Board of Education Policy Meeting and Regular Meeting, 1-28-26

001Okay, I would like to call the meeting to order with the pledge of allegiance. I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Hello everyone. >> Do we have any announcements? >> We do not. >> Okay. >> Eager to get started. Um, >> how's that for now? >> So, I know it says review 8,000, but I think according to the email you sent us, we're going to do some other stuff first. >> Yeah. I'd like to anchor the board and our other participants into public policies before we shift back into the 8,000s. And so, I'd like to start with the two that come from section 6,000, which we reviewed last year and

002we did not reach resolution on two. The first being 6115. In front of you, you should have a small paperclip packet that has the recommended language for conditional emergency appointments. It would be my recommendation that we move forward with this policy language and then we add it as a first read in our first meeting in February. Can I ask a question? I think I know the answer, but >> do we really need all the extra bold on it? >> I think I know where it comes from. >> I run it through Clean this up for me. Yes, >> it's very >> okay. So, when I send it to Kelly, I can ask that she remove the bold and then Cali will format it so it fits with our other uh, you know, parallel structure in

003our policy binder and then we'll put it up for board forward first read in the first February meeting. Again, >> being mindful of this came from last year's policy review cycle. >> Yep. >> So, we good for that one. Any other questions on that? So, 6115 good for what is the date? 211. >> Thank you. 211 Street. The second one I'd like to bring forward a second time is 6430. Also part of last year's policy review cycle. This is specific to employee political activity. Uh you might recollect at our last policy meeting. You also have this paper clipped in front of you or you should have it in front of you as well. Uh I brought forward three different possible versions. The board uh landed on version three and asked that I submitted to legal.

004I had legal review and they made further recommendations and so version three now reflects uh version three as I presented at our last policy meeting as well as with legal recommendation uh for your consideration. So would be my recommendation that we accept uh policy 6430 as written and reviewed by legal and then we add it as a first read at our next uh board meeting which would be September. Sorry. Oh my gosh. >> Am I wishing time away or wishing I come back in time [laughter] on February 11th. Sorry for that. >> People only added that one sentence. So meetings >> there was only one other uh on on line four first paragraph she shifted or recommended that we remove board insure. It said the board has an obligation to ensure that district schools remain

005neutral. She shifted and made recommendation that ensure become verify. So slight semantic change. >> So 211 good for first read. The third one is a new policy that I'd like to ask if there's any uh reason or if you'd like to have any discussion on. It's also in your packet 7201, use of school district intellectual property. Uh this absolutely is the result of ongoing conversations we've had recently specific to branding and use of intellectual property owned by or the the uh under the ownership of the Williamson Central School District. This policy was reviewed by legal. So it would be my recommendation that we uh read review and potentially bringing forward on February 11th for first read by the board of education. This policy would strictly prohibit any individual from rebranding uh whether it be on

006team warm-ups, logos, t-shirts, anything affiliated with the school district. Uh they would not have they would not have the uh permission to do so without first consulting the district. the policy should pay for her. >> So what what would happen if um like a local store like Walgreens produced t-shirts with our logo on it? >> I have no authority over them. I can we we only have authority over our employees. >> So this is only talking about schools, >> correct? >> I do know in the past they have reached out to us. >> Yeah. >> Um especially >> I think I knew that. >> Yeah. >> I was just seeing if what if they didn't reach out. >> I'm okay with that. try to work collaboratively. >> Yeah, I I would I would think it'd

007be great >> and we could certainly uh under the branding guide, we could insert those policies. I know they're warehoused in the board docs and also on the board portion of the website, but we could also make sure this is included under the branding guide. The most important piece would be making sure that folks when they look at the branding guide that they recognize there is policies around how we are branded. >> Is there a record kept with permissions? So, if we give a permission out, do we keep the record of that? >> Usually, people have emailed me in the past and I, you know, I just keep it in my email. I hardly ever delete anything. Um, a couple years ago, we were trying to work on a like a a form for people

008to fill out to request permission. We can work certainly work on that. I know I have a um a sample from Mac that they use that as well. Um, so we can work on that. A permission form. Yeah, I guess almost with any policy, there really should be some type of regulation and regulation in this context when you're talking about board policy is what is the protocol and procedure or what's the articulation around how we engage and do business around the policy. So to your point, yes, that is something we'd have to consider. My hope would be we wouldn't have a request in the near future, but that could be >> and that permission that granted that school year and so every time somebody would want to do something new, >> I'd have to put

009that in the in the regulation like that. All of that would have to be considered and be part of the process. [snorts] Well, I almost think you want it to be sport season, not school year when you're talking about athletics because otherwise someone's going to go, "Well, I got permission to do it for this sport, so I assumed I had permission for another sport." I uh also I think I put in my email to the board which the rest of the group would not be aware of uh that in the intermunicial agreement I secured three different drafts from legal that Brian can work with uh moving forward for fall of 2026 around shared athletics because currently we have no articulation in in our shared athletic programming and part of that would also include a reference

010of the policy and what the process might be if there was a shared team that was interested in doing something like what that might look like. So, uh, that would be part of the coach's handbook, student handbook, as well as I feel like there's one other place. Oh, in the agreement, the intermunic. Okay. So, are we comfortable saying this would also be a first read on February 11th? Great. And the last one I just want to anchor in before we go to section uh 8,000 would revisit 7221. I did not make an additional copy of this one for you. This I brought to you last week. Hopefully you have it in your binder and or at the front of your binder because it's not part of 8,000. It's non-resident students and I just want to

011make sure that landed in the same place so that we can add it to the February 11th meeting for first week as a change. So again, this one does not reflect part of the 8000 series, but given questions concerned specific to residency, I wanted to bring this policy forward to the board to make sure that I could act in accordance with the board's uh governance around residency. We left and my understanding is on provision two that we would change the language from regularly enrolled children in regularly enrolled children in grades K through 11 of families who move out of district after midyear may complete that school year. The change would be that instead of midyear it would be after the first 90 days. That's what we discussed last meeting. Are we still comfortable 90 school

012days? >> First 90 school days. Correct. The only other Oh, we actually uh crossed out provision four, crossed out provision six, and then on the very back, instead of beginning in September 2009, the state bill would read, "The district does not accept non-resident tuitionbased students, period." And that would reflect the only other revision. Okay. So, Kelly, it looks like we're good for the four policies for February 11th. It will be 6115, 6430, 7201, and 7221. First read 211. September 11. >> Hey, we're going to do no binder tonight, right, Francis? >> Yeah. >> Let's see. We'll see how close we get to the target. >> How many more policy means? >> Uh, two, I think. >> Two. >> What policy are we on? >> Okay, we're going to start with 8110 just to again confirm

013and make sure Kelly's in a good place. Kelly, what is your recording for 8110? I think we did wrap that up. I don't have anything for 8110. >> I had we were replacing it with a >> Okay. >> And then we had an 8110. We did have a couple and so the recommend Oh, I do. Sorry. Sorry. I do have a change. Right. Do you want me to read them back to you? >> For 81 81. >> Yes. >> 8120 is encompassing. I have at the on the second page no changes to the first page but on the second page it says it will say district and building level administrators will work in a systematic manner with instructional staff. And then in the third paragraph, I have the board may periodically request that the superintendent

014or design present reports. >> I had the word trend circled question mark and I thought you had that. Yeah, I did. So I sent out a revised I don't know Kelly if you want if you can pull up on your emails. I think I sent it to the board and to you. So recommended change for paragraph 2 under curriculum development resources evaluation page one. So almost all the way to the bottom, there was a question concerned specific to the language. It said trends in specific content areas and I did see alternate language and I sent that to you. >> I looked at language. I don't seem to have that one. So you can send it to me. >> Okay. >> It wasn't attached email. >> Oh, I Okay, I see it >> in the email.

015You read it back on Friday. Um, page one, second paragraph. Curriculum changes may be prompted by revisions to state standards, developments within specific content areas, alignment with educational best practices, and student input. Great. >> Everyone comfortable with that? >> So, change at the bottom of page one, a couple minor changes on page two, and we're good with 81 8110. And then recommendation for 8120 is to remove it because it's really embedded and compassed within 8110 as outlined in the area 1 policy. Everyone comfortable with removal of instructional priority objectives. Uh my recommendation was to remove or edit. Uh again my question would I guess the concern I have is just enforcement of the policy as written. Basically the articulation is that all teachers would be required to have instructional objectives posted and have to unpack

016them in some way. I can share with you openly that is not our current practice and I'm not certain that is something we want to shift our energy uh on to right now given our essential objectives. Not saying it's not important work as we're futuring. just not certain that's something you want to shift the energy of the team onto that today. So it would be my recommendation to remove AB140 like the lingo's even changed already. Are we shifting away from going more towards what like learning intentions and reflects the old language? >> Yes. Is there any rationale to support keeping any part of the policy? >> I like the practice, but I don't know if it has to be policy. >> It's best practice and certainly part of Karen's work as we future. It might

017not be today, but certainly as we're futuring that will absolutely be part of her professional responsibility around setting those versus other things, >> right? I certainly wouldn't want to shift her energy right now on this over your city elementary for example. >> So we good to remove. >> Thank you. >> Similarly 8150 my recommendation would be to remove or edit depending on how strongly you feel about having policy specific to instructional goals for computer education. uh thinking about the timeliness of when this was created. I don't know. Well, actually it does. 2008. Uh the last revision was 2016. Feels a little >> I had a note next to it, but it's been a minute since I've read this one. Um something about do we have anything updated for AI? Is this about >> So I

018brought forward that a policy specific to artificial intelligence last year. We ended up tangling it. Something we certainly are going to have to have a conversation about. Uh wouldn't put it here. We would actually have an AI policy. >> Okay. >> It would be a much lengthier conversation probably meeting by itself. >> Would that fall under 8,000? >> Pardon me. >> Would it fall under 8,000 stuff? >> Yeah. I just felt like this was outdated and I'm thinking >> and I'm sorry I didn't bring that with me. I don't remember what number one was but [snorts] >> did propose it last year but tabled it >> 8150 >> 8151 uh recommendation is to adopt 7315 which is the Erie 1 policy. Again, keep in mind Erie 1, all policy directed by Erie 1 is drafted

019by a team of lawyers and they send us all the policy updates. So much easier for us to keep it updated. Uh should there be any regulatory uh changes or updates, uh they send them to us quarterly and then I can bring forward to you recommended change based on what hearing one uh recommends to us. So the recommendation would be a shift to 7315. Is there any policy language in 7315 that uh is uncomfortable that you'd like to revise or anything from the old 8151 that you'd want to insert and I would ask Karen I don't know if Michaela had any input. So there were a couple policies I asked our specific instructional leaders to support us in this work and this was one of the ones I asked uh Karen under her domain because

020she does support uh instructional technology and the Kiski any recommended changes for this one? >> No. Thank you. >> Would this would this include um like school provided computers and Chromebooks? It talked a lot about personal ones but not school provided ones. access thirdag >> I'm sorry I don't understand the question I apologize >> um it talks about the use of technology via the D DCS or any electronic media communication including by means of a student's own personal technology or electronic device on school grounds or at school events. But what what about on a school provided computer at home? >> Um I think it >> it is it does it does reference the DCS at the top there and I do think the the key there is in the andor. >> Um so the first

021half of that students may have the ability to access this content. You could specify on a district a DCS, but then and then it goes into personal. So let's say you could bring in your phone and access something on our network. So it's either or. I feel I feel like that's how I read personal. >> No. So I'm I'm thinking like if they use their computer at home on their own. >> Our Yeah. Our Chromebook. >> Well, you're trying to ask if I if I'm clear. If they're on their if they're on >> district school Chromebook >> and they're using looking at inappropriate material on a district computer. Do we have >> at home on their own time for this district computer? >> We absolutely have authority over that%. >> Does this policy cover that?

