Board of Education Meeting, 2/11/2026

001Uh any announcements? No announcements. >> Uh student highlights. >> Fantastic. All right, moving on to reports to the board. >> Yeah, first and foremost, I wanted to thank uh Dr. Snder and Mrs. North for all of their efforts that made the upcoming career day slash day of play possible. Um and really uh next I wanted to address and advocate uh as the student uh student voice a uh course selection situation revolving around the possibility of distance learning uh 2026 to 2027 physics course um despite perceived student interest for an in-person uh physics course. And I I would like to add I I I acknowledge that this is a purely a operational um thing and I'm not looking for any solutions from the board but instead I'm looking for recog uh I just want a recognization

002[clears throat] from the uh the board uh and understanding that this isn't just an isolated situation uh during the course selection process but instead it is a um area of growth of an area of growth in the district of communication between admin and students um >> to help me clarify they prefer to have inerson classes as opposed to >> as opposed to distance learning and I'll get I'll go further into that right now. Um so uh courses uh basically the communication errors that I don't I don't think that students fully understand that how courses offered are chosen and maintained during the development of the master schedule throughout years and how that uh and how courses are really uh they're very much student input driven. If there aren't enough people signing up, what's the point of

003having a course? And it I so what I've done personally is I've clearly emphasized the importance of students voice during the course selection process and how that directly determines what courses they'll see next year and the years following. And I did this through gather uh I did this through gathering information from numerous administrators, teachers and students and utilizing emails and forum to really emphasize that point across that uh it is in within our power and our interest that we see these courses come to light in the next uh years. um really to increase clarity among the student population and that's something I've done uh to you know to do that and uh further on communication I work with superintendent Ashton and Dr. Snder to ensure that students are communicated to whenever there's a new change

004that impacting them arrives. Um as well as I've provided student input impacting career cho uh career choices that we will see in the upcoming career day which I'm very uh excited for uh to see. Um so if there aren't any questions that is that was my report to the board. Um yeah if there are any questions I can answer them now. I assume we don't have enough kids signing up for physics because I saw something in the announcements today or yesterday about physics for course selection. >> Yeah. So, um, according to the counselors, only a few people signed up for physics. I investigated further into why that is because I'm hearing from my personal uh input and people asking me to advocate for uh an in-person physics class that this might not be like accurate

005or there's some something's fishy. Um, so I went to the counselors and I and I went to the students, I mean, and a lot of them were under the misinterpretation that they thought it was going to be a uh distance learning course instead of it being it might be a distance learning course if not enough people sign up for it. So then um I tried to combat combat that by using forum and um emails to clarify um that was the whole premise of this situation. >> So do students understand they should sign up for the course. >> If you want to take physics, you should sign up for physics. If you if the format later on is not what you want, then you can always withdraw within so many days of the start of the

006semester. But if you don't sign up because you think it's going to be distance learning and you don't want to do distance learning, the course [snorts] might not be offered because we do have a policy that says I believe it's 10 >> students like if there's not enough students signed up. The course won't happen. >> Yeah. Um and it it does sound like common sense up front, but in like in reality [snorts] it can be jumbled and like a lot of chatter and misinterpretations of that. So I just wanted to clarify that. >> Okay. Um, yes. Thank you very much. Are there any other questions? >> No, I love business. I wish everyone took that class. >> My favorite class in high school. I love this. >> Second favorite after this year. [laughter] >> Close

007there, Jeff. >> Thank you, Robin. >> Reports from district administrators. >> Thank you. My pleasure to welcome each of our building and district level administrators this evening. And we'll start with the elementary school report. >> Oh, perfect. I'm going to Are you doing a preschool? >> I was going to. >> Okay, I will do a timer. We had a fantastic faculty meeting last week where we level set and reset in collaboration again with Karen and our MCSS process looking at our own. [snorts] We have a data date coming up after our February break where we'll look at all of our assessments and I ready and all of the reading assessments and students that are receiving tier [snorts] three instruction to see who needs to be flexed in that way. But really was a level set

008for our staff so that we can get on the same page and supporting them and recognizing that tier one instruction is what everybody gets and that's our focus. Um, but a lot of the things that they're already doing through differentiation in our instructional models is supporting tier 2 instruction. So that was good for them to hear at our faculty meeting. We talked about again not only MTSS supporting academic support but also that social emotional component of it. So we leaped into I'll say um a fantastic JCraft and Sean Spooner led a I call them cordial salutations because you don't always get a good feedback when you say warm welcomes. It's sometimes hot and cold if people like warm welcomes or not. Um but they did something with the staff where really it just helped build

009community and from that came connections. I mean ultimately it led to our culture of caring. Same thing with students. So what we gathered from all of our grade levels and our related service providers and our as providers is a asked them to come up with some lists of students that they think aren't feeling connected um connected with an adult throughout the building. So, we took those and then we're going to get with our community schools and our mental health staff and Miss Craft and feedback and we're going to form a schoolwide check and connect system so those students can have that connection. Um, so we're going to call that part of our tier 2 intervention. They were very pleased with providing input on that. Um, but other than that, teachers are very busy doing report

010cards or going home Friday. This Friday, if you want to come to a place that's going to be hopping is the elementary schools, the global day of play. Some are celebrating the 100th day of [snorts] school. Some are celebrating Valentine's Day. Some are celebrating the day before a week off, which I think we all will be doing by the afternoon of Friday. Um, but it is a great place. Teachers are working really hard and again I think just it's an exciting time to be part of. >> Thank you. Middle school Kaylor. >> Good evening everyone. Uh, I will speak a little bit. Most of it's going to be in our student spotlight, but to echo Mr. Dressler actually we are focusing on some tier 2 level interventions in the middle school uh uh as part

011of our BPT action plan. We again [snorts] are discussing our student achievement and our student growth and progress. And so it is uh once again we've implemented this two times before since I've been to the middle school. We're going to do what's called club 34 and we are uh targeting students who are on the cusp of being below grade level to one grade level below. We're going to hire about 10 students at the seventh and eighth grade level and 10 students at the fifth and sixth grade level. And we have some staff who are willing um uh to work from 3 to four to uh help support those students and move them forward. So we are going to start implementing this. And by the way, the lovely Karen Hoodie is going to help me uh

012uh uh pay for this. So this is good. And so then our staff will support those students and help move them forward. [laughter] >> Just kidding. move them forward into our academic world. >> Gracious grant [laughter] project only [laughter] >> and she said yes. >> Thank you at the high school. Dr. Snider. Um, so coming up after break, we have uh our literacy benchmark and it's going to be followed by a PD in March where we're going to work with the faculty to identify common strategies they can use to address whatever literacy gap we identified through that benchmark assessment. So I'm excited to know hear how much teachers are talking literacy um doing unannounced observations how much you're seeing strategies that I don't think I was seeing um was explicitly used in years past. So

013that's just fun to watch. Um, as Ron mentioned, Friday we have our career day. So, we have a total of 25 representatives from various career pathways. Uh, we have it's many of whom are right here in Williamson. Um, including a lawyer, a doctor, a farmer, um, we have RGi linemen, um, construction workers, police officer, a wide range of people coming to speak to our students about career pathways. Um, so that's just exciting to see. and be followed by uh tables and the gymnasium where students have an opportunity to meet with colleges and local unions. Uh so you have 29 tables that are claimed. Uh I believe 22 of those are just universities or colleges that are local that are coming and speak to our kids or the military. Um then we have a talent show

014and then we just have a small three periods of day of play. Um but our teachers are going to be running different card games in our classrooms and that of the day. And then I also want to just highlight culture of care. Uh this week was a somber week at our high school. Um we unfortunately lost a student lost their parent this week. Um the culture of care things that are hard to quantify. Uh we very proudly presented this student at the hospital with an intent to graduate diploma. Um so it's not an actual diploma but it was just their intent to graduate to student changed their entire high school pathway um to get there um a year early. And so we were just uh that culture of care was really obvious this week we

015get to high school. >> Can I ask a question on that? from your guys's experience. Do other school districts do something similar to that? >> Um, not that I've experienced. >> Yeah, that's it. Sounds unique and I love it. >> And it wasn't uh just like me, right? It's really I got to go to the hospital and do be part of that. >> Uh, but I'll tell you, we were in a meeting at the end of the day and it was a series of people rallying to make to find a cap and gown to print a diploma to make all that happen in two hours. Um, so it was definitely a team effort. >> Oh, that's excellent. That's what I wanted to ask you. is unique in a great way. >> Thank you. >> Uh

016from the athletics department. >> So I have two tonight. Um first I would like to um you know highlight Ellie Ellie Alexander and her thousand career point in varsity girls basketball. She's only a junior. Um so the uh the record may be in in play here for her. Um but I also want to recognize the community for showing up that night if you were there. was pretty electric. Um, kids were appropriate, community was appropriate. Uh, Red Creek was awesome. Uh, they we stopped the game, they came over and congratulated Ellie. So, it was really cool to be to be in that moment. Um, second, um, myself and Bridget have been uh, uh, focusing on agreement of shared opportunities and resources of intercolastic uh, teams. So share share teams and athletics. So to give a little

017sequence on this um when I first started here I recognized there was definitely a gap um in the district with how we are uh sharing our athletics as we are the home team. So not when we are going to other schools when we are hosting teams such as cross country uh wrestling and uh flag football. So Bridget and I met a handful of times and I addressed some concerns, the the financials, the uniforms, transportation, all the things. Uh we took a look at uh other shared agreements that are around the neighboring uh county and I also reached out to some from Monro County when I was out that way years ago. And we tailored this agreement that we created to make like what what's important to us. Um and one of those is branding and

018that came up recently um as we are aware and just having the right language in the agreement. So like if they're coming to us like we're the host team this is our expectation. So our our eligibility um as you can go I go through that document. Um we had legal take a look at it. They offered some edits and suggestions and I feel like we are ready to roll with uh implementation with this uh shared agreement um in the [snorts] upcoming fall. [cough] So next [clears throat] year, next school year. [snorts] Um this is very exciting that now we can actually have some revenue come in for shared athletics and we're not just providing providing providing um and it's exciting exciting. So you can take a look at it. Um, you have questions after or

019>> It says two-year term, but it shows one year. >> So, I I made some edits on mine. That's subjective. >> Okay. >> Um, this is all hypothetical. >> Gotcha. >> It's just Okay. >> So, I'd be working with Penny for the financials, like what will we cost or charge a district or bill? And one on here I want you to know is [clears throat] [snorts] number 18 intellectual property. Is that where you're going? >> Yeah. What was that? >> Number eight team name and intellectual property that came right from legal and it reflects the language that you're going to act on in new business policy. First read of the intellectual property policy. >> So yeah, >> it's a draft. Again, this is just so you have an awareness. We're not asking you to act

020on anything. We just want you to have an awareness. >> So, this is a team that is joining our current team, >> correct? >> This is not a >> this would be us hosting any teams. >> So, for example, I'm looking at number 10 here. For example, if we have we've been joined uh with the difference coaches cross country, would we only in the future only have Williamson coaches and not combination coaches? So all of this will be unique to the what we see fit best for the program. So with I would say cross country. Absolutely. We have someone from like right now we have someone from Marian coming over and helping out. I would still continue and honor that. >> So it's boilerplate for the template and then who customizes based on what the

021team the shared team is going to be. >> So including costs like we had there were numbers in here. I didn't want to do that because that would change based on this >> definely >> and that would be a shared conversation with Penny to talk about what makes sense as far as charge and it does become a revenue for his budget. >> This is the first time it has first time it's ever existed. >> Thank you. >> Appreciate it. >> Do we the board have to approve these each time they happen or does it just be >> it's actually titled as an agreement between you and the other district? So yeah, it would be signed by myself and then it would go to you for approval just like we would contract >> for each particular

022team. >> Yep. >> You got it. >> Have other districts where we have been the participant not the host asked us to sign anything. >> I can share openly. I have not signed one agreement. >> I suspected that was the answer but that's >> because they didn't exist or because you didn't necessarily >> have not declined. We have been districts, but there's been no agreement. >> They're becoming more and more. >> They're popping up. >> Oh, what's interesting about that is for bill there's no articulation. So, we probably should be requesting some type of >> agreement if we're paying out for it. >> Yeah. >> This is this is good work. [clears throat] >> It's protecting us. >> Oh, absolutely. So if we didn't have an agreement is that >> this best protects us. >>

023Yeah, absolutely. If you don't have a >> Any other questions for our athletic director? I want to thank you very much for your work behind the scenes. It's been hours of work and just appreciate your perseverance to bring this to fruition. Again, this is a draft. doesn't mean that there won't be other iterations of updates, but we wanted you to have an awareness because really next step, two next steps. Number one, uh Brian has to meet with myself and Penny around what the financial agreements will look like, but then number two, he has to be able to have the the conversations with the athletic director to talk about how this is a shift in practice for us, right? But we didn't want him to have those conversations until the board had full awareness about what

