BOE Meeting 9-17-2025

001Thank you for your patience everyone. I would like to call the meeting to order the pledge algiance to the flag of the United States of America and to the republic for it stands. One nation indivisible with liberty and justice for all. Do you have any announcement? I do not report to the board. >> All right. So far, I um begin with the actual presentation itself. I would just like to take a moment and say that I'm very thankful to have attended the uh workshop for the board of education exeicio student representative. Uh so and they put a lot of effort into it and I'm grateful that I walked out with the knowledge that I have uh gained from that event. Um all right so when it comes to the uh student feedback of course in

002the beginning of the year and especially this year um because the most like pronounced change that has happened and for my first slide um is definitely the cell phone ban of course this is like this is probably anticipated from you guys that you would think that the students would uh have the most feedback over the biggest change uh biggest change to thumb I would I I would say question because from then from LA last years to this year um as you can see on my uh slide I would like to start off and say that um people are becoming more social. They're talking during lunch their lunch period. They're playing cards. Um teachers have reported that they've been focusing well and they don't have to deal with the hassle of putting telling them to put

003their phone away. Um, and I think that's a very good positive to lead off of uh especially as we get into more of the criticisms of the uh the logistics and all. I'll all but uh just keep that in mind. Um generally I think uh and this is anticipated for like the beginning of a of the year that students are some students are struggling to acclimate to this change. Um especially towards the inclusion of like smart watches. Uh people would go into the school year expecting that uh oh yeah I'm not going to have my film this year but some people uh some students may have not like anticipated I'm also not going to have my smart watch during the day and really that that shock really first and when that shock first hit them

004they they they really struggle to maybe accept it or just uh yeah just maybe just accept it. Um, some students may have prever preferred I mean by some I mean a marginal amount of preferred like a drop drop drop off and pickup type enforcement. And what I mean by that is that uh to every class they would go to they would put their phone down in like a basket basket and leave it for the entire period and at the end when there's a bell uh they pick it up and go to the next class. Um and obviously I uh I personally understand why that is not in effect. Um it would but that is like a that is a big fe there's been multiple reports and I think it's beneficial for the board to hear

005about that at least um there have been some concerns over the use of uh cell phones not necessarily because they don't want them to use it but uh more for they don't want cell phones to be a problem in the bathrooms more like crowding in the bathrooms than there already is. Um, sometimes it's still uncomfortable even if they're not doing drugs or vaping. Uh, just having people in the bathroom can be uncomfortable. Um, and concerns over the ability especially because for the seniors and the juniors to uh apply to colleges and and registering through online classes through their uh through their student issued Chromebooks which cannot contain their personal emails. Therefore, uh applying to a college you can't without your personal email and not and not having your phone uh really means that you cannot

006do it in the school day day. Uh and seniors that have a lot of free time and are looking forward to colleges, they don't have that ability to apply to the colleges maybe uh and do all that logistics that they have to do before they actually like go to college. And that can be upsetting to a few to students. Um, you want to go to the next slide. >> Can I interject for a second? >> Is there something that we can work on at all? >> Which >> to be able to use a personal email on the student issued Chromebook, the school Chromebook for college applications and such. >> We are exploring um other means. There's many I was actually going to speak to this after. So Karen Hoodie actually is responsible for direct supervision.

007uh Michaela uh who is our technology coordinator and they right now are trying to troubleshoot almost all of the things that he's describing they're working on behind the scenes right now. She actually pushed out a very well-written uh communication to faculty and staff today. In fact, surrounding uh how we're trying to create the workarounds for some of the things that are absent now for students and for staff. >> But the two-step verification is a problem in the sense that you have to have your cell phone to do that second step. So, that's a part of it too. Now, I'm going to tag this along because it goes with that, but it's it's actually closer to the end of the the presentation, but I don't want to skip across the slides. Um when when doing research

008uh through the schoolisssued Chromebooks for uh for say like a a a research project, uh many sites that include personal information are blocked and that really hinders the ability to find uh credible sources for your project and your and really hinders the learning experience as a whole. uh when you only have Wikipedia, uh Google, those and a few other sources that don't don't have a don't allow you to put in your personal uh information. Now, I don't think I don't know if this is a like a something the board can fix or I know there there's a state law surrounding that, but I'm gonna have to get back to you around that. But um let's let's move on to the wire headphones concerns. Um now on the first day of school when uh when the

009announcement of the no phones were uh coming out uh Dr. Schneider uh mentioned the use of wired headphones as replacements for uh earbuds uh that would connect to your Wi-Fi or Bluetooth. Um, and uh, there's been confusion over how these are lended in the high school, lended to high school. Um, how they can have access to it. Uh, do they go to a teacher, their teachers and say, um, may I borrow one or they go to the library and loan one out? Uh, and confusion over the circulation of how many we have to have, how many wired headphones we have to give out to the students. and the inability to use these wired headphones to listen to music because again uh platforms like Spotify, Pandora, Pandora and other music uh music streaming services are blocked

010uh on our Chromebooks. Um and that that that provides some discontent over people who really like to listen to music on their study hall lunch periods. Um yeah, so Um, next slide please. Uh, okay. There. Yes. Uh, there have been some concerns especially towards um especially towards uh student cons council and other clubs and positions of student leadership to send uh emails to every class. um you the system runs right now that at most a student can send a send an email that is distributed to um their own class. So if I send an email to um every class only the seniors will see it. Um and this this uh stand this poses a problem towards uh positions of leadership such as um I'll give an example. Uh, student council wants to send a uh

011email regarding uh spirit week and uh the goodness uh and the homecoming uh not homecoming uh yeah um but now that is hindered because you would need to have an interjection of by a teacher to send it to every class. Um, and I I understand why that is in place to prevent uh some students from sending stuff to every class, but uh I think the students think that they can uh that they uh they can rework exceptions around that. and some some new some reports have journaled around the new uh acclamation to physical planning instead of digital uh digital planning say uh Google calendar something that we've been learning to uh utilize in our daily lives to uh plan around and schedule schedule events and uh homework and now we are sucked back to uh

012physical planning because of the phone ban. Um, this has really took a hit on some of the high schoolers that now feel like now feel like they're stepping backwards and once they get out into the real world, uh, how is this going to benefit them without the practice of already planning uh, planning through Google calendar because Google calendar and these digital uh, organization websites are the future of what they're probably going to be using in the real real world. Excuse me, I'm struggling with my words. Um, next slide, please. Now, this is some >> makes you feel better. Some people in the audience have picked on me because I like to have my big test calendar. how to say >> I guess thanks >> some miscellaneous some miscellaneous feedback on the district is uh especially

013senior students have had some dissatisfaction of the removal of the senior lounge following the loss of privilege because of its like exploitation and abuse uh of that occurred last year and uh years before uh uh students are really looking for other ways to expand uh their like maybe some fun privileges as they're see as they're as they become upper classmen. Uh and Dr. Snider brought up a good point around um maybe expanding it to such as having an open campus during their during their lunch periods. and uh that has garnered pretty pretty overwhelmingly popular uh yeah popular support. Uh concerns over the unawareness of clubs open to students in the high school mainly the freshman. Now this was guarded off of a hunch being that there's not a lot of participation in the fresh of

014the freshman towards clubs. uh wondering do they really understand like what clubs are out there what uh and what extracurriculars they can like uh uh participate in and have interest to participate in. Um is that really well advertised? Um and that that since the creation of that bullet there's been a lot of improvement uh in forum especially clubs have like announced that that uh that they're like up and open and you should join us. Um but that is something to pay attention to. Um and then next bullet students have noticed the uh this is more this is more for the facility facility um in the gym the uh uh the the speakers they they aren't really the most efficient in like permeating sound throughout the entire room. uh even if there are multiple of them,

015they they don't correctly. If somebody's dribbling a ball or even talking or if there's complete and utter silence, it is still muffled and very hard to hear. Uh that is just something that they have noticed. >> When do they use speakers in the gym? >> Uh not even know we had them. >> Oh, for announcements. >> Lastly, students have uh have Yes. So, we we already went through that last bullet around the blocked sites on the Chromebook and how that really hinders uh the learning process. >> I have a question about that. So, when you're doing research, is it just that so much content is blocked or you heard me say earlier about personal information having to be put in to get the information? So, what kind of is it just that everything's being blocked

016or that you need your personal information to access this? >> Yeah, that's a great question. So when you go to research a subject and you look through individual websites, any website that that can promote or like you can type in your individual personal uh information is block is has to be blocked through this Chromebook. Therefore, many websites, especially websites that you can get informative information on, they they cannot be accessed through these Chromebooks. Uh so if I wanted to get onto a website that would teach me about some that would teach me about this subject, I would press on it and I would see a big block screen. >> Okay. Okay. So, it's more about the websites where you have to put your personal information on, not just generally more things are blocked. >> And

017of course, the reason that's now come to fruition is because they were using their phones and that was the workound and now they no longer have the work around. >> So, at law 121 part 2D, we don't have a choice. That's not something the board or even myself, none of us can actually say, oh, we're going to arbitrarily now open up the floodgates and allow access. That's that's regulatory. I'm trying to think of informative websites that would fire. >> So there's like an added layer. So they know if you blogs like the New York Times, it would pop up and it'll say like your name and email and $1. Well, because they throw that popup in front of their website that now our our filter is blocking those things out, not letting kids get to

018the actual content because it's asking them for information to access it. >> It also has a lot to do with the advertisements that are on the pages. So something can be intermittently blocked one day because of an advertisement that they've bought into. Um the category in which they're identified can also um determine. So if it's called entertainment, it might not be Google might not pass through our filter. Um anything if just for your awareness, anything um that if if any student tries to click on the first link they see where it says sponsored, it will always reject that because it's an advertisement. I feel like I've learned a lot about technology in the last 10 days in terms of blocking things. Um so there certainly is a lot of different um pieces to discuss about

019what we learned >> and then our teachers assigning uh >> so in >> papers and things that they have to go online for. >> Yeah. So in terms of the research, I think that we had gotten to a comfortable place where we were using Google to perhaps do those research idea having the kids seek out the resources and it's really taking us back to kind of where we probably should have been all along is using our research sites that are approved and through our own libraries. >> Um so we have just a plethora of research sites that they can access and as long as I would say I I I asked for 24 hours notice but if any teacher wants a site opened they can have it opened. Um, but really to be honest with

020you, Michaela can pretty much accommodate anybody within a couple of hours, but just for the sake of just in case I ask for 24 hours. So, it would just it's kind of re reframing our thinking around and it it doesn't quite have that same like liberal feeling of being able to go to Google and find whatever I want, but we do have the resource source resources there. We just have to kind of retrain our process. Another big website in particular that is blocked is um YouTube. YouTube is a like a big component to like um assignments. Go watch this video that of this person that explains the subject but it a lot of YouTube videos are uh not not all YouTube is blocked in general I think now if I'm right. >> Yeah. So if

021the teachers embed YouTube videos in their schooly course, in most cases it will play the YouTube video. There there are isolated cases where there's some sort of hiccup and I can't necessarily explain why, but those would be the cases that we would want the teacher to just pre-est before they um assign it to the students and then clear it with Michaela if they need to have it um opened up. You're right though on YouTube on its own though, it has to be embedded in Schooly for it to potentially work. or any presentation. So if the teacher shares a Google slides with the student, this has to be embedded in the presentation because then they can block all the advertising and things like that out of it. It just gives you the actual material you're looking

022for last year for FLC students because a lot of their work would come um through watch these videos, write this paper and they wouldn't be able to do the work at school. That's what origally these are the conversations that are happening across the region. Um especially the music one. There's not a school district that isn't trying to find a site that is accessible um and meets the needs of 2D compliance and and the pieces that are important to the school. So it's definitely a topic of conversation. It sounds like more of that conversation. Um the tech director and I can come up and maybe have more of those conversations with the kids. >> Yeah, >> that >> I think those conversations would be very crucial to like how the foreseeing future will come about this.