022>> Yes. >> In that last paragraph in the third paragraph or it says the acceptable use standards outlined in this policy apply to by DCS. >> Absolutely. So DCS includes district issued computers. >> Yes. >> All right. >> Absolutely. >> Not that we're dealing with that at all >> ever. [laughter] >> Ever. >> Nope. Does um so the last student seems to engage that unacceptable use of this may lose access in accordance with applicable due process procedures. Are those in our code of conduct? >> I we I know we've implemented. I'm not sure exactly how is in the code of conduct but an absolute loss of privilege is in a code of conduct be privilege >> and what what happens in the loss of privilege for students that >> hard copy old school >> it's

023all hard copy >> not great for teachers >> you would allow it to be home >> so hard copies of like their homework and stuff we have students who have to turn in their Chromebooks during the day >> because of things they've done outside >> [laughter] >> Everyone's going to 7315 as written. >> But I'm just going to I'm going to change the number to be 151 to keep it in the thousands. Correct. >> Oh, >> yeah. I was wondering that. Do we want to move these to the different thousands that they're one policies to those different numbers? >> No, because their policies don't coincide with ours. Yeah. >> Because they have their own policy manual that we we have we haven't taken their policies and adopted on ours. >> Can we go ahead? >>

024Can I go back to that? Yes. What's your question? >> This is just so I understand not so much questioning anything here. But it says something about due process procedures unacceptable access with the applicable due process procedures. >> Due process like investigation like >> so that's not a policy that would be more implementation. >> It's part of investigation student management. >> Yep. >> Great question. >> I would have a recommendation. Can you allow Kelly and I the opportunity between now and our next policy meeting? We will revisit and think about what the best way to in mesh because there's a number of different policies that are the 7,000s for Erie 1 that I'm making recommendation to include in the 8,000s. We're going to need a hot minute to put that together and see what that

025actually looks like. I don't think we have an actual answer for that tonight. >> Whatever is easier for the district if it's easier to change the number >> and we have aspirational goals about actually aligning with one over time, her and I, [clears throat] >> right? >> It not only makes it easier but for the public to actually find it. >> Yeah. It's just hard once you change the numbers and you have to change all the notes. >> Yes. >> So, if we could come back. >> Well, some of the references we don't have. So, like we don't have this internet safety, internet content filtering, like we don't have that policy currently. >> So, I would take that out when I when I would put this to a tree. We just need to make sure

026our policies align. So, do not have an actual answer on what policy number that will be, but we will get back to you after we've had a minute to review it and see what makes the most sense moving forward factoring in. We have talked offline about wanting to potentially convert everything to Eerie 1 policy numbers over over time and we just want to be thoughtful about what that might look like. >> Board action to change a policy number. I did I've have looked at that several times. >> One mapping project, >> doesn't it? I feel like I was >> we could do that at a board workshop. We want [laughter] to line up and the reason why we want to line up our numbers with year one is so that one time when they're when

027they update every quarter it's easy to find it >> and then we even know if we have a policy because now we're searching going oh 735 we have anything that even next policy for review 6410 this would be a recommended ad we currently don't have acceptable use staff acceptable use policy for staff. Again, this one comes from hearing one explicitly creating an articulation around our expectations for those in the same way we do for students. >> Do we have teachers that use social media? >> I don't think so. So like that doesn't seem to me like it needs to be part of the >> policy. Are you kidding? >> Huh? >> Were you kidding? >> Our district puts out stuff on social media, >> but [clears throat] I'm thinking teachers specifically don't put things out

028on social media, right? >> I can't speak to that. And there's no policy that says they can't. So there could be teachers who are putting out social media. I'm not an avid social media user myself, so I may or may not be privy to social media. >> I feel like there should be a policy about it so that people don't. We we have we have coaches that have their own social media like Instagrams for their teams, >> but we have a like they have to register with the district and Michaela keeps the applications on file. [snorts] >> I'm just trying to think of what would be the purpose of a teacher having a social media. What I mean wouldn't it be just good to say that teachers shouldn't put things on social media in general

029>> as design of the district? So certainly we can't police are not >> personal. No, I'm talking Yeah, I'm talking about >> Yeah, like things about the district or putting it on the website. >> I think the word social media is so broad that it has to be articulated because I know in elementary school they use a social media platform that was approved for the school [clears throat] and so parents could see what the public could see, but it followed the same social media platform. Where would you insert I wonder if we could and I could certainly run it through. So on page two under social media use by employees some statement specific to uh an approval process for social media usage as design of the district or representatives of districts has to be authorized

030by the district. I think what you're getting at is you don't want individual teachers having a social media site representing Williamson Central School District and then us supervised. Honestly, I would do it. Well, and I think that's what this says. >> And nor should they use like Instagram or Snapchat or anything like that with their students, right? Like that should all come through Parent Square. >> Yeah. So, in that first paragraph on page two of three, uh, one, two, three, fourth line down, it says the board encourages the use of district approved social media tools. So, it doesn't restrict, it just says it encourages, meaning a teacher could do it because it's just saying you're encouraging them to use only our platform or ones that are district approved like I can't think of the name

031of but there is one that years ago when my kids were in elementary school where they could like share >> have a mind or something >> yeah there was another one [clears throat] too because I just came across it recently >> like they could show pictures of their and stuff going on in the classroom, but it was limited to >> is that considered social media or is that >> the parents of the kids in that class? >> That's right. kind of >> because I don't know that that's >> we adopted parent square >> because there was initially coaches using their personal phones by saying students >> that's not permissible >> and parent square actually owns >> the same >> because we addressed that >> and they weren't signing like the privacy agreements either those other

032ones that's why said no >> so are we um I guess I question is that language strong enough or we so it either we either have to come up with a substitution verb or strongly encourages the board strongly encourages the use or we could change the verb from encourage to limits the use of district approved limits is basically saying you can't use anything unless it's part of our platform like a prescribed Like the instance that Kelly just described, if a coach has a specific >> whatever for their team on social media, >> if the district hasn't approved it, >> this says they can still do that. >> Well, really, they shouldn't be because of uh privacy issues. Like they shouldn't be using anything that's not uh purchased by the district and run through for 1212

033at law 1212D, which is privacy. So, PII students. So really if they wanted to purchase their own like oh I really like Dojo instead instead of everything else you're offering they really can't put any of our student information in it anyway >> like that would be a problem >> right so I don't know what platforms coaches are using but like if a coach wants to have an Instagram for their varsity whatever team does this policy let them do that >> yes because it says it encourages the use of it doesn't forfeit the privilege of them being able to utilize another one. But what in this policy [snorts] says that they have to whatever you describe >> get it approved for Michaela or whatever because to me >> encourages the use means they want you to

034but it's not required >> but that could be in the regulation >> and since athletics seems to be where we have so many >> discrepancies >> interpretations of the rules I guess to me I think it needs to be very like I read that and go if I'm a staff member they want me to use district approved tools >> but it's not required so I can do whatever I want. >> Yeah, I think it needs to be more black and white. These are the instructions >> because otherwise it opens a free spirit as to what they want to do. >> To me that's way too open to interpretation. >> No trouble. So if you had an issue and you tried to reference the policy, the policy is a way to >> it's strongly encouraged. I

035mean, I don't understand that because it's strongly encouraged. It doesn't say can't do it. >> Right. That's right. >> That's what I [clears throat] mean. So to me, you may as well not have that in there if you're not. >> But then to your point, if you limit, we don't have Do we have Instagram? [clears throat] >> I don't use any of that. Um, and so if a coach wanted to use Instagram, are you as a board saying responsible for governance of the district saying you don't want coaches using their own Instagram to post anything? >> So it's not their own Instagram. It's like a page that they create. >> This is different for them. I want to make sure they're clear. So if it's a district issued and it's the Williamson one, that's different

036than I'm Bridget the coach and I want to do on Instagram. I'm like, "Oh my god, my team is so amazing." >> And I'm putting it out there. >> So I guess I guess >> I don't think that's what you described though. No, there's district and then there's bridg the coach. >> I don't think what she described was district either though, unless I misunderstood you. >> So, when they've created pages, it's like the Williamson girls varsity basketball Instagram page. >> And who's creating it? the coach, >> which my understanding is the Williamson athletics, Instagram, Twitter, whatever fill-in-theblank platform is run by the AD, not the coach. So, that's a difference. So, if a coach has their own varsity, basketball, varsity, baseball, whatever, they can put whatever they want in there. But it's representative and assumed

037kind of like the branding conversation that they're representing our district. >> Yeah. I wonder if they would. >> So I feel like you get into a very slippery >> I'm trying to understand what because I'm not much in social media so I'm trying to figure out what would be the >> why would a coach want to do that? Like what's the purpose of it? >> Showcase the team. >> Oh my gosh. player this athlete showcase it to >> the world to all the kids where the game is. >> So is this to your point that need to happen to your point Angela we cover that with new policy 7201 uh intellectual property meaning calling at Williamson Central School District whatever team may only be used with private written authorization from the district. So they would

