001I aliance 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. Good evening again everyone. >> All right, we are here for the public hearing for the 2025 capital improvement project. >> Yes, I'm >> first I want to say how wonderful it is to have so many of you here with us today. Thrilled that you're here for our hearing. uh going to be able to take some questions a little later on in our presentation. I also want to thank our team. So we have representatives from our architectural firm SEI and we also have a representative from Watchdog Construction. So Todd Lobar from Watchdog is here with us this evening. So we are fully prepared to answer any
002and all of the questions you might have for us about the project. So this evening we're going to take you through a full agenda in the development of the 2025 capital improvement project. And this will be the ordering. So we're going to talk a little bit first about the contextualization, why another project. We're going to talk about the priorities that drove all of the thinking and decision- making around the development of the scope of work. We'll share information about the de the project development timeline. Our architect our architectural firm representatives are going to share a little bit about the scope of work for you this evening and then we'll share what the next steps are. So without further ado, we'll get started. So the first thing that's been asked, sort of specific to this capital
003improvement project is why it's 2025 and if many of you have been keeping track, we are just wrapping up a project. We actually still have outstanding work on a 2022 project. And so I think it's important that the community understand why are we engaging in another project so quickly. And so the first reason is uh I was appointed to be the superintendent starting July 1. And literally within the first week, I was tasked by the board of education to make sure that one of the priorities for the district moving forward was ensuring the short and long-term maintenance and sustainability of our facilities. So that's number one. Within the first week, July of 2024, I was the pretty big charge. Let's make sure we're taking care of the facilities. Secondly, uh there's regulation that you may
004or may not be aware of. Back in 1998, New York State, New York State actually passed regulation specific to the requirement around the building condition survey. And so back in 1998, uh districts had up until 2000 to actually complete their first survey. We were of course in compliance. Uh you have to complete those building condition surveys every five years. And so upon getting here and having been here only a short amount of time, a few months, I started looking at that building condition survey. The building condition survey, if you might imagine, is the condition of our buildings, right? What is the state of the state specific to all areas of our facilities? And so, looking at that 2022 building condition survey, we had many uh spanning multiple areas, deficiency, and noted areas of concern. And
005so, just to share a little tidbit about that building condition survey, uh basically they assess all areas of um our facilities. And so you have ratings such as satisfactory, unsatisfactory, deficient. So we had a number of areas noted as being in deficiency or a need of consideration. And so that really was a major driver in thinking about the development of a new project. I don't know how many of you have children in the district. I don't you want to raise your hand? Anybody? Okay. Thank you. Okay. For those of you who do have children in the district, last year within the last I mean actually within the last 12 month with within the last 12 months we also saw our fair share of facilities issues. Pretty significant facilities issues things like no heating, plumbing issues,
006not uh toilets that we couldn't use. So it forced us to not have students being able to access labs uh uh u roof issues with potential leaks. And so the culmination of those factors paired with the building condition survey and a direct charge by the board of education, I'd been here a very short amount of time and knew that I didn't have the luxury of being here a few years before thinking about another uh capital improvement project. And those were really the driving factors in why you're here tonight at this hearing for another capital improvement project. It's important for the entirety of the community to understand the priorities that were factored into each and every decision as we were engaging in this process. And so, first I want you to understand we approach this from
007how do we best protect and preserve the asset for this community. It's a community asset. It's certainly not a superintendent asset. It's really not the board members are elected. They're part of the community, but it's really your asset. And so we're really going into this project saying, how do we best protect the asset for the community of Williamson? Secondly, and as I already mentioned, short and long-term facilities planning. We cannot approach ondemand fixes and repairs for the for our for our facilities. Unfortunately, we're on borrowed time and have actually exceeded our borrowed time in a number of areas. Currently, we currently have a roof on our elementary that has papers on the top of it holding it down because it's in such need of of being replaced. Third, SED criterion. And I won't I'll make
008sure I tell you what the acronym is. SED is state education department. So, there is criterion that the state education department evaluates our proposals on. And so, those four areas are first and foremost, first priority, safety and accessibility. Second would be building envelope meaning making sure we keep all the elements that are supposed to be kept outside that they are outside and they're not entering inside our buildings. Third looking at our instructional spaces and then fourth athletics. So then making sure that when we were putting together the project we were factoring we have to get the project approved by the state education department. So that was important to us. Fourth internal and external stakeholder input. So making sure that we sat down myself, the business official, director of facilities, architecture, architectural representatives, engineers, watchdog construction
009sat down and listen to various user groups both internally and externally. And as we get a little further into our presentation this evening, you're going to see that the vast majority of Proposition one reflects all work that needs to happen as a result of our building condition survey. What you're going to see in proposition two is that was a direct result of user uh group feedback saying, "Hey, is it a possibility that we could bring our fields back to the high school?" And then lastly, and I know this is probably on all of your minds, tax neutrality, making sure that there's no impact to the taxpayer around uh this project. And so, Penny Johnson, our business official, in just a little while, she's going to explain to you how we have accomplished that. There will
010not be a future tax impact on our taxpayers as a result of this project should you authorize us to move forward with the project. Any questions so far? >> Yes, I have a question. >> Yes. >> Um the 2022 project, why didn't that address some of these things that we all of a sudden now found out three years later? >> That is an excellent question. What I'm going to share with you is the needs and deficiencies in the 2022 BCS are not even going to be covered in the 25 project. If you as voters authorize us to move forward with this project, we will still have items remaining on that list. Sir, that uh the DC asset and the list of needs ex exceeds over $und00 million. So, this project will only scratch the surface.
011I will share with you openly in planning for this project, we have also been planning for the next project. So we are fully prepared to not wait 10 years to do another project. In fact, it's our commitment that we'll move forward with this project and hopefully within another three to five. We get right back out there and we take care of the other things that need to be addressed. Excellent question. Thank you for asking. So thinking about the development timeline. I'm not going to read this in its entirety, but again, I want you to know this has been a lengthy process. You don't put together a capital improvement project overnight. It's months and months. In fact, it's been over a year. I shared with you I had only been here a short amount of time
012and quickly discovered we were going to have to get started and that's exactly what we did. And so again the team we went through the entirety of that building condition survey sir that you just asked the question about and we had to prioritize it. We had had to say what is most urgent that we have to take care of. Well I got to tell you I already alluded to we got to take care of that elementary roof. I can't have a roof with papers on top of it. Can't do that. So in and prioritizing that list, we really have created a list of projects for the next three, which is fabulous if you think short and long term as long as we can pay for it with no tax impact, right? Um beyond that then
013uh short and long range planning. So again, working with our architect and our construction company to ensure thinking about like what does this mean for us both for this project, but then beyond this project. And so as I've already alluded to this project and then really we have two subsequent projects ready to not ready to go but in our minds we know what they would include based on the building condition survey user groups talking with people listening. Nowhere in the building condition survey will you see oh my goodness you really need to attend to the fields that are at the high school. That came directly from our user groups who asked us specifically to consider that as part of a community project. important to know not my project not our business officials project it's a
014community project and so we are trying to be responsive to the community who approached us and said will you please consider bringing the fields back that's the rationale presentation the board of education they've heard this presentation uh numerous times multiple times they probably could give the presentation at this point would you like to >> we've also had uh BPD those are our financial advisors we had them come and actually present to the board of education and to our community around how this is a project that is tax neutral. Uh Peggy Johnston again our business official will speak to that in just a little bit but she gave an indepth presentation actually charting out how over 15 years when you borrow money how we actually have no impact to the community as a result if should
015our community support and authorize this vote. We have had our architects come and present a number of times. I've continued to present a number of times and that actually brings us to where we are now. By regulation, we're required to have what's called a public hearing. If you're going to put a budget out to vote, as you know, you have to have a budget hearing. If you're going to have a capital impro capital improvement project vote, you have to have a public hearing. And that's where we are this evening. So, by regulation, we're having the hearing tonight to allow you the opportunity to get information and to ask questions. And then a week from today is the actual vote. Scope of work. It is my pleasure in just a moment to pass over to our
016architectural representatives who are going to introduce themselves and share with you information about the scope of work. I just want to reinforce that this vote has two propositions. So when you see prop that's just proposition abbreviated prop one is solely asset preservation. Again going to that building condition survey that's what's embedded in that proposition one. Proposition two is that user feedback that said, "Hey, would the district consider bringing back those fields." Also important to note, Prop 2 cannot pass in isolation of Prop One. Proposition one must pass in order for Proposition 2 to move forward. Without further ado, I'm going to pass off to Kurt Vader now. And I guess if you can, if you want to stand or sit comfortable. >> Thank you. >> Welcome. Uh, thanks for having me. Uh, Kurt Vader design
017group project manager with 16 years John Paul partner design as well again thank you for having us scope scope uh includes uh the three buildings elementary school middle school high school again it's asset preservation strong uh as uh superintendent just stated roots are a major concern uh we've been working with the district since around 2010 2011 uh and for each project. The roofs have not been reviewed except for the coating of them back in 2012. The coating is uh when you have a white roof and a OPDM black roof and the white roofs are coated to extend the life. Uh at that time it was the most cost effective way to extend the warranty 15ear warranty on them. Um those roofs were originally we estimate to be built around in the 80s 90s. So we've
018extended it and it's time to replace them. Same thing with the uh black the EPM black roofs were installed around 2005 2006 and those typically had a 20 year warranty. So that's why this is a significant effort to um bolster your infrastructure in your building envelope with the roof replacements. Um also at the elementary school um boiler replacements uh they're also um you're going to see a consistent themeing with domestic water line replacements as well. Most of the lines are original to each of the buildings. Each building is at a different age. Um but they're relatively starting with the middle school, the oldest building. Uh as your superintendent stated earlier, uh during the um last couple years, there have been significant issues with those deteriorating. It was time to start replacing those systems. Um also
019at the uh elementary school is going to be a gym floor replacement or excuse me, refinishing. Uh that is also at the time timely time to have that redone. That is original to the building. It is the wood itself has been inspected. It is in phenomenal shape. It's the finishing that needs to get replaced and it's restriping for additional life expectancy for that. Um also at the middle school, the roof we were just talking about, you're going to see also a consistent theme for the last two projects at least. We've been um working holistically to replace all the exterior doors. Um this is for safety, security, and thermal protection. So on security, and we'll continue to do that in each of the buildings as we enter into this project. Uh also at the middle school,
020continue working with boiler replacements, flu replacements. Uh we're also going to do um main entry stair replacements. Uh I believe that two another project ago the stair railings were replaced two projects ago the main stair was replaced with railings and now the uh north south or east west stair um concrete stairs they're deteriorating for safety reasons need to be replaced as well high school roof go back to the roofs roofs our concrete select roofs going to be replaced oh I'm sorry middle And the principal's right across from you. What about the middle school? >> I know. Sorry. Middle school and also at the high school. Uh again, significant roof replacement um due to their age and deterioration. Um there also some interior classroom renovations, specifically the coral room and the uh music room are slated
021to be completely overhauled and redone. Uh this is the following line with all the classrooms that we placed two projects ago. So continue that amenities because those mechanical uh include the dehumidification system at the library. Um there is significant reasons to get that humidity out of there and then also the auditorium uh chiller being replaced air conditioning. working through air conditioning and some air conditioning to the building and continuing with exterior doors replacements and uh domestic water line replacements as well. So, a lot of lot of infrastructure with a little curriculum as well. And then the props who would be the um bringing potentially bringing the softball baseball field back to the main campus uh from the park uh with orient correct orientation for both of them including dugouts uh fencing and support services. >>
022Any questions around the scope of work while he's right here? What uh what kind of material depending on the thickness and what kind of warranty and where we can get the uh the best value for that building >> they're not the right pitch right so metal roofs typically you're going to want that at a minimum pitch to shed the water so the ispm your lifespan you're going to get more out of that 48 large span flatter flat roof. So by code anything less than three 3% pitch 3 in with regard to the boiler that you talked about is are these buildings too large for heat pumps? They're not too I can jump in. Not necessarily too large for heat pumps, but the uh the infrastructure set up to do heat pumps in all of the
023remote locations around the building that we would need to do to service that would far and away exceed the uh the cost that replacing the boiler. But the infrastructure is there for the boiler. I'm not sure. The boiler infrastructure is there right now and it's very capable of servicing your building. New boiler, new life. like hydraulic services like the the veins and everything are in for >> right there's there's air and water >> sure there are but then you have to now deliver all of that conditioned material to the spaces that's the infrastructure I'm talking about >> okay >> so the infrastructure for the boiler system being in place right now makes sense to go and proceed forward the efficiency is no the source of, you know, the maintenance efficiency is no different. Um, and