024those agreements are potentially going to look like. So, thank you for all your work. Would the intent be to like we move towards um appointing coaches once for the year? Would the intent be I realize it depends on participation sometimes, but would the intent be if we know in the summer we're going to combine on these sports to do that at the outset of the year >> or do you have to wait till >> but we change it all >> spring sign up start >> per season. We're going to start approving coaches. We're still looking towards reorg appointment of all coaches. Sorry, I just answered for you. >> But that is really what the open expectation is. >> I would like to do it ahead of time like we do for our coaches. However, um

025like for girls basketball this year, we had we had to wait till we actually had numbers to do that. So, >> right, >> but the goal would be to do as much as you could. Correct. >> At the outset. Obviously, participation could change as you go through for us or the participating district >> and I'm sure the other district may push back upon signing that early as well. >> Sure. >> Okay. Thank you. Thank you very much. Uh the Office of Student and Family Services, Nancy Miller. >> Hello. Um I'd like to highlight our family and community partnerships tonight. Um I'm sad that Aaron Rowley left because she's really done some hard work with making sure that we have some upcoming events through community schools. Um over February break she along with some of her

026community partnerships are hosting a theater camp for our third and fourth graders and it filled up within a hour of us hosting that. So then she then had to reach out again to some more partners so we could um expand that. So we are excited to offer that this February for our third and fourth graders here at school. Um she also organized a dental clinic so um any family can come in free of charge and their students can get their uh free dental cleanings starting in March. So we're really excited about that. Um along with um we do have some families in a lot of need um and we're continuing to provide them with food boxes and support with heating bills and electrical bills and any need that they have that comes up. So I

027really value our partnership with community schools that we're able to do that. Is that on is that on the website of things that they might need the community schools need to distribute? >> So, they just got a grant um that allows us to um up our pantry. We've um been purchasing some some things for our high school pantry um specifically. Um I'm not sure if she has something online. I think it is on the website. Yes, like we have Yes, >> that you can donate to that. >> I don't know if it says specifically what exact items, but I know it says if you are in need of anything, then you can reach out. >> Oh, yes. that that's how families get in contact with us. They can um sign up on the website. I'm

028sorry. I thought you were looking >> That's a great addition though. Just kind of a running list of supplies. >> I'm going to get to talk a lot in just a little bit, but I don't want to uh be remiss in that Nancy Miller hit the ground running and there's a lot of other work happening behind the scenes specific to special education. She didn't touch on needs assessment and filling gaps uh that she's identifying in a very short amount of time. And so again, just want to say thank you to Nancy for the work she's doing to make sure that our students get what they need and deserve to be successful. Thank you for all your work on that. Uh next up, Karen Hoodie, coordinator of instruction intervention and innovation. There we go. >> She

029see [laughter] um thank you. Uh we have had some visitors in the district that's been very exciting. Um most recently, we are the benefactor of two UPK grants annually actually and last year we had a review um from the state. they had a reviewer come in and make an assessment of and make some recommendations in terms of ways we could strengthen our program. So, Scott and I had the pleasure of joining the uh representative or I'm sorry, our program reviewer again this past week. Um, and it was just a wonderful experience. She was so pleased with um the way our UP UPK program was running, really highlighting the active engagement on the students and the student choice. Um, I think that sometimes we think that UPKers need to um be directed, but they were they

030were the students were so self-directed and it was obvious in all in everything that they did. It was remarkable. Um, I would say, you know, probably one of the highlights was every time we try tried to change to a different room, we lost Scott because he was so engaged with working with the kids. So, um, but he always did catch up with us. So, that was but it was a wonderful highlight. We do have a formal meeting with her when we get back from break um with the three of us and she'll give us kind of give us more of a formal report. But overall, I anticipate a really positive report. We also had a trainer come out from for our K through five math program. So, our math um oh my gosh, >> expressions.

031Thank you. Math expressions program trainer came out um and did she was here for two days. She did classroom observations and then she also did one-on-one meetings with grade levels. So they had the opportunity to kind of process, discuss the different things that were going on, ask the questions that they had. She will be joining us back on March on our March 13th superintendent conference day for more professional development around that. So that was a really positive experience. And finally, last but not least, on January 30th, speaking of professional development, um our middle school, last year we spent time looking at our ELA curriculum and our math curriculum at the elementary level. This year we're taking [snorts] time to really dig into the ELA curriculum and some of the math curriculum at the middle school

032level. And I want to thank Mark Blair and Christy Bills for their work. Um they had a a slew of materials to look at on June January 30th. And the high school and the middle school team worked together to go through those materials because obviously what starts in the middle school feeds into the high school. So it was a really nice collaborative effort between the two of them. are getting back right after break two to kind of do an evaluation, a more formal data driven evaluation of the programs and and hopefully pick a minimum of two um companies that we want to learn more about and potentially pilot after the state test is over. Um math, we are planning on having a somewhat limited meeting at least looking into what we're going to be doing

033for math for sixth grade next year. >> Any questions for Karen? Thank you for all your work on that Karen. And uh last but not least, our business official, Penny, who's going to also be delivering a budget update a little bit later in the agenda. Um I just wanted to give a couple of updates. Um we have had the time clocks installed in all of the buildings. Um we are uh Jen and I um met today with a Bosey's representative um and we went over the next steps in getting the process rolled out. Um [clears throat] we developed a plan to roll out the first group and we're hoping to get that roll out done within the next month. Um pending um the delivery of the discs that we need um for the badges. Um

034we still have not received those yet. So as long as we get those uh we're hoping to have that rolled out. Um it will be a gradual roll out. We're going to do group by group in case, you know, just to fix any problems so they're not fixing a ton of problems at once. We can, you know, work on them as they come along. I also um previously told you that we were working with a company called New York Engineers. Um they were going to do a free efficiency study um for us. Uh we were able to secure dates for them. Um and they came out last week. They spent three days here and they toured the uh buildings looking at our um evaluating our facilities um as far as um you know our say

035our windows and you know all of our systems to see if there's any way that we could save on um energy costs um and you know that will just help us with you know trying to maintain fiscal responsibility. Great. >> Any questions for Penny? >> Okay, thank you. I guess I'll get started and I will not be brief. >> Isn't there a timer? >> No, it's in the new application. >> I do have a timer. >> It only goes up. >> That's five minutes. >> You can reset it about three or [laughter] four times. >> Okay. I would like to uh first just start out by saying we're getting ready uh to print uh the next what's happening. So, there will be a publication coming out and as I was authoring mine uh this afternoon,

036I just want to start out by just saying how excited I am as I sat down and put pen to paper and I do write a hard copy first. I just feel excited by all the work that's happening. And I have to share with you, you just heard a smattering when I think about, you know, Nancy talking about community schools. It's only a glimmer of the work that's happening in her office. And that's true for each and every one of the respective departments that are around the table. So, I want to thank the entirety of the team for the joy and excitement. I'm feeling about the work that's happening at Williamson Central School District. I also want to take a moment and thank uh Mr. Drestler and uh Jess Craft for the incredible board of

037education visit that you hosted uh recently. I want to share with you the joy I felt hearing you talk about what was happening, what was going well at the elementary school. And I'm not going to say a lot other than I don't know Jess and Scott if you remember them saying what they just talked about. This is why our children, our students have such fond memories of elementary school. It's just a magical place. high expectations for teachers and then they build in the supports necessary so that all students feel that they are seen, heard, and valued and frankly loved. And so, thank you to Jess and Scott and please extend our thanks on behalf of uh myself and the board around uh just the experience that they created. Uh very excited coming up March 10th,

038the high school also offer a visit to the board of education. I am uh confident that you're going to feel equally as excited. Very different visit than Magic of Disney at the elementary school, but I have no doubt that you're going to very much enjoy the experience at the high school. I know I am every time I walk into classrooms in Dr. Snider's building. So, thank you. I want to provide a quick update on the dropins uh that have been happening around the district. So, myself and the other district level administrators made a commitment this year to doing quarterly dropins in each of the buildings as well as our transportation department. We did excuse Nancy because she only has been here a couple months. She's going to do her own dropins. Uh so Karen, uh

039Penny and I have been doing dropins and I'll share with you that it's been very quiet in the buildings. I do want to be fully transparent and just say we did go to the transportation department this week and they had some concerns and questions and so Penny and I will be working to support our transportation department. They had questions and concerns specific to contractual terms and conditions of employment as well as uh capital improvement project and the fact that they didn't um they weren't part of or reflected in the 2025 project. So I thought we had a very open honest dialogue with the transportation department. I just think it's important that the board know that uh we're going to need to expend some TLC I think with our transportation folks. Uh moving beyond that uh

040calendar. I am very happy and proud that tonight we're going to bring the 2627 calendar to you for board approval. Again, I look at that as a professional courtesy not only to our internal stakeholders, but also to all of our families and students as they're planning ahead for 2627. So, I'm very happy to bring the calendar forward tonight. A couple important updates. Number one, our calendar does align with Monroe County breaks and that's important just because our labor force much of them come from Monroe County and that could potentially disrupt our continuity of operations and instruction if it was in line with Monroe County. Uh number two, our calendar aligns with Wayne Fingerlakes Boseies. That's important so we don't compromise any of our students programming. If we were taking bas breaks on off weeks from

041Boseies, potentially our kids could lose two weeks of instruction. So we've aligned our calendar with the Boseies calendar. Uh, also I want to thank Karen Hoodie and Chelsea uh Northrup who's our uh data coordinator for their work around a proposal to allow for us to incorporate we have six early release dates on this calendar and that allows for a creative solution so we can build in professional development and curriculum development which is necessary work for our instructional staff. I really want to thank them for the hours they spent uh putting together a proposal and making sure that we're compliant with our number of days and number of minutes for state aid purposes. Again, sounds lovely, but if we were going to compromise our state aid, we would not be able to move forward with that.

042And this plan, that proposal does satisfy all the uh requirements from the state. I'm going to shift over into district safety. Uh I want to say thank Ray. She was actually present today, our district safety team meeting. This is an an area of uh I think tremendous growth for the district and something that we've really taken seriously in thinking about initiatives we've rolled out. Uh first thing I want to uh bring to your attention is that we do have fully operational building level safety teams this year. You might recollect uh last year we had to actually launch them again. We had to reinvigorate building safety team meetings. I'm very happy to report that each of our building principles and assistant principles are participating in building level safety teams as required by regulation and addressing different

043safety issues in their buildings. The second thing I want to uh bring to your attention is uh under the leadership of Karen Hoodie and all of our assistant principles, they've spent a number of hours looking at our practices specific to field trips. You might be wondering why that's relevant to district safety. I'm going to quiz Ray, you were there. Why is it relevant to district safety? >> Sorry, >> field trips. um just make sure we have like the resources and we're talking about Epipens and >> safety for our kids. If we don't have a tight enough system, we potentially could compromise the safety of a student. And so Karen and our assistant principles work diligently. Honestly, we're in over a year's worth of work really fine-tuning our process and procedure field trips. And so I'm

044very proud of the work they've done to make sure that when a child goes on a field trip, we can ensure their safety in a methodical and processed way. Want to provide you an update on HPTM, which is harm threat management model. Uh that's our consistent approach to threat assessment. In the event any young person makes a threat of harm to another individual and or to the district, we have a consistent approach now that spans from preK through 12th grade. Again, if a staff or faculty member is alerted about a threat, our administrative and our uh mental health teams are equipped and prepared. Now, they've all been trained and we are implementing with fidelity. Uh we did meet this week. Uh we had a mid-year assessment conversation to talk about how are things going and

045full transparency. It's a work in progress. A couple things came up. Number one, the workflow. There's a lot of documentation attached to doing threat assessment. So, thinking about the workflow. Number two, the need for potentially additional rehearsal. Uh the good news, our elementary school hasn't really had to engage in the threat assessment process. And so we want to make sure that we give our elementary school folks an opportunity to rehearse for how the process works. And then lastly, just uh how do we better coordinate if we have a student uh who's potentially uh made a threat and there's an intersection or a nexus with Boseies. And so looking at our communication systems, I also want to give an update on the Williamson intervention uh team that we now have. And again, this is our crisis

046intervention team model. If we have a student who's made a threat andor is demonstrating potentially dangerous behaviors, there's a referral process. Now, each of the buildings has a clear articulation around what are the threshold or criterion by which they make a referral to this team. Uh when we come together as a wit team, how clever that is. >> Witty You know what? >> I don't know if the audience was ready for [laughter] that. >> And you know the funny thing I laugh every time I say that. [laughter] >> So that's a start though. If you can laugh at your own jokes, that's where [laughter] it begins, right? It's like a ripple. >> Yeah. It always makes it >> I'm sorry. Humor is necessary, especially when you're talking about threats. Um, our WHIP team has great