023>> Yes, the absence of hearing anything. You assume nothing is going on. Then there is a lot of work being done. So I could definitely come through that. >> I did hear people bringing MP3 players. >> They're making a comeback. >> That's right. track the eight track. >> That's right. >> Well, now you went too far. >> You imagine carrying an eight track player around >> with the equalizer. >> Students have been getting really creative that sort of >> which is really good. >> Great. >> It is, but I would also It's good that they're being creative and going back to things we probably should have been doing before. But I would encourage particularly high school students to reach out to their elected officials and explain some of the things that I would call unintended

024consequences of this law that I'm sure no one thought kids aren't going to be able to apply to college while they're sitting and studying. >> Kids aren't going to be able to use a calendar digitally because they don't have a phone. And then you graduate and you go to college or you go to a job. it's expected that you know how to use those tools. And so while you are ending your high school, a freshman is not going to learn those skills and be expected to know them four years from now when they step out the door. So I would encourage students to document some of those real life examples of here's things that are happening or we can't do or we don't have any anymore. or you have to go backwards and use old

025technology and send that to the governor's office or your state legislature so that they know and it's different coming from your voice like the board sent a letter over the summer I think but it's different hearing from students because it impacts you directly here's all the things that no one thought about that are now part of your daytoday that you have to deal with. >> Yeah. And it's not just the classes of 2026 to 2029, but the future classes that now will not have the not will have that now will not have the like experience to uh to schedule through Google calendars, sit down with a counselor to be able to um this might be a problem because I don't know if you're allowed to have your phone out with a counselor to work on

026applications to college. I'm not sure the process yet. um they're not going to have that experience which going to apply to college uh at your home can be extremely extremely daunting. Um yeah. >> Well, and what if you don't know a parent who's available to help you navigate that process? I'm certain there's probably kids who rely on the counselors to help them with that for a variety of reasons and now that isn't even feasible. Thank you. >> Thank you. >> Reports from district administrators. >> It's my pleasure to welcome all of our district administrators here this evening who I want to first express heartfelt gratitude because it was just an incredible opening of schools. In fact, I am proud of those number of individuals reported to both myself but also to some of the folks

027at the table here as one of the smoothest opening of schools it's been in a long time. So kudos to everyone seated at the table for their support in making sure it was an outstanding opening for our students and staff. It's my pleasure to first welcome for the first time this evening Scott Drestler who's going to provide his first uh report as the elementary school principal. >> Can I ask a question or of all of our administrators? Could you share maybe how the cell phone ban has like changed your school in so much? Probably not as much in the elementary. >> I'm lucky to report it has not really impacted us at the elementary level. >> Um I'm going to echo what Ron said. Uh the cafeteria is more lively. You know, it's as I

028remember it about 10 or 15 years ago. You you know it's like they're quite chatty. Um I will say overall and I think Mr. Rockwood can agree. Um I we have been pleasantly surprised by the students who in fact actually we only had our first discipline related to the cell phone today. So they really I think the kids many of them are actually relieved >> only 10 days in but walking around the engagement of kids and involved in lessons is great to see. >> Great. Now, we're not encountering some of the issues the high school is. I understand that, but um it's it's gone it's gone quite well. >> Dr. Schneider, >> I don't know if this is part of my presentation, so it's my turn. >> Okay. >> Um but uh it's been honestly

029it's been great at the high school. We've had more infractions than they've had. Um but they've all been I would say relatively minor, well received by parents. Um we only had one student do get in trouble twice and it was the same day on the first day. And I think there was enough to prove a point and we just didn't budge on our stance on it and so we did some much attentions and moved on. But overall it's been I would say pretty good. Um I would say the problems that we're seeing we're going to share a lot of them. Uh registering students at FLC do that the first day of school. I had to tell all the students to get their cell phones because there's no way to register without them doing the two

030uh factor authentication on another device. Um, so that's just, you know, like nobody have your phone and all the kids are scrambling back to receive the funds first. Um, so there's things like that. I was a first generation college student, so I can't imagine if I had my counselor sitting next to me when I applied to college, how hard that would be for me. FAFSA, things like that, they're really big decisions and not have somebody sitting there. So we really got to figure out some systems around us because our students need someone. >> Thank you. >> And now back to you, Scott. elementary school report. >> Fantastic. So, our beginning of the school year has been um awesome. So, some of the things that we're focusing on within the strategic plan as far as um

031just community connections, we tweaked or shifted our arrival and dismissal procedures. So, the the buzz was that we could probably make it a little bit more linear as far as different locations. So at one point last year, the buses were coming in and then parent drop off was coming through the buses after the buses had already left. So we decided to start both of them and continue them simultaneously. So parent drop off and pickup in the AM and PM is right out of the north lot, right out the north door. And the buses are coming in through the loop and we are dismissing students through the loop while we're able to have parents pick them up as well. One of the things that we've been able to do with that is just the student safety.

032Um, on arrival, there are no students that walk down the sidewalk as buses are entering once they sit and once they put their lights on, then we allow students to go through u because we've had some buses showing up at different times. But also upon AM arrival, we've reduced the numbers of doors that students are entering just for student safety sake. Um, another thing we've been able to do is a little tweak with our lunch. We um at one point last year we had upwards of three grade levels in the cafeteria and students were getting very much over stimulated. There's a lot of sensory. There's a lot of noise. So, a little shift in our master schedule allowed for us to butt up our lunch and our recess. So, kindergarten goes to lunch, first grade

033goes to recess, and then they flip-flop. So, we're able to have just one grade level in our cafeteria at one point. So, it's just three or four classes. And staff and our monitors, I have to give a shout out. They were very flexible with the new shift because they're transporting our students from recess and walking through the halls and vice versa. But it's been fantastic. You can walk into the cafeteria. Students are using a level one voice. Um I do have to make a trip in there for third grade tomorrow after talking to a monitor because it's getting a little bit too noisy. Um but that really helps all students. Again, sensory needs are really important at the elementary level and what you may experience for 20 or 30 minutes could go right into your

034classroom. So reducing that was important for us. Um, and then then also as far as that opened up time where a teacher comes in and drops off their students in the cafeteria or the monitor picks them up and they have an hour of uninterrupted time to plan um with their colleagues and also have their lunch. So that's uninterrupted time for the teacher. And then last week in all honesty I couldn't have been happier. We had our bus loop assembly and phenomenal 400 kids in the bus loop. We were able to call out every single staff member to come out and get recognized and we were able to talk specifically and cheer on each other. We held the fourth grade class out last. So, we had the fourth grade teachers come out last and then we

035had the fourth graders stand up and we had all the other students point to the fourth graders because we're really trying to build in leadership opportunities for our fourth graders so that they know and they can be ready to transition to fifth grade. But it was amazing and the pictures are great. And I will not have Mr. France do the wave. I had him go around one time and run the wave and I was running behind him and I found out that he's too fast. I choose somebody else that goes at a slower rate so that I can stay with him the next time. But it's been a real phenomenal start to the year. So really excited and thanks for having me. This is fantastic. >> Thank you, Scott. Two months today. >> Oh, I

036forgot the days. I should have had the days. Two months today. give you a shout out. Uh Scott has been here about two months. He got here mid July. And I do think it's important to note that the changes or the shifts in practice that he spoke about this evening are absolutely about him listening and learning to lead and they are in response to uh concerns brought to him from various stakeholders. So uh kudos Scott for listening and learning and finding out all you can about Williamson to affect positive change where you see it uh necessary. Uh thank you again. Uh KT Middle School. >> Uh good evening everyone. So uh Lots of things going on in the middle school. First of all, I would like to recognize a new staff member. Her name is

037Heather Monero. She's a shared our shared librarian with the middle school and high school. Uh we have a pretty significant event in the middle school, the book fair, and Miss Monero has just jumped right in. Our students are excited. It's going to be available during open house. It is a very exciting event and she is just streamlined, smooth, taking care of it as if she were a veteran teacher at Blake. Also, um I'd like to recognize our uh cafeteria staff. So positive, willing to flex with any of our various things when we have ready days or uh fire drills, etc. They're like, "No problem. We'll take care of it." Just a really a great team and uh I'd like to recognize them because they're doing a great job. Um in as part of our uh

038strategic plan, we've been able to offer uh some professional development opportunities. We are very lucky and fortunate to have Nancy Miller as our administrative intern. So Nancy has um done some professional de development around restorative uh conversations and restorative practice. Our fifth grade teachers and those teachers in our new math program uh were offered some PD today and took advantage of that for math expressions. And lastly, as part of our community connections, I got to get my uh walking shoes on tomorrow. Our immortal Les Fuel is taking our seventh graders out for um our walking tour of the town. This is a big event, so and less is willing to do it. And so we're out and about tomorrow in Mr. Kak's class with our seventh graders. It's going to be fun. >> Thank you,

039Kate. And Dr. Snider at the high school. >> All right. So, we recently had our freshman orientation which had an 85% participation rate which is pretty uh great. Last year I think it was up under 50%. Um so we were really excited to see that many of our students show up um and engage in that. It's also great to get some of our new families coming up. Uh I mentioned before with the cell phone policy um there have been pickups. I think it also has been a great transition. Our students have responded well and our staff really helped out a lot with that. Um some of our BBT goals in action. So, we uh moved I would say a lot of this BT work is kind of combining with what we're doing through our tier

040one team at the school. A lot of it is addressing whole school initiatives and our tier one team over the last year has turned into a party planning team that just like monthly like we're going to make some chili and talk about Super Bowl. Um we want to keep that stuff going. It's great for building a good culture at school, but we also want to address some of the bigger picture things that are happening in our building. Um the needs that we're seeing. So, uh that team this yearh new members get added. Um Mary Wild and Chelsea are really leading a lot of the work that's coming out of there. Um so we're focusing a lot on clarity being kindness with our students. Um so some of that comes with explicitly retaching the pride values.