024there but don't get me wrong, they're fantastic to keep those systems up there. Were it to be a new building, anything would be you start to really evaluate it along those lines. But we're So, not that we're handcuffed, but there's a very logical path to a solution now that leads to a boiler solution. >> Okay, I got one more question here. >> I see that the infield you guys want to put synthetic astro. I know a lot of parents have had objections about that because because of excessive injuries from Afric early early fall early winter you're not able to get on a field that's wet it's so it's it's uh muddy in your back, you're going to either be cancelling events or moving events to the inside. With the turf, you're able to extend the
025season and there's also less maintenance. >> Yeah, but you got to balance that against the excessive injuries. >> So, I'm Brian Rock. I'm the athletic director. um with the uh infield turf, exactly what you stated there. Last year specifically when I took over athletic director, we didn't have one game here in Williamson until I want to say two months into the season because we were cancelling canceling cancelling games because we couldn't field a um I didn't feel comfortable that we could put a team out there to be safe. with uh other studies around the this county and Monroe County, there are a lot of fields that are going with the uh synthetic turf. It's not astro turf. I forgot the name of it. It's a rubber material. Three inches of rubber material. Not it's not
026a carpet over concrete. It is a 12 in of gravel sitting on top with a 3in sand base with a carpet with a 2 and 12 in carpet on top of that. So where astroturf um that known picture is typically with a thin carpet over a concrete face >> that's when the cleats the cleats catch the >> there's no other landscaping method of dealing with with the fields getting all all muddy and stuff or raising the field. Yes, we could look at the clay, but again, that's can be a very costly like bringing in new clay and then covering that every single day, which would be very hard to do with the amount of rain, especially like we got last last year. >> Brian, but at some point, don't contests in section five have to
027be played on turf. So like once you advance like for example soccer I know >> we just had that and and once you get to a certain point in the season >> in sectionals >> it has to be played on a turf field. So not having a turf field one prohibits you from hosting that and two your kids aren't used to playing on it. So, they're probably more likely to be injured because they're not used to playing on that type of material and then they have to go be playing contests on a turf soccer field or a turf baseball field. >> I got a question. How many how many children is this actually going to affect? >> Great. So, uh, when we first started this, um, the idea and thought around it, I looked at
028participation rates for the last 5 years and we had a very successful outdoor track program and, uh, looking at the modified level all the way to the varsity level, they are almost identical with the amount of students that are participating in softball, baseball, and outdoor and outdoor track. >> Um, >> so is it 50? Is it uh 20? Is it 100? >> Uh last year we had 75 athletes participating in that. But also we have the community. So we open our fields and to our community that are MCBR which is a a new baseball program here in Williamson that huge. They're asking for gym time every single day that they can get in. So we would invite our the rec. They can come play at the fields as well when there's field availability but also
029softball. They also have a high school class to go outside. >> Uh initially they moved down to the town park because there was drainage problems on that field. Are they going to be something done with the drainage up there? >> That is absolutely going to be addressed and that's one of the benefits of bringing the field up to the high school because now there is a concern cost already built into draining a turf field. It's not you have to by code disperse that water in a timely manner and that we have to design around >> and we can't do that with the regular natural turf. >> Yes, you can the cost is there and we don't have to pay turf. So once you get to that layer of the assembly, the cost that you're looking
030at between the carpet of the turf and natural grass that if you're going to do that analysis, you can't do it without doing the maintenance analysis on it afterwards. So the analysis will be completely, you know, flawed, incomplete. So the maintenance analysis on a natural grass field, I can tell you right now, like everybody here is familiar with sodas, right? We did that field. It's a natural grass soccer field and they have struggled mightily with that grass surface not only with the weeds but with the maintaining of it and they are really right now piming to move on from that to get to a synthetic surface just because it's not panning out life cycle stuff underneath is a is a neutral conversation. It's pretty much the same as something. So that's that's the analysis that
031needs to be done here. I have a question. >> So I think you said that the primary school had EPDF or whatever you call it >> with a white coating over the top of that. >> Two different groups. There are multiple sections that are white only mainly over the gym bacteria. Uh and the north end classrooms are white. And then the remaining pretty much half and half. And then the remaining over the what we call the K12 three wing on the far east side is the black. >> Why would we have some black and white? >> We were introduced to that that we walked into that. So back in in the late 90s, early 2000s, there was a heavy push to put white or white roofing on to mitate heat. Um, at the time it
032was a new technology. It was an introduction. A lot of people jumped on it in order to try to mate in a specially one story or a tall story building. Um, over the last 15 years it's kind of in our area. It's not so much debunks, but the efficiency of that is is neat. So, but you get a better and longer lasting roof with the recommen. >> So, anything we're replacing, we're using black. >> Yes. >> And I assume it's not cost effective to coat the black in some kind of rubber coating. >> You can actually coat rubber. You can go rubber you get a believe around a 15 year extended extend the warranty for that or typical warranty for that. Yeah, there's another level of efficiency though for everything that I was just saying
033about white roofs reflecting the or trying to reflect the heat and maintain the unit. Uh when we do replace these roofs, keep in mind that these roofs are original. The insulation were original to the building. So our energy code has This is an opportunity to increase the insulation when we replace those. Yes, they're going to get a little bit thicker. They're going to get taller. Build that up. But the efficiency that you'll gain as a result of replacing that >> good idea. I have one more question more overarching question and I don't know how accurate these are. It was somebody wrote a letter in the newspaper which I thought was interesting. Um it states that there are 629 K through eight students. Is that accurate? >> What's what's the actual number? >> 938. And >>
034K through 12. >> It's 938. >> Yeah. It's uh 649 for K through uh 8 and then 291 for high school. >> Yes. I'm sorry. >> And states that the school was the high school was designed for,200 students. Is that accurate? >> It's just the high school. >> The high school. Yeah. That the high school was designed for,200 students. >> Yes. I believe originally it was. If if that's it, has anybody ever considered doing something like remodeling the high school or because I mean where I went to junior high and high school was in the same building in Webster and it was like that for years and that would that way that would reduce the whole use of at least one other building and having to do all the reconstruction and stuff for that. I
035mean, I know it's not cheap to do that kind of stuff, but it seems to me in the long run, unless you guys are expecting a huge influx of children, it seems like it would be the wisest you have a whole bill you don't even have to worry about. >> That's a great question. I would say in the same uh breath that the board was asking around short and long-term facilities planning, they're also talking about sustainability of the district. And so one of the other things that we've been tasked myself and the business official is to think about what are the potential offramps for the district to make sure long-term sustainability for the Williamson Central School District. So what you're suggesting I want to be open and just say certainly we are thinking about potentially
036in the long run it could be that we see ourselves closing a building and running on two buildings in le of adding three. That being said that's not going to happen overnight and we still have to make sure there's viability the buildings that we currently have and our students are still using them. So they have to be safe meaning I got to take care of the roofs got to make sure I keep in those buildings. And I would add, even if we decided to close a building at some point, you can't just ignore the building unless you sell it. And until you sell it, you have to maintain it or it becomes >> Yeah. less valuable. So even if no students are using the building, there's still going to be basic costs to maintain the
037building. whether you rent it out to somebody else or put it on the market and try to sell it or whatever, you can't just okay, we're not using the building, we're going to consolidate and we're just going to let it sit there and become an eyesore. So there's still a cost associated if we were to at some point you guys are thinking though two projects ahead. So I'm figuring like 10 10 12 years down the road. I mean at some point in time some >> well factoring in potentially again something larger >> thinking about different pathways. Yes. >> Did you state earlier like uh all the projects together it's something like a hundred million >> the combined between the building condition survey noted deficiencies and other needs identified and potentially some user group identified areas
038of concern. It's about it's over hund00 million. >> Why don't we just build a new school? >> Things are falling down. I'm cur I mean the way this is being described is these buildings are falling down. We need roofs. We need boilers. We need you know more insulation. We need new roofs. Why not take that hundred million? I'd be glad to pitch in on it and build a new school and retire these buildings. >> That would not be a tax neutral project. I it's not I don't I I find it hard to believe that it can be tax neutral. It isn't and we'll share with you how. So, >> she's just very good with numbers. Probably I noticed she's better than Carrie was. >> Oh, big compliment. >> At this juncture, I think we've been
039tasked with trying to protect and preserve the community asset as is. At this juncture, we're not exploring that. It was very clear in the development of this project that there was not really a tolerance for there being a tax impact on the community. And so part of that is spurring the thinking and decision making around tax neutrality. Making sure that we can take care of the facilities that we have and not have negative impact on the community. >> 100 million is a big number for this community without a doubt. I don't care if it's over 20 years it's still a hundred million dollars. uh in what is it 21 we approved 12 or 14 million and that hasn't even been spent yet from what I understand >> and okay so what's left of that plus
040this I mean we're talking some serious money how can that not be >> there's a couple things I would consider number one uh we do get an 86% uh building a rate meaning anything that we spend we get 86 cents on the dollar back from the state number two while we have prioritized the BCS. This is important. While we've prioritized the BCS and I could sit with you, we have a spreadsheet and it's prioritized for the next three projects now in three to five years and then in another three to five years, that doesn't necessarily factor in to your earlier point around the alternate pathways, right? So certainly as we are continuing to look at the long-term viability of the district and looking at financing, that doesn't necessarily reflect that if we do end up
041closing a building, certainly that would diminish the to overall cost for the BCFs, right? So it wouldn't necessarily be a hund00 million if we end up having to close the building. But that's that's a a variable that we can't necessarily respond to today at this moment in time. >> We know that it's in front of us. We're very well aware that's something we have to be factoring. >> I'm just saying I'd rather see a brand new school then with these fall instead of these falling down the way they are. those realistic projections for the student funds >> respect community project you know again not my project we're going to put the budget budget we're going to put this project out to vote we're going to see what the will of the community is and certainly
042I'll share with you uh we won't be finished let's say it's the determination that the community does not support this project it doesn't mean that it will go away we'll regroup and we'll say okay let's look at the feedback from the community and let's give them something what they do want >> I just insert something from what it's Um, and I know that this is probably a very spirited set of a lot of taxpayers. I'm a taxpayer, too, and I pay school taxes in my area. Um, the state's rules aren't set up for replacing all the buildings that they have across the entire state of New York. Simply not thinking that way. Should they? That's a really solid debate to have, but they're really not. And they everybody every community would want that because every
043community this building crop is not unique across the state. This building crop is very is very normal across New York state in terms of its vintage in terms of its level of deterioration and in terms of the way they've set up you guys having to go about procuring projects. So, um, it may be little to no consolation in saying that you are in a very common situation to the rest of New York State. It also may be little to no consolation in saying that the state education department and the state aid department is not entertaining brand new buildings. They're entertaining five-year capital um reviews of buildings to make sure that their assets are preserved. And unfortunately, the rules of the game are that right now. And there isn't um a a glut of of lobbying
044right now. There isn't, you know, a lot of lobbying right now that's trying to push otherwise. But maybe there could be because there's a lot of logic to what you guys are saying. I can also say this that North Rose is another example locally did decrease. It stayed on their ledger for several years. Laurentine Hendrick Elementary School stayed in their possession for a long time because who's it's not easy to actually unload a school building based on how it's configured. You think about the alternative uses for a building like that. They exist, but they're not in abundance. So all of that mixes together to be the not so simple equation that results in you guys considering to do what you're doing and you're preserving what you have. You've got kids that are going through these
045schools. They may not be filling the the the walls shoulderto-shoulder anymore, but they are there and um you have to stay on top of it. Just say you stay on top of stuff at your own >> and I'm not saying that lightly. I really am not. excluding the cost of maintaining like a building to abandon or whatever. What What is like the cost? What would be the cost of a new school >> that that would say because I I don't think you can mix the the kids with the junior high or middle school and high school. >> So you take two separate schools, you get one new one. What is the cost of a building like that? >> Brand new building. You can probably correct me if high school is 50 million. 50 million for
046high school. >> So that would be >> one more than what we're spending to fix all three of these over the last four years. >> That would not be able correct. >> Correct. 10 millionable share. >> So and they have 98% aid. >> It's it's formulaic in a lot of ways too. Unfortunately, the states of the formula based organization are so put it into the meat grinder about the other end off the result is that may or may not >> No, I get it. You guys have a lot of friends you got to deal with. >> I know that >> I would love to. Believe me, as design professionals, it's not like we're sitting here saying we can't wait to drive all your money. You know, what we are saying is we would love to
047see the smiles on kids faces and parents faces and taxpayers faces to deliver them something that's shiny and brand new. All right. >> It's it's a tough road, but you guys, for what it's worth, you're doing a great job in assessing, evaluating, and then trying to implement capital projects. The the conversations at the table were very serious about being amazingly responsible on taxpayer dollars for what it's worth. I'm not saying it just because I'm at the table. I'm saying it out of respect to the other people that contributed to the conversation on behalf of everybody here and the district's being very fiscally respons responsible when saying there's $100 million worth of work to do, but they're putting in front of you everything up to what they can get aided on without affecting the tax. So
048anything left over becomes that next project. That's why there is another project because they don't want to come to you and say we want to do $40 million tax. They want to do as much as they can with the money that is going to get aided back to them. Now that aid rejuvenates every five years. That's why you're hearing a scheduled plan of three to five years. It takes at least a year to plan it, a year to design it, two years about six months for approval from the state and year, two years, it's going on two years probably for construction depending on what the scope is. Those are five years. So halfway through construction is when you really want to get into the phase of talking about that next project. And some districts don't