047uh support from our community partners. So, we have Wayne County Probation, Wayne County DSS, uh, Wayne County Behavioral Health, Wayne County Other Mental Health, we have Wayne County Sheriff's Department, they are at the table. And the reason that matters is oftentimes when you have a young person who's on a pathway to violence or has expressed a threat, we exhaust our continuum of care at the district level. We were never built to be a full continuum of care outside of what the school is able to offer. And so when we're at the table with our community partners, we can say, "Hey, what resources or supports might you be able to suggest or recommend?" And the process happens like that. So it's a much more efficient, effective model and we're not all working in silos. Uh next

048steps with WIT is that we are I think I've been talking about with you is we want to have some community engagement. Uh myself and Deputy Wilson are working with uh someone from RockTac, that's the Rochester Police Department. Uh they have a very wellestablished uh SIT program, crisis intervention team, and we actually have the coordinator coming to meet with Deputy Wilson and I uh when we come back from break, and we're going to talk about what possibilities and opportunities we can bring to our community around see something, say something. Uh the reality to uh any type of critical incident prevention is somebody uh stumbling upon leakage, which means somebody talking about maybe doing something and then bringing it forward. So we're going to partner with them to figure out how we can best support our

049community with see something, say something. >> You said that's rock >> rock tech rotac. Uh and it's Eric Wilman. He's from the Monroe County Sheriff's Office. He's also the coordinator of the Rochester threat threat advisory committee and he's on the FBI joint terrorism task force. So very excited about that coordination. Uh lastly, specific to district safety is just that we are currently working on a food allergy management prevention plan trying to make sure that we have safeguards in place for students who might have life-threatening uh allergies. And so a subset of the district safety team has been meeting to put together a plan. We talked about it today during district safety and we're almost to the point after we incorporate the feedback from them that we will be positioned to roll that out uh no

050later than 2627. I'm going to transition now to EV buses. I just want to make sure the board has an awareness that the state has now granted uh the potential of two consecutive two-year waiverss. And so you might rec recollect that actually after this year, per the current regulation, we can't buy any more diesel fueled buses. We would only be able to buy electric buses after this purchasing cycle. So, this is really important for the community and for you and for all of us because the two two-year extensions allow for us to continue to buy diesel fuel buses for another four years. That's really important for us. Obviously, we are hoping that with the extensions that maybe the regulatory language will change because there are many inherent issues with the way the regulation is currently

051written. >> So, is it automatically the four years or do you have to reapply for them years? Correct. And hopefully get approved. >> What? >> Right. So, we are being very strategic. Uh, Penny and I keep reading and rereading the actual regulation that's coming from SED or the documentation about the application because we want to apply at the very last possible moment to extend our two years as long as we can. If we apply now, our timeline starts right now. So, we're trying to say what's the last possible uh date we can make the application for the extension to try and max. The timeline starts now. It's not required. How they wrote that? So we are being very strategic. >> What would be the reason that they would deny it? I guess >> if you

052[snorts] haven't engaged in any activity. So the reality is uh part of the extension waiver is to address the fact that you couldn't possibly you may not have potentially been able to do all of the steps necessary for the conversion, but you have to be demonstrating good faith that you were actually working towards. Now we can demonstrate that good faith because we have not done just one but two EV bus conversion studies. like we're actually still mid-stream on the one. We have one completed. So, we can demonstrate saying, "Yep, we are positioning because we're trying to find out as much as we can about uh and there's people who come in and do the study. It's not Penny, me, or even Vicki who does that. Uh you have to be able to demonstrate that good

053faith that you're moving towards making forward motion on EV buses." So, this is an important update. Uh we've been, I think, you know, advocating for some type of repeal of the language. At this juncture, we're not thinking [cough] repeal. [clears throat] We're hoping now that with the two uh two two-year extensions that maybe they'll at least relax the language at the conclusion of those two two-year extensions. So, four years total. That's the hope. Now, >> I know we Williamson have not put this out for a vote, but if but I know there are other districts locally that have if the community votes down purchasing EV buses, does that count as evidence for you tried and can't do it? >> We think yes. And actually, if you're uh at the legislative breakfast, one of the elected

054officials actually said, "So, put it out there and have your community vote it down." >> You think that they would vote [laughter] that down? >> There are schools around us that did last year and the community voted no, >> right? >> So, you can't buy it if the community says no. >> What's been the cost of the EV studies? >> So, one of them was grant funded and I don't know the cost. one was the the second one was a free study that was won by some thing at one of the events that someone went to. Um the other one was partially um funded by NAERTA. >> So it hasn't been a cost. >> That's good. >> So we're going through the motions, >> correct? >> Yes. We did a a presentation a couple years

055ago. >> Probably should have mentioned and thinking about transportation and doing the drop in. One of their questions or concerns was around their uh the absence of them being reflected in the next capital project 2025 project and that our voters authorized for us to do the project. And the rationale is exactly this topic. The reality is it would not make sense for us to move forward with any renovation to our transportation facility until we see what's going to happen in the state with the conversion of EV buses. Uh to your point, Angela, last year uh one of my neighbors when I was back in Honeyway, so it's Bloomfield, uh had a transportation proposition on their ballot and it was voted down and it wasn't because they were converting. It was because they were actually trying

056to actually include a charging station and the community said no because that there's an implication there that then you are saying we're going to have electric buses and the community is saying we don't want electric buses. So any stay tuned on that. We'll continue to give you updates. Again, Penny and I are trying to be as strategic as we as we can. We're both reading it going, "Well, is this why you inter interpret it?" Because again, we want to make sure we get it in on time, but we also want to extend the two years for the first waiver as late as we possibly can to buy ourselves time. Uh, a couple updates on facilities. Uh, since the last time we met, the gymnasium floor at the elementary school, our facilities team was able to

057scrape away and re uh, put a new adhesive down. It's a temporary band-aid. If you go down and see if you go and see the floor, it's clear it's not refinished product, but at least it doesn't stuck our heads in. >> At least it doesn't reflect the safety issue and concern that it was presenting as uh, most recently. It is a band-aid. And the the I guess the next thing I would say about facilities is we know that when we get into this capital improvement project the 2025 the two things that will be the first phase are number one the roof at the elementary school which currently has pavers on top of it holding the roof down and the second thing is the gymnasium floor in the elementary because we do know that that's a

058potential safety hazard. What we've been trying to avoid doing is having to do an emergency project on that floor because we don't get any uh building aid on that if we have to do it as an emergency project or we could compromise the emergency. >> Can those can those be rushed through? In other words, like could the >> can they their plans be done first while the other plans are? Okay. >> Yes, that's exactly the intent. in fact SEI the architects and engineers that's exactly what they're working on and they're currently already they're already starting to appear on site to get ready in the design phase of the project. So I'm not going to talk much more about um facilities uh today just to say again the 2222 project uh we are still working with

059legal uh in litigation around how to wrap up that project from 2022. And it's important to note that we're it's under $100,000 uh worth of work left in that project and that we still are working with litigate uh with lawyers around litigation on that. I do want to provide the board a very exciting what I consider very exciting update around shared programming. Uh myself and the other superintendent from Wayne CSD, Gananda, Marian Pelmac, Sodus and did I miss one? No. And us. So there's six. Uh so in close proximity we met last week for half a day to talk about uh what approach we might take strategically around uh identifying greater opportunities for kids with shared programming and being forward thinking about the financial or fiscal uh state of the state for many of the

060districts that are small real public schools. What we did land on I want to share with you and actually Francis I think you said this last meeting we're going to look at potentially bringing in a consultant and so we would try and have a coaster through Boseies that would allow for us to bring a consultant in to explore and deliver a menu of opportunities for us. It's important to note that uh there might have been one district at the table who had a clear pathway that they would like. Most of the rest of us said we're interested in what are all the possible pathways we might explore to obtain two objectives. The first objective greater opportunities for our kids. Want to make sure that when we're thinking about programming for our students that we can

061always offer you physics. There are some districts who are not offering physics. And then number two, the sustainability factor. So really looking with uh to partner with the consultant, make it coasterable through Bosei so that whatever investment we put into that um uh strategic planning initiative that we actually get the aid back on that and I will give you an update once I have more information about what the cost of that will be. Uh we have conducted an outreach to Boseis to ensure that it would be coerable. Any questions? >> This is the same does this fall under the same coer that was created? >> No, it does not. This is really more around strategic planning. It's saying we need someone to assume oversight for strategic planning. I'll share openly initially I was excited about

062the potential of Karen and myself and maybe one of the other superintendents and their instructional person and after sitting down and uh we we met for half an hour and it was a courageous conversation where we landed was this is larger than probably Karen and myself and another superintendent and ASI have the capacity to be able to deliver. So, uh, that's why we actually shifted our thinking and said we we should probably look at a coaster for strategic planning. It's important to note that right now, similarly on the Wayne County side of things, we're doing the same thing with transportation. We all have buses going to out of district placements. Uh, we all have driving uh driver shortages. We have monitor shortages and we think that there's a more efficient effective way. We already have

063a coser attached to that and we're do engaging in a study right now on that so that the uh consultant come back and make recommendations around how potentially we can do it more efficiently and effectively uh in close proximity of one another. So >> so I guess the question is hiring the consultant will something get done about it? >> They will make recommendations that we will be able to bring forward to you. >> Do you think other districts will sign on to those? I think that of the six of us, five uh definitively will. And the reason I think five for certain is because we've expressed and you have expressed, in fact, if you remember last year, you had to acknowledge that you were open to the concept of regionalization. You had to actually pass

064a resolution so that uh we could be part of the regionalization plan for the state. There's one of the six uh that the board did not pass a similar resolution. So, that superintendent's going to have to go to their board and see if they're interested in doing this or not. I feel >> because at some point five of us can continue and if the other one doesn't well >> that's correct. Yes. And they may not need us. So >> which is fine. Yep. >> Do you get a choice in the consultant or is it just because it's a closer? >> We we agreed upon who we'd like uh and I'm hopeful that we will be able to secure the consultant and I'll give you more information once we know if that person is even available

065and then if that person isn't that we absolutely want to voice who it is. >> Okay. >> Like >> I just was curious. >> Uh just two two other quick updates. Uh just the business office. I want to thank Penny, uh, Jen, and Cat. Uh, they have been engaging in extensive, uh, comprehensive overhaul of all of our different business office functions, and we aren't even in the policy uh, review yet for her department. U, but we are really trying to clean up and tighten up anything where there's uh, you know, lacks as far as payment of of whether it's payroll and or other accounts payable. So I just want to thank the three of them and that's reflected in the number of MOAs that you're seeing that are come across each and every board meeting

066tonight included. Uh the last thing I have to say is just that very excited to continue our work on budget development uh next steps in budget development after Kenny presents tonight is that we are working on potential additions or enhancements for next year. Met with the entirety of the cabinet uh to talk about what the needs are for the district moving forward. We're looking at reduction uh potential retirements and then we might have to talk about reductions. As you know, the budget deficit is about $1.4 million right now. So, uh more to follow at our next meeting. And that concludes my report. Thank you. >> Thank you. >> 20 minutes. >> Wasn't bad. [laughter] >> That was good. It was good work. >> You kept us focused. Thank you. District committee reports. Uh Bridget had

067already mentioned the safety committee meeting earlier today. Um [snorts] anybody anything to add and we had policy committee meeting right before. Um and I have a feeling and are going to ask us to schedule another one before. >> I don't know what you're talking about. [laughter] >> I just have a feeling. >> I was thinking half day, but going to wait till after the meeting to talk about it. >> Um district events, uh we had middle school and high school report cards available. Uh UPK through 12 half day and professional development day on January 30th and then the Wayne County music education educator association solo fest at York was February 7th. Uh four county school boards and and rural schools association Well, there's a sheet here that's handed that out. >> That was from the

068legislative breakfast. Uh, Angela grabbed it and I wanted to just make sure that all the board members had a copy. I grabbed hers as a planning copies. So, I just wanted you to have a copy that legis >> and I think I I don't have it with you. I think they had one that was federal stuff and one that was state issues. PTSA. >> Hi. >> Hello. Um, made a list so hopefully I can remember and get through everything. Um, [clears throat] we've had two very productive meetings to start off our calendar year. Um, last month Jess actually joined us and had mentioned that the tier one teams were really trying to do more for the teachers to, you know, just booster, you know, happiness amongst everybody. Um, one of our members had also just