041So at the high school those have not been really embedded within the school in a long time at least definitely not since I've been there. I talked to Mike a little bit about it before he left. Those just weren't being explicitly taught uh to students. And so we want to bring that back and we're tying um our pride tickets around students explicitly demonstrating those. We're still giving out small incentives to students, but we're also trying to be more intrinsic in how we're rewarding them. And we're creating a quarterly pride wall that'll be um up for students to see the whole school really to see why students are getting pride tickets. In the past, it's kind of been like confidential between a student and a teacher like, "Hey, nice job. So your pride ticket, but now

042we're going to hang up the reasons in the hallways and we're going to publicly display our students and honor them for the the work they're doing. some good members of our community. Um, we're also going to do something similar for staff that we've done for students of the month. I'm really excited to have a staff member of the month. Um, I'm actually going to use uh my student leaders in the building and I collectively come with us. So, bringing together my class president, my student council president Roman and deciding staff member the month each month to honor um for the work that they're doing with our students. Um, and then also related is our extensions to the family. So, date we have had 259 phone calls with a nice system for tracking those and 173

043of those are to unique families. Um so really trying to get our students and our family to hear not just negative also positive calls from their teachers. Um and in terms of community connections, Chelsea and I are in a weekly competition to see who can get in the most classroom for five minutes. Um so to date we have done 64 walkthroughs of different classrooms. Um, so some teachers are tired of seeing us. Um, but it's also like they have the nice public display board in the office. So, it's fun to like see who has the most colored out on schedule each week. Um, we've also made a point to be in every month period. Um, sometimes it can be really hard to be up there, but at least stepping into everyone's period, seeing students come

044back out. Um, so that's been great. Shout out to our facilities crew. Um, this year they did an incredible job uh turning around the high school between summer school. It was like I think a total of seven business days. Um, but they did a great job getting the high school ready. Um, and to our teachers, some of these committees aren't possible. Um, this work is impossible. It was just me and Chelsea doing it. Um, so there's a lot of us that comes out of them. So, big shout out to the people that sit on those committees. It is homecoming week and we have a busy weekend. So, make sure you come to the games Friday home on Saturday. >> Did you wear pajamas on Monday? You know, I'm not the best at I have a

045really funny story that I want to share now, but I have pajamas for >> I'm just a hard one. I'll sing. >> I got called to a really serious meeting one time. I have pajamas on absolutely ridiculous. >> Like pajamas with a suit like a suit pajama. >> I was going to get a robe. I just throw that a shift in practice. We're going to try and actually have our athletic director here for more of our board meeting so that he can provide an update each month. And so Brian is here this evening to provide an update from the role of athletic director. >> Yeah. So I'd like to take a moment to highlight our fall athletes and coaches. So, there's been a pretty significant changes in athletics in the last couple months and the

046not only that, the community has been very open-minded to some of the changes and very wellreceived and having them along in the process has been very crucial and instrumental for it to be successful. So, shout out to them. Um, one individual who does a lot who doesn't get recognized is Fran Cassandio in transportation. She is doing more with less. I uh joked with KT this morning. I talked to her probably the most and Fran's number two. My wife's three. Um but uh Fran, she she's tremendous in supporting our athletes. Um there's often times that she calls me and says, "Brian, we don't have a driver. I'm going to do it." She's out till late at night as well. So, um what she does in transportation is is crucial to our programming for athletics. Thank you

047very much, Mr. Rack. Thrilled you could be here and thank you for all that you're doing for life programming at Williamson. Uh next up, we have our coordinator of instruction, innovation, and intervention, Karen Hoodie. Good evening. Um I'll speak a little bit to our first two superintendent conference points for the teachers because it was an outstanding opportunity for some professional development. Each building, well, I will say the elementary school um and the middle school high school had kind of a different vision for that time. The elementary school and the middle school are rolling out two new programs. one brand new math program and then the second edition of their ELA program. So that they spent their two days really digging into those programs and working together as a team and collaborating on making sure that

048robot looked as good as it could possibly look. Um and we've already we are looking forward. We started this morning with the professional development from the companies who brought us the um program. So we will have ongoing professional development for in ELA and math all year long. So we're very excited about that. middle school and high school spent their time a little bit differently. We spent a great amount of time talking about grading actually and our grading articulation. We did a fair amount of work um around bringing some consistency to practices and um just making sure that we're all on the same page and communicating the same information to families. Um they as part of that work they created course overviews. So hopefully if you didn't see those um at open house, I know the

049high schools had their open house, but if you hopefully you saw them in open house um and they're also on their schooly pages and it's just a clear brief outline of what the grades are comprised of. Um the major points of the class um and just making sure that we're all on the same page. Again, whole clarity is kind of this kind of mentality. Um we did some work with some behavior a behavior specialists as well because we as we are always looking for new ways to work with students um and around the mindset of the teacher just how can we best support the teacher in that process too. Um am I forgetting anything? Oh I will say we did do a little bit of a dive into um technology as well on our superintendent

050conference day and we did some exploration of artificial intelligence. So the AI um we can't ignore that it exists at this point and so we really want to make sure that our teachers feel prepared to handle whatever comes their way in terms of that work. So that will be an ongoing project for this year. Um I would say I would just like to shout out the technology department um and because I don't think um I think the cell phone has been really challenging for them. So I would really like to um do a shout out for the amount of work and effort that they've put into that. So that would be Michaela, Jack, Jerry, and Zach. They've done an outstanding job getting computers into all of the kids' hands right from day one as best

051possible. And that actually couldn't have happened without all the secretary sending out all the acceptable use policies. So a big huge shout out to the secretary for making that possible. >> Thank you very much Karen and our assistant superintendent for student family and ser student and family services Rachel. >> Good evening everybody. Um so I have two uh quick updates regarding uh work that we are working on within the department towards the strategic plan. So the first one is around community connections. Um I would like to extend my gratitude to Karen um and and the community schools coordinators Kathy Atmasser who really were the uh rock stars behind the scenes planning the back to school bash. I was able to be part of the product but I wasn't part of the initial planning. Um that

052uh wasn't just a time for families to reconnect and celebrate the beginning of the school year but it was also a time for our families and students to be able to connect to u community partners. So there were multiple agencies that were represented there anywhere from Reliance, um we had a nutritionist on scene, we had um PTSA. So just being able to kind of connect to the community as a whole was really great. Um and then uh thinking about our community schools coordinators, they are already off and running. I've met with them a couple of times this year um with ideas for how to continue to support students and families in this upcoming school year. uh among just a few, they're already scheduling the pots um and have already been arranging dental and vision screenings

053to um come in and uh provide those services to our students. Um in regards to student achievement, um our department specifically around special education is uh looking to develop some very specific department goals. So we have uh convened a small group of representation across all three buildings of special education teachers. Um and we are really trying to kind of forge a pathway on how we are going to gain insight um into current practices around our continuum of services, the referral process, compliance um and make sure that we are able to seek the input we need and then develop some action steps. So >> I'm sorry you have to follow all that. That was all very exciting for Penny to share on the corrective action plan. So our next our business official, Penny Johnson. So I'm

054happy to report that all the operational groups have had a successful start to the school year. Uh the team's worked very hard um to make sure that um everything is safe at the start of the school year and they were very excited to see um students back. uh in the business office. Uh we just received the final results of the 2425 uh year end audit. And just prior to tonight's board of education meeting, we had um an audit committee meeting where we discussed and uh reviewed uh last year's financials and the findings identified in the audit. Financially, the district ended up in a good spot. We had um some excess fund balance which we were able to fund some reserves. We funded um the capital reserve and the transportation vehicle reserve. There were two findings

055in the audit. uh one was um three instances where school lunch deposits weren't made on a timely um matter and then uh where one employee um was paid an hourly rate for proctoring that was not part of contract or board approved. Um, I have in response to the audit findings, I've developed a cor a corrective action plan which outlines the steps that we're going to take to address these problems and um prevent future occurrences. The corrective action plan uh was submitted tonight for the board of education's approval this evening. Any questions for Penny on the audit or the corrective action plan? >> Well, thank you again to the entire team. It is September 17th and wow, right? Like, can you hear the amount of energy and the work that's happening across the district already? I

056feel excited and I feel really happy. So, I want to thank all of my colleagues for all the work they're doing in their respective leadership roles. Uh, actually, they're tough to follow because I feel like mine is less less lesser exciting than potentially what they were sharing. I do have a couple updates for you this evening, however. Uh, first, it's uh my pleasure to welcome Zack Lang Langme, who is going to be our new Boseies uh PR person. So, as you know, uh, Williamson contracts with OC's for public relations services. Uh, we recently had Aza Zelica who is here and she is no longer uh, she's actually out on leave. And so, I was recently made aware that we're going to have Zach Langme supporting our district. He will be here still in the capacity

057of a.5. He will assume responsible for district videos to what's happening newsletter, our budget newsletter, social media posts, as well as maintaining our website. had a preliminary meeting with his supervisor on Tuesday and I'm very excited about the relationship moving forward and we have some uh pretty exciting ideas that I we're gonna hopefully I'm not going to tell you what they I want to see if you notice. So start watching social media because we got some new things in the works and we'll see if you pick up >> singing. Well, the vid the future videos absolutely will as the notice tell the team and board. Uh no, watch for social media just to see if they pick up on a new idea uh that they're going to execute for us. Uh for the board's purposes,