049do it that way. this district does thinking ahead that far ahead understanding what their aid ratio is, what their maximum cost allowances are, what the bank that the state is able to give them for each children and then work their way through that all the needs and prioritize those needs. So instead of coming out saying again we have 50 million but we're going to raise taxes. We're going to hit our maximum. So, you're not affected by it, but we can still get the work done that needs to be done. >> Well, state aid and uh the money you're talking about, it's taxpayer money, isn't it? >> If you don't use it, somebody else is. That's the problem. If we don't get it, someone else. >> That's what I was just going to say. And I
050probably will do a four drop. So, feel free to >> But in layman's terms, we all pay taxes to New York State. that 86% if Williamson doesn't take advantage of the every five-year project, your tax dollars aren't coming back to this community. They're going to pick a school district downstate, Pittsburgh, Brighton, Webster. So your tax dollars are helping other communities children instead of our own. So by taking advantage of the system, right, wrong or indifferent, it's the system we have to deal with. By taking advantage of how the system works and following that schedule, we're getting our tax dollars back in Williamson to support our community and our students. If we don't do a project in five years, somebody else gets that money instead of Can I jump back to the fields there for a
051minute? We got out to this money and that's really important. But um right now those that area is used for the soccer teams for practice fields. Where are you moving them to? >> So we have to be very tactful in how we coordinate and use our practices. So, we currently have three soccer practice fields at the middle school elementary school fields that are used already by the varsity and JV teams in season. We also share that we're modified, but just like we have one gym that we can have a basketball game in and host a basketball game modified to varsity, we can manage it effectively if we do it the right way and have a schedule and work with the coaches and work with everybody involved and the community as well. It's not easy. Like
052I'll speak on it in a little bit. I'll talk about how we do it in the winter with having outside agencies MCVR then wanting to come in and use our gym, but we still can host a basketball game in our one gym and get through the entire season. So, we have to do it would be change. It would be a change to the the coaches to the athletes, but look what it's going to do for broader community. >> One more sports question. The baseball field seems to um favor left-handed batter. >> I I see that as well and it's a scale. So I know I'm a big I'm a baseball guy and if you the picture if you look at the left field I'm like that's going to be hitting the school if we had
053a left you got a lefty go opposite field with a righty but we we looked at it's it's a pretty significant gap >> and it's it will meet all regulations. I think it's 310. better. I don't think >> piggybacking on this gentleman's question. Does the district is the district committed to keeping these fields up once if they get passed and if it is uh >> are you committed >> committed are you committed to taking care of the fields to the quality that is you section five or whoever requires? >> Sure. So an awesome thing and Angela brought it up about sectionals like if we had this brand new uh fields. We could host sectional games like Wayne County, Norro County would reach out, hey, can we have a sectional game? And just hosting that one
054game is going to cost for the uh turf renewal or the the rubber how they have to go through and replace that every couple of years. Um so there's I would say yes, I think we are committed to it and there's with the turf, it's a lot easier than having clay come in every single year and where are we going to store the clay and who's going to be managing the clay? It's a lot easier system with the uh turn >> simple little things like lining fields and things like that. Is the district got the kind of people on board that know what to do that can follow the rules and regulations and take care of it in a timely fashion? >> I would say yes. >> Appreciate your question. I also want to point
055out that we've been looking at our current staffing in the facilities and grounds uh department and so we're better aligning to make sure that actually the folks that we have dedicated to this type of work uh from a civil service standpoint better align to that kind of work. So for instance we actually just posted for a laborer a laborer like completely aligns with the work of making sure we're attending to our fields. So again looking at our labor force and saying how do we ensure that we can attend to our field. Honestly, we'd like to do a better job with what we got. And so, we're already we're already like trying to make sure that we can best support our athletic program with the labor force that we have. So, yes, >> but again, speaking
056to the to the infield, the only part that would be really clay uh would be again the batter box and we would cover that. Obviously, a natural cover, but the ditching mount is is not clay. It's a a mountain that was dropped off that is not turf. Um, and the lines are already there permanently. So, we're not getting chalk every single game and get it out there and wasting it up because that's tax dollars line those fields every single day. >> Great question. Especially with staffing shortages. >> Great. Good question. Any other questions for uh Kurt Vader before we shift over to Penny? >> I have I have one more. You you mentioned doors at least in two buildings. Are the doors that are going to be replacing the current doors compatible with all of
057the electronics and the hardware that has to go along with it or is there a lot of added cost just to make these new doors fit? >> The they are designed there as those four openings that you got. They are um updated for security and there pretty much most of your doors already have electrified security. So we would be adapting being able to adapt what you already have. If it's not there we've already worked into the cost that you see on the screen for added security and that's a constant and that's a moving target by the way. So as technology increases you're always upgrading your levels of security. So for what we're installing now, six years from now is going to potentially be different and we can build into that infrastructure. >> Thank you very
058much for being here this evening. I'm thrilled that you were able to be here and respond to so many very thoughtful questions. It's my pleasure now to welcome Penny Johnson who's going to share some information about the financing of this project. I do want you to know throughout the entirety of this pro process, we've been working with the vice president of DP, Bernard P. Donigan Financial Company and so they've been working with us throughout the entirety of the development of this project to ensure that we could put forward a tax neutral project. And so unfortunately uh Sarah was unable to be with us this evening, but Penny is going to present uh what we can for specific to the financials. >> So as Superintendent Ashton already um discussed. One of our big goals for this
059project was to make sure that it remains uh tax neutral for the community. And in order for something to be tax neutral, in order for the project to be tax neutral, we need to make sure that we are maximizing our building aid. We do have an 84.3% building a eight ratio, which means that for every dollar we spend, we get 84 cents back in a over the number of years. Uh we also will use our capital reserve to offset the local share. Uh BPD as um Superintendent Ashton just pointed out um was here in August and they did a very thorough uh presentation on the financials as to how this project can remain tax neutral. Um it is available on the website if anyone wants to take a look at it. The asset preservation uh
060prop one is a $19,290,000 project. Prop one and two would be $22,840,000 together. And it is important to once again reiterate that Proposition 2 cannot pass on its own. Proposition one would have to pass in order for Proposition 2 to also pass and move forward. >> Is Prop 2 also% sponsored by the state? >> Yes, it is. >> So both of them >> both of them. And is that why they have to pass the one in order to get the two? >> So for the we want to make we need to ensure that we get our assets um taken care of and this the the um state does prioritize um what we take care of. So um I believe Superintendent Ashton talked about it earlier today. There's four different categories and athletics was one of
061the last categories that the state looked at. So they want to make sure that we're maintaining our buildings before we move on to um athletics. >> Important to note that the building condition survey again would not address fields, right? It's going to address all preservation. So that therefore for us to submit a proposal to the state, we would have to be tending to those areas which have been identified. Oh, and by the way, >> this slide here, although it's kind of hard to read um from here, but down that last line, it shows the total project costs by building. So, it shows that it's pretty evenly distributed amongst the buildings for Proposition One. Um again this slide is out on the website um in that financial presentation that was put on by um our our
062financial advisors if you want to take a closer look at it. Uh this slide here shows proposition one and two. Again on that bottom line um it shows the total. So, with the athletic fields being added to the high school, you will see that the high school um bumps up. Proposition one again is going to be 19,290,000 and our local share is 3,895,000. That will come out of our reserves. Now, our reserves are essentially a savings account. So, we have money left over at the end of the year. There's certain reserves that the state allows us to put money into and um we do have the money sitting in the reserves to fund both of these propositions. We would have approximately 2.7 million still left in our capital reserve that would be available for an
063upcoming project. I had to interject. So the reason we didn't say let's spend it all, let's use the whole capital reserve and take care of $50 million is because would have been able like we met our threshold and we went right up to the top and now we have to wait till we set that three to five years to actually make sure we get our 84.3% on the next project. That's the rationale. So again, when we talk about having the next project plan, we prioritize what work needs to happen and we already know we have a reserve and again we would likely go into it saying has to be a tax neutral project and we're confident we have the savings in the reserve right now to take care of that >> continually every year. So
064that's That's great. >> What do we have typically a year? >> It varies. It depends. There's been so much with uh CO. So, there's been quite a bit of variability because there was a lot of ARP and Chrissa COVID related stimulus funds that came from the federal government that were unanticipated for school districts. So, school districts across the state saw greater level of fund balance at the end of the school years over the last several years because of the >> typically a million or two a year. There's I honestly do not have an answer over the last 10 years what it has been done in Williamson. I would have to do my homework on that or Penny would have to do her homework on that. What I can say is I'm confident over the last
065few years in Williamson because of New York Chris the stimulus funds that was all of CO we saw more than that and that actually is what allows for us to have the money in this reserve to pay for the project tax. >> Is that the only way the money gets into the reserve or do you budget or some money go? >> Can't do that. It's whatever is expenditure is not expended and obviously within every budget cycle there was some risk contingency built in right and if we don't use risk contingency that would potentially go into reserve and it's the board of education's responsibility to approve our moving it into the various reserves that we have >> any questions for Penny Johnston finances If you if this if prop one is rejected, it sounds to me
066like you guys have like tailored this to get the safety things and everything that's really required to be done which are the buildings will be standing next week. But if that prop is rejected, what where do you guys go from there? What can you I mean is there any excess that you can cut off still and still maintain? >> Excellent question. Uh so I have a couple things I'd like to say in response. Number one, I am going to propose to the board this evening an exit survey. So, it's really important to me in the event that it doesn't pass. I need to have an understanding about why it didn't pass. So, be looking for feedback from the community in an exit survey. It'll be a hard copy when you finish v casting your vote.
067You know, take a couple seconds if you don't mind giving us some input so that we come back to the table. I'll share with you if it's a no vote on the day of the vote. We won't make a decision the next day. We'll probably press pause for a week and then guess who will come back together. Our team will come back and we'll review that excit survey data, anecdotal data, and we'll say, "Okay, what do we do? What is the community looking for so we can repackage this and put it back out the vote?" There's things we know we need to take care of. I >> I would just add in that um I didn't read the the school newsletter, but I'm getting my information from different places, but it would be helpful when
068you guys are announcing these things. you. It says on the card no tax, but doesn't explain why. >> Okay. >> The fact that you guys are getting that we're not paying $25 million. We're paying $4 million in reserve, >> whatever it is. >> Yes. >> Is a is a huge PR factor. At least for me, it is. I mean, that I'm not paying that we're I mean, this is a tiny town, you know, and we're we're not millionaires here. And and to think that we're spending $20 million or whatever it is is overwhelming. And you guys would say when you say no tax, people are like, "Oh, this, you know, nobody's going to believe that." Then you say this is how this works. It doesn't have to be a long explanation. >> State pays blah
069blah blah. We pay blah blah blah. >> I am reflecting and I'll share with you go back to my office. I'll probably pull the flyer and just see what we did. I don't remember off the top exactly what's on it. Imagine it's something like this. But it sounds to me like we need to do a better job making sure we explain on the fly how there is no tax impact. >> Kind of look like economics there. >> Okay. >> Not going to cost you >> magic math. >> Julie knows. >> Okay. We are we have almost concluded the presentation for this evening. Uh next step certainly we have the vote from tonight up at the high school. Uh we are on this timeline and this is actually bracket presented by SBI design. We're really only
070the beginning of a project. It's interesting because we're trying to wrap up one right now the 2022 project uh which by the way had a substantial completion date in November 24 and here we are still going strong. Uh so we're right there. uh if the voters should authorize us to move forward with this project, then we anchor into the design phase. An important face facet of the design phase is we would again reassemble user groups to make sure that we're getting feedback around the design phase uh so that we produce for the community what they're looking for uh with this project. And then as you can see, it would be a couple years out before we finish with the next project. By the time you get to that uh gray colored bar build, we'll probably
071be talking about another project. Any other questions? It was fabulous having so many of you come out and you had very thoughtful questions. It's wonderful. I am very grateful that we had our architectural firm because I guess I could not have answered it as eloquently as you did. Thank you very much. Much appreciated. Are we going to publish any of the Q&A that happened here. >> I don't know that we have it scribed that we could publish it. >> It's on It's on the video. >> It's on the video. So, we could certainly Sure. >> We could try our best. I I captured all the questions. >> Thank you. That concludes our hearing this evening. >> If anyone wants to stay for the board meeting though, >> thank you everyone for >> Well, thank you
072for coming. I appreciate it. Thank you. >> I need a motion to adjourn the public. >> Salute. >> All in favor? for We're starting late. We had another meeting that started at six and went half hour longer. But I'd like to call the regular meeting to order with the pledge of allegiance and >> 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. >> Thank you very much. We have no anticipated executive session. Uh any announcements? >> Uh Mr. Dresley had to excuse himself due prior engagement. This report has been included in the board packet. Student highlights. um out of order now and move up the senior trip. So under business item H and
073then we will move item. >> So I need a motion to approve the senior trip to Philadelphia June 7th through the 9th of 2026. >> So move presentation. >> Yes. So, my name is Hannah Governor and this is Nathan Brandt and we're both class officers for the class of 2026. And as you know, uh, our class voted to go on a senior trip to Philadelphia this year. And we really believe this will allow us to grow both socially and academically as a class. And everyone will have an opportunity to do something they enjoy, such as going to Top Golf, going to a Phillies game, going to the mall, and going to Ocean City. And we hope that you allow us to go on this trip. >> Do we have any questions? I have one question.