069received a donation of LMNT electrolyte electrolyte drink mix. Um, it's a company they've been donating to tons of schools. So, we received enough uh packages that we put together little water bottles and dropped them off to all the buildings. We did um the three school buildings as well as district office and the bus garage. Um, my daughter told me that our bus driver didn't end up getting one. So, we I I walked one out to the bus in the snow this afternoon. >> So, from that though, we've actually started looking at some other things that we can do outside of just the teacher appreciation week in May. Um so, we have a couple people looking at doing something right before the Easter break. Um next, uh for day of play, we actually bought the the

070different card games. Uh Dr. Snider provided us a list of games to have. And then uh for the elementary school, I believe we are doing ice cream again for those students. Um uh also with our super productive meetings, uh last night Scott joined us and we find that if we have tasks to complete during the meetings, they get done in under an hour. Um so last night we uh packaged up test day treats for our middle school students. We're getting ahead of the game. Um, and then next month we'll be planning on doing the Easter eggs for the senior Easter egg hunt. Um, let's see. Um, our high school building rep, Julie Purcell, she actually, uh, got a bulletin board to have up at the high school. It's the one building where we didn't have

071any PTSA information posted. Um, so that board is now up. It's outside Bridget's office at that entryway. Um, and it'll have the schedule, any um any uh scholarship opportunities that are opening up, we'll get that all posted up there. Um, so we're looking forward to keeping that going to better educate and be involved with our high school body. Um, uh, coming up in a couple weeks at the High School Musical, uh, we have been asked to do flower sales again. Um, so we will be doing that, uh, both Friday and Saturday. uh it's been working out really well to booster our teacher appreciation funding. Um and then uh we are also asked if we could possibly do it at graduation and so we are looking forward to doing that as well and we'll figure out

072the logistics as that comes up. Um at the end of this month, beginning of March, we are going to we were asked to do a spiritware fundraiser for elementary students specifically. Uh, we've been going back and forth with some designs, making sure that they were elementary friendly, but also school specific. So, I had sent out some last proposed designs um to Justin Scott last night with Nancy and our uh elementary building rep Steph on copy. So, hopefully we can get that done and then we will be rolling that out um for our elementary students and staff. >> [clears throat] >> uh um our create with kindness event that we received the grant funding for, we have chosen Tuesday, April 28th to have that event. Um since it is targeting students 13 to 18, uh we

073looked at the sports schedule because we did not we wanted to have the biggest audience possible. Um it's also right after our book fair week, so it's going to be a little crazy, but that date only currently um the track teams have anything going on. So it's currently the least sports impact. Um we'll be having that at the high school. Uh since it's also an evening event, um we will be planning on providing food and dinner as an incentive for people to come be at the event. Um working with Ronin as well as Julie, our building rep. um to start identifying students to be on the student panel um as a part of that discussion. So, they're both being super helpful in their willingness to work on this. And then um finally, for any of

074those who have been on the email distribution, I started announcing last month um that we have to start looking for new officers for next year. Uh myself, Lucia Copeland, our vice president, and Alicia Pets, who is our treasurer. We are not eligible to be reelected for our current positions. Um, our bylaws state a two one-year term limit. So that is >> we are looking for new faces to step in because every time there is new faces, there's reinvigoration into things going on. I am not joining the board of education. [laughter] >> Think about it. >> Wow. Yes, >> I knew that was going to be a question at some point. So that is not >> right in Veronica's name. [laughter] >> And so she says that because she knows how important and enjoyable it is

075>> to be on the board. >> I know how much work you guys put in and I'm not ready for that yet. [laughter] >> So if we can limit it when we're done by 11 p.m. >> We were done before 11 earlier. Are we >> We were last time we were. >> So, yes, we'll be posting more and more trying to get new people to come in. You don't have to be a current PTSA member to join to be an officer. We all kind of came in without really knowing what we were doing before we started taking roles. And I think we've all been pretty successful at doing that and reinvigorating the team and reinvigorating just our efforts with the buildings. Um, I've definitely seen a huge shift into how we've been accepted with everybody

076from when I started four years ago. Um, and I hope that our next group of people will continue that efforts on with us. >> We appreciate all your work. >> Yes. >> I mean, we love it. We have fun doing it. So, we want to keep it going. So trade places is not an option. No say when do I start? >> So March first, which is only a few weeks away. Two weeks, less than that. >> It won't be here. So >> you have until [laughter] >> Okay. Board reports. Um I need a motion to approve. the cse case summaries. >> Any discussion? [clears throat] >> All in favor? >> Opposed? Passes 5. Food service update. Everybody, I'm service director for Williamson. For those of you that don't know me, I've been here since 2021.

077Um, I have a degree in nutrition at RIT, so I have a little bit of a nutrition background as well. Um, a little bit about my team. uh on the districtwide staff that we have. And then at the high school, we have a kitchen manager, a cook, one full-time food service worker who's our rep person, and then two part-time food service workers. So, we have three full-timers and two part-times. For the middle school kitchen, we've got one cook manager or one cook, one kitchen manager, and three part-time food service workers. And at the elementary school, we have a kitchen manager, a cook, and four food part-time food service workers. So, quite a nice team. we have a nice balance of um staff where they need to be. Um I'd also like to say we cannot

078do what we do without everybody everywhere. So a lot of the people that we have to think would be Andy. He is by far probably the [snorts] most important person when we have a crisis like we call him right away. He's there within five minutes and he's going to fix stuff or try to. Dana who's our morning courier. She's running a lot of our food back and forth early in the day for us that we have things right where they need to be where when they need to be there. Uh Nick Nikki in the you know district office, she's great in Cat too. She's send the bills out, they get paid. That's how thank you so much to them. It's a great team. Uh so with that being said, we have we operate underneath the

079National School Lunch Program and the National School Breakfast Program. which means we have a lot of rules and governing bodies that oversee everything that we do. So, it's hard to find a balance with menus and what what the students want. I try. It's hard, but we have to that's probably the biggest part of our our difficulty is just finding a nice balance of what the kids will eat and what is appropriate for the the government wants us to serve. So, um, and we're they oversee everything that we do, our purchases, our, um, food that comes in, the menus that go out. So, it's pretty strict. Uh, the nutrition standards, they must meet the federal dietary guidelines, which those just recently changed, which is nice cuz there's going to be a little bit of freedom, a

080little bit more freedom given to us with that hopefully. Um, because this this guidelines are very strict. So, and we'd like to get the surveys and feedback from the students. Uh hopefully they'll appreciate some of the changes that will be implemented with the liberalized guidelines with that. So, that would be nice. We operate under C right now. Um so, even though all meals are free for all students, the community eligibility provision gives us a little bit more of a reimbursement rate um because we have more lower income students in our district. So, um, and that helps us eliminate the stigma of having students come up and, you know, everyone knows that they're free or they don't have to submit an application. So, it's nice. We really appreciate the C. Um, [clears throat] I don't know

081how long meals will be free for all students in New York State. Obviously, I don't know that will change depending on who's coming in the office. So, uh, but what's good is we'll we'll still be able to qualify for that depending on how our numbers looking for we're we're meeting that level and above a little bit. So, we should be good for at least a couple more years that if they change the free meals New York State um student meals and participation. So, so far we've served about 47,855 breakfastes and that is up to like yesterday. So, uh, and 67,99 lunches. So, about 115,764 meals. And a lot of heart goes into those meals. A lot of love goes into those meals. Um, and I know the students probably don't feel it all the time,

082but we try our best every day. So, and that's to me the most important thing. Um, our elementary school, we have a 55% breakfast participation rate and lunch is 76%. just really really fantastic. Um the services slowed down a little bit this year because we went back to having the kids put their numbers in. We had last couple years we had uh the capital project so we didn't have to have them put their numbers in. So it kind of took us services slow down quite a bit. So I'm hoping that we can find ways to speed that up next year. Um but it's just it is a little difficult there. But so with that being said, I'm surprised it's at 76% still. Well, last year was a little bit higher. Um, our middle school breakfast

08361% and lunch is 79%. Which is really fantastic. Um, most of the food service directors that I talked to, they're not they're not your 79%. And to me, meals are free. It should be 79%. It should be more. But, um, I'm happy I'm happy with 79%, but I always see room for growth because I always see a kid that could be fed for free. Um, so we look at the numbers and we see, okay, what's working, what's not working. Uh, at our high school here, breakfast is 38%. Um, and that it's hard to see that number for me. Um, I think that is the trend for most schools. That is always a quite a bit lower, but I want to do I want to do some [snorts] more work at the high school for breakfast.

084>> And then lunch is 77%. So lunch and breakfast are like night and day, right? But I don't know. We're gonna We have some room to grow there. Um I'm looking at breakfast carts for the high school as a solution. Putting near the entrances is very important. >> Um but I worked in Marion last year. That was a huge huge help for meal participation the meal cart. So I got to do some work with the staff to get them on board. Um yeah. Uh districtwide, I love seeing this. Our breakfast is at 51% and our lunch is at 77%. Um it's above average. Like if you look at most school districts that I um talk to with their food instructors, they're a little bit lower. Um so I I I feel like we're doing a

085great job there, but there's always room for growth. Obviously, a financial snapshot. This is given to me from Penny. So, thank you, Penny. This I don't have time to do all that work all day. I didn't just, you know, whip these numbers up. She's got magic computers and stuff. Um revenue we make. Obviously, our revenue comes from meal reimbursements from the state and the government, the federal government. Uh catering, um allocart sales, extra meals, drinks, slushies, you know. So, that's cookies are big thing, chips, you know, baked ones, healthy ones, and then expenses. Um two, we're at 277,000 so far. Um so, we're operating at surplus, which is great. Um but however being a nonprofit food service account we cannot hold too much of a surplus. So we have to we have to sell things

086at just the right amount so we don't make too much money or and then we have to spend the money that we get. So and then the the state will tell us you have to spend some money. So try to keep meals cost down alart cost down just so we don't make too much money. So um reimbursement rates this year breakfast. So, we get reimbured by the government. $34 per meal. Lunch is $4.76 per meal. So, um our fund balance um obviously you want to have some money in case you need it. Um we all know that we that you do, but they don't want you to have more than three months expenditures at once at the end of the school year. So, you can't have more than three months worth of um expenses. So,

087they we have to find ways to spend that. And we do need some equipment at the end of this year so that we can live to buy. So, um, our food costs, just looking at the benchmarks, our food costs are right around 39% of our expenses and our labor is right around 47%. Uh, and then we're right within the industry benchmarks for that. Um, we could spend a little bit more money on food if we we want to look at that as a way to um, increase meal participation, especially for breakfast at the high school. So want to do a little bit of that points of pride. Um our kids are very clean and sanitary. We have I think the public health department was just here today for the elementary and the middle and we

088didn't have any issues. We haven't and then the high school they were there at the beginning of the year. So they've come twice at two of our schools. No issues. Just a little bit of ice build up in one of the freezers. Um but that's kind of typical. So our team is problem solvers. There's always a challenge every day no matter what. the bread guy doesn't come, the milk guy doesn't come, um you know, the student, you know, changes his mind at the last minute. You always got to find ways to um solve solve a problem. As we all know in education that, you know, it's every day it's a problem solver. So, um our menu is balanced and we look at student d what student wants versus the guidelines. Um we love our districtwide

089share table so food doesn't go to waste as much. Um kids that are still hungry can pick up something from it. We're not utilizing any pulled food storage facilities which we used to for many years before that. So that's saving us a lot of money too. And then we know our food is being we're monitoring in-house. We're not depending on somebody else to do it which makes me feel better too. There was a recent single audit by MMB and they had no findings financially or um looking at the money we've spent. Um so they didn't have any findings in their report. So that was nice too. Um we are in order to support our culture of caring. Um we do a lot of things to help foster a wonderful community environment here. Um so we

090such as meet the new principal event. We did ice cream stuff to welcome Mr. Drestler. That was fun. The ice cream was delicious. U and then we did um breakfast of champions. How many people there? Like 300. It was quite a bit this year. I was kind of trying to get pictures on here but I couldn't get in time. But um new teacher lunchon. We did that. Breakfast of champions, field day, flag day, grandparents day. I even dressed up at a dog pass duo just to [laughter] run and have fun with the [snorts] kids. It was such a blast. I hope we do it again this year. Probably one of the funniest days of the year. Um, a super time conference day, scoops of schedules, as you know. Um, we do a lot of things

091to support the district. So, a big apple crunch day, another big fun day that the district enjoys, I hope, uh, where apples get passed around and kids take bites with at the same time or they just get distributed and they do fun little photo sessions with them and things like that. And, um, the purpose of this day is to highlight local farms in the area and highlight produce, fresh produce. So, and then, um, just some fun pictures for elementary school. Um that dish up there that you see is uh it's yams underneath and the only way kids will eat games is if you put marshmallows on them. [laughter] So that is a hit. So I think we'll try that again. And then one of the girls even brought a grill in for the flag day

