A whole other story. Right. Talking about four days. I'm just trying to I was just trying to visualize something where something could still be used if it's a PTA wants to use it correct through the cafeteria to sell chips, drinks through the cafeteria, through the window in the counter because then other than that, I don't know why
056we're going to continually entertain a concession stand. It it comes up constantly. Absolutely. You know. Yeah. So, um I we think we all agreed that anything we put together would be used by all any group. It wouldn't be restricted to one group anymore. I think that's the right way to go about that, but we don't have anything in place and it's not it's definitely not in the budget for redoing that whole back area. So, whoever uses that window would need access to that kitchen to the cafeteria or either or. I I don't know. I have a feeling a window modification is going to be much easier than right cutting a hole through a brick wall, let alone moving whatever's on that wall. Right. But if the if the concession stand or the ability of a
057concession stand is a top priority and the other two things aren't going to work for us at this point, I didn't know if that would be a temporary fix or maybe even useful during the school day to for the kids that are outside doing stuff. Just a thought. You sell them pretzels, chips, waters, gators, whatever. But that would be open to like the booster clubs like you know to anybody, right? You said anybody any the concession stand would be right. So the soccer hosts, you know, six home games a year. The booster club can sell their own chips or whatever have to be. Yeah. So I I don't question. I would say um we can look in, you know, if you know board consensus for us to look into it, we definitely can look into
058that. Um just some immediate thoughts. I think there there would be probably some um roadblocks to order health um you know in terms of uh during the day in terms of the student you know aspect of that um we can definitely look into in terms of the process of it's not going to be a simple all of it obviously would have to be approved by state ed right in terms of the the opening and the process and the way that that's you know um set up. Um so there's that right um And then we would need to you know in terms of any of the groups we would we would establish a process we would need to establish a process where it's you know our cooks right you know in terms of doing the u
059like similar to how it was beforehand right and um the prior group that was there right they would hire our own people right you know when you know in terms of working out of our kitchen so you know that aspect would come into play but again we can definitely look into it right um you know if that could something like that could be set up and what the cost of that would be and would that you know what what you know what it would cost right um I don't believe we would be able to put it under the umbrella of the project so that would definitely be a net district cost right okay um so but we would you know we can definitely look into that just an estimate then yeah in terms of an
060estimate right if we can definitely ask for you like an estimate of that concept right like opening up a window right off of um kind of um you know our current kind of kitchen. I mean where it's at but yeah we can definitely ask for just an idea. So it's great idea just to get an estimate. Yeah. All right. We'll ask the architect to take a look at it and see what Okay. Got it. Any new business? Can we see those pictures? Yeah. No new business. Nope. I I don't know. I'd have to like look at them. I'd have to meet with facilities. So, I wouldn't be able to address it now. Yeah. But yeah. Yeah. Yeah. Take a look at everything else. Take a look. Do we still have like the football games that
061we uh used to use fields? So the the fields are definitely rented out by outside organizations. That is you know in accordance with the facilities. Yeah, we might have we might have to re review policy of using the fields and if there's things we have to address that's that's right. Um, okay. Statement of residents. Residents wishing to share a statement on any item state their name, their address, and any organization that they may be representing. Residents will also write their name and address on the index card provided and presented to the assistant superintendent of human resources prior to giving their statement. Matters relating to individuals, students, or employees cannot be discussed at a public board meeting. Residents will be given up to three minutes to speak. Statement of residence is scheduled for 15 minutes. No
062one. Okay. Okay, that's it. Okay. I need a motion to adjurnn. John Frank. All those in favor? Okay. Thank you very much. Have a good night, everyone. Thank you.