074Is the cost that's in the the presentation we got after your fundraising that you've done or is that >> I believe so. Yes. Correct. >> No, that would be that would be the total cost to four. >> So if you have fundraised, it won't be it won't be that. >> That's what I thought, but I wanted to make sure I understood it. >> Thank you. >> What What is top golf? Um, it's a giant like driving range and it has a bunch of golf stuff in it. Basically, it's a taco. >> Do you need >> I think you have to get approval for that request. Any other discussion? All in favor? >> I oppose. >> Passes five to zero. >> Have a great night. >> You as well. >> Okay. Item seven. I I need
075a motion to approve the middle school travel club trip to Philadelphia on October 7th through the 9th of 2020. So moved. >> I did. Yeah. >> Sorry. >> Any discussion? >> It's not part or you would sign up to shop around. >> It's my year for this one. >> We're we're going on that tour. It >> really is. >> All in favor? >> I oppose. Passes 5. >> Have fun in Philadelphia. Good night. Thank you. >> Thank you. >> Okay. All right. Now, we're going to move back to the normal order of the agenda. And so, we are at reports to the board. >> Ron, you're on. >> All right. For another brief presentation. Um, next slide. Slide, please. I I'm quite delighted to uh highlight the progress made with the creation of a wait
076room club just purely off of um starting off of just uh overwhelming student interest and it's it's quite impeccable. Um and really this is done because of the cooperation between Dr. Schneider's the superintendent Ashton and uh myself and this is evident through the memorandum of agreement that you will um be voting on later on in the agenda um which is just another step forward to hopefully seeing this thing come into fruition and within the after the next board meeting um and have and the students will have an opportunity to a new opportunity that they've wanted for a while and um I'm very I'm very happy about that. Um next I the students perspective has uh led like collaboration between Dr. Snyder and the um and me uh to discuss some recommendations around locker room access
077during the day. Um next slide please. Uh and students this is um after the uh addition of vape sensors in the uh bathrooms the student perspective believes that it's created an overall safer and more welcoming envir environment within our school. Um, now you don't really have to worry about the vape gods in the back. It's wonderful. Yes. Uh, the EXL assessment for high school literacy uh was issued at recent. And in terms of student perspective, it was gener generally welcomed by students and I I would say that most students saw the the benefits around having tier one data. Uh, and last slide please. Uh and then there's also going off of the capital improvement projects. The student perspective has been in a large support around it, especially economics classes that received like presentations on this
078have been really attracted towards the new um changes and additions that have come into the high that could be coming that might come into the high school. uh and such as like the baseball field, the new chorus rooms, the new band rooms that really uh gravitates their attention and they're very very excited about that. Um and my last thing I would like to hit uh talk towards is that I'm looking forward forward I'm looking forward to collaborate further with Mr. Rock about uh future student opportunities and athletics uh such as men football and a bunch of other opportunities. So, I'll reach out to you and talk about that. >> All right, that's what I had today. Are there any questions? >> I assume that the kids in the economics classes that got the presentation, if
079they're 18, they're eligible to vote next week. >> I asked every class, how many of you are 18? >> Which ones of you are 18? Did you know you can vote? >> Do you think that they'll actually vote? >> I don't know all of them, but I do think some of them. I have heard a lot of kids talking about >> the fields and the that part of >> I don't think they so much understanding >> we didn't mention that the other but the vote is at the high school not at the middle school >> she did >> oh she did okay >> we mentioned it >> I was talking so fast I don't know if I did or I didn't ask Francis >> it's possible I did not >> it is on every vote
080has always been at the middle Okay, reports from district administrators. >> Thank you very much. Uh, as I already mentioned, uh, Scott Drestler had to, uh, leave early this evening as he had a prior engagement. Uh, so his report is actually embedded in the board report that's in board docs. It's my pleasure to now welcome Kate Teller, Kate Taylor to present, uh, highlights and updates from the middle school. >> Uh, good evening again, everyone. As you already heard, we had an amazing volunteer club. I have two other recognitions. I'd like to recognize uh Kathy Abnhaser who also uh was part of student association student association and volunteer club worked together particularly on that Valentine of pardon me that Thanksgiving Day meal for the pines of peace. Also, I'd like to recognize our fifth and sixth
081grade teams. They um have been able to do a second parent teacher conference uh this past week down on Tuesday. And so therefore, as one of our uh BPT goals is increased communication with families. And so our fifth and sixth grade teams through again through their conferences are working to complete at least one personalized communication with families because they have had that opportunity to meet with quite a few of our families. Conference attendance has been outstanding at both of our conference times. So um we are getting there. Any questions for Miss Taylor? Okay. Thank you very much. And from high school, Dr. Snider, >> lots of wins this month, I'm going to point out. So, first we do have our vape sensors installed. Shout out to our facilities team. Um those were once we had
082all the pieces of district, it took less than one school day to get those in. Um so that was great. Uh we recognized 83 students um as part of our creating a culture of respect and building relationships for demonstrating integrity. This month uh we also held our report card night and last year we had 12 total scheduled conferences with parents. Uh this year we have 40 um which is a pretty big deal. I try to do the math. It's about 15 14% of our kids at a conference or their parents came at a conference with a teacher. Um which is pretty cool. Um to see just again personalized communication and building those relationships. Um we administered the ISL assessment. Everyone says we now have a lot of data around our students. I will say that
083the data actually pretty good. Uh I do think there's always areas of for growth opportunity there but we're going to go through it with our department chairs later this month. And uh shout out to our volunteer club who also went to the pines of peace and came back very sore with blisters on their hands after 5 hours of raking and drinking. So gloves, huh? >> We didn't have anything else. >> So many gloves. >> It's my distinct pleasure to welcome Nancy Miller to the table and it is her first uh report as the director of student and family services. So, I first I would like to say that I am excited to take on this new role and serve students and families in um a more broader way than I was as a special education
084teacher. So, I'm excited. So, thank you for that opportunity. Um I was able to spend four days with Rachel before she left so we could ensure that we had a nice smooth transition um between her and me coming into this role. Um I for this month, upcoming month, I plan on participating in some legal trainings and sharing that information with the rest of our cabinet. So, I look forward to learning more and doing that. Um, and I will also be conducting a comprehensive needs assessment over the next few months. Um, and I look forward to sharing those results with you as I uncover them. >> Thank you very much. Thrilled to have you at the table, Nancy. >> Uh, I would like to give a shout out actually to the person seated to my left,
085Karen Hoodie, serving in the role of coordinator of instruction, innovation, and intervention. uh doing just top-notch work uh looking, exploring, uh conducting informal and formal needs-based assessments all over the place specific to instructional delivery across the district. Uh and she's here this evening and she's going to present probably a little later, but if unless you have anything you want to add now. >> No, nothing other add other than good evening. >> Thank you. >> And our business official, Penny Johnson. Um, so I've been working closely with our payroll specialist and trying to find um opportunities to streamline some processes. Um, we the district recently purchased uh some time clocks. So I'm working uh with facilities and technology and getting those installed. Um I'm also working behind the scenes to kind of do the systemic um
086setup for them. uh we will roll it out one department at a time just so we can ensure that things are working properly and smoothly and then you know gradually move on from department to department. Um I'm very excited uh because I think it's going to improve efficiency and um improve accuracy across all departments. Uh I've also been working closely with uh Boseies in regards to the new early college access coaster um which enables us to get built and not sorry Bosey's aid on um the costs for um uh holding Gemini courses um and with in which we're in partnership with FLCC with those. Um I've also been uh gearing up for the upcoming budget season. So, I've worked with uh Bridget here in the last week or two to develop the budget calendar um
087that you guys will be approving and I've also been just working on preparing the files for the rollover budget and getting started and a little bit out of order and I apologize Brian Roco. You typically would have been probably a little earlier on in the show, but now it's my pleasure to welcome Brian Roco with an update from athletic programming. So, as I mentioned before with athletics in the winter, there's a lot that goes into it with supervising like gym space, um, officials, everything. And it wouldn't be possible this winter without, uh, three individuals. Uh, one Jason Sele, he has this whole teaching load. He is the faculty adviser. Um, he's varsity basketball coach, but he generated and created the entire winter schedule. So he collaborated with the coaches and what time do you want
088to practice and that was a huge load off off my my chest and he has been instrumental in that. Um alongside that is Kelly Dixon and Kelly kind of oversees me I guess with ML schedules and all of the the amount of the community wanting to come in and share our gym space is awesome. It's really difficult with our own sports teams and we have like I said one gym that we have eight teams sharing that one gym for contests. So we literally have a game every single day and if there's a cancellation or whatever um Kelly in helping out and with that. The other is Mary Joe Bailey who recently this past month was appointed by you to to help me out and she's been fantastic with talking to vendors or um helping out
089with scheduling little things or even bigger like sports awards coming up. She's been she's been a huge asset to the athletic uh department. And lastly, I'd like to highlight Miss Taylor. So, um, Miss Taylor, it's not a shock to any of you that this to lose a half AP is is huge. And, uh, Miss Taylor's never, um, said boo about it. And me being pulled constantly and the amount of success and what we're seeing in athletics, um, she is definitely part of that and we all we brainstorm together every single day and she never complains. So, thank you. >> I don't I don't think I see you. >> I was going to say I don't think that's entirely true. >> The first step is recognition. >> Thank you very much, Mr. Any questions for the
090administrative team before I start my report? Eight pages. Francis, >> you haven't gone yet. >> The hearing did not count. >> That was like that was like an addendum. >> That was like free time for you. >> Just warming up. I would like to start actually with a couple shout outs uh which I don't typically do, but I feel uh number one in the operational areas of facilities and transportation. Uh they're moving mountains for us right now. transportation. Uh they are short staffed on any given day and we have field trips and we have sports runs, athletic runs. Uh we have out of district placements, we have things changing each and every day. We have kids going out on tutoring. Uh and they are just really moving mounts to make sure that each and every
091one of our students gets where they need to be. And I really think uh sometimes it can be a very thankless job at the transportation department. So I would like to give a huge shout out to them. I would also like to give a shout out to the facilities department. uh each and every day at the high school. I have tremendous pride walking around that building how clean it is. That doesn't mean that we don't have some facilities uh areas that we need to work on. We know that. We just had a hearing about that. But really the the the maintenance that they're doing right now, they're just doing a wonderful job. And I know that uh other buildings have also noted elementary school as well. Just you walk and it's just spotless. So uh
092just want to give them a huge shout out. Please make sure you relay that to both areas. I also want to give a shout out to the person seated to my right, Penny Johnson. Uh she's been a business official six months, seven months. Wow. And boy, uh she's hit the ground running and she's just doing a tremendous job. I think about the asks uh each and every day. I try not say I'm going to try not to bother you today and then I do. Um but more specifically, uh I'm like, "Hey, I'd really like you to do these presentations with me. She's been a great sport. you've been on the road show doing uh presentations on set to students uh to faculty and staff and you've just been a tremendous support and I'm thrilled to
093have you at the table with us here and working beside you. So, thank you very much. Uh I'm going to start out with an update of actually a current event. I want to just address something that recently happened. So, on November 25th and then again on December 1st, we had smoke head set off in our locker room at the high school, our boys locker room at the high school. I do want to share with you that that is an ongoing uh investigation. At this juncture, we do deem there to be potentially some suspicious activity. I can't really say more than that because as I already mentioned, it's an ongoing investigation. I certainly will provide an update at such time that I'm able to do so. I would like to shift now to board of education
094specific updates. Uh first, uh coming soon to a theater near you, we will have our first uh policy committee meeting on January 7th. I just wanted to give you a couple updates. So, in front of you, you actually have the uh calendar and also the procedural steps we'll take when we do the policy review. I think it's also important that you note that I'm inviting because we're going to work on uh section 8000 which is specific to instruction. We're going to invite our instructional leaders. So, building principles, Karen Hoodie, Nancy will be invited to sit at the table with us when we're having the conversations because part of policy review is making sure that policy and practice is feasible. So, I need their lenses, their eyes on the documents as well to help inform you
095and help inform me in making recommendation to you surrounding what potential language we might consider changing. Uh, so they are thrilled that they got invited to participate in this work with us. It'll be a great learning opportunity for them, the welcome team. Um, and we will actually get started on January 7th. So, important for you to know, uh, we will be putting together packets. Kelly did a great job and has secured hearing one policy for all policies specific to instruction. We're going to do a crosswalk and get you some documents to look at hopefully by next week and that way you'll have a few weeks to review it before we actually come together on January 7th. The other board of education specific update I just want to keep putting a plug. Very excited about your
096visits coming up and so I know that uh Kate you get to host the first one on January 8th. I know she's busy right now working with teachers, looking for volunteers to uh host you in their classrooms. I know that we're also looking at uh Francis to your request that we potentially be able to have you be part of lunch. And so more to follow, but I did just want to put that on your radar. So January 8th at the middle school, February 4th at the elementary, and March 10th at the high school. And this is going to be a great opportunity for you to engage in celebrating teaching and learning at Williamson. >> I'm roughing out the draft as we speak. I wanted to bring to your attention uh part of the conversations and
097again very grateful for Karen Hood's work and her role at this juncture. Uh we've been talking a lot about a need for more opportunities for professional learning for our faculty members. And so I want to share with you that it is going to be my recommendation to move forward with adding a half day in January so that we can engage in some more professional learning. And I want to share with you the rationale why. We historically, and this is not unique just to Williamson, historically we've been able to cover professional development release time, meaning bringing in substitutes and letting teachers be released from their professional responsibilities to do PD. Unfortunately, we have such a subcrisis that really we're finding it very difficult for Karen to meaningfully uh bring teachers together and have those opportunities to
098collaborate uh in an authentic and relevant way. And so uh in in brainstorming and thinking about what are possible creative solutions, a creative solution will be building in a half day. I'm letting you know tonight and I certainly am going to work with the WFA uh give them notice around the intent to add a half day uh to the calendar, bring that forward as an update uh January 7th and then we'll certainly give notice to the community as soon as possible thereafter so that they have adequate time to to plan fair. Again, this is just a creative means by which for us to do PD. You might be asking, >> so for January of 26, >> January 23rd, 2026, you might be asking, "Oh dear, we have a March conference day. Why not then?" In
099March, we're almost done. By March, we're we're like on the fringe of going engaging in our 38 testing. We find the need urgent enough that we need to carve out the time prior to March. And we're also thinking about that when we look at the 26 27 calendar development. So, we might be making some recommendations for a shift in how we approach PD in the subsequent year. So, just wanted you to know that. Uh, wanted to give a quick update on facilities and capital and not the capital project. We talked enough about that. Uh, as uh, Dr. Snder already mentioned, uh, thrilled that we have the vape sensors installed. We have actually, uh, the technicians coming in on Friday to provide formal training. We're asking that our middle school uh, building leaders also engage in
100the cross trainining in the event they ever have to cover the high school or in the event we decide that we may at some juncture want to install them at the middle school. Uh, that would be a possibility. Also in the realm of facilities, we did have a facilities committee meeting. I won't speak at length about that. My hunters uh Francis will do so uh shortly, but it was a great conversation and we are really shifting our approach to facilities committee meetings, trying to make sure that we're getting uh feedback from across the district around what are the concerns across the the district. Regarding the 2022 capital improvement project, as I led tonight in the facilities team meeting, it is a tremendous source of frustration. again over a year now since uh date of substantial
101completion uh and obviously we are working with legals right now to bring that to resolution so I do not have anything further to uh update the group on at this juncture no work is happening and so we have an agreement on how we're going to proceed so we have trespa panels in the middle school we have countertops at the elementary school and a couple other smaller things but those are the two larger things that are outstanding and unfortunately work has ceased until we develop a plan moving forward uh with legal mediating between us to get it done. A couple district safety updates I want to bring to your attention. Uh I'm very grateful to our building leaders who coordinated and orchestrated our ganet drill from each of our buildings on December 1st. Uh in retrospect,
102timing wise, it was the day after we came back from the Thanksgiving break. So kudos to you for executing that drill. Uh all in all, the drill went very well. I do want to share with you openly, we have a communications issue, not amongst us, amongst radios. In the event of an actual critical incident, we are compromised because we cannot communicate with one another. I want you to know we're taking that very seriously, working with Deputy Wilson and looking at creative solutions. But during that drill, it reinforced for us yet again how compromised we are if in fact we had a critical incident in this district. So, I want you to have an awareness of that. Also, along the lines of district safety, uh again, very proud of a subcommittee of the district safety team.