038have to ask and get authorization. So we would be covered >> in 72. >> It's already in this >> in the new brand >> in the new 7201. >> So they cannot start a page without saying hey Brian as athletic director I would love to do this page. And then he said hey B and like oh we don't have a regulation yet. Let me work out regulation. >> What about I don't either. >> I don't think what do you mean I had to get written permission? >> Yes. Well, I mean, part of this is going to be thinking about the roll out. I mean, there might be other I mean, actually, that policy in and of itself is new, so there's going to have to be a teach piece attached, but rolling it out with

039our internal and some external stakeholders. >> Can that be spelled out in the coach's handbook as well? >> The branding one absolutely will be. So, yes, >> but the I mean using of Instagram specifically or like social media specifically as well. >> Yeah, because it's absolutely part of that. Well, they can use their own social media. They can't create a Williamson page without giving Bryant's explicit consent. First, >> they're allowed. Are they allowed to be here? Are they allowed to post pictures on their even posting on social media? They they could actually have a picture of their team on their own account and just be like, we're going to be here at this time playing this game. They can do that. >> I actually hope they're not doing that. >> Okay. I'm just trying to

040make sure I understand. >> I'm sorry. What did you say? >> I actually hope they're not on their own private. So, if they're if they [clears throat] are on their own private and they are a coach and they're mentioning names and pictures like that, >> well, it's a PII issue, which is why I hope they're not, >> right? >> Well, I'm certain they're coaches are doing that. >> What about page two, paragraph three, which talks about personal use of social media during school hours, district issued, or personal devices. >> You're on page three. You said >> page two and three. third paragraph paragraph. >> The third paragraph. >> Yeah. What What's the deal with that italicized language? >> So, are we allowed? >> You decide. >> So, that would be me taking if I'm a

041coach taking my phone with my Instagram after a sectional championship and posting a picture to my account celebrating. >> That's how I'm kind of reading this. Is that allowed? Is that prohibited? >> They're asking. So, this is the district action. We have to decide is it prohibited, discouraged, or allowed. >> I think that's what we're talking about. >> It's nice to celebrate. I sad to take that away, but it doesn't seem >> I guess >> this is probably not going to be popular opinion, >> but to me, why do we need >> various coaches posting whatever they want if we have an official, and I know we do. >> I don't know what the exact name is, but we have a Williamson Athletics presence on Instagram, Twitter, Facebook. I don't know what else, but I

042know we have those three. And those I believe are all managed by Brian. [snorts] So if a coach wants to post, hey, my team just won and Brian's not there, which doesn't happen often because I know he goes to a lot of the >> championship stuff. Um, they can take a picture and send it to him and say, "Hey, AD, can you post this on our official platform?" And if a coach wants to share it on their personal one afterwards, then they know it has been properly vetted to be approved to post as opposed to a coach going out. Like we could get in a lot of trouble if a coach posts something they shouldn't because it violates privacy or whatnot. If it goes through our athletics page or our district page, >> then you

043know that it's >> the same could be true for a field trip. So a teacher takes a group of kids. I'm going to use fourth graders because I taught fourth grade. Genese country museum. I take a bunch of pictures of all the kids at Jennese Country Museum. It's outstanding field trip. Highly connected to the curriculum. I'm taking pictures. I'm aware of do not publish. And I publish photos of the kids as a teacher. >> That's weird. >> You can't do that though. Well, if I haven't violated I guess to your point, yes, it could go through only through um the district through our PR person, >> right? It should. >> What about like >> I mean if they want to post >> about prime time 585, >> right? >> When they come and highlight our

044players and they're posting our players on on their >> different media, right? >> They're the media. We have no we have no jurisdiction over >> what they want to post. >> How did you say that? We can't enforce >> we have no authority over that [clears throat] >> but we do over coaches. >> Appreciate huddle. Our school uses huddle. >> I think I think the issue is I think the issue is um >> all of us here right we are at let's be coaches and we're at a soccer game, basketball game, whatever it is. As a coach we should then be posting those pictures online. However, now we're all parents and we're not the coach. Then we can't post those pictures. I think that's the separation is that if you're an employee under the school,

045you shouldn't be posting pictures. As a private citizen, you can. >> And as and if you're under the umbrella of a coach, you need to go through the school district to post what you want to post. Just again, I'm going to ask and I use the Jennese Country Museum example just to make sure we're thinking about circumstances outside of athletics because whatever we do for athletics, I mean, it has to encompass all and I'm not aware if we have circumstances where teachers and or coaches are posting on their own, I don't know. So again to your point to your point Bridget I think about sometimes I've gone we've gone on the eighth grade field trip and uh I've posted on parent square you know here's >> which is different because that's a limited >> it's

046a district >> that's a district sponsor tool and the reach is limited to the people who have access to however you post it because I'm thinking you know >> but >> I guess play it out you're a teacher and you took your fourth graders to Jennese Country Museum you post stuff and there's a kid in your class whose parents have signed I don't want my kids photograph anywhere. >> You don't know that as the classroom teacher. >> No, they should. In my example, I was saying I am aware of who are the do not publish. In fact, nothing goes out by even our PR person unless like the each of the buildings have to go through and make sure we have no kids on that do not publish. >> But do the coaches have access

047to that? >> The coaches that was my question. Do the coaches have access. >> Here's a followup. Now go back to the fourth grade class. Now you have a teacher taking pictures of all these kids. They use their personal phone, then they put it on parent square. >> Are we making sure they delete those off their phone? >> No, I say all. >> So we on a disc I mean where do you want to go with this? >> I mean I don't if aost I didn't give you permission to screenshot it and share it on their own. >> If they're posting it on a I'm a William varsity whatever coach >> I think social media like just on >> I am concerned about the liability for the district whereas if it is vetted through >>

048district >> the district athletic page PR looks at it whatever depending on the circumstance is being posted I have greater confidence that we have posted something that isn't going to come back to bite us >> right that doesn't compromise >> if you have a bunch of um I mean I don't know how many coaches we have, but I bet it's in the dozens. >> Um, and they're all out posting whatever they want representing Williamson. That just feels like we are opening ourselves up to unnecessary. >> So, I'm going to go back to the pictures on teacher's phone. >> Once you take those pictures and post them, now they have the students pictures on their personal phone. I would look at it and say, "No, you got to delete those. You can't have those on your

049phone." I would make the argument that if you want to take pictures, it should be a district sponsor or cell phone >> because I can tell you other government agencies that's what they do now. >> You can just pull you put them on >> to alleviate that issue. >> Are we paying for phones for everybody? >> I'm just I'm just telling you the way the way other government agencies are, >> right? Once you post it, it doesn't matter whether you delete it off your phone. Anybody who sees what you posted can save that picture. >> I have another you have a lot of pictures on your phone, right? and be picking the best one. >> So again, just thinking about the board's role, I mean, ultimately you are responsible for government. So it's really more

050the five of you making a determination specific to oversight of this aspect of our operations. Once I'm clear on whether you're saying prohibit, discourage, allow, then the next step would be looking at what our current practices are and coming up with the regulation. And in this context, regulation means what's the procedure internally? How are we handling that and rolling it out? So I think the more important part here is the five of you reaching a consensus on what is the governance around this topic for our employees and then how we do it. We're going to have to figure that out. Like again I'm not aware of how large an issue or not this is >> the other variable is a numerous staff members that are also parents that are at set field trips that are

051taking pictures. I mean it's it's >> so which hat are they wearing on the field trip? >> Well, that's one is like well I'm I'm posting this as a parent but it's dur again during staff [clears throat] during their professional time unless they took a personal day to go on the field trip. I'm just wondering again like Bridget had said is like how are we if it's completely prohibited or disallowed how is that procedure going to look? >> So again we got to focus on the governance piece and then we look at the how we enforce that. But from a standpoint of a principal like it's I have staff members that are taking pictures like when you brought up pictures. I have pictures of celebrations of our last assembly on my phone right now. I

052have not posted anything to social media but they are on my phone so that at the end of the year for the yearbook y put it in there. >> Right. >> I think sometimes it's good to marinate on it and honestly I'd like to explore a little further if we might. I'm not suggesting that we should prohibit it, but right now sometimes it's good to ruminate and say, "Oh, this is really this there's a lot to think about and consider." So, I appreciate what Scott's talking about. And really, that's the enforcement piece getting beyond once you agree on policy. Um, and I would like to consider that too to come back with how feasible and what that would look like for how we would enforce that as a district if we move forward with it

053strictly prohibited. So, and I think the other thing too, I guess I'd like to do a little factf finding around how how much is out there because I really don't have a sense at all. >> Yeah. And I know like what you're saying, I thought about that as a teacher. I have tons of pictures of my students on my phone and I'm never going to share them on social media. However, it automatically gets stored to like five different clouds. How secure are those? >> Yep. >> I don't know. >> Personally, Personally, I I don't care if they're on your phone. However, >> Mhm. >> as a government agency, >> I understand. >> Well, even >> it takes one person to uh wonder why you have your kids on your personal phone. >> Even in the

054fourth paragraph, it talks about [snorts] >> confidential or private data, including but not limited to other student records. Um, and it says to district owned devices which have encryption and or password protection. But do teachers open it on their phones or on their home computers through email? Like isn't that that's not included in those either? >> If I might, I think given the conversation, I I myself know I don't feel positioned to make a recommendation one way or the other to say I feel comfortable with a position or another. Uh, Kelly, if I could ask you, what I would love for us to do is pull a policy from a couple other districts, maybe a couple um that are neighboring, but then also like go for a couple in the larger suburban. Let's just take

055let's just look at a crosswalk of a couple other policies to see what other districts are doing with policy. Um, and then I that will allow me to reach out to those superintendents and talk about the enforcement piece. So I think 6410 which is uh going to be the replacement for 6410. We'll come back to that one at the beginning of our next 8152 password protection. Uh recommendation was to remove or revise discussion and I guess Karen I would defer to you on that one just thinking about from the uh lens of our DPO was there any recommendation specific to 8152 so starting next year they're going to have different password protection requirements they has to bring the paper a minimum of 15 characters um and everything and it will be multifactor identification so In

056theory, it won't you won't have to reset your password. >> You don't have to do it every 90 days. Every single >> not every [laughter] 15 characters. Am I >> So there is um practices on >> I would say [laughter] that there aren't any requirements for them to Google. So it doesn't let you put in a password that doesn't work >> right now. I think there's their minimum is 10 right now. So to me this is not >> it's almost >> it's not needed right >> any other discussion on that one so are we comfortable with a remove by the time we got up this house >> 8153 recommendation would be to adopt 8271 from one which is three pages if you look at page two The question would be around uh the customizable uh