058it was a great question. I think it's important for the board to have an awareness uh that Williamson is currently uh experiencing or trying to redress a tax certiary proceeding uh in the in the community. And so, President uh Defisher and myself met with our town supervisor a couple weeks back and had a conversation about potentially entering into a shared litig litigation agreement. And I an open meeting of the board and here to let you know that I do plan to make a recommendation to the board of education that we enter into shared litigation with the town and with the county. Uh regrettably, legal was unable to draft the resolution for me to have you take action on that this evening. And so I am going to respectfully ask that the board convene prior to

059our next board meeting date which is I believe October 15th. I'm terrible with dates. You're good. I got it. >> Uh prior to October 15th for the purpose of approving the resolution so that we can enter into shared litigation respectfully. If that's okay with the board, I would ask that Kelly Dixon uh work with you to collaborate around identification of a special meeting date for us to uh engage in the shared litigation. It is timesensitive for us to engage in this with them. Uh for full disclosure, it's important for the board to understand that we will still retain our own private counsel for the district to make sure that our our uh um that we are well protected in this matter. Um next I would like to share with you, it's my uh pleasure to

060share with you this evening. It was included in the board report. There is uh our district superintendent put together what's called a regionalization plan. uh that's actually tasked by the commissioner of education and all all Boseies across the state are required to submit what's called a regionalization plan. Uh this evening I'm going to ask that the board of education take action to authorize our participation in the regionalization plan. I think it's important that the board note the three identified priorities are the priorities that the csos across the Wayne Fingerlakes region have identified for years now and we have been championing. And so the three identified priorities are uh programming which is opportunities for young people. That's what we're focused on. Number two, the staffing shortages staffing shortages which are very real and which is why

061you are often taking action 24-hour no say we got to get somebody appointed happening all the time right now. Staffing shortages and then third the funding. Uh recently I was asked what's the number one thing that's on your mind as a superintendent? Can anybody predict what the answer was? It's funding right? So the three priorities identified in the regionalization plan absolutely align with the uh number one the executive committee for the superintendents of the Wayne Fingerlakes region as well as our legislative committee. Those are the the priorities we've identified. I am respectfully going to ask that the board uh authorize our continued participation in the regionalization efforts. What it does not mean and I want to be very clear. It does not mean that we are moving towards merger. It does not mean that we

062must end up in some type of an annexation or any type of a merger. It simply means that that Williamson will be at the table entertaining the conversations around how do we do better around programming funding and staffing shortages. And so again, later on in the agenda, we'll ask that you take action as such. I do want to give a quick update. It would not be a board meeting if we didn't have a quick capital improvement project update. And in just a moment, we're going to talk about futuring to 2025 project. I do want to give a quick update on the 2022 project. So, as you know, we have two uh two mostly two outstanding work items, the trespa panels in the middle school as well as the countertops over in Scott's building at the

063elementary school. At this time, we've issued a stop work order to NASA. At this juncture, we are not confident in that we will bring this project to resolution without exploring other uh pathways. And so, a stop work order means we will not see NASA on site until such time that we reach an agreement. And frankly, legal is involved. So right now u myself uh Penning Watchdog SEI who's our architect we are all collaborating with legal for the district and we are looking at pathways to potentially uh complete this project without us ending up in litigation which as you know could cost the district thousands and thousands of dollars which we don't want to spend on wrapping up this project. So I do want you to know at this at this time uh work has halted.

064The last thing I'm going to present uh this evening is I do want to give an update on strategic planning for the district. I think this is important that the board as well of our community have an understanding around how we are approaching strategic planning. So please don't tie me uh Francis. And then uh once I'm finished, I'm going to pass off to our SE IRA, our architect, who's going to talk a little bit more about the 2025 project. And if I could have the clicker and we can have my presentation queued up. Thank you. Great. Full screen. There we go. So, I think you already caught tonight and that's probably why I was so excited. I heard reference to strategic planning at each of our administrators presentations and that's really important. The thought about

065cohesive planning to contribute to continuous improvement for our district. Myer's not working. There we go. I also heard and I'm thrilled by this clarity is kindness. And I think it's important for not just us as administrative team but for our internal and external stakeholders. what is the planning that we're doing around continuous improvement as a district. And so this is one of my mantra statements this year. Uh clarity is kindness and we're trying to be as clear and concise as we can around the work and what our expectations around how we move forward for for the future. It's also important to note that the strategic planning doesn't happen in isolation of the administrative team. It really starts with the board of education. In fact, if you were to go on to the NISBA site, the

066New York State School Board Association site, and this is taken right from their site, really it articulates what the role of the board of education is. And I feel very grateful for having spent a number of days this summer with the board of education and the administrative team where you did a wonderful job articulating what is the direction, what is the vision that you have for the Williamson Central School District. That is essential for us if we're thinking about strategic planning. part of our strategic planning efforts was you looking at data. I loved uh we had a consultant here who I think said out loud kudos to the Williamson Central School District board for actually looking at the data. While it is an expectation that boards are looking at performance data, not all boards of

067education are doing that. And so kudos to you for spending the time, energy, and those days having conversations about how are we performing on 3 through ELA math and science assessments? How are we performing on regions? what does our graduation rate look like and are we seeing an increase or are we seeing a negative trend in our in our performance that's all of those uh things matter as well as the intersection with enrollment as a result of looking at that data being data informed the board of education clearly established their vision for the Williamson Central School District and that vision includes emphasis on four pillars or four areas of focus and so number one I heard it mentioned a number of times this evening student achievement number Number two, a culture of caring. Number three,

068community connections. And number four, fiscal responsibility. What does that mean? So for the community, it's important for them to know when we're thinking about student achievement, there are targeted areas that the entirety of your administrative team will be focusing on. And those include areas such as literacy. We know that literacy is the foundation of all other areas. And we must make sure that we are enhancing our foundational skills in the areas of literacy, math. We also recognize that we need to do we need to bolster our foundational skills at earlier levels which hence is why we are launching a new math program this year. We will continue to focus on multi-tered systems of supports looking at our special education program and ensuring we have a continuum of supports and services for all students. Looking at

069enhancing career tech education uh and to get there uh part of that is looking at the professional development we're offering teachers. We heard from our instructional staff that that was an area that they wanted us to focus on and it's right there. This is something we're going to be focusing on. And then lastly, as Karen mentioned just moments ago in her report, rating practices. The second pillar, a culture of caring. Upon reviewing perception data, anecdotal data, qualitative data around how are folks feeling about the district. And this would be all of our stakeholders. This would be our families. This is our faculty and staff both operational and instructional as well as our students. We know that area of focus has to be that we're thinking about respect that we're looking at the relationships we have

070internal to our organization that we're focusing on student management that we have a consistent approach to how are we administering the code of conduct. Uh similarly to the academic side we have to make sure we have a multi-tered system of supports to support all student needs. And then lastly, teachers are craving more opportunities for collaboration and we have to be intentional around making sure that we carve time for them to collaborate. Along community connections, we're hearing loud and clearly that uh a residual from CO is a shift to more electronic and digital communications. Our families are really craving more personalized communications. Rob, in a moment of humor, I actually wanted to say I think you win right now for number phone calls. I'm sorry, KT and Scott. I do not think you can beat that

071number of phone calls. Good job. Kudos making it happen. And so we are going to focus on those personalized communicate efforts towards personalized communication. And along with that, family partnerships, making sure that we are working in partnership with families to best support our students. And then lastly, our community partnerships. We know that most of the issues when we think about young people and what what uh they are experiencing and navigating now, it is not necessarily a school issue. It is a community issue. We have to work better in partnership with our community to uh better support our students as we continue in this journey together. And then lastly, fiscal responsibility. I, you know, this is an area sustainability matters. We want to make sure that Williamson is here long after all of us have left

072our respective roles. And so to ensure that that happens, we have to be looking at short and long-term uh facilities planning. We have to be looking at short and long-term financial planning. Uh and that means what are the pathways we have to identify? Uh Penny doesn't know this yet, but of course that'll be one of her goals for 2526. We are we have meetings scheduled next week. Uh and then lastly uh in alignment with uh what I was just mentioning around the regionalization plan, shared services, we are going to have to be creative around sharing more services so that we can enhance the number of opportunities that we have for students. Whoops, skipped one. Oops. No, I didn't. I don't know why that's got uh the compilation of all the pillars. There you see it.

073Uh this is going to be one of our guiding documents. It is right now at your tables. Every time we come together as an administrative team, every time we come together as a board of education, that really should be our driving or guiding document that guides the work and our decision- making. Uh I think about the execution. So we talked a lot about you helping to establish what the vision is. Now we get to the how do we do that? And that's the execution which is myself and all of the team members that you have seated at the table with me here tonight. And so one of the things that we are very cognit cognizant of is that there are challenges for us in affecting positive change in each of those four areas. So we

074call those optimization challenges. And so it's important to note them and I'm going to say them out loud. There are things now that are going to be a challenge to public education that we may or may not have control over. Things such as revenues and funding. Not even two minutes ago, I joked when I said, "What's the number one thing on my mind?" It is almost always funding because for us to continue to enhance and engage in continuous improvement, almost everything requires me going to the business official saying we need to spend more money on this area. I need more AIS support at the elementary school. So, uh funding and revenues is absolutely an area that will be a challenge for us moving forward. There are internal forces, i.e. a lot of change. You have

075a new superintendent who's been here this I'm in year two. Same thing with my high school uh my high school principal colleague. I have a business official who's been here six months. Six months. I have an elementary school principal who's been here two months. So, there are internal forces at play right now. Uh folks who might may or may not have embrace change and it's perfectly human and natural for folks to uh resist change. Uh but that absolutely is is a factor variable right now that we must combat. Uh compliance and regulation. We spent how much time talking about new compliance and regulation around cell phones? That is absolutely right now uh what some might say a detractor from other things such as programming, electives, other work that we might be spending time on. Right

076now I can tell you our high school principal Karen Hoodie, our tech department, KT and Brian, the other related assistant principles, they're spending an awful lot of time on compliance around the cell phone regulation. And I'm going to lump the other two external uh sociopolitical and external community forces. There's a lot going on out there right now. the world we're all very well aware of and we are a microcosm of that. So when there is political strife, if there is polarization, we feel that internal to our organization and that is also at play. So that being said, I'm setting the stage for not that this is negative, that there are things we can control for and that's what we're going to do. We're going to focus on the things that we can control for right