103Uh we're working on a food allergy management prevention plan. We're going to reconvene on December 15th and we hope to have a draft for the district safety team when we come back from Christmas break. The Williamson intervention team, uh this is our uh an addition or an addendum to the threat assessment team. Uh we have community partners coming and we are focusing on any students who might be demonstrating uh potentially violent behaviors and having conversations about how do we best support them uh wrap them in both supports in the district but then also with local partners. So very proud of the launch of that work and we have great response from our community partners in Wayne County. I am absolutely thrilled. I have a couple culture of caring updates. Uh the district will launch our
104second annual celebration of giving on December 8th. And so all this districtwide everyone can participate. There are a number of opportunities for folks to engage in random acts of kindness, opportunities to engage in theme days. There's tickets, there's prizes, and I just want to thank the entirety of the team for their uh commitment to pulling this off. Uh myself, Penny and Karen have drop in visits scheduled at our buildings next week and the focus for the dropins is just listening. One of our commitments to making sure we can be responsive to faculty and staff is understanding what's on their mind. And so we are doing those dropin visits next week. No agenda, simply what's on your mind, what's going well, what's not going well. And then lastly in the culture of caring, I do want
105you to know that today I had the pleasure of working for the first time with the superintendent student advisory council, met with juniors and seniors. Just an outstanding group of young people. Almost there. Last category, fiscal responsibility updates. Uh we alluded to in the presentation around the capital improvement project that we are taking our responsibility around long-term sustainability of the district seriously. Uh Penny and I are working with our financial adviserss around an updated long range financial plan. We hope to meet with our financial adviserss later this month to get a better idea of how we are situated after closing out the 2425 year and that it is our intent to work with you during a workshop in January so that the board is apprised and has a deep understanding about where we currently are
106positioned financially in the short and long term. And that concludes my report this evening. Thank you. District committee reports. Excuse me. We had district safety committee on November 17th. >> Security and I had Michaela just Um, and then buildings and grounds was December 3rd at 3:30. >> That was >> um, we pretty much met Bill Bennett. I met Bill Bennett for the first time. Um, and then just piled a ton of stuff on things that that uh, need to happen around the district. So, I don't think anything out of the ordinary that that you all know about. So, Okay, thank you. Uh, district events, there were a lot of them. We had the end of the 10 week marking period, November 7th. The Veterans Day celebration was also November 7th. There was no school November
10711th for Veterans Day. Elementary school and middle school picture retakes November 13th. UPK through 12day and early dismissal drill on November 13th also. And parent teacher conferences on November 13th. uh UPK through 4 half day and parent teacher preferences on the 19th. Um senior high area hall state on November 21st and 22nd and Thanksgiving recess November 26th through the 28th and then another UPK through six half day parent teacher conferences on December 2nd and a public hearing that we just concluded a little while ago right here. for county schoolboard association and rural schools association. Anybody I wanted to go ignor last week but it wasn't happening. Did you Bridget did you by any chance hear any feedback from anyone who went to that? >> Just curious. >> Yeah, I will put a plug in. uh
108four counties is going to help uh co-sponsor with the superintendent group and our district superintendent a legislative breakfast and we are trying to cast the net largely meaning having every and all elected official that we can assemble to talk about our legislative priorities in the region finance money aid uh and so it certainly would be my hope that all of you could participate as soon as I have more concrete information I'll be sending you an invitation I'm hoping you can uh bookmark it on your calendars and join me I will actually when they're planning to do it. But >> you know I'm terrible with dates. I don't even want to put one out there because it will be wrong. >> I'm not even asking exact date like month. >> January. >> Yeah. >> Friday 9th.
109>> I think it's 9th. >> That might be right. >> January 9th, I believe. >> January 9th. I believe >> you. Yeah. >> Yeah. Can you like put a placeholder on the calendar? >> I'll right now. >> Cast in stone yet? The date is cast in stone and today our planning committee finalized the agenda for the meeting and I will be speaking on aid to our elected officials. >> Thanks Kelly. >> Okay. >> Uh KCSA >> I got a good one for you guys tonight. So, >> yay. >> I I could try to talk as long as we're >> Please do. >> Um, no. So, the only thing we have coming up um is providing hospitality at the holiday concerts that are coming up over the next two weeks. We'll be doing uh cookies and
110punch as we normally do. Uh we are again also doing the flower sales and the proceeds from all of that goes uh into our teacher appreciation week funding. And then uh something new that was an easy discovery uh Nancy Miller and Stephanie Bean went to a community schools presentation and an easy task that they identified that we could help with is we are going to have collection boxes set up at all of the concerts to collect items in need for the elementary school marauder closet. Um so pantry >> yes the food pantry. Um so all of those items excuse me. Um, so we will be having that and hope to bring in a nice collection of items for them going into the holidays. >> Do you know if that's going to be advertised somehow? >>
111Um, families that attend concerts. >> Yes. So I know for the fourth grade families because there are the first concert coming up. Um, they at least for my daughter like they brought home a flyer and it was also put into a parent square announcement. I'm guessing that it is happening for the other grades as well because it did go to all of the the chorus and band instructors. And then we also put it out on social media today. >> I mean, I think the district could probably do something. >> By chance, are the things listed in this handout that we got the same high items that the elementary school? >> Probably not. So, ours came from Humane Society. Oh, actually, yes, you're right. No, I >> there's a thing on Tuesday. >> Yes, Erin. It
112did come from Aaron. I got it directly from her. >> So, these things are the things that >> we would be correcting at the concert. Okay. >> Just checking. >> Excellent question. And I missed it. You may think it's dog treats. >> Well, that's on here. >> They're collecting donations from those industry. So yeah, there's um food. They also asked for um some um like care hygiene products and then uh what Erin called a kids corner. So collecting things like coloring books and crayons and uh simple activities for will there be like a are we allowed to accept donations for things like that as well? Like financial donations if someone was like oh I meant to do that but I forgot. I'm sure we can take it and then just provide it to the community.
113>> We could school. >> Yes. >> Yeah. I just think that there will be if you if you say donations are accepted for that, >> but there will be people that do that. >> Yes. >> And you said they're going to have something at each of the concerts. >> Yes. We're we're planning on putting up the collection boxes um like where the pamphlets are put out before the concert so that way it's a easy place to see and right there. >> Um and then we'll also have just our regular tables there as well. >> Okay. >> Thank you. >> Uh board reports. I need a motion to approve the cse case summaries. >> So move. Any discussion? All in favor? >> Opposed? Passes. 5 Z. >> I need a motion to approve the October treasurer's
114report. >> So moved. >> Second. Any discussion? >> All in favor? I opposed. Passes 5. And next we have the quarterly achievement report. So, I wish I could tell you that mine presentation was as short as Ronan's and the volunteer club, but mine did end up being significantly longer, which I do apologize for. >> I'm excited about stuff. >> So, there's there's a fair amount of information and for those of in it and for those of you who have been on the board before or have watched a board meeting before and seen the academic year report, it looks a lot different than it has in the past. Um, so today my goal is just to kind of introduce you to my thinking around creating the um the academic achievement report and I hope that um
115Kate and Rob feel comfortable just jumping in when it comes specifically to your building. Scott left me lots of notes on his building as well. So if you have any questions um I will be looking for feedback when we're done um to see what you would like to see um if there's a piece missing or anything else that you would like to see. I also think that there is enough in here information in here to have several meetings. So, um so um I will you can always email me any kind of questions that you have after the fact or anything you want to look at a little bit differently. Um so right there it goes. Um so obviously the academic achievement report we are as we set the stage here we are really focusing on
116that student achievement component of um of our work at the district knowing that though that the culture caring the community connections all those pe pieces also have an impact on the student achievement that our students bring to us every day. So we'll start with the elementary school. Um in terms of what the elementary school started the year undertaking, um they started their year one of their new math expressions program, grades K through five. Um they are in their year one of collaborative classroom edition two. So they did have the previous edition. This is addition two. So grades K through three all um volunteered actually to participate in rolling it out. That was not intended. We thought a math program was enough to start with, but they were so excited and so interested in taking that
117work on that they did. and it is year two for grade four. They piloted the program for us, the second edition for us last year. Um we are taking a really um we are continuing our practices with our five and 10 week data reviews and just really digging into those buckets that we look at to make sure the kids are being taken care of or well well cared for. So our buckets include looking at the academics, looking at the so social emotional supports, attendance supports, behavior, discipline, and anything else that happens to arise or come to our attention. That's one of the uh beauties of being such a small, tight-knit community is that our our teams work so cohesively and they really have a good pulse on everything that's going that's working and going on
118for our kids. So with a little bit of a different lens, um we I tried to take a a uh growth mindset or a growth lens at looking at the data and I really wanted to highlight those kids that were proficient. So those that are proficient are our level threes or our based on the one through four rubric is our level threes and our level fours. Um our level two students are partially proficient. So we definitely want to honor the fact that they're making progress. It's just not consistent um enough for us to say that they're completely proficient with it yet. So they they are on their way there. Um, and then we have our students that are below proficiency, which at our five and 10 week data week or excuse me, data meetings, Scott
119and the team really focused in on and how they could best support those students. Um, so there you can see our proficiency rates there. Everything's color coded but with a very straightforward green, yellow, red. Um, and this is the the key features of the report card. So this is the math portion of the elementary report card is broken down into two sections. problem solving and fluency. Um, for this for this marking period, the kindergarten and first grade, excuse me, the first grade and the second grade classrooms didn't feel like they had enough data to really confirm a fluency grade for the students per se, but we are anticipating that to be at the second report card for them. So, this kind of gives you a sense of where um our proficiency is with math fluency.
120And you can really see the evidence of, you know, grade two is that place where kids are still learning to school and then when the kids get to grade three, they're really building that stamina. So when you look at the difference between grade three and grade four in terms of proficiency with math fluency, you can see how much work they're going to be doing in grade three to get themselves there. It's exciting. And then I coupled that with our I Ready results from um from September. So these are literally administered like the second week of school, first, second, third week of school. Uh and so it is fresh off of summer break. And so they um right now I would I can feel very confidently saying that we have made a great deal of progress
121since then but obviously we still have um room to grow. These are our math proficiency in terms of I already um as far as this view. So within the program um you have three different views that you can see your data in. This is actually a standard view which is technically a look at the from the middle of the year. So while some numbers might appear a little concerning, it is also we're looking at beginning of the year data with middle of the year reference points. >> So and that can be changed. >> And this is all four grades rolled up into one. >> That is all four grades rolled into one. Yes, >> we have a relative strength in algebra and algebra. When you say this could be changed, you already have other ideas.