057piece of this which is paragraph 3 on page 203. So the question would be are you agreeable to as the governing body that under certain specified circumstances the blockering or filtering technology may be disabled for adults. So that would be uh Karen coming to me and saying I really would like I boss removed from my device for for a period of time because of X Y or Z. I would have to go to Michaela our technology coordinator and she would disable the uh filtering. And so the question is does the board allow >> we currently have anything like that in our current policy? >> I don't think so. >> Is there a situation that is there a situation that's come up where this has been necessary? No, because I just go through edit. If I

058have an issue, I go right to edit, which is like a oversight all and I have them look. >> Yeah, >> there have been websites that have been opened up for teachers based on what the contact detail in Greek is policy in the second paragraph under the bullets. It's kind of the same language as that. Oh yeah, those are measures may be disabled. >> So in Karen's example, this does happen. Sometimes there's a site that teachers want to use for instructional purposes or Karen might want to explore some um instructional support platform and she might say, "I need access. I would like access to that." That's different than us disabling iboss which is our filtering our overall filtering that comes from edg and that blocks anything like for instance if hypothetically an individual wanted to

059look at explicit photos they would not have access to that because of iboss iboss would never let them get to it while they're here >> on our server >> what they could think of like a health teacher like would any of those things be blocked >> well that's what we're talking about >> I would say the current practice is edge of tells us no, then that's just the answer. So it's not. >> So again, this is more if you ask for a site, we are probably going to go and make sure that it's a safe site before we would ever get access to that. But we wouldn't turn off my boss. >> Right. >> So does this need to be worded differently? >> No, it's just you can either include that italicized paragraph or remove

060it. So basically this is saying you would if we include it you're saying that under certain circumstances I might need to go to edge techch and say hey for karen hoodie you right now I need to turn off I boss I can't think of what that might be and if she asked me to turn it off I'm probably not going to be I'm going to be wondering >> so is your recommendation not to include it >> I mean if something came up it always be brought up right >> right is what do they say under certain specific circumstance >> I think it's okay to leave it if there's a safe place, right? >> Yeah. >> And I got to tell you, Michaela won't unblock anything without putting it writing to me and saying, "Are you

061okay with this?" [laughter] >> That's good. >> Nothing. >> Get straight. [clears throat] >> I mean, so you're saying include it. To me, it's very similar to what we already have in our current policy because it says filtering, but it may be disabled or relaxed for adults conducting research. So it's this. So it it mirrors what you had before. I think it does. >> Um letter A in the first page. >> Yep. >> Are we can we even do that? Like is it really a doable thing ensuring the presence of a teacher and other appropriate district personnel when students are accessing the internet? I mean, is there never a time when that >> we are bound by duty of care, meaning there really should be active supervision in all settings in our school anyway, >>

062whether they have a device or not. >> Chromebook in in the cafeteria or >> it will get flagged whether they're watching. Don't we have something that's always >> this is saying that we will have the presence of a teacher and or other appropriate district personnel when students are accessing the internet. Like it's a very specific kind of like there's always going to be an adult around when a student is using the internet. >> Well really again there from this the standpoint of student safety there should always be an adult supervising at all times anyway. Like I wouldn't want to walk into the auditorium and not have >> I'm just >> to to your point if they're in the cafeteria and the bonders are down the hall using the bathroom for a minute and there's no

063officially in the cafeteria are they >> like this like I don't know it's the insurance word that came over right like is that a legal thing that we can even say and hold up and >> well yes because we're bound again duty of care. I mean the reality is if I have a teacher or a monitor from the cafeteria leave to go to the bathroom and something happens in the cafeteria, we are 100% liable >> because we have not exercised our duty of care. >> But if they're physically in the cafeteria and the other side of the cafeteria and somebody's doing something on their Chromebook. >> Yeah. But you know the unfortunate sad reality is even in a classroom of 14 kids. >> I understand. I think that's why he's asking is that realistic is

064it have that? No, it's a general, the way I read it, it's a general, as long as you have a staff member in the general vicinity because you can't monitor everything 24/7. That's impossible. But as long as you have, to your point, as long as you have coverage in an area, you do your best that you can do. >> I That's what I'm saying. I'm I'm saying when I read this, it it seems like there's going to be someone watching over. >> It implies there's going to be more supervision than there really is. I guess read it that way. Well, >> oh, sorry. >> I was just say area one is all attorneys. I don't think they put it in there if it wasn't legally okay. >> Again, if I'm reading the supervision of minors

065if we're using email, chat rooms, instant messaging, other forms of direct electron communications. Again, we are bound by that duty of care. Like, we're we're liable all day long if something goes wrong in that classroom. And a teacher's working with Rob over here and uh you're on your device being naughty, Josh. >> Well, I can't get on it. So, [laughter] My boss works. >> Does this make us more liable than we already are then? Or does we already matter >> with or without? >> This is just to his coverage. >> It doesn't matter. Okay. Actually, what it does do is so if I think about for a classroom teacher, if they are not actively monitoring and supervising, this policy helps Rob to have that conversation or Katie or Scott have that conversation with the teacher

066and make sure they understand the duty of care and the responsibility in that classroom. >> Right. >> For example, to your point in the cafeteria, if you have the same five students over in the corner looking at stuff inappropriate day in and day out, then the question becomes, well, what is the monitor doing? if it's the same kids doing it every single day. >> Yeah. >> So that bond should constantly be cycling around just like a teacher should constantly be cycling around within reason. If if we are just replacing the language in 8153 with 8271, does the paragraph on page three of 8271 apply? because it says that we're supposed to provide reasonable public notice and hold at least one public hearing to address this policy prior to board adoption >> under on >> yeah

067on the third page the second >> it's interesting you think that would be on all policy because there is an expectation that you're doing that during open meeting meaning that's why you have first read second reading you actually >> yeah but says have a public hearing. >> Yeah, I would have read that >> or meeting. It says or meeting to address >> and that's what we're having now. >> And it will be a first read at a real meeting. >> And then you do that. >> I think we get rid of it because it's >> good catch, Angela. >> Not that we would ever move policy without it going through a meeting, >> right? But that's the process. >> It's odd that that's agreed. >> It is 529 just to let you know. >> Oh

068my gosh. just on a roll. >> Well, I am I'm a guy. >> Oh, you're so excited. You're really making some headway. >> I need a motion to adjourn. Second. All in favor? So what I did is I transferred my computer issues in it >> and I said you know what I want everyone to be like >> equal opportunity you are question >> oh I got to stop the Sorry, we're a little late. We had another meeting right before this. I'd like to call the meeting to order with the pledge of allegiance and all of >> I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Okay. Uh, now we anticipated an executive

069session. Any announcements? There are no announcements. >> Student highlights. >> Good evening everyone. Um, welcome to the middle school student highlight. As part of one of our essential objectives of the culture of caring, I would like to introduce uh first of all the advisor uh Kathy Abdinazer and the student association, the members of the student association officers. We have Coran Green, Elzer, Jane Henry and Skyler Cole. And they are going to talk about some of their initiatives and uh one of them being the >> [laughter] >> Okay, first of the board. >> Hey, um, good evening everyone. I have a quick and very brief uh presentation uh for the remainder of January um on some student initiative prog progress. Um so some initiatives for future opportunities in utilizing the courtroom uh the courtyard in the

070high school uh [laughter] courtroom that sometimes um I brought that up and discussed with Dr. Snder about that as well as the potential future transportation for uh WTCC uh students during midterm week. We're currently the only uh currently the only district that doesn't provide transportation. um well doesn't provide a set transportation during that week. Um as well as some student input for courses during the development of the math the master schedule. Um yeah and that's that's what we've been uh that's what I've brought in from theut of students up to and discussed with Dr. Schneider uh this month. Are there any questions or comments? >> Yeah, that's Thank you very much. I do want to just respond to the transportation for WTCC. Uh Dr. Snyder and I have had a lengthy conversation. That's an inherited

071state of the state meeting. That was just the past practice. Uh we both feel strongly about shifting that practice. So you can take that back to the student body. I think you're going to see a shift in that practice moving forward. We both feel strongly about that. >> Thank you very much. >> Absolutely. >> Thank you, Ron. reports from district administrators. >> Thank you very much. I think we'll go in reverse order tonight. Dr. Snyder at the high school, >> right? Um so we just had a great midterm week. Huge shout out to uh Chelsea North, our my assistant principal at the high school. Um she did a great job in our first year coordinating all of it. I thought it was really well done. Uh maintain historical practices while also finding some new efficiencies.

072So I thought it was great. Um and then I just want to highlight or thank our community. We had 20 people so far coming for our career day. um most of whom are residents uh in Wayne County um ranging from local politicians to artists to lawyers and doctors and u construction workers. Um so we're really excited for the range of candidates or people that we have to come for the present to our students on career day. Um and then we also have uh various tables that'll be in our gymnasium on that day from about 15 colleges I think we're up to right now as well as some of the local unions will be there to recruit students. Uh so it's a fun way to add on to the day of play. Um, as well as

073some play and a talent show today. So, we're excited about all of those things. >> Very exciting. Are you gonna do any actual talent show? >> Um, I will not be doing anything. I would expect >> I'll be working on my class. [laughter] >> That's next week. >> Uh, the 13th. >> 13. Okay. >> If you were asked by a student to do something probably [laughter] >> within reason. So forum tomorrow and that was very forum >> anybody >> recommendations for doctors forum >> limited [laughter] town >> I bet they can come up with something good for you middle school Taylor please >> good evening everyone um again to echo a little bit of Dr. reminder on a on a smaller level, our eighth grade students traveled to the Wayne Tech and Career Center uh

074and explore different pathways they might pursue in the future uh through the tech center. And in addition, in a in a smaller version of career, we are fax class is having community members come into fax to speak to some of our students about skill sets needed also to start a small business or be employable. And we've also been doing that in forum as well, having people come in and talk about different, you know, paths you could pursue in your days of your life. >> It's wonderful. It's exciting just thinking about the uh embedded CT initiatives. Great job at the elementary school, Mr. Dresler. >> Oh god, not doctor. Um, thank you very much. I love this part of board meetings and I'm going to shift to shoutouts because I hear Kate and Dr. Snider give