077here at Williamson. We're going to also focus on the things that we can influence and maybe not control. And we're not going to necessarily not that we're not going to worry about them. They're there. They're in the box in the corner. But we're going to focus on the things that we can we can control. And again, I go back to clarity is kindness. So number one, I have this evening for you a first draft of an articulation document if you wouldn't mind passing around how we're going to engage in strategic planning as a district. in gist for you this evening because I'm not going to read it to you. Uh we have all levels of goal setting happening right now. We have BPT, we heard each of our principles mentioned uh building planning team goal

078setting around the essential objectives. We have individual administrators setting their own personal and professional goals around the essential objectives. And lastly, as a council, that means as an administrative team, we are also focusing on and forging commitments around how are we going to as a team address the essential objectives. And lastly, uh for illustrative purposes in this one, the font is rather small. If we think about the essential objectives and the identified focus areas and what does that really look like in practice? Well, I'm trying to illustrate for you how that might play out. So, for instance, I'm going to use one that's quite simple uh for a culture of caring and we know that right now what's on the mind of folks is student management that came out from our students. It came out

079from teachers and it also came out from parents. Our building principles are all right now developing goals around student management. How do we ensure fidelity and consistency around execution and application of our newly revised code of conduct and how we administer that? and each of our building principles will be setting a goal around student management. It certainly wouldn't make sense for our business official to make a goal around that. Now, our business, speaking of our business official, if you go over to that fourth column, you see those are areas both Penny and I will be focusing largely on the sustainability short and long-term fiscal and facilities planning. So again for illustrative purposes this is so the board of education and our community understands that we have heard the direction we have heard the vision and

080we are going to work diligently and relentlessly to try and affect positive change in these areas. And with that that concludes my brief presentation on how we will approach strategic planning. Any questions from the board? And Penny's now nervous because she knows she has a meeting with me next week. >> Thank you very much. >> No, thank you. Thank you for all the work that you're doing. Appreciate that. >> I know it's I was going to say I know it's a lot for the staff and everybody, but it'll be good long term. >> It's the right work. That's why I feel so excited listening to them engaging in the work. >> Uh it is my pleasure now to welcome uh the next report. And I hope I didn't trump you, Angela, but uh but uh

081as an add-on, we actually today we talked our architect Kurt Vagger is here this evening and I had a full slide deck. We and I decided to not go through mine and then do his. So he knows I'm going to be critiquing his to make sure that he hits everything I would have fit in his slide deck. So, it's my pleasure to welcome Kirk Bader, who works very closely with myself, Penny, uh, Patrick, as well as watchdog construction around uh, developing and creating a scope of work for pre-referendum December 2025. And I'll pass off to now for welcome. >> So, it's the SEI presentation. >> Do you want the podium or happy to stand? >> I'm happy to. >> Okay. Sorry. Is it this presentation or something? >> You're spot on. Thank you. >> Thank

082you. Uh thanks for having me and appreciate the opportunity to talk to you tonight about the continuing process for the capital improvement project for 2025. Um tonight we'll be u be just talking about uh again introductions of our team u work up to date uh what the scope discussion progress up to date uh what the scope discussions some financial information updates um that I believe that Sarah from Bernie Donigan's office also updated last month. So we'll continue that conversation um and those topics schedule and next steps. So as you're familiar so I'm with uh Kir with SEI design group John Paul you've seen as well here our design team is made up of IBC engineering uh Pel Osborne as well uh and watchdog building uh construction group for uh construction management services up to date

083to get to work to where we are now uh it's the scope the last couple projects that have been done have been worked through the BCS items uh you the most recent building condition survey 2022. Building condition survey is when um the people that I just mentioned, the firms come through on a fiveyear every five years do a statemandated tour of every building and identifying uh inefficiencies, deficiencies and uh just up-to-date progress on your systems. Not everything that is reported is something that is failing. It is a 5year look ahead, 10 year look ahead, 15-year look ahead. So items on this BCS on the building condition survey help outline things um and identify items that uh the state would like to see continuously improved. It's kind of like your house just in a bigger situation,

084right? You continually you have to replace a roof on your house, place a water heater in your house, replace a boiler in your elementary school, replace roofs in your buildings. We've been meeting with user groups, stakeholders over um starting this conversation in January and it's been continuingly monthly since then to develop this project. Uh the priorities were evaluated and then a generated scope list was put together in conjunction with available funds. So our no tax impact was the driving force. So between what was mentioned earlier about a capital reserve monies were had been put put into that by the district. On top of that, we'll talk about state aid that Sarah mentioned at the last meeting. Um that where the state will fund up to your 84% aid ratio and then the district takes the

085balance of that. So there's no tax impact to this project. Um we've been reviewing uh scope items as well as estimates with watchdog. The four main uh topics subject lines that uh sed looks for when putting a project together. your building envelope, your safety and accessibility, instructional space, and athletics. Those are all taken into consideration when putting this project together. Uh the chart on there, the last couple project, the last couple presentations. Um we keep moving that green arrow forward. Uh this is the planning stage, the planning stage, design stage, construction phase. Right now, we're in the planning stage leading up to a vote. Um this is the big picture items. This is where we're at thousand foot um scope ideas um post vote uh then we get into the design and really hone in

086on details many more stakeholder meetings uh then we send it to SCD upon their approval we put out construction that's really you know the round keeps rolling after that I'd like to do is go over and review some of the scope uh scope items per building you're going to see a a relatively consistent theme with a lot of infrastructure where a couple project the last couple projects have been classroom renovations, cafeteria renovations. Uh this is going to really focus on things I had mentioned before. Roof replacements, uh water line replacements. There have been some significant water issues through a couple of the buildings. These are original to some of the buildings night dating back to the 50s, 60s, and 70s. It's time to make some replacements and upgrades. So you're going to see some consistent

087themes throughout these the three buildings at the also at the elementary school. Um roof replacement. So the major component of this project is going to be significant roof replacements in all three buildings. Uh about 12 13 years ago there was a we coated uh the white roofs. We have a white roof. We have EPDM black roof. Uh we coated all the white roofs. It is uh that warranty is up. Uh and it's time to replace those. exciting. Um, it is time to replace those. Uh, there is also, uh, for safety and security, there's, you're going to see this consistent theme of, uh, exterior and interior door replacements, right? Even addition adding some, uh, corridor doors for security reasons, right? So, that has been a consistent theme for the last two projects. We're working our way

088around each building, updating, improving with access control, thermal brakes, uh, as well as security. um instructional space at the elementary school, the gymnasium flooring will be getting replaced. Uh interior signage uh and then the cafeteria mechanical system will be getting replaced uh with air conditioning uh with the mandate air conditioning mandate or excuse me the temperature mandate from last year. Uh schools uh are unfortunately not able to fund an entire air conditioning buildings. Uh the direction that most schools are going with is starting with assembly spaces, cafeterias, auditoriums. Uh so there is a full space for entire classes or divisions to be able to access on those hot days. Uh and we're working our way through that with your buildings as well. And please, I forgot to say if there are any questions to please

089feel free to just throw them out there. at the middle school. Again, consistent uh staying consistent with the roof replacements. Um again, this is the entire roof was coated. We are now evaluating this to get a full replacement also with energy code updates. The New York State building code energy upgrades updates uh insulation further installation also management. So, we'll be reviewing that as well as part of this project. Um hot water pumps, boilers uh are going to be replaced. That is a continual process. It may sound familiar from the last project as we replace the boiler. Then you don't replace all the boilers at once. We replace them in pieces in stages. This is the next stage. Um domestic water line again and then exterior doors and concrete and stairs. So what we're doing is

090if you recall over the last couple projects as well at the main entry of the of the middle school we've been updating the stairs the railings the doors working our way through the three suns at the high school. Guess what? Roof replacement. So start off with another more a little more than half of the roofs will be getting replaced. Those are nearing their warranty. It's time to stay on top of those. You're hearing me say that we're replacing most roofs. It is not a good idea in our opinion to replace all roofs all at once because they all come off warranty at the same time. You want to stagger those. So, we've identified which roofs need the most attention, the most immediate attention. We're attacking those now with the idea of setting up a long-term

091plan to replace the remaining ones and stages. Um, auditorium air handlers getting replaced as well. Uh again, chiller water pumps, water lines are being reviewed. Uh the dehumidification in the library, there is a consistent humidity issue going on in there uh that we've been aware of. We've been trying to attack it in pieces. It's now time to to attack that more on a holistic level. Uh and the big moves uh in for instructional spaces, music room and court room renovations will be occurring. This was an alternate a bid alternate fully designed bid alternate last project. It was unfortunately not accepted. Uh it is now a top priority of this project that will get done. Everything that I had just gone through for the elementary school, the middle school and the high school are part of

092a propos the base proposition one. The first proposition is going to vote. Second proposition is going to be which was discussed two months ago with the superintendent and again last month are relocate the potential of possibility of relocating the baseball and softball fields from the park up to back to the high school uh campus. So there is a opportunity we've been working with Taylor or we worked with a pel Osborne Taylor in uh putting down preliminary designs to bring those back. uh talked to the athletic director as well uh and coordinating with him and possible ideas of what would be options to bring back. Uh this value includes not only bringing back the fields, all the fencing involved, back stops, dugouts, scoreboards, pathway from the parking lot to uh water lines for irrigation. Uh and

093the initial design right now is for a uh turf infield s outfield. Um so there is an opportunity to utilize this field uh bridging the major seasons. Speaking of prop one, prop two financials. So financial information uh slide this is uh the district is as I mentioned before is very well aware that the project cannot be fully funded by the state. They are aware of and working through capital reserves. So there no tax impact that meaning that they're able to put money away to pick up that delta between your age ratio and your your aid ratio and what is the and what the local share would be. We working with state aid ratios a figure to maximize your maximum cost allowance working with Sarah at uh Bernie Donigan's office uh to work through their aid

094ability. Uh the timing of this project is perfect because New York State will aid but it's on a fiveyear rolling clock and as this project current project is um nearing its cycle of five years it starts opening the eight ceilings for the other buildings. Um if you recall again a couple projects ago when we did all of the uh parking lot replacements uh that a that took a lot of the aid ratio out. had to wait the next 5 years to get the next elementary school project going and the next middle school project going. Once you get into that groove, it establishes that tax levy and you want to maintain that as you're going through the five, 10, and 15 planning cycles. >> Yes. >> Um, does it include lighting? >> It does not include