122>> I do. >> Okay. >> I do. So I will say for this for the next time that I do this for the elementary school, I will present the standard view because we will be in the middle of the year. But in in retrospect, I will go back next year. I will share the beginning of the year view so you can get a a really clear picture of where we are right now. It's kind of nice to see this because then you can see the progression, right? >> Yeah. So it makes it crystal clear how much they progress from beginning to middle if you keep it the same though right. >> Yes. >> Yeah. There is definitely a benefit to keeping it the same. I will say September the second week of school is not
123an ideal time to administer any assessment unless you're looking to see how far kids can grow because they're just not in the in the in the mode of school quite yet. >> Um there's mixed feelings out there as well about the I Ready assessment. I mean it is a leap. it is on technology as is the state assessment and um other exams and so that is that is a struggling factor that we're going to have to deal with too especially when it comes to math when you think of how much problem solving and math really needs to be done on paper not directly on computer. Um this explain this is our reading skills. This would be your foundational reading skills. So your decoding your word work your word um high frequency word uh and fluency
124work. This is the uh the meat and potatoes of K through2, if you will. But I will say at each grade level, there is word work to be done, vocabulary work to be done. I mean, and as you can see, um we're growing. Here's a look at our reading comprehension. Um one area that um definitely shows an area in need of uh work and part of our conversation in January will be around is writing at the elementary school. Um it for developmentally speaking kids listen to they they learn by listening then speaking then reading then writing. So it makes sense that this is our weakest area but it's definitely an area of growth and we really um at the beginning of the school year the entire district was asked to consider um reading goals and
125stamina goals. And we really need to hone in on those stamina goals with our kids. It's just really getting the grip in them to be able to complete these goals. >> Our brain's a muscle. We have to help them see it. >> And it still shows quite a bit of progress over the grades, the writing, even though there's work to be done. I mean, from two to four. >> Yeah, >> for sure. >> I think it's lost sometimes how critical grade three is. It really is a year to the kids either just they just take off for the most part but again it can be a struggle. >> Karen, do we still do things in elementary where we do I I don't even remember what it was called but like where kids do like for
126lack of a better word freewriting where they'll go, okay, you're going to journal. You're going to spend however much time writing. There are specific journal prompts that go with the collaborative classroom program. And then there are teachers that um through the development of their program go above and beyond that and do their own. I think that's a little bit more teacher dependent. Um but that's going to be part of the conversation is how are kids writing daily and then there's our reading scores. As you can see we have a a relative strength in high frequency work which feels a little random but >> any questions about the elementary school? When you talk about writing, are you talking about pen and paper, not typing? >> For most in most cases in elementary school, it's pen and
127paper. Some of your fourth grade classrooms, you will see more typing occurring, but in the most cases, pen and paper and thoughts on elementary. Um, here is our middle school. Kate, jump in anytime you want to. Brian, jump in anytime you want to. Um, they are also in the year one of the math expressions pilot for grade five. Um and we are anticipating potentially uh moving that up to grade six for next year. So that's very exciting. And actually uh UPK also expressed an interest with the success that people have seen with the math expressions program. Both UPK and grade six have shown an interest in in bookmarking. uh anecdotally I would like to report uh at fifth grade they are very happy with the program as compared to the previous program and they are
128seeing again this is anecdotally at this point um progress and growth in the students in terms of their math thinking and their math computation and how they're able to manage it um with the specific to the middle school and high school we um started off the year with updated grading expectations and articulations which many I hopefully everybody noticed you were getting um hand or paper copies of report cards, progress reports, all those things. Um we just want to make sure we're as well as the parent square messaging. We want to make sure we're hitting all avenues to make sure parents are fully aware. Um best laid plan, right, to offer it on technology and ask people to log in and that I'm all about that. I love it. I love the feature in school where
129I get an email every week and it tells me my kids grades. It's fantastic, but I it doesn't meet me the norm, unfortunately. And sometimes there there is something nostalgic to be said of being able to put it up on the on the on the refrigerator. Um, we've been doing math expressions uh PD with the fifth with the K through five. And I won't go into it any further. The professional development has really been a challenge in terms of substitutes, um, teacher availability. It's just it's been incredibly difficult. And, um, so it's definitely a piece that we're working on. Um we are continuing the day-to-days as well in for tier 2. Um in most cases our classroom teachers are the ones providing the AIS support um in their area in the med school and that's
130a piece that we're taking a look at too. The impact of if your English teacher gives you the English AIS versus somebody else. I'd like to add uh one more thing uh based on data from last year. This year we were able to add uh for seventh grade a math extension for seventh grade. they seventh grade never had any ex extension. So we were able again we understand those students uh you know obviously when they were in second third grade that was co um and we want to make sure in that math extension to target again some of those skills and areas of deficit that they may not have had that they may have missed. So we are able to do that this year and create a math extension for our seventh graders. The middle
131school also highlighted grant tutoring here. We're still benefiting from the ESL community um impact grant. And so we offer grant tutoring after school um through all of the buildings based on MTSS or parent or student request. So a student themselves can actively request most likely at the high school. That's where the kids are going to make the active requests. >> This is not a middle school specific question, but something you just said made me think of it. Um grading expectations and articulation. Do we have a expectation for timeliness of when teachers are putting grades in schooly? >> We have a recommendation, a strong recommendation of what it should look like. If there's something that's specific that need to be that needs to be addressed. Um if and you've reached out to the teacher and that
132continues to be a problem, I would say the next level I would go to is I would talk to it was the high school Rob Kate or Scott to see um if there's something more that can be done because it definitely it is clearly articulated. Um I can't remember exactly what the time frames were, but we set up what we considered reasonable time frames for work to be turned away. Well, I know in the years that I've been on the board, it has been an evolution. And I, as a parent, I feel like we did get to a place where grades were put in in a timely manner. Kids were getting feedback in a timely manner. It wasn't like, okay, the market period ends next week and I'm going to dump all the grades in
133because we did have >> that at that point in time in the in the past. >> I personally have seen it slide back that way in some cases and I'm wondering if it's because we have a lot of new staff and so if there is an expectation has it been shared with new staff as they come in or is it that we've had that expectation and the new teachers may or may not know that that's the expectation >> it was articulated to all middle school and high school staff but there's always room for improvement in terms of cycling through SP just like with kids we need to spiral instruction, I probably need to be spiraling the grading articulation as well. Um, so that's that's a good um piece of advice can do that. >> To
134your question just quickly, so it had been a number of years since there had been an articulated expectation around grading and so one of the things based on feedback again just thinking about stakeholder input. That was one of the things that Karen championed before we even started the year. So we did lead the year with an actual articulation document artic outlining what our expectations were including making sure the parents had an understanding about how we were grading the children. So again it's our first effort certainly it could be that we need to expand upon work that uh was launched at the beginning this year. It's pretty long document too. So if you ever want to go over that just let me know. I'm available. >> I have a quick question. Yeah, very important. The academic
135workshop, is that usually a teacher, a certified teacher that leads that or is it just >> I'll let Kate answer that specific to our building. I have a sense, but I don't know. >> I would say specifically to academic workshop quite often is a teacher assistant. It's TA. Um, sometimes we have a few teachers who can do who have a a a space in their schedule who can do an academic workshop, but quite often it is either Michaela Degrave or Cavi Johnson. >> I love the idea of it. I just I'm curious how effective it is. You guys notice students who are >> I can't speak to Michaela as much as I can Kathy. Kathy really works very hard to communicate with the teachers that her kids work with and stays really on top of
136Schooly as well to make sure that she is doing her part to support them. And I would anticipate knowing Michaela that she's kind of following that same pattern. Um there's there certainly is a lot of effort put in to make sure that it's as successful as possible, but it is looked at. All right. So then we're going to jump right into our middle school report card. Um, and I just did the four cores. So, we're going to take a quick peek at ELA, math, science, and social study. And as you can see, the proficiency rates look a little bit differently here. Um, we went with the model of passing. We stuck with that 65% passing. It's what's most easily understood by most people. Um, it makes the most amount of sense uh when looking at
137whether kids are being proficient because that's how the state evaluates them. That's how they determine. Um so we have the kids that are not passing at less than a 65% in red passing is 65 to 84. So there that is proficient. Um obviously 84 is going to be more proficient than 64. So those 64s we still have to keep an eye on or 60 sixes excuse me. Um and then our mastery is anything greater than an 85. And this is how we look in terms of our tried to keep it isolated to the grade level. So, for example, you're going to see English seven and accelerated seven together and English 8 and English 9. I tried to keep them in the cohorts right there. It gets a little bit more complicated in high school that
138>> did you look at the data when it was spread out a when it was separated out the accelerated scores skew. >> Um, no. To be honest, the accelerated scores the accelerated scores were fantastic. I mean, honestly, kids who are getting um who are landing in the accelerated courses are earning those grades and working very hard for those. But I would say no. I think there has been some um a a good start at English 8. It's been they're on their second teacher, though. So, it'll be really interesting to see how the rest of the year um continues to move forward for them. >> I was going to say that is important to know that 8th grade uh we had a staffing change halfway through the the year. So I would brand new teacher. >>
139Yeah, I would anticipate second quarter that you will see a different configuration >> in eighth grade. >> I like to remain hopeful though. I feel like it'll just keep on trying to ride along like that. >> You are doing I can't help it. What other choice is there? Um here's our math scores. Again, you're seeing great proficiency in terms of students scoring above a 65% but those data review opportunities and when we're talking about those students who are less than social studies we do not offer any um whereas in math ELA and science we all have we have accelerated options but social studies we don't have an accelerated option those kids are as they are I think probably one of if I were to hazard a guess what the biggest hiccup when it comes to
140social studies where you're starting to see that um increase in and not that nine is a horrible number, but you're seeing that increase because the demands of the work dramatically increases the closer they get to high school. And then finally, um grade 8 combined with our eighth graders who are also taking birth science. And here is our again standard view of I Ready for math grades 5 through eight combined. If you'd prefer that broken out by five, six, seven, eight, I can do that differently next time. There's a lot of different variations. >> The only reason I asked about it being combined is because I know sometimes looking at the data grades grade level specific we have identified like I think that's how we ended up with the math extension >> sixth grade at one
141point because we saw a need in a specific grade versus >> Yeah, I would like to see it now >> by grade. I'm curious for the social studies, you were talking about the rigor, it increases dramatically. Is that just for social studies or the other subjects? >> It's really for all subjects, but um when we look at social studies, it is so contentrich and um not necessarily textbook driven, but it is probably the most textbook like reading they're doing at that point. EA still has a good chunk of fiction in it, which is can be a little bit more engaging. Science has the experiments, maths has a has that problem solving that really feeds into some of the kids interests. Um, and it is no offense to all the social studies people out there. It
142might be a little drier for some of the kids, right? >> It's you want to embrace that. >> No, stick with it. I know. But I will I will say uh again to your to your point there is a jump for many students um that non-fiction reading and you are reading to gain information and then it's a it is a little bit different. >> It'll be exciting to see this is the second year of the literacy and the content area class in sixth grade. So it'll be very interesting to see what kind of an impact that has when those when this so the first group reaches eighth seventh and eighth well seventh grade now and eighth grade next year. So, it'll be really interesting to see what the impact will be. >> I'm hopeful. >>
143Uh, and there we have our reading scores. As you can see, in most cases, by the time they're getting to the middle school, maybe our kids are proficient in the actual reading of the words, but the the struggle remains with the comprehension. Um, and and in a lot of cases, that is the stamina, that is the grit, is that is the sticking with it. Um, to really build in those deep connections. And last, but certainly not least, our high school. Very exciting. The high school administered their first universal screener um with EXL in English and reading. And I will tell you, it is very uncommon for a high school to take on um a universal screener. So, um literally that was Thanksgiving week. It was the week of Thanksgiving. So, we have a lot of
144data to dig into there, but I'm excited to see where that leads us. It sounds like it was promising so far. >> Nancy, as she's finishing up her admin internship and moving into this role, helped train our staff on So >> and again just the the same focus on the tier 2 three um the dayto days um occurring every 5 to 10 weeks although meetings go on all the time um AIS teacher provided AIS where possible um and then the grant tutoring and that's probably I would say for the grant tutoring I would say the biggest takeoff is at the high school level because you have not only teachers will make the re recommendations but the students will advocate and that's huge. Take a quick peek at uh science. >> Nth graders say earth science.