075shout outs. Mine is strictly shout outs. Um these last couple weeks with the weather that we've had, significant shout outs to our facilities. Um director here and Andy and Alexis like the snow removal. Um Andy came back this week and just cleaned up the bus loop. So it looks absolutely phenomenal. And then we got six more inches 7 6 7 last night. So it definitely helps just the anticipation of that. And then again like the transportation, our bus drivers come in, they are smiling every single day and they love helping the students out. There were a couple mountains that they actually helped held the hands and get the students over the mountains of snow. So just phenomenal to them. Um Teresa Byron, there is so much mud, not mud, but snow and rain and water,

076whatever it is, through the halls and she does a phenomenal job just making sure that everything is daily taken care of. If you've ever had indoor recess, we have monitors. And if you've ever had 20 plus kids repeatedly in a room during playground, um I just want to give a shout out to our monitors because it's a lot to have to not be able to go outside at times when it's not that right temperature. So, thank you to them. And then just the flexibility of the 2-hour delay, the almost snow day, and then the snow day, and staff always coming back with uh a smile on their face, ready to support students. And then lastly, our front office staff, Carrie and Kelly. We just had our ELA and math simulation testing yesterday. Um, it went

077off without a hitch and a lot of work from Carrie was helped organizing that with our proctors and Jess Craft. So, shout outs to them. And then we are looking forward to February 4th and having you all see all of the things that we do well in our elementary school. >> When was the almost snow day? Just curious. >> That was the Thursday before last. just [laughter] >> when people thought there was snow. >> I wish I [laughter] closed down after the snow. >> Thank you, Mr. Dresser. Uh from athletics, uh Brian, please. So, you can see in uh the agenda, I have a recommendation for the outdoor [snorts] track girls varsity assistant coach. And shout out shout out to the uh outdoor track coaches. I reached out to the three of them, Jeff Van

078Hoover, Carl Cobtock, and Joanne Alexander, hoping I'd get one. Uh they we were in a group chat like figured out where we could all do it together on the same day. Um then I was able to get two student athletes, uh Ryan Hoodie and Madison Story. Um and it was we had three really qualified candidates and just seeing reassuring seeing the the process and the system of um what that should look like and a lot of good discussion especially from the student athletes as well and I believe we have a solid candidate for uh the spring. Additionally, um Nick Weiss and Joy Reynolds, a middle school nurse and high school nurse. We uh have it set up so every student athlete in the spring is going to take a baseline test for concussion. And uh

079that's I think a huge step in where we were at. So uh recently we had a a student concussion and the process was kind of sloppy. Um so we worked with some physicians and cleaned that up, but now we we're going to have a baseline test. So, um, if we have a student that has a head trauma, we can have them take that test later on and then see if they can return to play safe. And there's a process now just not just going off of physicians statement and then kind of doing our own system. >> Can can I ask you a quick question? >> Of course. >> Kind of sorted later, but not um sectional pictures and banners. This is time to ask dessert. something we need to do to get those put up

080at all? >> They should be put up. >> Okay. >> So, >> yeah, >> someone reach out to me. >> Probably a week ago or two >> the most, but >> Okay. >> Um, yeah, if they're not, definitely reach out and let us know because we'll get them up there. >> We put up everything. We had anyway. There was a whole bunch of seniors on one of the teams. I can't remember what one it was, but uh was it basketball? Track. >> Track. Yes. Track. Indoor track. Yes. So, we had to make room for all indoor track. >> Gotcha. >> Speaking of manners, we went to several schools this week. >> Thank you. >> You can see it through the door that you can't get into right away because [laughter] on the present there start

081everybody internalizing the essential objectives. Uh proud to uh welcome Nancy Miller, our director of student and family services, who has been here a very short amount of time, but boy, she's hit the ground running uh day-to-day operations, but then also uh looking at needs-based assessment at what's going well and maybe what's not going so well in her department. So, Nancy, thank you. Um so, I have definitely made progress on my needs-based assessment. Um really focusing on student achievement and the culture of caring. I've been able to work with various departments on cleaning up our systems to make sure that they're clearer um and that we're following them with fidelity. Um I've worked really hard with our PPS team to create a more clear system for our functional behavior assessments and our behavior intervention plan process.

082Um so they look nice and clean and are can be easily implemented in the classroom. Um, I've also worked really closely with Jess Craft on cleaning up our processes between IEPs and 504s and the gap in between. Um, so I feel like we have a really good process moving and a clearer system moving forward. Um, I've also been able to make a lot of community con connections. We have had um 100% parent involvement in all the CSS I've been involved in which has been really um a nice way to connect with families, hear their needs um and hear some of the great things we do here at Williams and for our students with disabilities. So, >> thank you very much. Great work. >> Office of Let's say it correctly, coordinator of instruction in Innovation and

083Intervention. And similarly, while Karen's been enroll since July 1, she also has hit the ground running and working diligently to assess for what are the needs for the district and thrilled to have her here this evening to pro provide an update. >> They didn't like that in my life all [laughter] thank you very much. Um, as we mentioned or as you approved at the last board meeting, um, we are having a curriculum work day this coming Friday and I want to thank Nancy um, who has helped me develop some of the activities around that work. I'm really looking forward to the opportunity. Um the content area specialists are going to be leading their content area groups in grades 5 through 12 around um outlining their instructional best practices and specifically to reading uh reading, writing,

084lit listening and speaking. So they will be digging into that work as well as vertical alignment of specific skills. um it's for them to decide as a group what vertical piece they want to touch on the most whether it's vocabulary or specific content but they're making some of those decisions on their own. So I'm looking forward to that time. Um thanks very much to the content area specialists in advance and I will get you their names um because it it is a heavy lift certainly to try to roll this out to everyone and I so appreciate their support because you can't literally be everywhere. Um and so it is just wonderful to have their support. Um, I would also like to So, we're really looking forward to that and hopefully the next time I'll be

085able to say it was it ran ran smooth as butter. Um, I'd like to do a special thank you to Nick White. Nick is currently in the process of doing our CPR AED reertifications and he's wrote he will be holding in February two initial certifications also for people who are interested. Uh, that is for us to be in compliance. First of all, it takes care of our all of our extracurricular coaches and clubs um so that they always have somebody who is trained and available in CPR and AED and it opens it up to other staff for um specifically for when we go on field trips and different events where we are now required by law to have super or have access to people who are trained. Um so he has just been instrumental in

086making that work and I've only heard good things about his reertification. >> Thank you Garrett. And last but not least, our official cast who hasn't been busy at all. Um I'm sorry for handing these out ahead of time, but kind of goes along with my presentation. Um the district just uh received their um fiscal stress rating for um this past year. Uh the rating system is designed to provide an objective assessment of the fiscal challenges that are facing school districts and identify situations where corrective action may be needed. There are two types of assessment uh that they do. One is the fiscal stress rating and one is the environmental stress rating. >> I think I just I'm sorry. Um the fiscal stress uh rating measures financial health which includes um the operating results uh your

087fund balance cash flow and short-term borrowing. This year the district's fiscal stress score was 16.7 which falls within the no fiscal stress designation. Um we have been there for the last several years. Uh the environmental stress factor measures external factors that may affect um district's finances such as enrollment uh property values and the reliant reliance on state aid. This year our environmental stress factor or rating was 25 which again reflects no designation which is the best score that you can receive. Uh overall the results indicate that the district continues to maintain a good financial position and is not considered at risk under the state's fiscal stress management system. Um another update. [laughter] >> So what would happen if we got a higher score? Would they come in and do something or would they >> Oh

088no, it's just them designated here. So [laughter] >> we'll get a really high score and say not to worry. >> So they say we're not just for you but So, I want to ask now that you know we have no stress designation, don't we all feel better? >> Yeah, I certainly >> there's no [laughter] stress. That's that's phenomenal. >> You shouldn't be stressed at all. >> I'm so glad. [laughter] >> Just giving Lily. >> I didn't know you were doing so well. [laughter] doesn't know there's >> um the other thing. [laughter] >> The other thing I wanted to mention is that the district was awarded a free energy efficiency study through NAERTA. Um so the facilities director right now is working to schedule a time for the company to come in and visit and review

089the facilities. Um, and the goal is to identify opportunities for cost savings and to improve the efficiencies. >> Great. >> Any questions for Penny? >> I'm greatly appreciative of you bringing us the word that we have no fiscal stress. I do feel >> this weight of the world has been lifted. [laughter] >> When we got the report, I was like, "Oh, this is good news. We have to tell the board." >> Thank you, Penny. I will try to be brief this evening. I do have a couple updates. Uh the first I want to touch on one which is that uh on January 8th the board had the opportunity to visit the middle school. I have to share with you how delighted I was to debrief with the board members following the visit just how complimentary

090you were. Um I heard in you the awe and the wow that I feel every time I go into classrooms you know just the art and craft of teaching and observing students learning. And so I want to thank you for your visit on January 8th on behalf of the middle school. Kate, outstanding job putting together the schedule and having uh you know a diverse uh pathway for the board of education members to visit classrooms. So just huge shout out and I want to say it out loud at the close of our debrief. Board of Education members with smiles on their faces said it was an absolute delight and a great reminder of why we do what we do and that's how I feel every time I'm able to actually have in classroom. So it was

091wonderful to have you visit the middle school. [snorts] Uh thrilled to welcome you to the elementary school on February 4th. Uh I know Mr. Dressler has put together a great schedule for you. Francis, you'll be pleased to know we put together a note catcher sheet. So, you're going to be able to take your tour and take notes as you go. He's going to print out those packets for you. So, you'll have those. Uh you'll also have the opportunity to tour the transportation facility. I know they want to uh take you on a tour and show you a few things specific to their facility. Uh Penny and I have spent some time over there uh recently, and I know that uh there are some things they're very proud about. And then there's also things they think

092we all need to have an awareness about about their facility. And then lastly, on March 10th, uh you'll have the opportunity to visit Dr. Snyder. He put his schedule together over a holiday break, so he is ready for you. Their building is ready to welcome you over there, and I'm sure you'll have a great day over there as well. On January 9th, uh Angel and I had the opportunity to participate in the Wayne Finger Lakes Legislative Breakfast. Uh I don't want to speak on behalf of Angela. I thought it was outstanding. Uh we had five elected officials who participated. Senator Helming, Senator Omera, Assembly Member Mantelo, Assembly Member Jeff Galahan, Assembly Member Andrea Bailey. Uh there were a number of us as design who spoke on behalf of pressing issues or legislative priorities in our