095lighting at this point. the uh what we're planning on doing is putting the infrastructure in for the lights because we'll be tearing up. Well, let's talk about that. You have existing um the fields used to be there. They've been at the park for some time now. Going back and just retelling that space is unacceptable. You're not going to get the uh high school regulation requirements that you're that they're needed in order to play the sports on those fields. So, we're essentially going to be tearing that out to start a fresh. So, you're going to have the 12 in of stone, your sand, 3 in of sand, your layer of turkey, and your sod. Because we're in there, we can run the conduit, we can place the lights where they would want to be, put the

096conduit in for that, and then work our way through the options of there are funds available at the end. Um, it's uh that way we don't have to go back through do that and do that all over again. >> Okay. Thank you. >> What would the cost be for me >> for just putting it's we just did um a soccer field and softball field that had six holes and that was over a million. >> We also have to be aware of our MCMA maximum cost. We want to make sure we're maximizing our aid. So at this juncture, if we did that, we wouldn't necessarily get aid back on that. >> Just that part. >> I assume you have to have electrical run for a scoreboard anyway. So you'd be running some of that. >> I'd

097be running some for Yep. for the scoreboard LEDs. So the draw on that is not as drastic as it is. And as I say that LED athletic lighting is not as draw as the H hallogen lights and sodium sodium for sodium for sorry lights. Thank you. Um so there is an efficiency to them but like she like the superintendent just said there is a a cost that we've we're hitting the ceiling of the maximum cost allowance. >> Y >> I think Sarah may have mentioned this last month. Um, if she hadn't, I'll say it now. Anything the maximum cost allowances that and the age ratio that you get back, um, they break it up into two buckets. They have the building physical building value and then they have in what they call incidentals. For some

098reason, back in the 60s, SED mandated, regulated that anything site related is an incidental. So, you get a different ratio. You have a different value. it was a much smaller value with that um bucket to pull from than a building bucket which is unfortunate because that includes all of your exterior structures like your lighting for athletic fields includes the athletic fields includes all parking lots anything that's not touching the building is taken out of that smaller bucket not you'd think it would be associated with the bigger bucket of the building unfortunately it's not so we're already tapping that number and that's the thing we keep have to keep monitoring Um when you at the middle school we're updating the status. Is there any thought of putting in a handicap entrance at the front of the

099building? >> Sure. >> We can do we can take a look at that. Yes. >> Because I I know it's on the side of the building way in the back and I know for concerts that people have to go all the way back there then they have to walk up and if they have trouble walking already we're asking them to walk even more to get into the building. So, it hasn't been a priority up to this knowing because I've I was part of the project that replaced the center stairs. Um, and because you have that access in the back, it's always been access. Um, but that is absolutely something that can be evaluated, brought to the Yeah, absolutely. Sorry, I went down a ship road. Um but we did something similar variant at their high

100school where we put in a took a ramp in there and we had to work with shipo diligently to make that design for them uh in their historic preservation. I guess the other question I have I'm not sure this is a capital improvement project question or not but the the upkeep of the If we do get them, do we have the staff to to update them >> and funds? >> And the funds, right? >> I think that right now we we may or may not It's a community project if you know community supports proposition two, then certainly we would have to work Penny would work with Patrick around what we currently have for staffing. As you know, we recently actually shifted a 1.0 FT assignment from a cleaner to a laborer which allows us greater

101latitude from civil service perspective to attend to our athletic fields. And so that would support greater uh likelihood of us being able to do that. We certainly would have to evaluate if we needed additional staffing to tend to fields. Again, if the community if the community supports having fields back on site, then that's something we'll have to attend to. >> One of the reasons that we shifted or looked at the turf as well, not just for weather reason, was for upkeep as well. purchasing clay that you get every single year. The lines are already done for us. So, it's just less labor. >> Yeah. I mean, I would hate to spend all this money in five years or 10 years be like, "Well, that was nice that we had that, right?" Like, but we can

102keep it up and to take care of it well enough. So, >> I think it's a district commitment. If it's a community project and they know this is what they want for their school district, then that becomes part of our commitment in the same way we're tending to our soccer fields, right? It's really no different. I see it as no different. It just is it's expanding our professional responsibility around another set of fields and we just have figure it out. >> And that's been a conversation a consistent conversation in these design prere design meetings is that hence the two propositions. If the community votes for it, it votes for it. If it doesn't vote for it, it doesn't vote for that regardless that proposition one is its own entity. So there actually be two votes

103that have to happen. In order to have two happen, you got to have one pass. Yes. So that is let the let the voters decide what they're with their interest in a pro and con. So like how much would it cost us long term? >> Right. Having turf versus, you know, grass is probably a cost saver and easier upkeep. In some ways, >> it is. It's initially up front is more expensive than sod uh in the long term. And when I when I say long term, I mean long term like seven to 10 years, right? Not long term 30 because the pellets need to get um well on a on a regular basis. They need to get um leveled then they're on a seven years and we're just we're experiencing this in other districts where

104we put them in 10 years ago. Uh they need to be replaced. Um you can keep putting it on so where you get the lows but over time those wear out and there's a safety concern associated with that and it's got to be replaced. So that's got to be taken into consideration when maintenance budgets together. I don't want to get off >> about that. >> I don't want to get off on a like tangent about, but I think one of the other things you're seeing is enhanced to practice is that uh myself, Brian, and facilities we met and we've talked about how we need to actually have better approach to being proactive around uh our our all of our athletic fields, right? So that will become part of if we end up hire if we're

105if we are successful in recruiting and retaining labor, that becomes part of the master plan around how we're utilizing that 1.0 FTE. And I think that that's something, you know, that we fully intend to create almost I think we talked about having an overlay. Here's your three seasons. What are the professional responsibilities attached to each of the different athletic programs that we have? And then do we need potentially more than that 1.0 FD? I can't answer that until we actually create the plan, but that is something we're futuring on. And I think that that will be significant enhancement to better support athletic programming and uh support a better partnership between facilities and athletics. project schedule, long-term schedule. As I mentioned, uh this conversation started in January uh and been continuing monthly uh up to this

106point. They uh vote has been proposed vote date that's set for December 10th. So, we're aiming for that. Uh uh presentations to this board as part of that process started a couple months ago and will continue Uh there is a the next steps for us. Well, I'll get to that. Sorry. Once it pass the quotes, uh we get into a we mapped out our design schedule based on the quant the scope of work. So it's about a 10 10 11 month design schedule with the SED the governing board. So they would take it for a couple months, couple four to six months uh review. Uh once that comes out of SED then we start put working through construction schedules and we will be presenting upon a su successful vote be presenting those dates to this

107board as they come forward. Anticipated construction I believe we've got this set right now for at least two summers for the quantity of work that is occurring. Uh and this will be broken up. It's already being talked about being broken up into multiple phases. So as far as the groups are concerned, we're currently designing those to be a phase one to get those on the board. The the most immediate first round groups while everything the remaining project is being designed those will be at the state for review and anticipation is to get those done. So next steps as mentioned we have been meeting with this board to keep you up to speed and updated. The next step is in October October 15th the seeker resolution will be presented to you as well as a proposition

108for the um voter language which is uh mandated that will be that will be the language that's put on the ballots. uh there is a period of 45 days between then and the vote is the minimum that it has to be out for public consumption if you will during that time during the month of November um we have started putting together presentation mailers postcards uh banners that will be distributed uh and then we're also scheduled a capital project um public information meeting uh that will be conducted uh on December 3rd before this meeting have to post that >> we had to work with bond council surrounding that. So again, bond council would be supporting us being able to secure bond to fund this project and based on our timeline that is the date that we

109ended up landing on. We were we were shooting actually for an alternate date but ultimately bond council made the recommendation and we don't want to jeopardize or compromise our position to secure that. Okay, thank you. >> Just a couple other quick notes. You know, Proposition one is asset preservation. Simply, it's asset preservation. It is roofs and MEP. It is mechanical, electrical, plumbing. There is nothing glitzy or fancy about the work in Prop One is attending to deficiencies noted in our building condition survey. Proposition two is uh brought forward this evening and has been over the last several months as a result of stakeholder feedback and and sufficient stakeholder feedback for us to actually spend the time energy and have great length conversations around do we include the fields and because it was stakeholder feedback that

110brought it forward we want to push it out to the community and see how the community uh responds to this as a proposition. Proposition two as code already mentioned cannot pass without proposition one. It's contingent upon proposition one. So if proposition does not proposition one does not pass, proposition two cannot pass. So again proposition one asset preservation proposition two is really the fields and again uh tax neutral meaning that the local share is going to be covered by our reserves. We're not going to be pushing it out for additional taxes to our community. We will cover local share through usage of our established reserve funds in our capital reserves. I want to thank Kurt for being here again this evening. It has been a pleasure to work with him and his team on the development

111of the scope of work for this project and then we just hope that you know the community comes out to vote on it once we get an established date for your purposes at the next meeting October 15th. I did secure today the seeker resolution as well as the resolution to establish a vote date. Those came in late this afternoon. Too late for me to say Kelly can I add it to the agenda? I didn't do that. they will be on the October 15th agenda and you can anticipate that and we will again present on uh the scope of work again that even just so committee continues to hear information about the cancel project. >> Will you make sure that in the mailing that goes out to voters or the communication that it is very clearly

112and in simple language articulated that Prop One has to pass in order for prop two to happen that you can't have prop two without prop one. >> Ironically, we met with Kurt today, myself, Penny, and Patrick, and we reviewed different samplings of different literature and what we would like the messaging to look like. And so, that is absolutely front and center. He was able to share another example of a prop one, prop two gesture. We like this is the one and we picked how we wanted this to look. So, ironically, that was exactly our conversation today. So, absolutely. I know we've talked about it in these meetings for a few months now, >> right? That and the whole idea that it's tax neutral, >> but I've already been comments where people are not internalizing that

113or understanding it what way you just >> Well, to help clarify, I know we say tax neutral for just the baseball fields. How much is actually coming out of our reserves? I actually do have that in the presentation I was gonna give tonight. >> I'm gonna put a number. >> It would take me a moment to log into my >> will you present that >> and I can't I can't remember off but but that's a question that the public wants to know. We say tax neutral, but if if I'm coming up with another number 800,000 out of reserves, was that really neutral or can we use those reserves for something else? >> No, because it's all depend. That that's a great question that not a lot of people bring up is that there are legally

114there are buckets that New York State makes you makes a district put money into for these reasons that you cannot pull out to do something other than what that bucket is designated for. And a capital improvement is such a bucket because there are 700 districts in the state. All of them have buildings dating back from, you know, 50, 60, 70s that are now 50, 40, 50, 60 years old. And some districts haven't touched them, >> right? You'd >> be surprised at how many districts I go into where it's the bathrooms from 1962. >> Like, and it's coming around. So, but everyone puts tax money into the your taxes, everyone's taxes go into this larger bucket. All these districts that are doing capital improvement projects are using that money and it's yours for the taking. If