092last year which is fun. Um we do a lot of bag meals for field trips. We do a lot to support those. Um and then uh you know we just try to make things fun in the elementary school. The share tables a hit there as well. In our middle school, we did some work in the cafeteria there or the kitchen there and the cafeteria. We put that Marauder cafeteria sign up, which I I think just makes the entrance more, you know, what is, you know, it's going to be in there when you get in there. Um, the Pac-Man sign I did. I thought that was fun. Um, and you know, the girls dressed up as, you [snorts] know, for Halloween and we had a chili cheese fries versus loaded baked potato with donated produce from

093Deficer Fruit Farms in Marian. So, that was kind of a fun day as well. Um, so yeah. And then the kids at the middle school, they could pre-order a wrapper or salad or sub or no pre- wrap or salad or um a wrap. And then we also have a gluten-free menu there that we post online now because we have a couple gluten-free students there. So that is the school where we'll actually post a menu so they can know what's for lunch that day was available. Um at our high school this year, we began offering subs um in our sub line, which I know some of the kids really enjoy. Um, and we did some potato stuff there with the donated farms from uh the fruit the potato farm as well. Um, the girls really do

094a great job there. The slushies are still kind of a hit. I guess the kids like those. Um, looking ahead some needs. Um, I think in terms of forecasting where we need to be at the next capital project, I'm hoping that we can get um a new loading deck for our middle school. Our high school does need to get replaced too. It's pretty in rough shape. It is UCR elementary school that we don't have one. So [laughter] yeah, I don't know who designed it that entrance, but [cough and clears throat] every single food delivery that comes in gets dropped off in the bus loop and it's a nightmare. So it's very stressful and I feel terrible for the students and the staff and the parents that waiting in line. I'm like, there's nothing I can

095do. But I I just I don't know what happened there. But um so we would like the loading dot some sort of a different entrance way for all the deliveries to come. That would be ideal. But so those are in pretty rough shape. And then we will need a new um dishwasher at the middle school at some point as well. That's really it's just really really old. But um and also like I said, the dietary guidelines are going to be changing soon. Uh which means we're not going to have to everything won't be low fat. it'll be we'll be able to bring more beef back into which I think is really really important for long-term nutrition of our kids and feeling fuller longer not just eating refined refined grains. So I'm really excited about that.

096However, it will mean more batch cooking. So we might it might increase our labor costs. It will probably decrease our food cost because we'll be doing more scratch cooking unless they raise the prices of the beef and that kind of thing. But um we've also brought whole milk and 2% milk in the school already. The kids love it. Like I'm happy about that. That just to see like kids drink milk that they probably drink at home is good. Um uh [clears throat] I'd like to incorporate more student education, nutrition education, professional development. Um survey students. We're going to work on that. Um elementary school. Um next year the teachers will order online instead of a paper. That's going to save us some time for them and us too. And then we'll get everything up uploaded

097to um the internet ww. So, >> all right. Does anybody have any questions or comments or concerns? Anything they want? I know you guys were just at the >> What was neat? They if I'm correct, they made 80 cups of cauliflower with something else on that. And I was like, that's pretty neat. And they had 64 were taken, 14 left over, something like that. about the cucumber and tomatoes and then they had cauliflower and to your point you know the yams the marshmallows >> but it was a different way of getting I don't like cauliflower so it was a different way of getting start but it was a different way of getting children to like those type of vegetables and I thought that was pretty neat and that many were actually taken >> and we

098saw a little girl the line who had never had it and she was nervous and someone was like take it it's good and she took it >> and I gave it with a smile I gave it to >> [laughter] >> I left I left my [laughter] >> stuff like that is neat, >> you know, it's not your standard >> orange slices or apple slices. So >> yeah, and it's hard especially right now I'm getting into fresh produce that's like still good quality. It's very very hard to get fresh produce in. So that's that's good. So you have to balance that I guess. >> Yeah. No, I like that. >> Yeah. Any any questions or anybody else? Well, thank you guys so much for your attention and thanks for all you do. >> Thank you. >>

099Middle school spotlight. >> Actually, thank you. >> I'll give it to Only three more hours, guys. [clears throat] Good evening. >> Uh we have a little different theme for our background, more buolic and sort of countryesque. So that was our >> I [laughter] >> um welcome. Uh good evening everyone. This is the middle school spotlight. The highlights of this year. Uh we have many many highlights this year. Very very excited uh Mr. Roco and I. But again, our entire focus this year is is dovetailing essentially our strategic plan with our uh BPT action plans and uh one of our favorite things data analysis to where are we where do we need to be going and what are some serious um and wonderful points of pride in our in this year. >> Yeah. Watch this. Okay.

100So, oh me next. Oh, okay. Oh. [laughter] Okay, here we go. Uh so during our first action plan, so uh student achievement during the 24 25 26 school year, students in grades 5 through8 will demonstrate growth in areas of literacy and math. The median growth score will be increased by 10% from September to May. And you know this been has been a consistent area of focus for us in both ELA and math. You can look at that a whole lot of different ways. So I want to explore with you that I look we looked at it all the ways. um and where we're going to finally come at the end of the year. There is obviously when you see this areas for growth, but there are also areas of celebration. So the way we're going

101to measure this is to compare our I Ready benchmark assessments administered in both September and May. We do do a midyear one, which is the data that we have right now. So we do a September, we do a January, and then we do May. And middle school students will demonstrate overall growth as a building by improving their reading and math scores by 10%. You're like 10% of what? We will talk about that you say. Okay. So their media math score so thank you best. Okay. Okay. So this is one of my favorite to look at reports. um uh even though right now I'm very concerned about literacy but if you look at this you can break up the quadrant into four sections and this is from our first benchmark to our second benchmark and you

102can see where students are growing I'd like to point out that math we have uh actually which is math is over here on the right hand side our math scores hold that Mrs. Gorilla um you know the growth of our students at this point in math is is pretty impressive. We are demonstrating a lot of growth now again fifth grade I am wondering if fifth grade is in partly because of the adoption of our new math program and people are getting used to it and they're you know and again both of our fifth grade math teachers are reporting that the students are making tremendous growth in the classroom. I'm not sure if that that's translating mid maybe to your point in I already but if you will look our seventh and our sixth graders even

103though their initial performance was not super high they are making growth in math so right now math is looking a little bit better ELA so ELA you know ELA is a lot of long-term sustained effort and work and so again if you look for cluster down here um not great performance and not great growth except for sixth grade which is we're very happy about. So that's one way of looking at it. Second way of looking at it is makes things again we've had this conversation many many times. So if you look at reading uh if you look at you can break it down tier one uh tier two and tier three. Tier three is obviously the red and those are students who are multiple grade levels. Uh below this is as as a whole building.

104This is a whole building assessment. Um we and we talked about this. We seem to do a fairly good job in terms of getting students who are perhaps one grade level below into on grade level. We are still struggling with those students who are lacking those basic skills and are below grade who are multiple grades below grade level. However, if you look at it slightly differently, you look for example at seventh grade which is not showing a whole lot of growth on the on the quadrant chart. We had 10% of our stu 10% of the entire population move into from the second benchmark into reading on grade level. That is that's a significant jump. So they're moving on grade level. But where the jump is not happening is the students who are significantly below grade

105level. If you look again at sixth grade, they went from 28 to 33. If you look at fifth grade, 21 to 26. But we don't see you pushing back the red all that much. Okay, in math, you will notice a pretty significant difference though. In math, we are shifting [clears throat] some of that red back. You will notice a lot bigger section of our students on grade level in the green. And that's a from 17% to 31% of all of our students in the building are on grade level. And so we were much happier with the results in math at this point. Okay. [snorts] And again, same thing if you really look at this. If you look at eighth grade, our students on grade level went from 16 to 29%. In seventh grade, they went

106from 10% to 30%. In sixth grade, they went from 21 to 40. So, we are seeing significant gains in math um at the midyear point of growth in Ire. So, what can you look at 10%. And we will review this at the end of the year too. So, at the end of the year, it's our student achievement. This this is the graph that I often show you. So this graph right now is that 44% of our students are making median growth. And what that means is they are on track to again progress year by year by year. That is only 44% of our students right now which 54% technically we would make our we would make our BPT goal but that's not necessarily what we're looking to achieve. um in math 57% of our students

107are on track to make their annual projected growth per year. Now, so if we get to 67% then that will be our 10%. But is that really what we want to see? We'd like to see greater growth than that. And so okay, thank you Kate. That's lovely. What what are you doing about this? Well, so we [laughter] we implemented across the board and and perhaps this is one of the reasons uh we are seeing some uh real growth in math. Uh we have add we have tier one uh extension for seven all seventh graders. So now at fifth grade at sixth grade at seventh grade all of our math students get an extra tier um tier one intervention. So they have basically a period and a half of math for all our students. Uh at

108fifth grade we have adopted a new math grow program. They are they are reporting it is more rigorous and students are getting better prepared for the assessments at fifth grade but is it showing in growth on I already clearly you saw that right now it's not. I would be very curious to see how the long-term in May for that third benchmark which students do tend to do better uh at the third benchmark in October when Nancy was still our intern. We did a pretty intensive uh I Ready analysis and how to progress monitor those gaps that our student having. So we have a lot of new staff how to analyze an I Ready. We have some old staff to better analyze I already target gap areas and to progress monitor. We've created bulletin boards about

109growth at each grade level, where you are now, where your grade is and then where we need to get to. So we have bulletin boards we just put out uh recently. We have um and this was a big one and they again our teachers are reporting it's much much better. So in September we administer them just basically as a whole group with home homes. In January and in May our ready are administrative administrated by our math and ELA teachers who feel as if that when students realize their actual teacher has the stake in the game. So it takes a couple periods to go through the I Ready but their actual teacher is is looking at them saying you know you can we can do this you can do better. And so there's much more growth

110and buy in in that I already and so the big payoff will be in May. We'll see how that really pays off. >> So not being done just in one sit down three hours. We're going to do this quick and get over with. We're going to break it up in three or four days and it's just the mental load for the the student as well. It's it's been proven to be helpful >> and they're taking their time with it. >> Otherwise, they just start. >> Yes. And if you're not my math teacher, are you really paying attention if I'm really, you know, >> kind of clicking? And so uh they that our teachers are reporting that it's been much more helpful. Uh as I talked about in our uh uh administrative reports, we really want

111to target those students who are on the cusp and so we are going to adopt a club 34 starting after February break. This is one of the results of looking at all this data. We're like okay we've got students who were right at that midpoint level perhaps like a grade and a half below where they should be or one grade below. We need to get those students and shift them up into the green or the high yellow and get them more prepared again for the state assessments obviously in the spring as well. So that's going to be implemented. I have some great staff members who are like yes I want to take on that work and so they are going to do that >> and Karen's pay >> and car [laughter] out of her paycheck.