093region on behalf of the region. Uh Naples uh presented on EV buses and our strong sentiment specific to how we're feeling about the regulation that indicates we can no longer purchase uh diesel-powered uh fueled buses after next year. problematic for districts such as Williamson and frankly most of the districts across our region. I presented on funding and reliable uh funding sources for us specific to state aid and looking at the state's responsibility to provide a sound basic education for every student in the state and frankly we're not convinced that that's what's happening right inequities across the state. Uh Bloomfield presented on uh we are positioning for school resources school resource officer should not be optional. We think that there should be funding for that. so that every district in our state is able to have

094a school resource officer. Frankly, we don't know how you ensure safety in our districts at this juncture without having one. There are many districts including one of our neighboring districts who right now for budgetary reasons are unable to have a school resource officer. And then lastly, uh the superintendent from Canada presented on workforce development. Uh we are really concerned about the very real need we have in staffing shortages and that spans operational and instructional areas. I can't tell you the number of conversations I've had with each of the building principles. Uh Kelly Dixon, Nikki Oout, uh who's also attached to HR. The amount and volume of work being expended on HR right now, it's unprecedented the volume of interviews, setting up the cycles, the documentation that is attached to all of that. Um and so

095as a part of our legislative efforts, we want to make sure that there's an awareness around that. There's things we think we could do. Uh just so you have an awareness uh our teaching staff right now is in a tier six which is hugely problematic for recruitment and retention of teachers. We're really trying to uh >> horrendous is it? >> It's horrendous uh volley for consideration to revert back to something like tier four. So teachers uh young teachers going into the field don't know don't think they have to work for 40 years uh to enjoy a retirement uh benefit. Uh so anyways, that is one thing that's also on our minds and we're trying to work behind the scenes to work with our elected officials to uh ensure that they understand the difficulties that we're

096having. We are all very concerned for public education as we future out given our current shortages. Anyways, going back to the legislative breakfast, it was very well attended. We had superintendents, board of education members, other uh leaders from across the region. We all spoke. Our elected officials had the opportunity to speak. Uh I have to share with the when we talked EV buses my blood pressure got up and I'm like Angela I got to do some deep breathing but beyond that uh it felt we felt very supported all of the elected officials who were present I feel very much took the same position that we are taking surrounding the struggles that we are facing. I don't know if you want to speak to that during my report or later but uh I absolutely would ask

097if you have anything you want to insert there before I go on. I agree. It was very I wasn't sure what to expect because I had not attempted one of those in the past, but I thought it was very productive. I actually took a bunch of notes and had some ideas about things that we Williamson could do. Um, one of the things that they, the elected officials mentioned, which I think hammers home what Bridget just said, I think the five individuals that were there who are our lo some of whom are our local representatives, um, definitely support what we're doing. And one of them made the comment like handwritten letters, emails, phone calls, those are great and they do get counted. They literally, you know, on a specific like EV buses on a specific issue

098will go, I got X number of phone calls, X number of pieces of mail, but what they encouraged is our efforts not necessarily to inundate them with that communication because they already are on board with what schools need. it's more um focused out on the governor and the heads of those specific committees depending on what the issue is whether it's funding or transportation or whatever which I thought was interesting because I know in the past it's always been oh we should send letters to our representatives they get it they know it needs to go beyond >> you're on board but as a minority >> yes party but they're saying send those send those things to the heads of those committees to the governor which I thought was interesting because I've never heard anyone say it

099that way before. They've just said we'll send letters into the countdown. But it's not getting necessarily to the people who can affect that change. Um, and interestingly, while Bridget's blood pressure was going up, there are I they were rattling them off so fast I couldn't keep track of them all. All of them mentioned different um pieces of legislation that are already out there. A lot of them related to EV buses. um to try to mitigate the >> yeah the situation that we're faced with given the current regulation or requirements. Um and it was everything from bills to allow districts to opt out, bills to allow district districts to postpone um implementation um until the state owns a fleet of EV. But like there was all kinds of stuff. >> These are proposed proposed >> these

100are like proposed legislation like they rattled off bill number blah blah blah in the Senate, bill number blah blah blah in the assembly. So they have all these different things that they're trying. Um I guess my only takeaway is something will happen. I don't know which of those will happen, but um it's definitely on their radar. Uh those were the big ones for me. Like I took other notes, but um it was definitely productive and I think our current representatives understand the issues. It's getting it beyond them because like you said, they're the minority party. >> So, but it was definitely a productive morning. >> Worthwhile. and certainly would encourage as as best possible next year if we can make sure we have a strong presence again definitely well worthwhile. >> Do you think that

101they're having the similar meetings around the state talking about the same same issues? >> EV buses. Yes, I can say 100% confidence. [snorts] >> But I mean like all rural schools in New York have are dealing with the same things, I'm sure. Right. So are their representatives just as supportive or are they not? I guess why isn't it getting to where it needs to be if so many >> because if you have >> areas groups of areas they have a different >> representation those ones outnumber the rural areas. >> Yeah. But if they're listening to their >> So I'm trying to be polite. [laughter] He's trying to find a nice way to say >> a nice way of saying the reality is if one party has a deal stuck in the ground and that's it.

102We're not budging. >> The letter campaign, the email campaign, the phone campaign is to go not not the people that are on your team, but the people that you want to try to sway >> because if that's their ideology, >> I guess put pressure on that. >> This isn't a political issue of like right or left or whatever. >> I I disagree with that. just all schools are dealing with >> I disagree with that. >> So I guess to that end thinking about EV buses and where we are. I mean good news is that right now there are two uh potential waiverss and so uh Penny and Vicki are currently working on drafting our submission for the first round of waivers which allows for us a two-year extension beyond 2027 no more diesel powered fuel

103purchases. uh then we potentially would be eligible for a second waiver after that. Again, keeping in mind that you have to be taking steps towards implementation of EB ED busing to qualify for this. So stay tuned. Again, I guess the good news is that at least now the waiverss exist. Prior to this, even a year ago, they did not exist. So we are making movement ever so slowly. And certainly we are trying to organize as strategically as we can as superintendents across the state questioning even grid capacity >> knowing that the grid isn't even able >> for that was too. >> Yeah. >> She thoroughly enjoyed it. >> Was that >> Did they have a good breakfast? >> It was good breakfast. >> Yeah, it was good breakfast. >> And our uh it was not

104WTCC. It was FLTCC students made it. Yes. I just have a couple other updates. Uh, as Karen already mentioned, I'm thrilled we did incorporate and thank you very much for the inclusion of a half day this Friday. Very excited to see how it goes. I am very excited about the work that Karen's put together to uh embed professional development and curriculum work that aligns with our essential objectives and tries to move the district forward. uh we will certainly be trying to dipstick to see how teachers uh found that experience with the half day and that will drive decision making around a recommendation to you for calendar development which is my next topic. So we are currently midstream with the 202627 calendar. Uh we do have a draft that being said uh pressed pause on that

105draft to see how Friday goes and for us to consider potentially the incorporation of some early release days next year. Uh I think the current proposal from Karen is six days uh which we would only dismiss by uh one period early at the middle school and high school and whatever that translates to at the elementary to allow for us to build in more um uh succinct and more um continuity around professional development. We do not anticipate the difficulties that we're having with staffing shortages going away in the near future, which means professional development and curriculum design and development is going to continue to be a struggle for the district. So, by simply incorporating and it's Tuesdays or Thursday, I just remember Tuesday. by incorporating six Tuesdays next year in the calendar up front. So all

106of our community members are having an awareness uh that potentially we would have six dedicated hour and a half periods with our teachers to do the very important work we need to do with professional development and curriculum development. So again, we're going to uh see how Friday goes. uh parents incorporating some type of a quick survey something uh so we can get some feedback from our instructional staff because what we wouldn't want to do is embed a model that uh they're not receptive to and ends up feeling more like a waste of time for everybody. Um and then my hope would be that on February 11th we come back with a 2526 calendar for you to uh move forward with. And again, as a courtesy to our community, it's important we get that out as

107quickly as possible. Uh it would not be a board meeting if we didn't do a facilities update. And while uh Bill is going to Bill is here, our new facilities director is here this evening. He's going to provide an update. I'm going to give you the 30,000 foot view. Uh first important to note that uh we still are uh on pause with our 2024 capital outlay. You'll recollect that we had difficulty with the gymnasium floor installation. Uh we are still on deck to potentially have that corrected in the summer of 26. Uh we have withheld payment for such in uh in the interimm of that being completed. So again, that's incomplete and that should have been done in our last capital outlay. We are mid-stream in the development of the 2025 capital outlay. I did

108a quiz question with the facilities department. Francis, do you remember what it is? What's capital outlay? I got to ask you. >> It's a $100,000 project once a year. >> Correct. And the only other way beyond a capital improvement project that we can get building aid back on any work we do for the district. So it's really important that we capitalize or monopolize that capitalize or optimize that opportunity. So for the 2025 capital outlay, we identified some doors that need some replacement that pose safety consider safety concerns and so we're midstream and making getting ready to apply to the state to approve that project. The 2022 capital improvement project update, there's two things outstanding. Quiz question. Anybody know what those two things are? >> Transper. >> Countertops. Thank you. uh we are still uh working

109to working through uh legal to arrive at a resolution to have that work completed. Recognize that that is a source of frustration frankly for all of us and for our community members. Uh recognize that it doesn't look good at the middle school when you see the incomplete work in the trespa panels and unfortunately there's no way to uh push that along any faster than we are trying to. >> So the resolution will not be anywhere now. [laughter] [clears throat] >> Uh 2025 capital improvement update. Just want to give folks an update. Uh we did meet with our OACM. OACM is owner architect uh o owner architect owner is us architect and construction manager. Uh just so you know we are right now in the design phase. So my hope would be that we have schematic

110designs by April 24th. By this summer we'll be presenting to the board of education so you have an idea about design before we move forward and then we will be positioned to submit plans to the state of education for approval which as you know that has to happen before you can take any next steps. And then lastly, I just want to uh thank Penny for her work on the now second iteration of budget development. It is Super Bowl time, which in school districts, what that means is it's budget development time. And so I want to thank her for work on the budget and thank you to the entire team who will be continuing to pro provide feedback. Uh as you know, and you're going to see in just a few moments, uh we have a

111significant gap we're going to need to close and that means some careful consideration uh as we work to close that gap. And that concludes my report for this evening. Thank you. Thank you. District committee reports. We had curriculum council on January 15th, buildings and grounds the 21st, wellness on the 22nd, technology was earlier today, and policy was right before this meeting. I don't know if anybody has anything to share from any of those. >> She covered a lot of what we didn't go into counsel already. So um I don't think there's that much to add. Uh and then technology committee we we did a part of a survey um technology survey that's given by both is >> uh well it's we turn it into Boseis but it's our technology plan. So we did a self