115you don't take it, somebody else will. >> That's what those buckets are for. >> And it's important to note, Jeff, that we cannot touch that money without voter approval. So all the money in the reserves, we have to secure voter approval to actually utilize it. >> Great question. >> Thank you very much. Pleasure. >> Absolutely. Okay. District committee reports. There are none. Uh district events. We had schedules on August 28th at the middle school. Labor Day holiday September 1st. Uh two superintendent conference days September 2nd and 3rd. First day of school for students was September 4th. That seems like so long ago. >> Uh, back to school badge September 5th and the high school open house was September 11th. >> Four county school boards association. Anybody have anything? Sarah, are you still planning to go

116on the 30th? Yeah. >> That was from >> Yes. >> Yeah, that was their general meeting. And Karen and I will be in attendance as well. I think Joe sent an email late this afternoon that they're adding a bunch of presenters. >> Um, PTSA, did she? >> No. >> All right. Um, board reports. I need a motion to approve the CSSE case summers. Some moved. >> Any discussion? All in favor? I oppose. Passes 5-0. I need a motion to approve the July treasurer's report. >> So move. >> Any discussion? >> All in favor? >> I opposed. Passes 5-0. I need a motion to approve the August treasurer's report. >> So >> any discussion? All in favor? >> I oppose. Passes. 5 Z. >> I need a motion. Oh, no. Sorry. We have another report. Special

117education report. >> Oh, do you want to pull it up? >> I can I can just go. >> They have access to it. >> Yes. >> Okay. Y >> um I I'm going to go through it in a little bit more depth than maybe we have in previous years just so that um I can make sure that I I cover all of the aspects and then if you have questions you can let me know. >> Um so the first part of so one this is a reg regulatory piece um by laws New York State says we have to have this plan in place. Um you will see throughout the uh report that we are providing a lot of data regarding our 2425 school year. So um uh so there's that. So um thinking about the

118very first part, we have to be able to provide the scope of special education here at the Williamson Central School District. Um and so uh without reading word for word, essentially our scope and our nature um of special education here is really making sure that we're providing that accessibility to the general education curriculum. So through our referral process, it's identifying students who may need accommodations or modifications to be able to have that access to their general education program. Um and also just making sure that they have uh the opportunity to be involved in extracurricular activities as well. Um oh, you have it up. You want me to use Yeah, thanks. If you want to go to the definition, page four. I I realize it's very small in here, but um so the ne so the

119next few pages go over the 13 classifications um for school age students. So any of our preschool students who require special education services, there's really only one classification and it's very general. It's preschool student with a disability. Um but as they become of school age, that opens things up a little bit more. so we can kind of hone in on specifically what is the area of disability that's impacting their access to the general education program. Um so upon any initial eligibility determination meeting, this is what the committee goes through is to determine what classification best gives us kind of that big picture of where the student needs support. Um looking at uh school age on page six um the school age special education services. So this gives you um a um perspective around the continuum

120of services that we can provide. We're always looking to make sure that our ser our students are serviced in the least restrictive environment possible. So what that means is looking first in district and what programming do we have in district? Um and you'll see here that we have a wide variety of uh programming options. I'm really proud of that. Um for us being a smaller school district with um less resources, I still feel like we have a very robust continuum of services. Um so we have anything from if students require related services such as speech, OT, PT, assisted technology um to if they require consultant teacher services and that can be either direct or indirect. Um, so sometimes we have students who require um a special education teacher pushing into one of their classrooms to

121be able to provide that individualized support as they need it. Um, and then if students don't necessarily need that direct service, but they do still need some level of support from a special education teacher, we have indirect services that we provide um where the special education teacher and the general education teacher can still collaborate uh in order to best meet that student's needs. We also have resource room as part of our continuum. Um, and you'll see um, every building is slightly different in terms of the continuum of services that we um, have given the the student needs on a year-to-year basis. But resource room is another part of our continuum and that is really um, meant to be able to provide pre-teaching and reteing of concepts. Um and so it we have to cap like

122regulatory um we have to cap that resource room section at five students. Um and it's again designed to be able to provide individualized support for students in given areas. We also have um special class services. And so you'll see listed under here um for every building we have to identify what our special class continuum looks like. So, at the elementary school, uh, last year we had three different special classes, we had one 611 class, um, that primarily served, uh, students who are on the, um, autism spectrum and require, um, a much smaller student to staff ratio. We had we also had two 1211 special classes um, that served slightly different grade bands. So we had one that serves students in grades four through five and one that serves students in um grades K through five.

123Um and those classes again were um so the classes can be designed as students kind of their needs shift. Um so in the past one of those classes was an 811 and then given the the shift in needs it became a 1211. So you'll see that they kind they have basically the same description. Um, at our middle school, we have uh various 1511 special classes. And again, on a yearly basis, the special education department is coming together and really thinking about student needs and where are these special classes needed. Um, and so you'll see that um like we may not have them for every core course because it's not needed. Um, so we had them at we had them for social studies, math, and English um last year. And in those classes, we don't have

124any more than 15 students. Um, and we have to make sure that students are grouped by similarity of needs. Uh, at the high school, we had um various classes. So, we have a 12-on-one class um that primarily serves students who are on an alternative assessment pathway. Um and so that that class is really helping to support um the skills and the um knowledge that students are going to need to be successful and live independently within the community. Um we have 1511 special classes across all uh grades 9 through 12. Um and last year specifically we had them in English math which was algebra 1 um and then US history. And we do sometimes have um just a 151. So 1511 tells us that we have to have extra an extra adult in the room. So,

125we have 15 students to one teacher to one extra adult, which is usually a teaching assistant. Um or can be a classroom aid. So, those classes where we had a just a 15-1 um usually that's because we have a much smaller number of students in the class. So, it can be served with just those students and the teacher. Uh so, that's our that's kind of on a large scale our continuum across the district. Um we also last year had um we supported consortium classes. So a lot of our special classes uh do offer um neighboring districts the ability to be able to attend as needed. Uh so you'll see that we had in last year we had we had two students who were attending consortional placements in other districts and then we accepted eight students

126from surrounding districts to um come and participate in our programs. Um we also depending again on student needs. So when you think least restrictive environment we always think about students who are here um being serviced in their home district and if that is unable to happen and we're unable to meet their needs given that programming and we have to look in out of district placements we then would look um to consortium programs but then we would go to Wayne expose. So last year we had uh four students who were placed in a 611 social skills development class and we had one student who was placed in a 611 appropriate social behavioral communication class skills class. Um and then again it kind of just widens. So then we would look to um Monroe County or other

127surrounding counties to determine if there are placements that are more more appropriate to best meet our students needs. Um and so you'll see that last year we had one student who is enrolled for just a portion of the year um at a memorose program. Again I would say another huge point of pride for our district um which has been long-standing but I continue to to just be so proud is that because of the robust programming that we offer in district we ourselves are not sending many students out of district we're able to to provide services for them. Um and so we will continue to do that and continue to be really strategic in how our continuum looks from year to year to make sure that we are trying our very best. Um if we can

128support them here, we want to keep we want to keep all of our kids here. Um and I also think I'm super proud of the fact that we also have so many students from neighboring districts who are also um being cared for through our programming. Um and then lastly, we have uh private school placement. So again, if students require more intensive support, um we have some private school placements that students um can attend through the referral process. And so last year we had three students who u were were enrolled at various um schools and um and then um more restricted would be residential placements and we we did not have any students who required the level of um residential care. Uh page 10 gives us uh again just kind of that visual of the continuum

129of services that I just reviewed with you. And then going on to page 11. Um this is a snapshot. So this gives you um insight into uh how many of our students require special education or or specialized instruction. Um, and so you'll see there's a column to the far right that gives you the number from 23 24 and then for 2425. >> So is the number in the bottom right the total number of students or the total number of different um I guess this could a student have more than one disability and are counting twice? >> Good question. So no um the committee can only identify one of the 13 categories or classifications. So the bottom number is the number of students within our district who require individualized services. And that number can fluctuate for

130a number of reasons. Um sometimes it's because students have moved out of the district. Sometimes it's because uh students have been declassified where they no longer require that individualized instruction. Um so the numbers can fluctuate from year to year. Uh page 12 um again kind of gives goes into more detail regarding our programming and so you'll see by building um last year what we were able um in terms of programming what we were able to provide. So at the elementary school again we had um those special classes and then we also had consultant teacher services um mostly direct but we also did have a few indirect um that were provided. At the middle school, we had consultant teacher, resource room, and special class. Um, and then at the high school, we had the special class

131configurations that I previously explained, resource room, and consultant teacher. And again, that those programming and that continuum of services changes annually. And it's all driven really based on student needs. So, um, page 13 just gives you an overview of staff who support special education. So you'll see we have related services, we have um uh mental health support, so psychologists, social workers, counselors, and then we have um our instructional and support staff. So classroom aids, teaching assistants, and special education teachers. You'll notice some of them say like 11.61. Um and that's just because that they were devoted part part of their day was devoted to special education and then they had some additional duties. Um pages 14 through 16 are giving you um the same information. It's just broken down differently. So this is really around

132our preschool education services and preschool is just a whole another world. Um we uh have to work with Wayne County to provide preschool services. So, we are uh very fortunate to have our own preschool 4410 approved program um which allows us to again service as many of our own students as possible but also support students in neighboring districts who might need that level of support of having a preschool program at either either age three or four. Um and so if students don't have don't require that that type of setting um a lot of our service a lot of our students get services right in their home or daycare. So, and a lot of that is um set up right through the county in terms of getting providers. If students attend our UPK program, they almost

133always get serviced by our providers unless for some odd reason they can't be, which is rare. Um so, the next two pages just kind of break it down by gender and then by ethnicity. Um lastly, um uh page 17 talks about the methods that we use to evaluate our special education program. So um of course a lot of this is directly related to the areas identified in our strategic plan but then we also are continuously um looking and reviewing at our special education data. So we have to look at our classification data. How are we programming for students? Um we also continue to monitor how well our IEP goals are um achieved. We look at like are they measurable? How are kids making progress? Things like that. Um and then we also have every year