112No. All right. >> Wait a minute. [laughter] >> You s All right. Um and then Mr. Ron is going to take over our culture of care because again our culture of care and our community connections just really highlights some points of pride. >> Uh yeah so definitely a point of pride uh we just had our DBT meeting this past month and this really stood out to all of us uh in that meeting. So our goal for culture of care uh during the 2526 school year tier one classroom management uh professional development will be given to staff once a month to decrease missed instructional time for students by 10% using pause room data. We're well aware of what the pause room is. >> Yes. >> Okay. Um so Miss Frank uh runs our pause room. If

113students need a little redirection or some intervention, they go to the pause room and they can go back to class. Um, so we'll use a tracking system as class time review monthly. Um, and myself and Mr. Partial are the ones that are really looking in that data. So how are we addressing it? Um, so let's look at some of that data first. So looking at last year compared to this year, uh, 2025, there were 159 visits. Uh, to 2026, there's 122. I know we can our dapper young guys there at the bottom. >> [laughter] >> That's our annual Christmas uh picture. So, since I started here, I said, "Hey, you need you need to get this suit and and we do a picture of you." But we have fun with it. [snorts] Back to the

114data. Um so, this year, 122 visits to the PAU. That's still a lot. However, um three students are making up uh 53 visits this year. So, that's concerning. Yes. And we are working with our tier 2 and tier three teams to address that. But if you take those numbers out, that's 69 visits um to the pause room this year today. >> Are some of those still where students can voluntarily go? >> Yes. Actually, one of those self-reporting themselves. >> One of those three students sends himself there. >> Yep. So, it's not necessarily a bad number if they recognize that they need to take a step out. >> That's how much he loves Mrs. Frank. Like, I'm just gonna come here like, okay, it's time for you to >> Yes. to your point that we do

115have many students that like, hey, I need to take a break. got to go for five minutes and I can read. >> Okay. >> And I go back [clears throat] to class. >> So that number doesn't look as bad as >> correct. >> Right. >> Okay. >> And like I said, those um three students like our tier 2 and tier three teams like they met today with Kate and her team and they are looking at how we can have interventions to like reduce that number. Um again points of pride. So our tier one team this is summer. So why [snorts] are we waiting till the end of the year to have these team bonding activities? like why aren't we doing it at the start of the year so our kids get to learn who our

116teachers are and build some connections. So we did that at the beginning of the year and it was it was a hit. Um so seventh and eighth grade uh teachers met with kids and and had a blast. Uh PD catch them doing good. Steve Carell he's the most positive guy I've ever met in my life. Um and he's bringing that uh has brought that to the middle school. So yesterday in our faculty meeting, we just myself and Steve, we did a little bit of PD on positive reinforcement and like the science behind it. Let's catch our kids doing well and other kids see that. Let's model it for them so they can buy into that those behaviors. Coffee talk or as coffee talk. >> Coffee talk. [laughter] >> We have coffee talk once once a

117month. Uh Kate and I will Kate goes to Sunny's and get some coffee and just invite staff down to um converse. they can share uh what they're what's going on in their classroom, bounce ideas off each other. It's really turned into um just some social before uh classes start and just for teachers to get together. I've had conversations with some staff members and learned about their their families and home life that I would never have um prior to that. So, it's been pretty pretty it's been a hit. Staff phone calls to families, they're they're personalized and meaningful. Um, we heard your feedback and uh really drove home to our staff like we want to make those phone calls and personalize and start them early rather than later. Ro Shambo, so rock, paper, scissors, Ethan Rod

118in there at the top. He is our champion. This past year, um, how that works is every teacher or staff starts out with some beads and they have to challenge. There's rules that go along with it. This year it's a lot better compared to last year after some feedback, but um, the kids really have a great time with that staff recognition. Uh we do a tremendous job with this. And then also staff to staff. We started at uh Kathy Abdiner. So I could write something down about I recognize Miss Taylor and her history stuff is awesome. And then >> and forum. Yeah. And forum. Then we have the big slide in forum. And so you read staff recognizing staff to each other. And again it just promotes staff are in a good place and they

119go back to their classroom and the kids are in a good place. And so it helps a lot. um student of the month. I'm asking family members to come. Thank you high school for this idea. Um it's been a huge hit and very wellreceived. So kids love seeing their families uh when they're recognized. Who doesn't like being recognized? And families are there pictures. It's been it's been a blast. January building roundt. Um so we had a checkpoint and we've asked staff were very vulnerable like hey what are some things that we are doing all right? What are some things that we need to work on? and have some really good feedback and then taking that feedback and applying it to what we're doing at the middle school. Uh managing tier 2 behaviors uh our building

120level celebration. So we're the uh work habit scores. If a student is below a certain threshold, then they're going to get some extra work on certain skills that we that need been addressed from our referral data. And then those that are meeting those uh those skills, they get to do a little bit of uh whatever we had for that month. And lastly, I didn't put it up here, a trusted adult. We had two students in the entire school that didn't feel they had a connection to an adult. Now, that's we're going to do things to make sure those two kids are feeling connected, but that's really impressive as a as our building that that many kids feel they have a connection to adults. >> Someone could name someone some adult that they felt connected to

121in our building. >> Very fast there. >> Very good. Okay. Um and uh Mr. Rock and I both will address uh community connections because again this has been a real real commitment. Obviously our action plan is that a spreadsheet of document of um communication uh with instructional staff to our families. We are about 75% uh having communication again and we've some of this they they've done triple communication where they talk to families about recognition of their students at student of the month then they have those natural conversations like so and so is doing great and so they kind of it's snowballing in many different ways but conferences have counted um you know onetoone message with parents square but we are really are working and uh most of our teams are pretty close to kind of

122you know having a connection at least one point in a year with our families. But this um this has taken on in terms of community con connections a life of its own in such a positive way and we are doing many things that the high school is doing um but developmentally appropriate. So you see that the very first picture on the on our presentation was we had um a welder from the Boseies program come in and talk to the kids about the skills necessary in welding. So, some of the things that we are inviting the community in is um obviously you've seen we've had retired staff members provided guided tours of the town. Um staff outreach to family members for both our student of the month, but also to have them come in and do

123a little speaking. We had uh Alex Bean come in and talk about uh small business and starting a small business and what that would take and p again to a minor degree job pathways and small and uh our upset small business owners. Parent volunteers of the book fair this fall we had big big big book fair and we had parent volunteers attend um our our book fair. We had parent volunteers so helpful at our big building level celebrations particularly at Harvest Fest and obviously uh Veterans Day and then could you s you can take over the then the parents invited student of the month. >> So as I said we have our parents come to our student of the month and we recognize the kids there um and make it a big deal because it

124is a big deal for the kids. And then Judy Petroski of Fats, she organized um some uh community members that own small businesses and students had to do um mock interviews and so they got those very basic mock interview skills. This they were really nervous but then the kids after after the fact were so happy they had done it and it was really it was a good experience for them. that is that really that those life experiences that you need and so Kelly was there [laughter] and so I think it was a very great experience. Um and we've had we've also invited uh community members. We uh this year at Veterans Day we had um an alumnest graduate of Williamson and he spoke at Veterans Day and he also was uh had served in the

125military. That was very moving for the kids and so and also not to say but he was also a little bit younger so for them they really identified with that that was not you know that was very important to them and then also we are continue to recording our personalized communication with our families. So this has been a a real um success for us this year at the middle school. >> The amount of traffic that's coming to this middle school is uh about double from last year just having different families come in, different community members come in. Like you said, Bless Bele has taken us around town and and showing our seventh graders about different parts of the the community. So, it's been it's been fun. >> Thank you. Thank you. >> If you don't

126mind, I'd love to piggyback a little bit on what Brian and Kate had mentioned. I had mentioned earlier that we were working on ELA curriculum and you can see that our I Ready scores um definitely indicate that there needs to be that need. So, I'm very excited that the middle school ELA teachers are invested in the process. Brian and Kate have been wonderful in supporting that research and it'll be I'm really looking forward to seeing how that will have an impact. Um, the other piece that we've been working on um behind the scenes right now is Lauren Delaney, the intern is also doing some research for us around I Ready. Um, so we are pushing 10 years worth of using I Ready and it comes certainly with mixed results or mixed opinions. So, we can't

127ignore the data, right? Like, we want to we have to val take the data and value it for what it is, but we've also been utilizing it for 10 years. And so, we're taking a close look. We're going to be surveying staff and we're going to be surveying the students grades three through eight um just to see where we stand with I Ready and also exploring other options in terms of moving forward to see if we can get something that maybe is um is equally as relevant in the data as it is to um the appeal of the kids, the work for the kids. So those are two things that as they've been Kate and Bri have been so supportive with all of that. So thank you. >> I'm curious with the the new curriculum

128math expressions is the the language similar to I Ready? So when they go to flop over to I Ready, is it looking like similar things that they would experience in their curriculum or is there any kind of disconnect that maybe throw the results off a little bit? >> Yeah, I have not done that kind of a crosswalk before. It's a little challenging with I Ready because the kids start the test and the kids don't all see the same questions at the same time and we don't have access to their questions. >> So that becomes challenging. Um uh there is the I Ready instructional component which is a little bit different. There's different ways that things are presented. So in some respects that's good. It provides a different perspective, a different way of teaching something. But

129at the same time, when you're when you're just get attaining that mastery, that proficiency, it can be a little confusing to some of the kids, too. There are so many factors to I Ready. Um it's really hard to tease out what is the greatest um cause for what what it doesn't look pretty honestly. Um but there's so many factors beyond just um the academic engagement of the kids. I will tell you in walking through the um doing the math walkthroughs with the representative the other day, I was astounded by fifth grade, the problem solving and the um just the way they could analytically approach something. I'm not sure if that same enthusiasm would be generated out of a test on a computer. >> So they and that's the feedback I've heard from the fifth grade

130team is much more analysis of how to do math, not just the chug and plug. And so they're again it took a while to get the kids into that brain thinking way but they have really um >> the other they're showing growth in that way. >> It was exciting. So knowing that there's so many factors it's still it's it's an ongoing conversation for us but I appreciate the support from you guys and the and the class teachers over there at middle school as well. >> I don't know that there is any data or any research that would support the crosswalk between I Ready and Math Expressions or any of the other math programs. What I Ready would tout is that they are closely aligned and it's predictive of how our students will per perform on

131the assessments and that actually is true like if you look at our performance from Ire versus how we perform on the state assessment that is closely correlated >> right >> when when you guys had your billing round table did you get good feedback back from teachers things that were going really well and also things that could be improved that >> oh people we get >> we get we get feedback um [laughter] you know >> there's always feedback >> so a big a big focus at the start of the year was consistency with discipline and uh we made that very apparent and made sure the staff were aware of that and we asked the question how do you feel with our consistency with our discipline and it was uh about 75% positive so that was reassuring

132to hear for for both of us and then what can we do to address those 25% % that we're not feeling that >> and and actually one of the things that again this does pop up it's late winter early spring and we've had a long winter so that also is factoring in so actually came out of BPT there's starting to be a little bit of wandering students are wandering you know not getting to class on time kind of thing so we are going to adopt a new uh sort of lanyard system to sort of tighten up a little like like when I see you I should see a lanyard with you like where you're coming from etc so So that I don't have to like where >> like a pass. You made a pass. >>

133Yeah, like a lanyard pass. Yes. So obviously it's the kind that you can just snap off the neck where it's not going to, you know, [laughter] Yes. >> like a clip on. >> Yes. Exactly. [laughter] >> But it speaks volumes that Alan Baker's like, I will make them on the 3D printer. And he's taken that like I did. He just was like, I can do that. I'll take care of that and so we should be ready to go. uh when we come back after February break and and roll it out to the kids how this is going to work. But those are some of the feedback like let's always at this time of the year it gets a little loose and we got to kind of bring it back bring it back. >> But I

134I will say and I know we're talking about the middle school but is exciting watching the fourth grade class with math how excited they were to actually learn it. Um, >> yeah. And as that escalator teacher moving to then fifth grade, sixth grade, seventh grade enjoying learning it, right? As opposed to >> right of going through the motion. So to me that was to watch >> where with caring January 30th getting the fifth grade team in with the K through five or four is you notice with with new resources there are gaps in how the scope and sequence progresses. So you may see things that were presented differently or at different times in older curriculum. So as we get more time with math expressions, you'll be able to close those gaps. So like I would

135love to sign myself up in just to go visit the middle school, go visit the high school as we look to the K12 planning just even with the the check and connect system that you're implementing. Like so if we find more consistency in our practices, then we can build it all the way up. And K hoodie is she and I have so many conversations about all of these things which is phenomenal. >> Hard to keep track of that. >> But it's I'm not It's very exciting. Very exciting just watching enjoy doing math. >> You know that that's where it starts, right? >> So that was fun. >> It blew my mind how they're excited not just do math but to learn a math vocab word. >> Yes. [laughter] >> But to help support each other,

136you know, and it was it was really it was it was So for the club 34, am I getting right? Club 34. >> Club 34. >> So they say after from 3:00 to 4, >> correct? So there's no busing. So our our parents and families. >> So that's the conversation over February break that I will have to call parents and say and then the previous two times that we have had to implement club. We've done this twice before >> over a 15 year span. When we've done this, parents have been like, "Yes, no problem. I will come pick up, etc." They're actually quite excited. So again, um, some of our staff that are going to generate the list, then Lauren and I are going to kind of double check the list. Does this match what

137we want to do? And then I will reach out and call parents and then we'll see. And then we have some alternates as well, just in case. >> And it's more targeted to individual students. >> Correct. >> As opposed to when you have 15 kids staying for one could be chaos. >> Correct. That's that we want to limit that. >> Yep. >> But Karen's not paying for busing. >> So [laughter] Is that is that where the money is? >> She hasn't yet. So, >> and it's funny because I was just thinking we should [laughter] >> just ask her. >> Sarah, back to your your question, folks. It's not like, oh, well, you can't get a ride now. We're just done with you. Like, we'll figure out something now how to >> grant for sure. >>

138If I don't if I don't pick up the phone, you'll know. [laughter] She's got a second job to pay for. [laughter] >> Oh, you're up. [laughter] >> Did you hear what she said? >> She said she can put you all sleep. [laughter] >> No, I have to pay close attention to this. Um, tonight for the budget presentation, I'm going to focus on the tax cap calculation. Um, I'm going to first go over some terms just so when I go through the calculation, you'll kind of know what I'm talking about. I'll go through the formula and then I'll talk a little bit about the CPI, which is the inflation uh factor. Uh so some of the terms I want to go over is the tax base growth factor. It is a rate that is set by