112assessment. We broke into small groups did a self assessment uh where we thought we stood with different charact or different qualities and they will be feed into the development of the plan which I believe is for the next three years and required by regulation has to be submitted by July 1st 2026 to the state. >> I think as a whole at least our group did we we did really well. Yeah, >> there was a good conversation around it too. >> Able to attend a wellness committee. >> We talked about [laughter] we talked about our March conference day. Kathy Abdinazer as um the district lead on that. She is winter fun day. >> She she Yes. She came up with a fun room name. But the goal is that there's snow so the staff can play

113the snow. The morning will be professional development around >> portrait of a graduate. >> That's awesome. >> Discussing all the unknowns. [laughter] >> Okay. Um district events. We had um elementary school interval January 12th. Martin Luther King junior holiday middle school January 19th for all buildings. Uh last week was high school midterms and January regent exams at the high school and the end of the 20week marking period for the middle school and high school on Friday. WCMEA vocal all county was January 23rd and 24th in Lions and then the second semester started Monday technically but there was no school so I guess Tuesday >> was a day or B day >> it was a B day according to the announcements because we skipped a day >> it wasn't [laughter] um for county school boards association

114and rural schools association Um, I know Kelly has here the general membership meeting is March 19th. I don't know if anyone's going to that and I remember reading what the top who the speaker was, but I don't remember. >> Yeah, it didn't look like a bad Tim. >> I have gone to them before, but not [snorts] this year. But I wanted to go to the one that was right in that was right before Thanksgiving. >> That's right. >> It was like Thanksgiving week because I couldn't I couldn't do it. >> Is it regent Norwood? >> That's what I thought. >> And Patrick Longo from NISBO. >> Okay. >> I do remember reading it. I couldn't remember who it was. >> Ron and I are going in May. >> Yes. >> May is usually the annual.

115Yes, that's important. >> And I know I've gone to that one before, but uh PTSA, Veronica said she's going to give us a report at the next meeting. She was here, but she stopped up between meetings. [snorts] Uh board reports. I need a motion to approve the cse case summaries. >> So, any discussion? All in favor? >> I opposed. >> Passes 5 Z. [snorts] I need a motion to approve the December treasures report. >> So move. >> Any discussion? >> All in favor? >> I oppose. Passes 5. Facilities update. It's our pleasure to welcome Bill. >> Hello everyone. use this because nobody wants to stand protection. Um, my name is Bill Bennett. I'm the facilities director here. Um, I brought a paper copy just in case the slides don't work. Um, so you don't get

116out of this presentation. Sorry. All right. Um, I've only been here two months or so. Um, but we've done a lot and a small crew uh does a lot out there and some I appreciate the uh the heads up or the appreciation there um speak outs there, the shout outs and I want to shout out to this guy because the other day we had a had a storm. We had a school day, snow day, and this guy's out there the next morning shoveling the front steps and I was just helping the custodian Brian and [clears throat] this guy's out there like a mad man. So, I appreciate the help that everybody gives that we don't see and uh you know, everybody in this district seems to be very helpful and supportive and you know, that's

117very nice. [snorts] So, get right into it. Our staffing um we have a um male carrier uh it's part-time mail carrier [clears throat] uh districtwide staff is maintenance one m maintenance mechanic uh one grounds keeper. We have an open position right now a laborer that we're actually um reviewing applicants and uh going through interviews for we have another position that's open as a floating cleaner which we're also interviewing for. So, keep your fingers crossed that things work out there. Um, building custodians, we have a building custodian for each building, uh, each school building, and we have three staff members at each building, and one is a lead cleaner at night, um, that oversees the, uh, the the nightly operations. Uh with the building cleaners, we do still have one open position that we're hopefully [clears

118throat] filling. Uh it's I think be board approved tonight hopefully. So that's a huge plus because that position I hear open for quite a while. So um continuing to work to keep these, you know, get people in, good people in to support the people that we have here. There is a lot of work out there to do. um health and safety and risk management. Um this slide we left in there. Um Boseies does our Boseis representative does a lot um or as is a good reference for us and a good resource and they do the fire inspections. They do the lead oversee the lead testing. They do the uh asbestous and a lot of these other things. Uh Canada's OSHA training which is Pesh overseas schools. Uh OSHA training. uh they have all different type

119of modules or resources at their disposal. Uh fire prevention pre prevention and inspection that we just did. Uh we did fairly well here. We only had minor violations which are common. Um you know door wedges and stuff like that that we're always going to see. Uh we'll continue to work on those and the buildings were very supportive of getting things corrected. appreciate that from all the buildings. We didn't have anything major and they were easy to clean up. Uh lead, asbesus, pesticides, they give uh you know regulations and stuff with that. So, they're a good resource for us to reach out to whenever we have um issues like that. One of the other things they do, and I heard AED in CPR training, and I think he mentioned it when he was in here, but

120we've in different different districts, we've used them for a resource for training for that um because they're a lot less than like the Red Cross and stuff like that. So, but you know, great resource and and [snorts] most of those people have been working a long time. um currently in project pro progress. Um there's a lot in progress. So these are some small things that I've been working on right away. Um we have a couple Avery trailers um out there in the parking lot that were from the project. We're trying to clean those out, get them cleared out of there. Um until we have the next project, we may need them, but not right now. Uh working on uh the elementary school floor. We're actually scraping that down by hand and uh we got it

121to a good point now that we believe that we can put a product on it that will dry overnight and can be used the next day. Uh we're supposed to be done at night. We're a little bit behind on getting the process the prep done. Um so they were out here tonight. They wanted a little more prep done to it um to make sure this stuff's going to adhere to the floor and everything's done right. So, tomorrow night we'll probably have a new shine on that floor. So, we're looking forward to that and buying us some time, [clears throat] you know, hopefully the six months or a little bit more than that we need to get that done. Um installing uh time clocks. Um this is a district project um that we're assisting with. So

122there's multiple assets we're installing them. Uh it is um assisting with um some of that and uh working with Boseies as well to get these up and running. So currently they're not up and running yet, but we're looking forward to that [cough] coming in the near near future. And that's going to help us with um managing, you know, time and um the actually the processing and the turnaround time for processing um time cards um and not having to chase down, you know, paper cut time sheets and stuff like that. So we're looking forward to that. Um, we're also working on some bad cameras that we have. Um, we're trying to get those replaced and we're working with it and Boseies and our our camera vendors for those. So, um, budget management plan, um, we're working

123to see with the cost of everything going up and, um, the way things are, we just found out even a shortage of salt again this year. So, um, we're having to find other resources to get it and it's costing us more money. So, anything like that changes our budget. So, we're constantly looking for [clears throat] a better way to save money um and work with um different resources and and different different avenues for the for everything. So, that's uh concept building maintenance. Um I didn't have a chance to update pictures. These are some some pictures of doors around the exterior of the buildings. We had a lot of snow. So, um I would have taken some pictures. you would have seen a lot of snow outside. Uh but we have a lot and I've slowly

124been touring the buildings. We're seeing what is needed, what's um been overlooked. Um some of the stuff can be repaired. Other stuff may need a little bit more time or planning or including projects and we work through those lists and you know the needs and wants too. And uh a lot of people may want things, but needs are are are number one. And then the wants we evaluate and see if it's feasible to do. So uh we're constantly looking at that. And by the end of spring, we should have a good list together that we can present to the district here and decide what direction we want to go on. So that's that. Um equipment status. Um it's very important undercoating vehicles and help maintain longevity with all the salt and stuff we use in

125the district. Obviously we don't want kids and and staff and visitors to fall. Um that takes a toll on all our equipment and you know we're constantly rinsing them off. We're constantly u but under coating definitely helps. It saves longevity. uh rotation of mowers is important the hours. So, um, one of the things I am is on the on the bottom of that list is working on the equipment replacement list. And that gives you everything, equipment, attachments, vehicles, everything into one um spreadsheet that we can continually continually update and prioritize our replacement. And then we can long-term, a fivey year or 10 year look out and see what's going to be needed in the long term. And try to replace um those things or budget for those things to uh get them replaced. And as

126things, you know, some things last longer than others, as you know, and um if things get popped up pop up that have to take priority, then the things that can last a little longer, we bump down that list. But it's a continual list that we keep updating and work with. And uh we're hopeful that once we get that list together and completed, we'll have a better vision of the the stuff we have um master library. I wanted to talk about this a little bit more in depth. Um very important. Uh I think it's a great tool. I'm glad this district has it. I've used it in in two other districts the same um work order system. It's very adaptable to what you need. Um uh it effect yeah effectively manages the work orders um tracks

127work orders and repairs prioritize uh person that puts in a work order can prior prioritize to a low medium high level. If they feel it's high you know we can look at that and it may not look in the description as a high thing but once you talk to the person you realize all right a light out in the bathroom. All right. You know, they have a light out in the bathroom, but it could be the only light in that bathroom. And that's reason why it's high priority. And when you look at the, you know, you just read it, it's up to the person that has the work order that interprets it. This helps, you know, the prioritize it a little bit. All right, it's high. Let me find out why it's high. Um, and

128um, you know, also a low one. Obviously, if we have a lot of work, we can stretch it out a little bit longer to all right, we can get to that tomorrow because we have these these other ones that are taking precedence for um increase productivity. Um, one of the things the work order system does is sends the email to the person that gets it. So, if you have email on your phone, you get a notification, hey, you know, this this is happening at school at the high school. You know, they need they need this. I am right here at the high school so I can take care of it then instead of leaving the building and then having to come back for it. So and also um it it helps them u manage their

129their workload and you know the person that gets the work order can see that it tracks it. It's all on a spreadsheet work order system that you can filter out the way the way you want to. um improve safety um being able to um and improve safety and cost saving. I'll get into the safety a little bit more. Um PM schedules. And if we go to the next slide, um the PM schedules, you could put stuff in for PMS and get things replaced and repaired uh on a routine, you know, checked on a routine basis. So I'm in the process of working on a PM schedule for everything that we're doing on a routine basis, on a regular basis, a monthly, a quarterly, yearly. So that way it pops out a work order automatically to