145It's really common, right, for nth grade courses to see dips. So >> this earth science doesn't have the accelerated kids in it. >> This one does not >> because they're on the other side. >> And now those are living environment. So those ninth grade students are living environment. >> I think it would be interesting to see the accelerated kids and the um separated out in the data >> just you >> yes >> what that looks like >> um the other piece that's come up is across the um region it's come up um who's offering earth science uh accelerated in eighth grade versus who's offering living environment biology at this point and there seems to be a shift where people are moving back to offering living environment and bi biology in eighth grade as an accelerated
146course and then moving it to nth grade for um the general track um and what is interesting about that is that eighth or excuse me seventh and eighth typically the sciences focus on living environment. So they it would it would kind of like back right up to each other very nicely and it would give I think earth science is really considered one of the more challenging ones and it would give them another year developmentally appropriate to really tackle the work. That is a piece that it is it is a very labor intensive learning process for them not that long ago >> but I can't >> I know my older two children the old way and my youngest child >> it was switched. I'm not sh saying that everybody in this room is on board with
147that idea, but it's it's a conversation to see if it makes sense at this point. There are a variety of factors that if we did switch it, it would improve, but there was would always be detractors to it, too. >> They're both so similar now that they've changed this the standards and the way the testing is. The testing is such a leading literacy test now, but it's almost like I wonder if it's the same skill they're testing in the region. Anyway, >> be an interesting cross. I will I will tell you um we are shifting we are shifting for our non accelerated students definitely that they will take uh sort of the seventh grade more earth sciency course in seventh grade and the more living environment course in eighth grade we were a shifted school
148for a couple reasons but uh right now all of our students this year Mr. Mr. Brinley's teaching all of the living environment so we get ourselves on the track and then next year our seventh graders will take an earth sciency class. >> Another consideration with that is for the staff be available to you uh their certifications because unlike math where the teacher certified all four years of the subject science is specific to each one. So you have to be aware of that too. >> Um here is our math from the high school. Again, algebra one, you're taking out all those kids who took algebra 1 and 8th grade. And so we're uh this is the gened ninth grade population and it is just typically a struggle um as ninth graders acclimate to the building. And
149then we have a lot of great success otherwise within our math settings. And thinking about the math, trying to go back and forth between middle school and high school, >> since the the math and the high school, they really try to the grades throughout the year to match how they're going to be how successful they'll be on the reg. Does the middle school kind of prepare them in the same way like that? So, are are they kind of being tracked in that same way? >> So, I think there's always an effort to do that. I think we find that some of our seventh and eighth graders, they don't fully appreciate what a high school experience and a learning environment is going to be like until they actually get there. But I do know the seventh
150and eighth grade teachers are trying to mirror those experiences and activities, instructional activities with the kids. Um, it's definitely still an area of improvement in terms of our vertical alignment. Um, one of the things that Kate and I have bounced around too is um, something so small as midterms and final exams. We haven't really consistently done them in quite some time. And is that something that we can build back in just to build again to build that stamina to build in those experiences so it doesn't feel quite so >> opposite of each other? >> I will say it helps us a lot particularly in math particularly in eighth grade. Jenny obviously teaches algebra at at 8th grade. She is very aware of where they need to be. And so I would say for some for
151our eighth graders, I feel very confident that Juny does everything to raise the rigger to make sure that like listen, you know, you're headed to the high school >> and be prepared. So I think it's also important to note that teachers have been requesting dedicated time for vertical alignment discussions and it's unfortunate. I'm not certain when the last time that happened. And so this cabinet has made a commitment that we will ensure there's an opportunity for those conversations to happen at least once annually, at least once annually. And so part of Karen's planning is making sure that they actually have that opportunity because to her point, every teacher needs to understand like where does that kid need to end up at the end of this year so they're adequately prepared for the next year. >>
152We have the discussion of final exams in our BBT and we will be in our four core at least um seventh and eighth grade will be having a final exam for those classes. just add like a story of math and how you get those numbers too. I point out two things. One, we don't have accelerated students taking algebra at high school because those students have moved on when they get to us. So that factors into it and nth grade can be a bottleneck for some of our students who are struggling. So many of our uh overage undergarded students are still sitting in that ninth grade or that algebra classroom. And so those numbers tend to get skewed a little bit. Um as then as the kids go on, you see more success just the kind
153of the raw data. It's unfortunate it's called the gatekeeper. Like it's a gatekeeper course. It's a tough one. Every kid has to have it. >> Looking at the numbers, it was hard to tell why the reason for the the change between like you're proficient in middle school and one next or later you're not all of a sudden. So I was just curious. >> And that is the case I would say with um most of the high school classes because you're crossing grade levels just with everything so much right now. So it it makes it a little less clear. social studies and then we'll finish up by looking at English certainly at least last but not least um in looking how at how we are doing the English nine and um the English nine should also
154couple changes here English nine should also say combine um we do have some self-contained settings where we were able to combine their scores with the appropriate grade level. So that's why some of them say combined and some of them don't. Some of our kids in 11th grade are taking English 11, but again, our accelerated kids are already in English 12. So I represented those together um just so you could see holistically what they were what that group generally was working on. And the ISLE death um diagnostic, we don't have a lot of data. We don't have any data to show you right now, but this is really kind of the lens that um Tom Tom I don't know where that came from. Bob's team is going to get to take a look at um and
155it's going to provide a really clear pathway in terms of how they're doing in each of the domains and then the recommended skills and it's as quick as a click. It'll go directly to EXL. I know there's quite a bit there's probably mixed emotions about. I think there's mixed emotions about every piece of technology that we do. So, we're going to be really thoughtful. I'm I'm sure that Rob is planning to be very thoughtful in how he rolls that out the kids. Um so, and it sounds like Ronin, you said that it was pretty well received. So, I'm excited. That makes me happy. There's so I'm This is just speaking from a parent with a kid in high school that came home and talked about it. There was a part that my kid said that
156you have to speak out loud to and I don't know if this is true. This is facts. This is just word in the household, right? That you have to speak out loud and there was I'm not going to speak out loud in a quiet room. Skip, skip, skip. Do you know if there was a part where they had to say something out loud? >> I did not. We did not see that in all the trials we did of it. No, >> it >> I'm not saying it did come up. I'm just saying that I didn't see it. >> Maybe maybe she got somewhere a little >> they were setting the stage for their performance. So just >> might not be as good as you might hope for. >> There was this speaking part. I just
157didn't even do it. >> Um I wouldn't blame any student who wouldn't want to do that in a room full. But I wonder because if my kid has testing accommodations, if that's why that's the case, maybe >> I don't think so. >> I just thought I'd mention it because if one kid's like, I'm not doing it. I thought maybe another kid might also keep that in in the back. Um, finally, I just want to wrap it up with the New York State assessments. This is our three through eight data and our refunds data. And it's presented to you in two different ways. Both of them showing you trend data. Um, so in terms it's it's a five-year trend data in terms of how we've performed. This is the ELA assessment. Um, and you can tell
158like if you follow the green down, that's a cohort. The red is a cohort. So on and so forth. >> Thank you for coloring, right? Yes. >> I love color. I'm not going to lie. >> I almost had to draw a line. >> I could do that, too, though. >> I've got lines later for you. And here's our math test. I'm very excited to see with the introduction of math expressions, you we're not going to, you know, all of a sudden be at 100% proficiency within one year of math expressions, but it has take it has started out so strong and so well received. I'm excited to see what it does. So, this is just a different lens at the um trend data and what I've included in there, excuse me, uh the same results
159on the previous page, but I've included the trend data. So the thin blue line is just kind of giving you the indication of the trend that we're going at. And so that's just really meaningful information for us to look at to make sure that we can work that we are working on in some cases reversing that trend. Lots of things do kind of factor into that number of students that take the test. There's there are very various factors that can impact it through no fault of our own, but we really want to keep an eye on which way we're headed. And as you can see there, we're headed in some great places with math and Ela is staying pretty um solid. Here's our grade five and six >> and seven and eight every year. And
160it's a it's a it's a it's a it's a I would say it's the toughest year emotionally for kids. >> Um and it's also a jump for them. We it is department sixth grade is departmentalized. They've got to negotiate now four different contents, you know. Um, and and it is it's to Sarah's point, it is the first year of middle school and it I would say across the board in the building as a kid and for kids and where they're at in themselves, sixth grade is by far the toughest year for them. Just >> I'm curious for the current sixth grade cohort because last year was the first time we had three core teachers. So, they were really scheduling wise they couldn't just bounce back and forth. they were around the building the whole time.
161So, this is the first year ever that they already know where to go in the building. So, I'm curious to see how that is going to affect our scores this year. And then we move on to our regions proficiency. Sorry, no color coding on that one. It's just a hor you just go uh horizontally across if that gives you the sense of a couple X's just referencing the years that there was an exam wasn't an exam offered. >> Yep. add just several of those content areas have new assessments as well. >> Sciences this year has a new assessment coming. >> Um the three years ago social studies changed >> um as mentioned before too the science is the science of social studies the math all the tests are become so reading dependent. So it's definitely
162changing um the look for some of the kids or the success rate for some of the kids. So that is a piece that we're keeping in mind. Um and also when you get into the chemistry and physics range oftentimes you'll see kids taking earth science and living environment but not everybody decides to take chemistry or regions because there are other options available to them. So that kind of teases out how many kids are taking it in global US and English all over the map. Geometry is hard >> like all over the place. >> We were on a very good trend in geometry and last year did take a little bit of a dip. So it's definitely worth looking into and having those conversations but hopefully that the trend will write itself. >> Is that the
163year that it changed last year for geometry or is that this year? >> I don't think geometry changed now. Um, I'm not sure where that and you also hear the teacher say that was a hard exam. The second part of that exam was more difficult than we anticipated. >> I see those those sometimes happen. I think one of the biggest takeaways, there were obviously lots of little takeaways in the data, but one of the bigger takeaways for me um with the data um was the when you take a look at our proficiency in terms of how our kids are doing on report cards um comparatively to our 38 or our I Ready or sometimes our our regions exam, we see a discrepancy. We aren't necessarily seeing the same match in percentages comparatively. Um but to
164me what that speaks to is um where we need to build stamina for our kids. So these tests that we're talking about where we're seeing these dips in, they are one day assessments. They are timed. They are lengthy. They're reading and writing heavy no matter what content area that you're in. So it really speaks to the stamina building. and the classroom grades and the report card grades really speak to the amount of um our students work ethic. Um the the amount of opportunities that our teachers are providing the students to retake, redo, relearn, differentiate. So there's so much more that goes into the report card and we just need to make sure that we're seeing that building that stamina, that grit, all of that. So it starts to show as well in all these other
165independent um tasks which are forward facing for everybody. >> Just one quick comment for you Sarah. So you were mentioning geometry 2024 results like wow significantly different. If you go through the compilation document and you look at all the regions in 24 that cohort outperformed many of the other years right so it must have been a higher performing cohort in general. Uh the other thing I guess just addressing the exams they have never tried to suggest that there's an alignment between the 38 exams and the regent exams meaning it is misaligned. So the 38 exams aren't a predictor of how students are going to perform on the readings. It's important to note that. It doesn't mean they're not valid. It just they're not aligned. They were never designed to be aligned. >> What teachers need
166now is the time to work together to collaborate to do that content area work, the vertical alignments. And in good conscious, we are really struggling to co teachers out of the room um and try to uh drop in substitutes to make that valuable. it's not valuable time for the teachers because they feel stressed feeling when their classes aren't taken care of the way they would like them to be. Um and at the same time the sub shortage is just a real problem. Um so hence the conversation that started around January 23rd and why that would be some valuable time and what it's going to look like. We also, I think a couple weeks ago or a couple meetings ago, you signed an MOA um offering opportunities to work on Saturdays, Sundays, after school hours just
167so we can see if we can build some interest and enthusiasm and time in other areas where it won't impact instruction. Lauren Salaney, so Nancy was nice enough to start my MTSS review. We are reviewing the MTSS um process year this year. um the teams as a whole and so the district team the building level teams and then we're going to dig into the AIS classrooms too to look at format and and see how they're man managing um remediation versus supporting content. So Lauren Scalane is going to be starting her internship in January and she's going to be taking over that work with me. Um we'll miss you Nancy but you know where we are if you ever want to have deep dark conversation about MTSS other things. She's going to wish she had time
168to do that. I wish I had time. >> Um, in Scott's absence, he left you lots of notes about things in terms of moving forward, what the elementary school has been. They had two amazing days of data review where they had these conversations. And so, I'm not going to read it to you word for word, but um, they really had a really great conversation around the data. Um, the middle school and the high school. Um, and this is just taking a look at um, more specifically where they're thinking. We we did ask them to so I don't know how often a teacher actually looks at the academic achievement report. Probably some of you are regretting that you have to look at it in such detail because it is a little on the lengthy side, but
169I did ask um, each building to make sure at a minimum their BPT that they are sharing at least components of it. I want it to become a familiar tool that teachers see more often. They don't have to see it in its four or 20 double-sided page beauty, but if they can see components of it, just so they get a sense of what we're looking at and why it's important. There you go. >> I think she more than me. >> Just saying. Can I assume like this is the first one of the year that the second one you'll be able to see the progression what this the data from this one compared to second. >> Yes. Okay. This is probably the cleanest it'll look. >> Yeah. It'll just get more >> it'll get a little
170bit more meaty. Um but yes, that is the goal is to compare quarter to quarter to quarter in hopes that we can see the progression of the growth. >> Thank you. Are we able to see like comparison across our area or the state as far as the 38? >> Hasn't been provided. Typically Wayne Fingerlakes Boseies provides compilation documents so you can do comparisons. Has not been pushed out yet >> which is uncommon. >> You can do your own research meaning you could go on the New York state report cards and you could look up different districts yourself. I just about efficiencies and I'm waiting for the most stacking to come out. >> That's fine. I'm I'm okay with that. We just be nice to see that. >> Save that for 20 weeks. >> Thank you
171very much. >> What were you going to say? >> I'll get a positive for you. >> Yeah, I love it. >> Great job, Karen. All right. >> Thank you. Again, email me if you want different suggestions in terms of what you'd like to see, what makes the most amount of sense because I want to make sure that it's accessible to you, the teachers, to everybody who looks at its to have value. Okay, moving on to the consent agenda. I need a motion to approve consent agenda items 5B through 5G as recommended by the superintendent. So move. >> Any discussion? All in favor? >> I oppose. >> Abstain. Passes 401. And now we are up to old business. I need a motion to approve the second reading and adopt updated policy 7601 immunizations. >> So move.