139New York State and it's basically an adjustment um for assessments that are being added to the tax rules. Um [snorts] and that can be for new businesses or new um homes that are being built. Uh there uh pilots are also part of the calculation. um it it takes a look at um the 2026 pilots and then it'll also look at the 2027 pilots and the pilot agreements are established by the Wayne County um IDA. There's also the allowable growth factor which is based um upon the um consumer price index and it's also known as like the inflation factor and that is um capped at 2%. So, when people hear the um 2% tax cap, they often get confused thinking that your tax levy can't increase by more than 2%. And that's that's not true. What

140they're talking what the 2% cap is is actually just a limit on the um inflation factor. Um then um the calculation takes into account uh capital exclusions and that um basically is um the net change between your aid uh your building aid and your debt. Um if your aid is greater than your debt then you don't have a exclusion. >> [clears throat] >> there's um a way to um there's a pension exclusion um and that only comes into play if the retirement rates go up more than 2%. And then there's um the carryover, which means if you didn't go out to your levy um last year, uh there is an opportunity to uh carry that over into this year. The little uh circular chart up there just has some little facts in there. Um it

141shows um what the inflation factor is. So this year we can go out at 2%. But the actual inflation is 2.63. Um so we do lose out on the ability um to actually go out to what the inflation actually is. uh pilots are up about $40,000 this year. And then um our tax base growth factor is uh 86%. So it's the 1.0086. Um taking a look at the calculation, uh the calculation starts with last year's levy amount, which was $12,548,645. You multiply that by the tax base growth factor which is the 1.0086. You take into account uh the 2026 uh pilots um and then you can multiply that by the uh levy growth factor which is the 2%. You then subtract out your um 2027 pilots and you come to 12,869,261. Um that is a

1422.55% increase over last year. Uh which amounts to about $320,000. Um this chart here shows um the CPI um for the last 15 years. You can kind of see how it fluctuates. Um but if you look at the last five years, you can see that inflation was over the 2%. Um so in 2024 inflation was 8% but we could only use 2% which makes it very difficult for um the district to keep up with the rising expenses. This is more of just a visual to show the difference between um the CPI and then um what the 2% cap. So you can see that there's a few years where it was pretty significant in the difference. >> If anyone's listening here, what is CPI stand for? >> The consumer price index. [laughter] Um the first uh

143bullet here basically just restates what I just said about um that 2% kind of limiting our ability to generate um revenue to offset the rapidly increasing expenses. Um this week we did get the health insurance rates um the increases. So, uh, blue.2 is going up 12 1.5% healthy blue 14.5% and then the high deductible 18 1.5. Now, one thing to note is that a large majority of the employees here are on the high deductible plan. So, that does mean a majority of the the cost will be in that 18.5% range. So, >> the plan that has the least, >> right, >> benefits went up the most. And what expense is that for the district? >> So I wrote that down. Um well, so I'm expecting it to go up about uh $650,000. Um >> so

144total or just the high deductible >> in total? >> Oh, total. >> In total, sorry. Which is that roughly where you were anticipating or >> Yeah, pretty much. [laughter] >> Yeah. But that's [snorts] >> but that's and that's the challenging part like you know when you're only getting >> $100,000 in foundation aid increase on your health insurance alone% you can only >> and people don't want more taxes >> and the taxes only increased 3420. [snorts] So simple math says >> so all that just with insurance it's not even including salary >> anything else >> and you can be as fiscal as possible but then they say hey gotcha >> this is what I don't I think we can say to the state till we're blew in the face that this is the reality and they

145do nothing about it doesn't make any sense because we are a rural school district. >> Well, tech schools are the only ones that can't just sit here and vote over >> every town and they all do. >> Aren't there more rural school districts in New York than city school district? >> Yes. Mhm. >> So the majority of them are dealing with the loudest voice >> the loudest voice is not the how many school districts have the best >> presentation you know >> just saying that's >> um so uh I really I didn't change um the revenues and expense expenditures from last uh presentation. So, we're still looking at um around a $ 1.3 million gap. Um again, things to consider. We haven't um used any appropriated reserves or fund balance yet in any of these

146presentations. Um stating numbers can still change. Um I'm pretty confident in the tax cap calculation at this point. Um the expenditures um contract negotiations um are going to affect this um and we have not um accounted for any operational or instructional um ads yet um or retirements. >> Important to note just right off the bat technology alone thanks to Karen Hoodie $200,000 and things like servers. We're just going to pick on you. So like 13 given >> she's given us $2,000 [laughter] with with the ESL grant. But then when you look at the added $200,000 and it's technology enhancements that we'll have to embed into our expenditure side of the budget. That will be our next presentation. We'll have all that for you. >> Sorry about all that. in the glue. [laughter] >> Thanks, Penny.

147>> Okay. Uh, moving on to the consent agenda. I need a motion to approve consent agenda items 5B through 5F as recommended by superintendent. >> So, move second. >> Any discussion? All in favor? >> Opposed? Passes 5. I need a motion to approve the retirement resignation as presented. >> Any discussion? >> I know he said he doesn't want any recognition, >> but I assume students know and I hope there is some recognition because I know his name comes up every year. >> There's client recognition happening. >> Yeah. It it's interesting with the years of service going past the impact that he's had on >> class after class of student graduating. You know, >> you expect that with a 30-year teacher sat me up or whatnot, but it's an amazing impact. >> Yeah. For someone in

148the as a custodian, right? Like this isn't someone that >> is in a class teaching kids out there in the hallway talking. Wouldn't that be the same? morals and values, right? It doesn't matter what your position is like morals and values mean something >> trying to give us something to come back be cleaner [laughter] >> or a sub at least. >> Yeah. >> Okay. Well, thank you to Mr. White for all his years of service. >> He will definitely be missed by stack and student. >> All in favor? I >> I opposed passes 5 Z and I need a motion to approve the second retirement resignation as presented. So second any discussion another long tenure person >> three more years [laughter] [clears throat] [laughter] >> Nancy has worked in all three of the buildings so

149she's had an impact about all >> in favor opposed passes 5. I am [snorts] moving on to old business. I need a motion to approve the second reading and adopt policy updated policy 4202 organizational move. >> Any discussion? All in favor? >> I [snorts] opposed. Passes 5. I need a motion to approve the first reading of policies 6115 conditional emergency appointment 6430 political activities 7201 use of school district intellectual property and 7221 non-resident students >> any discussion in favor I opposed passes 5 new business I need a motion to approve the memorandum of agreement with WFA regarding the sick leave. >> So move. >> Any discussion? All in favor? >> I opposed. Passes. 5-0. I need a motion to approve the resolution to approve chaperone compensation for assistant principal Costa Rica trip. So [snorts] move.

150>> Any discussion? All in favor? I >> opposed. Passes 5-0. I need a motion to approve the 2026 2027 high school course offering advanced composition and research. >> Any discussion? >> I have a question. Is this a regular course, a AP or a Gemini? >> No, it would be a regular course taught by librarian. >> Say the last part again. >> It's going to be taught by the librarian. >> Gotcha. So, it's allowing us to add um a literacy course maybe I'm thinking of like college level research um taught by librarian who has the most knowledge of using most research databases and also adding elective. >> Thank you. I just was curious know how it fit in our >> Yeah, we're trying to add an elective and utilizing staff who uh at this point il

151courses but they are able to do that. They're certified to do that. That's what we're trying to utilize. >> Yep. >> All in favor? >> I >> opposed. Passes. 5-0. I need a motion to approve the 2026 2027 school calendar. >> So move. >> Any discussion? >> All in favor? I >> I opposed. Passes 5-0. I need a motion to approve the resolution to appoint Bernard P. Donnigan Incorporated as the district's municipal adviser and to accept the letter of services dated February 2nd, 2026. >> So move. >> Any discussion? All in favor? >> I opposed. Passes 5-0. I need a motion to approve the memorandum of agreement with CSEA regarding mean reimbursement for bus drivers while on field trips or athletic trips. meal. [laughter] >> I was like, that doesn't sound >> like I know

152that's I [laughter] thought maybe it was in there on purpose like average. I just want to get to the students [laughter] >> mean someone who didn't spend a [laughter] lot of >> So do I have a motion? [laughter] >> So move. >> Any discussion? No. All >> in favor? I >> opposed. Passes 5. Uh, discuss dates for the summer 2025 workshop. That should really be 2026. >> True. >> You're right. Wow. >> I almost said I'm really >> I didn't I didn't catch it till just now as I read it out loud. So, I don't know if normally we have like a proposed dates, but I know in agenda setting we talked about the last several years we've gone to two days instead of three. I years ago it was three, which I know is

153a lot, but I feel like we don't ever get everything done in two days. Um, it's a lot to take off work for three days in a row. So, I guess some things to throw out there is, do you want to do two or two and a half or three days? And even if you do more than two, do you want to break them up some like two days and then one day, you know, a later in the month? Um, or do once a week for three weeks? >> Could it be evening so it's not during the work day? >> Uh, I don't know about anybody else, but I want to spend five nights a week here. I mean, we're you're talking about eight hours a day. >> It would it would be many, many

154nights. I wouldn't sign up for that [laughter] >> because that's in addition to our board meetings anyway. Um, and I know there's a request from admin to not not have it back up against, correct me if I'm saying this wrong, the leadership academy week, whether it's >> right before or right after because it's then they're in five days of back to back to back to back. >> Um, I know a couple times we've done it where we timed it with our reorg meeting. I personally was not a fan of that because it made for a really long day both days. Um, and I know there's things that you have to do when there's newer board members. Like this year we did some stuff that we haven't done in the past because we had two new

155board members. But even if you have one new board member, you really should still go over that stuff. Um, so I don't know if and I think we moved this year's because we had two new board members. We may have decided this time of year last year, okay, these are the dates that work for the five of us, but then you have two new people who come in who may have already made plans or didn't know. So then we shifted anyway. So I would suggest that we maybe have a plan A. here's the dates that work for us, but have a plan B in case you have a new board member or two new board members because I think two of us are up this year that if new people come in, at least you've

156got a here's what we're planning and then if they say that doesn't work for me, you've got a a backup plan in place. [snorts] >> So, some new information uh since our agenda set, I was able to secure the dates for the leadership leadership uh academy and that will be scheduled on July 8th and 9th. So I have shared those dates into the save the date for the entirety of the administrative team. Uh that will uh follow what we anticipate potentially being the reorganization meeting date which would be July 7th. So one proposal might be to say could July 7th end up being a reorg meeting and the board board of education onboarding session. So >> So you would do the reorg on a Tuesday? Yes. Instead of a Wednesday, correct? So that work for

157the holiday. >> So the so 4th of July is a Saturday. The federal holiday is Friday the 3rd. >> So your proposal would be due >> to do a board of education onboarding the day of the reorganization meeting. So it excuse the administrative team from having to participate in that day. Uh certainly I would participate as so desired. Um but we could we could actually do almost more like a B-shift and do a late afternoon dinner and then go into the reorg meeting for however many hours you deem you want to have the onboarding session would be an approach and then looking at again because the leadership academy is scheduled for the 8th and 9th I would like to make recommendation that we look at dates where cabinet would be involved that subsequent weeks so

158either looking at Monday Tuesday the 13th 14th or the [clears throat] Thursday Friday 16th 17th just because as much as we've wrapped up the school year, it's still really busy in our buildings for each of the administrators as they're trying to wrap up uh [snorts] the end of the year and it that year that week after the 4th of July is a lot for them and being pulled out of the district for the two days of leadership academy which we can't change the date that's regional. So, [clears throat] I guess I don't know what anybody else thinks about do we need two days? Do we keep it two days? Do we >> Is there something we can do in the meantime to to really hone in on the exact data? We're going to look at

159and look at it. You should come prepared with >> Well, you can't really get anything to anybody who's new till July 1st. So, no, not really. >> [snorts] >> I mean to in May you'll know if you have new board members or not. >> So in theory you could but that's kind of late to be going okay let's shift how we're >> doing is a huge binder. Is there anything we could do to say okay we're going to look at these parts and this goal and focus. >> We look at all of that every year. So, one thing I might offer though, I mean, is it time for and with the shift in our reorganization, sorry, Karen, again, I'm picking on her. Karen could push out or put together some type of a survey just

160to see what your interest is in each of the sections of the annual report. It might be that you want all of it, but I keep hearing you talk about having I guess cleaner, tighter uh data sets, >> like see all of it, but just talk about like just pick the things we're going to talk about that are most meaningful to what we're >> Well, so I would make the argument that in two days we don't talk about all of it. >> No. >> For the last I can't tell you how many years we don't get through it all. >> So we're not talking about all of it. We get it all, but we're not going through and having a conversation about all that. were hitting the highlights and then the rest of it sits.