130the person that's responsible for that and also copies it. It goes on the master list as well, so I can see what's being done and what's getting overlooked. Um that way PMS don't get missed. um we can see it on there and we can address those things. So um so more more to come. Still working on that, but it's it's going to be a you know a lot better system once everybody gets their you know that those reminders for they don't have to remember each thing they they're doing each month and um that's [clears throat] it. Thank you. And next side is the one that just says, "Any questions?" >> Any questions for Bill? >> Thank you for all your hard work the last couple months. And now William been a pleasure so far. So

131hope you >> Thank you. Thank you. >> Okay. Next up, we have budget presentation. Hello everyone. Um, tonight I just want to give a little bit of an update on the budget development for the 2627 um, school year. Next slide. Um, I'm going to talk a little bit about the governor's executive aid run that was released about a week ago. um and then what I am projecting the aid to be compared to that. Um and then I'm going to talk over some of the other revenues and expenditures. Next slide. Uh in the executive aid run, the uh foundation aid uh came out as a 1% increase, which equals approximately $95,000 for the district. Not a whole lot. Um there is a column there that shows what the executive budget was and then again what I'm

132going to project and then there's a variance column. Um the high cost excess cost aid um I reduced down a bit because if a student were to move out of the district from anytime today to the end of the year that would be a loss in that revenue. So this is kind of a conservative approach as to not you know counting on everything. uh the building aid uh I got the numbers back from uh Bernie Donigan's office, our fiscal advisors today. Um they're showing a $10,000 difference um from what the executive aid run shows. Um and then the Bosey's aid Bosey's aid numbers are always inflated. Uh so uh it is also an expense based aid. So if you don't spend everything that you budgeted uh for BOSI's aid, it is going to come in

133less next year. So I did take a reduction in the Bosey's aid. Um transportation aid again an expense-based aid. If you don't spend everything that you budgeted for in that year, that transportation aid is going to come in less. So I did a slight reduction there. Um, as far as the software library textbook aid, um, I'm estimating it to come in about the same as, um, what they the executive already said. Before she advances next, I just want to point out in the Bosey's a line, uh, the inflated numbers that are being provided by Bose, our Boseies to New York State is consistently happening across the region. It's not unique to Williamson. And if you were to watch board meeting, and I'm so happy to see Erin are watching a board meeting. Welcome. I didn't

134even see you over there. If you were to observe other board meetings, what you'd see as business officials across the region are being forced to have to estimate uh regardless of what's been turned into the state, the numbers are they historically have not been accurate and it has absolutely been a source of frustration for business officials and superintendents in the region. And we've been working with our Boseies to try and clean that up a little bit. >> These numbers are not using funds. So, they're just for the they're escalated. So, she uh what what Penny is trying to do is look at and say, "What are the actual services we used and what can we anticipate the actual aid will be?" >> Uh we're not exactly sure what numbers are being turned into New York

135State. We don't have access to what Boseies is reporting. What we do know is consistently not just for Williamson. Other component districts are facing the exact same paradigm that the numbers are inflated. They don't reflect what we're actually going to get in our aid. So, it looks wonderful when you see an extra whatever the amount is, $300,000, like that helps close that gap, but we know we're not gonna get it. >> Does that does that change anything for us as far as New York State would go? Like, if it's inflated, does that change anything? >> We just don't get the money. [laughter] >> That's what it changes. We just simply don't get the money. Yes sir. >> So something ongoing conversations with our Wayne Fingerlakes Boseies business officials superintendent working with our hopefully uh you

136know to be appointed new district superintendent to express our concerns around the current practices. Sorry for the interruption. That's okay. Next slide please. Uh this slide here is showing what um we budgeted last year for revenues and what I'm projecting the revenues to be this year, not just for state aid, but all of our our revenues. Um and please note that the appropriated reserves and fund balance that were used to balance the budget last year are not reflected there. Um so the property tax uh levy is expected to be tax cap compliant. The anticipated levy growth is going to be about $2.56%. Again this is subject to change. It's not definite yet. Um so that'll allow for about a $321,000 um increase. Our payment in lie of taxes is going up this year. Um it's

137about a $40,000 increase. And that is due to one of the pilots um according to their pilot agreement once they reach year six. Um it goes to um us being able to charge 50% on the um additional value of the property. Um whereas the first five years it was 100% evaded. Um the and again that New York State aid number there was what I just um had talked about on the prior slide. Um so the dollar change for the year is approximately 755,000. Um it's about a 2.68% increase. Next slide. Uh this is a preliminary outlook of the expenditures. Um this did not change from the last presentation. it um is showing a 5.26% increase which you can obviously see is higher than what our revenues are going to be going up. Most of the

138increases that are shown here are due to contractual salary increases and I also put a 5% increase on the Boseies um expenditures for this upcoming year. Um there is um a slight uh I did put in a health insurance um increase in there, but those health insurance numbers are not um finalized yet. So there could be a change in those numbers. Next slide. Uh looking at the new preliminary revenue numbers and the preliminary expenditures, the uh budget gap is looking to be about $1.3 million, which did change slightly from the last presentation. Um some considerations to keep in mind um is that the preliminary revenues do not reflect any appropriated reserves or fund balance usage. Um state a numbers are preliminary subject to change as well as the tax cap um calculation or the tax

139levy increase. Um as far as expenditures, we are um in open negotiation. So um they will impact the these figures and it does not uh reflect any operational or instructional ads that um we may determine are needed and then or any retirements. Um next slide. So the next steps are going to be to continue ongoing review of revenues and expenditures. Uh finalize and validate the tax cap calculation. We're going to assess the operational and instructional needs as well as evaluate uh staffing and program uh programmatic needs. And that completes the presentation. But nobody has any fiscal stress. [laughter] That's great to hear. [laughter] >> Thanks, honey. [laughter] >> Okay, moving on to the consent agenda. I need a motion to approve consent agenda items 5e through 5H as recommended by the superintendent. >> So move.

140>> Any discussion? All in favor? I opposed. Opposes 401. Uh, old business. I need a motion to approve the first reading of updated policy 4202 organizational chair. So move. >> I'll second. >> Any discussion? just reflects of the reorganization of our administrative team effective July 1, 2020. All >> in favor? >> Opposed? >> Passes 5. >> Uh I need a motion to approve the tutorial rate as follows. Effective July 1, 2025. $40 per hour tutoring rate for one student and $55 per hour tutoring rate for more than one student. So, >> any discussion? >> Greater clarity specific to payroll uh functions. Uh in the previous version, it's a $40 tutoring rate for one student. If an individual tutored for two hours in a session, it would be $40 per hour. Board has to authorize us

141to pay $40 per hour, not $40 per session. >> All in favor? >> I oppose. passes 5. Uh, new business. I need a motion to approve the memorandum of agreement with CSEA regarding a clothing allowance for transportation mechanics. >> So, any discussion? >> The CSEA contract was silent specific to reimbursement for clothing allowance for our transportation mechanics. While it the spirit of it included them, we did so we need board authorization to allow for us to do that. >> All in favor? I >> I >> opposed. Passes 5-0. I need a motion to approve the memorandum of agreement with WFA and employee motion. >> Second. >> Any discussion? >> Just thank you to the TA for helping us out in a staffing shortage. >> All in favor? >> I oppose. >> Abstain. is 401. I

142need a motion to approve the memorandum of agreement with WFA and employee. >> So move second. >> Any discussion? >> MOA addresses the harm potentially incurred to the unit member as a result of shifting from having an entitlement which is uh a spaced out payment period dispersed once every 26 weeks to shifting to CSEA which has a twoe lag. So it ultimately could harm the individual. So this MOA addresses the potential harm to the unit member who's filling in as TA. I'm sorry as a an LTS. >> All in favor? >> I oppose >> abstain. This is 401. >> I need a motion to approve the memorandum of agreement with WFA through June 30th, 2026 regarding substitute teaching duties. So moved. >> Second. >> Any discussion? >> Greater clarity specific to silent contract language that

143allows for us to uh pay during different uh periods for substitute. >> All in favor? >> I opposed. Passes 5. >> Kelly, am I going too fast? >> No, you're good. >> Okay. My computer must be behind. [snorts] Um, I need a motion to approve the memorandum of agreement with WFA through June 30th, 2026 regarding substitute teaching duties, language clarification. >> So, discussion >> similar rationale silent language in the contract. This this adjust this will allow for us to adjust and uh properly pay as as necessary. >> All in favor? >> I oppose. [snorts] passes 5-0. Uh, resolve that the board of education hereby approves the agreement between the Williams and Central School District and employee effective January 28, 2026. >> So moved. >> Second. >> Any discussion? Any discussion? All in favor? >> I

144opposed. Passes 5. Resolve that the board of education hereby approves the agreement between the Williamson Central School District and employee effective January 28, 2026. >> So moved. >> Second. >> Any discussion? All in favor? >> I oppose. Passes 5. Uh we have budget transfers. Penny, is there anything we need to Okay. Um upcoming district committee meetings. We have a district safety committee meeting on the 11th of February. I'm surprised there's not more, but I'm not going to complain. [laughter] Um, upcoming district events, we have middle school and high school courts available this Friday. UPK through 12 day, professional development day also this Friday, and WCMEA Solar Fest at Newark on February 7th. Board of Ed highlights. >> I'm impressed that we were able to complete this board meeting in an hour and 20 minutes. >>

145I am surprised, >> but I'm not going to complain. >> Any other highlights? >> I think our middle school visit was a highlight. It was [snorts] a lot of fun. >> It was fun. Yes, it was great. >> It was a blast. >> Yeah. >> The teachers, I think, really enjoy it, too. They very much enjoyed having you. >> Sorry that we couldn't help out in the kitchen. >> Yeah, we took longer in our debrief. [laughter] >> That's okay. [snorts] >> Okay. >> Are we going to be able to do that in the elementary school or >> I believe it's built in. >> Okay. >> Is there an end time? Like is it because I have a scheduled end time debrief the next lunch it's kind of like the debrief ends the next lunch starts

146so there's like a 10-minute lag but we're enjoying debrief so much then we can just push that party further [laughter] be perfect >> we enjoy debrief we >> I'll make sure they're serving like what do you want like spaghetti and red sauce or [laughter] >> yeah the messiest >> [laughter] >> Okay. Uh, any other highlights? Um, do I need to read public comment? anything. >> Um, I need [laughter] >> I need a motion to adjourn to executive session. >> A motion that we go to or journ to executive session for the collective negotiations for Canada law, the employment history of particular person and discussions regarding proposed, pending or current litigation. All >> in favor? Hi. >> Thank you everyone.