134we have to report um report out on uh SP indicators that are listed below. So there I think are 13 for no sorry there's like 20 of them but the ones that are highlighted are the ones that are on a rotational basis. So um this year you will see at the bottom of page 19 that we are going to be responsible for early childhood transition. So that means um how many students are coming to us from early intervention and are transitioning into our um CPSC or preschool um services. So we track we have to track all of that. We have to make sure we're in compliance. They have to be met on before their third birthday. There's a whole process um and we have to report that to the state and um depending on our

135compliance within each of these indicators that gives us our IDA determinations um at the end of the year. And then uh page 20 goes over space allocation. So we just we always have to make sure that we are working with building leaders um to have sufficient space for any of the the programming needs. Um so specifically when we look at like special classes or special education teachers running resource rooms, do they have the space that they need to be able to meet individual student um needs? And so that's listed in there um last year. How many spaces were utilized from each building? Um, and then we have alternative formats for instructional material. So, this really just gets into um how are we making sure that our students, again, that accessibility piece, how are we making

136sure that they're getting the same uh um opportunities as students who do not require individualized instruction. Um, and the last page is just uh an overview of our special education budget from one year to the next. And then your for adoption of the plan. So, if you have any questions, I can try to answer them or I can I'm happy to get back to you. >> I have a lot of questions, but I think I'll just email because some of them might just be for you to catch up to speed a little bit, but I do have one question. Something stood out to me at the very beginning when we had the 1511s and the 151s. Some of some of them were listed as maybe three of the four subjects like EL, math, and social

137studies, but there's no science. I I don't know all of them. I have to go back and look. But how do we determine which subjects and in the subjects are not getting those ratios? How are they doing? Do we we have a pulse on that? Because I'm thinking of a student who meets all three core subjects and they're in the other one, they're not getting the 15-1. What are their region scores? What are their test scores like? And how are they doing okay in those classes, but they need extra supports on the others? Does that make sense? >> Absolutely does. And it's a great question. So, um, without having some hard data to be able to share with you, uh, what I will say is being part of projection meetings which start happening in January,

138it's all driven through our special education department. So, our case managers are really having that pulse on how students are achieving with the support that they're provided throughout the year. And then we come together in January and we start having those conversations. Where are students like where are their strength areas? Where are they really thriving? Um, and where can they be a little bit more independent? where maybe a consultant teacher model is appropriate for them and then where are those areas maybe of greater need where they need a higher level of support. Um so that's why you might see that a student might be recommended for three areas of a certain type of service and then that one area is the area that has been identified by their team parent by the whole committee actually

139because it's a committee decision where we can say they have shown more independence or this is a course that they're really interested in and so they thrive in that setting. Um, and so they either need some level of support or no support at all. So, it's it's very individualized and driven by student need. >> And then another thing that stood out that seemed like it'd be a good group question is >> the resource rooms in the high school. Is that the same thing as the learning center or is that a separate thing? >> That's separate. >> Separate. >> Yeah. So um at the when you when a child is recommended for resource room, it really is simply for pre-teaching and reteing. So, um, if there are certain concepts that are coming up in science, it's

140exposing students to that vocabulary maybe ahead of time and starting to expose them to those terms and or on the flip side of that, bringing some of that language back in after students have gone through an instructional period and just making sure that they're solidifying their understanding around those terms. Learning center, I think, can be used more for like AIS or um, if students need like regions prep, things like that. So it's more of a building level service whereas the special this resource room is still providing that individualized support and instruction. >> Is it say is it fair to say that resource room is the students that are there are all working on the same subject and learning center is any different subject >> sometimes but sometimes not because our our special education teachers really

141try to personalize that time. So so they are very busy because they're sometimes deboppinging around. Um but I would say that's also why that number is capped at five. So that helps. >> Okay, I'll show all the rest of the questions. >> No, I feel like I need to respond to your question. Just to also say I think one of the things that Rachel is aware of and certainly as part of the goal setting processes, she will be conducting her own audit of our current continuum of programming. I think that uh given the feedback we got from both internal and external stakeholders as part of my entry plan, uh special education programming came up under the umbrella programming surrounding areas of exploration. And so it might be that we just need to potentially better clarify

142some of our some of our approaches specific to special education, but there might also be actionables. And so Rachel's really going to spend this year uh refamiliarizing herself with our continuum of services and then be be prepared by the end of year to make recommendations surrounding is it just an an area of clarity that we need to provide or is it rather that we need to develop different programming. So that's part of her work this year as she indicated I think in her earlier report she mentioned but that's really the work this year for her. Thank you. >> Oh it would be a superintendent's recommendation that the board formally adopt the special education plan this evening. I think in the agenda it says information and it looks like we do need the board to adopt

143that based on the disclaimer statement at the bottom of her report. So I'm going to make the recommendation that you approve the report this week. >> So I do need a motion to approve it. Any other discussion? >> All in favor? >> Oppose. >> Okay, we are on to the consent agenda. I need a motion to approve consent agenda items 5B through 5B as recommended by the superintendent. >> Any discussion? >> All in favor? >> I oppose abstain. Passes 401. Old business. I need a motion to approve the second reading and adopt policy 7505 academic eligibility for extracurricular activities. I motion that we wave the second reading and adopt policy 750. Second, any discussion? All in favor? >> I oppose. Passes 5. I need a motion to approve the 2025 2026 code of comment. >>

144So move. >> Any discussion? >> Satisfies the requirement for 30 days public comment. Uh today we've had no comment. Uh nobody reached out to you to express any recommendation for any possible position. Thank you. All in favor? >> I oppose. Passes by two. >> I need a motion to authorize Williamson Central School District to be a part of the regional regionalization effort. >> So, any discussion? >> Thank you for all your work in this year. It's a great >> All in favor? I >> oppose. Passes 5-0. Moving on to new business. I need a motion to approve the course name change from math one two to math one. >> So moved. >> Second. >> Any discussion? >> All in favor? >> I >> opposed. Passes 5. I need a motion to approve the disposal of

145two desks, chair and podium, cleaning equipment, physical education equipment, um, cross country skis, and physical education equipment, skateboard, scooters, roller skates, and broken furniture. >> So move any second. >> Any discussion? All in favor? >> I opposed. Passes 5. I need a motion to approve the WCSD communicating internal control related matters identified in the audit report management letter ending June 30th, 2025 as prepared by Mango Manser and Bar. >> So move second. >> Any discussion? All favor? >> I oppose passes 5. I need a motion to approve WCSE basic financial statements for the year ending June 30th, 2025 as prepared by any discussion. All in favor? Opposed? Passes 5. I need a motion to approve the corrective action plan for 2024 2025. >> So move second. Any discussion? All in favor? >> I >> oppose.

146Passes. 5-0. I need a motion to approve a stipend of $7,500 for Steve Fington, world languages teacher for additional duty for the 202526 school year. Second. >> Any discussion? All in favor? I >> oppose passes 5 Z. I need a motion to approve a memorandum of agreement with CSEA through June 30th, 2028 regarding the professional development rate of pay. >> So move second. >> Any discussion? This memorandum addresses a silent contract and silent MOA specific to salaried individuals. So this uh provides provision for us to have an hourly rate for salary individuals if they engage in professional development. All in favor? >> I oppose passes 5. I need a motion to approve the memorandum memorandum of agreement with CSEA and employee. >> Second. Any discussion? All in favor? >> Opposed? Passes 5. I need a

147motion to appoint Eliza Weiss N and P as the 2025 2026 shared director of school health services. Second. >> Any discussion? All in favor? >> I >> opposed. Passes 5. I need a motion to approve the addition of a driver education instructor stipen position at the month at the hourly rate of $432 per hour and a $200 per cycle for administrative responsibilities. >> Any discussion? All in favor? >> I opposed. Passes 5. I need a motion to appoint Scott King as the driver education instructor for the 2025 2026 school year effective September 17, 2025. >> So move. >> Any discussion? All in favor? >> I opposed passes 5. I need a motion to approve advanced placement US history by AMSCO to the instructional materials for the 11th grade AP US history for the 202526 school

148year. >> So second discussion >> we reviewed it at the building level. We had a committee forum. We read the book checked out all the topics. without any question we >> thank all in favor >> I >> oppose passes 5 I need a motion to approve the board of education goals for the 202526 school year >> so moved second >> any discussion all in favor I >> opposed passes 5. Uh we have several budget transfers. Anything we need to know? Anybody have any questions? Uh board of ed workshop. So, Kelly gave us some dates. Um this is so we can work on one of the things that's in our goals, which is the board guidelines. Does anybody have any preferences for any of those dates? >> October 8th. October 20th. October, 2027. >> Okay. So,

149the 20th doesn't work. I'll list them in a stack. >> Does any Well, we can there's other dates. Does anybody have a preference between the 8, which is a Wednesday, and the 27th, which is a Monday? Okay, how about October 8th so we can get started. >> Thank you. >> Okay. Um, upcoming district committee meetings. Uh, buildings and grounds was scheduled for today but cancelled and rescheduled to October 8th at 3:30. >> Oh, should not go backwards. Should we not do the 8th? >> That's usually till 5, right? >> I think we just scheduled an hour. So then you have time to kill everything. [Music] >> Well, so do we want to keep the eight as our record and district safety committee meeting is October 15th. Um, there are no upcoming district events. >> There

150is a bunch. I just read them all. >> I know. They're not online either. They didn't say they didn't say. >> Okay. I That's why I was like, >> I'll fix it. Homecomings this weekend. >> I was going to say I'm surprised. >> Yeah. I apologize. I have them all on there. There are a lot of upcoming district events. Check the website. >> They're just not on the agenda. >> Okay, closing items. Um, board of edits. >> I This is one of the most upbeat kind of meetings. Like I feel like we're we're doing the work. So, thank you to all those administrators and teachers and their staff that are putting in their time and feel like we're getting somewhere. >> I like just just hearing them also that the admin staff is getting out

151of their offices and are actually going into classrooms, going in the hallways, interacting with students, interacting with other teachers, professional staff um and everyone which makes them more approachable which is important. Thank you. It's important to get out of your office and get out and see the people. >> It's nice to hear that our kids are talking to each other again, right? Like how important that is in our world today. So >> and all the papa overviews. I think I got one for I remember all of them came through and it was great. So then they came home and I said, "Do you have anything for me to sign?" Right. Um, public comment. The Williamson Central School District Board of Education holds public comment at this time on matters on the agenda at this meeting.

152Please limit your comments to two minutes or less. The board of education has allotted 10 minutes for public comment prior to Danger. for the employer. Second