161>> Well, I almost think about this in the same way. Uh you've had a number of conversations about the student achievement reports and really looking at kind of uh kind of reimagining what that looks like. And so Karen is trying to be responsive trying to present some different options. I wonder about the annual report. And I'm not suggesting for a moment that you shouldn't have access to all of it, but it might be that some of the sections you simply don't need in the annual report. I really don't want to tax Karen or any of the other team members if there's data that isn't really helpful in the annual work. >> Why spend >> people hours and time and effort into something that we're just not going to get to or it's just not >>

162it's not driving the conversation. Correct. Prioritize >> and then that's a waste of time for multiple people. >> So it could be I almost see sorry Karen >> that's okay >> like creating a project for you. I mean I actually can do it but it's your project. Uh it could be a survey like here's the different sections here's the titles. Do you still want this? Is this still relevant, necessary for the board of education as part of your annual report? And then potentially present some commentary. So if you like section, I'll make it up. Section one is all our academic academic performance data, but you're like, I'm looking at last year's binder and I don't need 80 pages. What I really like is just this. And so you could provide feedback to Karen specific to

163what does that look like. >> I love a good survey. I'd be happy to do that. >> She does love a good surve. >> And it's a perfect time though because I'm fresh to the position. So it's a it's a good time to take a look at all the different components and decide what's the most valuable. >> So does it sound like we have agreement? That might be a good approach to looking at the annual. >> So that's >> and she'll push that out directly or she'll have Kelly push it out once she's created. >> That's what we're measuring. >> But how quickly would we know what that says to know whether we need to schedule two days, three days? Or we could just kind of like last year we had two days but then

164we realized it was important to let's come up with another day be it >> well yeah we ended up doing two other workshops >> so we could always do something like that also >> I'm also promising not to talk that much this year >> well [laughter] you beat you actually >> a lot of witnesses Sarah >> you actually talk more than me which was impressive that was impressive >> that day that day >> I don't think it's reasonable to think by the next board meeting by March 4th because we a break in there, but certainly reasonable by March 18th, she could have administered the survey and she could present back on what the findings are to make a determination on how much time >> if it's me based on my experience, I'd say put three

165days on the calendar. And if you don't need the third one, fantastic. Freeb for everybody. I don't have to be here. But I did not like in August, well in July trying to figure out with five, six people's calendars, okay, let's find two nights between now and the start of school >> that we can cram the rest of this in. If we had planned three days or nights or whatever ahead of time, it would have been a heck of a lot easier >> because everybody knew. >> And the word of you is cramm it in. And so that >> because we did we tried to squeeze it in before school started. >> You really getting anything out of it at that point? because you run out of time then once school year starts you have

166all the other things that are >> which we can just stop doing those things [cough] >> could we do a similar approach and I'm happy to help Kelly with this we could come up with a couple different configurations to get your feedback around what dates and go under the guise of we're going to have three days a board a day of board on boarding and then the other two days annual report working with the superintendent Karen and then the entirety of the cabinet uh and Then once we know better what your responses are to the annual report that'll determine if we need the full three days or not. But really we could create a different survey that's just specific to the dates. >> Well, and the board does a half day of our own stuff,

167right? >> Because we have to do our goals >> self evaluation >> reviewer handbook. So I was counting that as day three. Angela, I think what I'm really hearing you say is four. Are you talking about four? Three with the team, one with just the board. In my mind, I was thinking about it one just forward with onboarding and all of those things and then the other two days more the traditional model where it's myself and Karen for the academic piece and then we invite the rest of cabinet in uh for part of it. >> No, I'm not saying four days. >> Okay. >> But [laughter] I am saying >> we typically do part of our board [laughter] stuff. >> I will resign, right? Um [laughter] we typically do part of our board board separate

168stuff. >> Yes. >> After we look at the annual report and do all that, >> right? >> Because I wouldn't want to on day one, okay, we're going to on board, review our handbook, and set our goals when we haven't even had those discussions. We have those discussions and then at the end, we set our goals, do the Greer Way award, um, right? >> All that stuff at the end of the two years. So you're almost looking at two half days and two full days because the reality is prior to going into the annual report it would be helpful for a new board member if you end up having a new board member to do the onboarding before you >> This is what we did this year. >> The first half of the day was

169with Mike >> because otherwise you haven't even had a conversation with them and they're going into two days of annual report. That's a lot. >> Yes. Yes. which this year I think we did half day of that and then we started looking at but then you tried to squeeze two days of and report into basically one day. >> Do we have two meetings in July, Kelly, or no? >> Um it just depends on how the calendar flows right now. I I don't have a tenative one on like um >> later in July, >> right? >> So could we look at maybe a half day attached to reorg, two days with the administrative team that next week in July? So following leadership academy and then in lie of another board meeting unless we should need one

170we could actually have like a board workshop and that would be the one around goal setting and all the other things you just described because it would be after the annual report. >> Yeah. >> And then it doesn't interfere with another day of work like you could almost do late after >> do it in in lie of a board meeting in the evening. >> Yeah. >> Would that be something we could consider? >> At least I'm free also. Whatever you guys want. [laughter] >> 16 days. >> Say it louder. [laughter] >> I got >> I I would push for the 13th or 14th only because the 16th is my daughter's birthday. I I prefer not a Monday, but I can figure it out. >> You could do Tuesday, Wednesday. >> Great. >> What's that time?

171And I >> could do Tuesday, Wednesday, too. >> And then would you do the evening one like the following week the 22nd. >> You were saying we before Jeff, did you win the time? [laughter] >> You look so happy right now. Jeff, >> what >> we could do like the 22nd or even the 29th a week. >> When's the next When's the next meeting though? The following week. >> I have it tenatively for August 5th. >> Yes. Yeah, I do. I do. >> So, I'm on vacation. one of those books. I don't know which one I have to >> Yeah, we got Yeah, we got that. So, >> that's we'll come back and forth with like a draft plan A, plan B. >> Well, and that was the other thing I was going to say

172is like that sounds great, but if you have new people, you might have to have a an >> Yeah. Well, and I think we'll take up like what you had suggested in agenda setting too, like to put it in the packet saying >> this this is this is these are the dates you're going to have to >> you have to be available. >> Yeah. >> And that way someone picks up March 1st then they have plenty of time to >> rearrange things unless it's our you know support. >> So we're seeing 22nd too or not putting that one down yet. We're not sure 22nd or 29th depending on and then I can always move that August board meeting. I mean >> yeah I was just saying I wouldn't do them back to back. So like

173if if the August and I didn't look that far into August how many weeks August is but if if the August meeting is the first Wednesday I wouldn't do the last Wednesday in July because then you're literally back to back >> the first the first week in August I'm away. >> Okay. So, we'll look at the second already, >> which means that we could do the 29th. >> Unless you're gone, >> right? One of the two weeks. >> We'll come back with Yes. Draft. >> Okay. >> Anyone else gone any of those times that we need to worry about? Jeff, >> I have no idea when I'm >> Hannah's going and stuff like that. So, >> I know sometimes you take off like right at the beginning of July. So, >> I um Oh, yeah.

174Yeah. No, I'm unavailable. Um, you're correct. Um, until >> he literally just finished telling me this two minutes ago. >> I mean, [laughter] I think I I I might have just jumped out, but um July 8. After July 8th. >> Okay. >> I mean, I don't know. >> It has to be after July 8th. >> Yeah. August. >> What about for the reorganization? So, >> yeah, after July 8th. >> So, he would be here for the 7th >> of July. No, he's saying he wouldn't be here until >> Oh, you wouldn't be here? >> Won't be here until after July 8th and after. >> Oh, I see. Got it. >> So, so and graduation, [clears throat] >> right? >> To June July 2nd. >> Got it. And then not and then in August, right? Beginning

175of August or is that when we start taking >> I don't know when. Can we go as late as July 14th for reiter? >> So stay tuned. Uh meetings. There are no upcoming district committee meetings. Um upcoming district events. We have elementary school cards on Friday. Um global school play day also on Friday. The president's week recess next week. UPK through 4 half day parent teacher conferences on February 25th. And also on March 3rd. Uh, board of ed highlights. I know it was already mentioned a couple times, but our I would highlight a visit to the elementary school transportation. >> The transportation was a lot of fun to go on the buses to see. >> I've never taken a tour of the >> bus garage. >> We weren't allowed to drive the buses, so we

176didn't have [laughter] enough time. >> So, >> summer visit. We can make that happen. Summer visit. [laughter] We'll have you ride with Penny and I while we drive. [laughter] >> I don't know if I want to do that. >> I was perfectly safe. I didn't didn't drive faster than 15 miles per hour for real. [laughter] >> So you'd be late to school. >> Uh yeah, the elementary school was great. >> It was well organized >> and the kids have such excitement in elementary school, too. So it's it's good to see Mine was color copy. Jeff, [laughter] >> I didn't say anything. I just said, >> "No, it was equally as enjoyable." >> It really was. >> And they Yes. >> My pen died halfway. [laughter] >> We'll get you another one. [laughter] >> I think

177I took that pet from the middle school. >> [laughter] >> He said that it's lovely to be in the middle school. [laughter] >> But it it was I really enjoyed I'm glad that we've gone into the building middle school last month and elementary. Um it's fun watching the teachers teach. Um, and not just teachers going into the cafeteria um, and watching the students, you know, to me that was neat. Really the math classes are really not just a math class, but it just it drew me, you know, and just how >> the students were actually helping each other. They wanted to help each other, you know. I enjoyed >> Well, that's what was kind of cool is it was more than just math. >> Correct. >> Like you you saw all the things right there.

178>> Yeah. Like I wanted to go, can we show some adults this because there's adults who don't behave really and they could learn from these students. >> 100%. If we could teach adults the way they're being taught in school to just be kind to each other and and uplifting toward each other, that's it. That was it. >> It was It was fun to watch. >> I was humbled by the classroom management, >> right? >> Yep. >> They made it look effortless. like >> it didn't look like they were doing but they were doing everything like the structure was just and it felt very comfortable and freeing it seemed for the kids yet they were all focused and everything was in control. >> It was [clears throat] pretty amazing to watch >> because there'd be different

179no matter what class we went in they'd be in different workstations. You'd have a group here and then a teacher would have a group where you'd have individual uh learning in one side but it wasn't chaos. Everyone was doing what they wanted to do but they were doing it well. >> Yeah. There were even a couple moments where we all kind of looked at each other like, "Oh, it's going to get crazy." And then it did. >> It didn't. >> And we all looked at each other like, "Well, that was seamless." >> It was amazing to watch at that [snorts] age. >> It wasn't again, it was not chaos that I was a tech. >> No, it wasn't. >> And the and [cough] >> and the teacher in that classroom said to me, and that's

180a like a better teacher. like it was you could tell she had to go outside of her comfort to even try that >> and now sees like it was it's very beneficial for the kids. It's one of the things they ask about all the time >> and they >> I shouldn't say it this way but they managed themselves like >> like you talked about watch you're waiting for somebody to come over and like knock over the blocks. >> They didn't they they support each other. They watch cheer each other on like each do their own thing. But no one was not like when we would have when we were younger it would have been a whole different >> I mean but no broadly aside one person one student had made a no I know this

181is crazy but domino of of these blocks that >> 50 pieces [clears throat] 60 pieces and other students would actually walk over it me if I was that age I would have kicked it over on somebody right but but really I would have but watching but watching the students be careful that no that's so and so's project we don't want to interrupt that and then in different areas in the classroom but really for for that age >> it was remarkable. >> There was one classroom I don't know if all the teachers use it but it was on display in one classroom where it looked like some kind of app some kind of software. I don't know if it was all the teachers or just that one but it showed it had a time like every

182station. It had a timer for each one. It even had the kids who were rotated to a different classroom at that time on there and when they would be coming back >> and the kids at any point could look in there and it was the hub for everything >> and it was pretty amazing. >> Yep. >> It was. >> And big kudos to making friends to teaching these kids to play instruments for the first time [laughter] >> all day every day. Like oh man. >> [laughter] >> parents only get to hear that for the first couple years and then it gets better [laughter] every day. [laughter] any elementary music teacher or dance teacher. [laughter] >> Come to my house and play the drums anytime. [laughter] >> Hello. >> Any other uh board of pilots? >>

183There's no public, so I'm not reading public comments. >> I need a motion to adjourn to executive s. I make a motion to adjourn the executive session for the collective negotiations for Taylor law for the discussions regarding proposed pending or current litigation in the employment history of particular personal. All in favor. >> Thank you everybody. 45 minutes.