172>> Any discussion? All in favor? >> Opposed? Passes by uh board of education meetings start time. So we talked about this the last meeting. Yeah. So, Kelly put together Kelly updated our list of meetings for the year and starting in January of 2026, we're going to have our regular meetings start at 5:30 instead of 6:30. And then we've adjusted the various meetings that happened before, whether it's a workshop, a budget workshop, policy meeting, an audit committee meeting. >> I think those are all of them. >> Yep. And I'm going to make a recommendation that you actually adopt this new document so that it's up. >> Can we do that? Can we do that tonight? >> Yep. I just added a motion. >> Okie dokie. I need a motion to adopt the board meeting dates that
173have been amended to show a new certain move. >> Second. Any discussion? >> All in favor? >> I post passes 5. >> And Kelly will update our calendar with the time. >> Yes, I will. first time priority tomorrow. >> Thank you. >> Because January's gonna be here like in a hot second. Yes. Okay. Board of Education guideline document with appendices. So, I have some stuff on this one. >> Okay. >> Let me go over to it. I assume on page four. >> I have not done anything document yet. >> I'm going to I'm going to do all that when we're ready to >> Okay. >> after the next meeting to approve everything. >> I did find a typo on page 18. >> Okay. >> That I didn't find last time. >> Uh it says lease
174like L instead of least L. Um, and then on page 21, which I'm trying to get to, you had something highlighted and I just want to make sure are we removing it about the it's at the very top of the page above item 12. It says district clerk will add committee meeting agendas and notes to board docs library under board committees and liaison but we don't really get all those so we're going to take that out >> and just take that >> that's what we decided last >> um and then my other questions were related to the appendix stuff >> so it shows the policy for the orchard >> yep and Bridget and I talked about that today >> 42 202. >> Yeah. So, she's going to update the second document that's there with the
175um >> So, I'm okay with that, but it made me wonder. >> So, what I'm going to do is I'm on the pol for our policy. I'm going to get rid of this, move all of the adoption stuff into this part and have it have the or chart on the second page. >> So, you'll do that so we can >> Yeah. So, we're policy at the January. >> Okay. >> That was what I was wondering. Technically that is outdated. Yeah. >> Okay. >> Y >> and even though we do our policy stuff on a three-year cycle, we should probably look at that one on an annual basis because if we have personnel changes that will be >> Can we put the organizational chart in here too? >> Oh, sure. Yes. Um, the other one I
176had was appendix C, which is the chain of command line. >> Uh, two things. Can we get rid of all the random bold? >> Yep. >> And there's a sentence about halfway through the second paragraph that refers to someone who's no longer employed in the district. >> Oh, okay. So >> we can just take out we just >> we should probably just take out that sentence. >> I think it was used to illustrate you know who the chain of command would be. >> Okay. >> But I think it's okay to just remove that sentence and make it more generic showing the progression. I don't have the updated time >> making a recommendation around including the actual grid chain of contact document that's on the website and including that one. I don't know if you want
177to preface but actually using the one that's posted on >> that's more comprehensive. >> That's fine with me. >> So get rid of all this wording and just and just insert the >> unless they want a preface like a preface to the chart. I'd have to look at the other ones, but like this explains. >> I guess I'd have to look at the other one which is on the website you said. >> Yeah. contact district. They don't even do that. Well, can you just use the language that's on that >> page >> that explains what >> the page is in the handbook or the page? >> No, the page on the website. It's it explains chain of contact document is designed to better support our families. It explains the purpose and benefits. And then there's
178a document itself so that you have instead of just putting the document in there, you have the explanation behind it. >> That's great. And then >> yeah, because I'd rather be consistent anyway. I instead of the handbook shows one thing and the website shows something else. >> So really you would replace it with the chain of contact information from the website. >> Yep. >> Okay. And then um I think it's appendix F. It's supposed to be we were adding information for for prospective board members. >> Sarah sent us uh >> yes but I think her suggestions are going in the information that is given to candidates that I provide >> in like the prospective package. So >> yeah I don't care. It just came up when we did our workshop that it might be good
179to add it here. >> You want to add it here too? I >> no it's >> okay >> I don't think you have to put it two places as long as you put it one and that gets distributed to perspective board members. >> Okay. Um and then we added like appendix G which I assume you would just dump in there right like the board committee and rea sheet. >> Oh you okay? Yep. Um, I think that was all I had. >> Does anybody else have anything? >> Yeah, my email shows Sarah's email on Bey. >> Oh, yeah. >> Oh, >> yes. >> That's the stuff you haven't updated yet. >> Yeah, I haven't updated the full document yet. >> Okay. the the chain of command never gets to the board of ed only gets to
180the superintendent like there's not a step five on the chart >> on the website you're talking or >> so we might need to update the narrative then I guess it doesn't say >> well but we're trying to avoid that >> well and I think I think if it was brought to you and it wasn't satisfying you would bring it to us anyway so >> they would definitely come see Well, that's right. >> I'm confident about that. >> I'm pretty sure sometimes we jump the line. >> So, can you remind me, Kelly? I'll update the chain of contact just to make sure that the board is referenced in there beyond superintendent, maybe a paragraph at the end or up at the beginning like follow chain of contact and mean that you're unable to resolve your issue
181satisfactory. Last point of contact would be board of education. I can update that quickly >> and then maybe put in there what happens when the board of ed is contacted, right? Like there's a sheet to fill out or something like that, right? To >> have a meeting. >> Well, that's if they want to get something to >> usually. >> Yeah, never mind. >> Okay. usually. >> So the plan would be we'll update this and >> hopefully approve >> approve it in January. >> I think I'll be ready to approve for the first meeting. >> Check it off your >> your goals. >> Thank you. >> Okay. New business. I need a motion to approve budget transfers for the 202526 school year. So move. >> Any discussion? >> Um just going to say one of them
182was for um two new students that were privately placed. So it was for tuition for that. And then um the other one was just um a transfer between two different maintenance accounts. >> All in favor? >> I opposed. Passes. I need a motion to approve the tax collector report as prepared by Ann Ben. >> It's moved. >> Second. >> Any discussion? >> I did go back and look because I was curious. It's significantly less in uncolcted taxes than last year. >> Yeah, it was a >> Yeah. >> All in favor? I >> oppose. Passes 5-0. I need a motion to approve the 2026 2027 budget calendar. Some move. >> Any discussion? Just reflects uh regulatory language for both district obligations and then also from the school side of things for county as far as regulatory
183timelines that we have to honor. >> It's very organized. It's well done. >> Looks sharp. >> Yeah. >> Thank you, Kelly. >> All in favor? >> I oppose. Passes 5. I need a motion to approve the memorandum of agreement between the Williamson Central School District and administrative directors and confidential employees covered by individual contract. >> So moved. >> Second. >> Any discussion? terms and conditions of employment for these individuals were uh the language was silent specific to emergency closings. This memorandum allows for us to ensure that the district can honor uh their terms and conditions of employment in the event of emergency closing. >> Thank you. >> All in favor? >> I opposed passes 5. I need a motion to approve the memorandum of agreement with CSEA regarding delayed start times. >> So move second.
184Any discussion? >> Similar rationale silent language in the contract specific to delayed start times. >> All in favor? >> I opposed passes 5-0. I need a motion to approve the memorandum of agreement with CSEA regarding CDL license renewal for the mechanics. So move. >> Any discussion? >> Our mechanics often drive rest during the school day. All in favor? >> I I oppose passes. 5 Z. >> I need a motion to approve the memorandum of agreement with CSEA regarding adult and child first aid CPR and AED certifications. >> So moved. >> Second. >> Any discussion? Just this memorandum of the lost press dead language uh specific to us being able to remmit payment for our uh CSCA members to engage in this training which we do support and want to encourage. >> All in favor? >>
185I opposed passes 5. I'll jump down to J. I need a motion to approve the agreement of WFA regarding adult child first aid CPR and AED certifications. So moved. >> Any discussion? >> Same rationale. >> All in favor? >> I opposed passes 5. I need a motion to approve the memorandum of agreement with WFA through June 30th, 2026 regarding a new weight lifted club. >> So move. >> Any discussion? Kudos to our exeicio student board member. Great example of student voice and making something happen. Great job. All in favor? >> I opposed passes. 5 Z. Uh budget transfers. These ones are just for information. We don't have to act on them. Anything special we need to note? Nothing special. Uh 2025 capital improvement project vote exit survey >> for discussion purposes only. Uh in front
186of you, you have a draft form uh that I would propose that we use at the capital improvement project vote. Uh I think it's very clear after engaging in the hearing today. We want to make sure that we secure feedback in the event that there are no votes, which we anticipate there may be. It will be very important moving forward, should it be a failed vote, that we have the feedback necessary to put together a project to take back out to vote. Again, the project isn't going to go away, but we'll have to be responsive and the only way to really identify uh what was problematic in the scope of work is for the community to be able to provide feedback. I just want to share with you there is there are definitive guidelines around
187exit surveys. So, what you have in front of you reflects what's considered best practice, meaning brevity, short, don't talk a lot. uh checkboxes, multiple choice, not a lot of opportunities where folks have to actually take the time to write in something, but then also making sure that they do have an opportunity to write in their sentiment specific to the vote. So, this would be my recommendation uh post uh voter uh completion of casting their ballot that they would have we would have a table removed from the ballot boxes and they would have the opportunity to actually engage in this. >> Any feedback? >> Do we tell people because this is something we haven't done? Do we tell people, hey, we would appreciate you going out and serve after you vote? >> Yeah, I again at
188this juncture I have to be very cautious about advocacy. Meaning, it's really important that I try and remain not putting out a lot of communication out because it can't look like I'm encouraging a yes vote. Uh that's really important from an advocacy standpoint. But what I certainly can do is say just a reminder, the vote is December 10th. A new facet of our process is going to be to include an exit survey. Please make sure you look for the table so you can give us your feedback. really important to us and we want to factor that into our thinking and decision making. >> Okay. >> I believe it has to be outside of the voting area too. >> I'd have to we'll look at it just to make sure that we're in compliance with that
189>> like outside of as in can't be in the cafeteria where the voting is taking place. >> I have a feeling it can't be in the cafeteria. >> It can be in the building. Yeah. I we'll double check. Okay. >> Again, new new to me as well. So, and then I guess I didn't add this as a new business ad, but I would like to ask your thoughts around it would be helpful, I think, for Penny and I to get in front of community sentiment around budget development. So, I would like to take an approach that I saw actually in a neighboring district uh for folks who have kids going to Wayne Central School District. I do happen to live in that district, no judgment. Uh and they pushed out a budget development survey. I
190honestly loved it. It really gets at what are the priorities from the community and that way when we're putting together the budget we can speak to how the community is feeling about that. It's also a way for us to start getting a pulse on as we're futuring and thinking about pathways for the district and sustainability like what would be their preference. Are they interested in us thinking about as was alluded to closing the business business building? are they interested in us again exploring potentially a merger and again not suggesting that we need to go there today or anytime soon but it's not going to be too long in the distant future where we are having those courageous conversations it would be really helpful in informing our thinking as we're getting ready to travel down those
191paths so I wondered if the board would support uh what I would do is uh put together something similar to this short brevity but being really thoughtful about what questions we want answered I'd bring it to you on January 7th as a draft and then uh providing that you supported the draft that I would get it out. I'd ask Kelly to get it out. I wouldn't get out. Hel get it out uh very shortly thereafter and then we could ask a quick pretty quick turnaround time on it. Get everything back before February break. I think it would be really helpful. I love the idea with your support like that a really really really long time ago because I remember getting feedback about field trips and busing and it was very specific. >> But it gives
192you a good it gives you a good pulse of what the community wants. >> Yes. Yeah, >> you want to do it for the cycle. >> I really do. I honestly I brought it to Angela during agenda set and I honestly at first thought uh 2728 budget vote, but honestly I'm like why would I wait? It's helpful now. Yep. >> Right. >> And it's easy to do, >> right? >> And I apologize if this is not my place. I'm in weighing it as well and as a taxpayer and students, that's a great document for me to get as a taxpayer, >> right? you know, to to have an understanding and input and where my taxes are going >> to taxpayers that don't have kids in the district. >> We would have to do take a
193similar question to what we do if the improvement project brochure would have to go to everybody who's in our >> We could do Yeah. something smaller scale. We don't >> it would only be a front back. >> Yeah. >> And then I'd also post a QR code on the website if Zach posted on the website so that if folks don't want to complete the paper copy that they could do it electronically. So, honestly, I recycled mine at first and I was like, "Oh, I shouldn't have done that. I really like that." And then I went online and I was able to find it. I could have completed it online. So, I I really do love the concept. I guess with your blessing, I'd like to move forward with something like that. I think it'd be
194really helpful as we're featuring together. >> Are you saying that you didn't fill it out? Sometimes you ask questions. >> I filled them out. >> I did not. >> You do them at last. >> I actually happen to really like the superintendent there and I have great confidence in the work that they're doing over there Wayne. I think they I mean they are doing exemplary work with their academic performance. So >> I didn't >> I understood what you did. I didn't have to ask a question. >> I was going to say how she recycles. That's what I took away. >> I mine out. >> Thank you. >> Okay. Uh winter workshop. So, I asked Bridget to put this on here because as I said, January is going to be here in a hot second and
195if we don't get something on the calendar or the calendars will be closed. >> Did we get any dates from >> Not yet. So, I reached out to Penny. Penny reached out to Sarah to get dates from her. >> Um, I actually made sure I included I think there was a span of maybe five to six dates that were not good in January. So, I included those in my communication. So, we'll make sure Sarah avoids those. Again, the objective is to bring our financial advisors in and for have them present to you so you see the state of the state the short and long-term financial plan. So, we really need to wait for Sarah to give us some dates and those will go to Kelly and then Kelly will reach back out to all the
196board members. And again, your dates are already factored out. >> Okay. >> Because you gave it to us and I wrote them down and they were communicated. >> Thank you. >> Yes. My dates are because I'm out of time. So, I told her I can't meet those dates. >> Okay. Stay tuned. >> Okay. >> Do you have to publicize a workshop? >> So far, >> no, we don't publicize the workshop at all. >> Okay. So, if she gets back to you and shortness, we're still covered. >> The problem is I'll likely have stuff I want you to >> not work at special meeting. >> I'm already like, Kelly, we have to do it. So if there's stuff that we need the board to act on, we can have them act on. >> So yes, that
197may be coming as well. >> Okay. All right. Stay tuned. Kelly Kelly will hit us all up when she has dates. >> Um upcoming district committee meetings. We have a policy meeting on January 7th at 4:30 instead of 5:30. Um and that's the only upcoming meeting. Upcoming district events, there are a lot of them. We have the middle school musical this weekend. The RPO concert is this weekend. Uh fourth grade winter concert is December 9th. Uh 2025 capital improvement project vote is December 10th as well as NHS inductions on December 10th. The high school or I'm sorry, the seventh and eighth grade winter concert is December 11th. The end of 15week marking period is December 12th. The fall athletic season celebration is December 15th. The high school winter concert is December 16th. The fifth and
198sixth grade winter concert is December 17th. So there are no shortage of concerts for people to attend. There's a makeup date on December 18th if needed. And December 19th is a middle school and high school interims are available. And then winter break is December 22nd to January 2nd. And I found out as I was coming to the meeting, apparently triam inductions are also on Monday, December 8th at the high school. Okay. >> What time? >> Uh I believe 7:00 >> December I believe that's Monday. That's not actually found out like a hot second before I left to come to the >> I will reach out to Mr. >> I don't know. I do know there was a try meeting this afternoon. So, I'm guessing that's where >> I'll reach out to M >> cuz my
199kid came home and told >> it's on the calendar. It's been on for a couple weeks. >> It's not on the district calendar. >> A different way. >> Oh, that's my wife's calendar. So we first time on the district calendar for us to go to the schools that our kids are not attending. Didn't we have >> this is a great >> Yeah, there's lots of opportunities. >> Okay. Uh board of education highlights maybe have anything. the the play is going on and there's a ton of people in the middle school play involved and I think they deserve a lot of a lot of credit and hard work that they >> there's a lot of costumeuming going on so all the help is appreciated like to take Polynesian clothes on and off multiple times >> is
200there's things breaking and being fixed >> any other highlights public comment. >> I got enough. >> Okay. >> But I'm not going to read it. >> Good. Uh, I need a motion to adjourn to executive session. >> I make a motion to adjourn to executive session for the purpose of employment history of a particular person or corporation. proposed pending or current. >> All in favor? >> Thank you everyone.