00126 2022 regular meeting to order please stand for the pledge i pledge the allegiance states of america to the republic for which it stands one nation under god indivisible with liberty and justice for all kelly roll call here thank you can you review the fire exits exits are in the back of the lgi can i have a motion to adjourn to executive session to review the employment history of a particular individual and the board will return in thanks for your patience everyone um we're gonna start with open to the public is there anyone in the audience that would like to make a public of course it's not often spectators great well good to see you again i didn't mean to put you on the spot oh you're welcome come to every meeting speak at them
002not at others no pressure i will never uh you can call you out exactly again i'll wait for you to feel free what are you doing here today so we're going to move on to a workshop tonight we're talking about professional development our professional learning plan with um o'neill all right good evening everyone i am so excited because i love talking about professional development but before i get into my presentation um i just wanted to just very quickly just kind of do a little bit a quick like 60 second recap of kind of like the three-year plan if you recall in the three-year plan which is of course with a five-year vision you know there were certain things that we wanted to kind of hit you know so we talked a lot about professional development
003we talked about data analysis we talked about goal setting as well as doing alignment with the standards so i always like to kind of go back to what i promised you know in the beginning of the year and we've made a lot of headway looking excel looking at our equity framework actually this week kind of talking about equity was very exciting we did spend close to 75 000 on culturally authentic textbooks texts that came in this week so all of our teachers k-8 actually received a shipment of books that they're going to be using for guided reading that they're going to be using as mentor texts they have over 50 titles that have been added to their libraries and over 35 titles that are going to be added to their small group instruction and guided
004reading so very very excited about that and all the books is it is there anything for the high school high school we're working something differently we're actually doing curriculum mapping in high school so actually every english teacher is now redoing their maps and making kind of looking at making sure that it's more representatives so once we do that then we're going to be ordering some more stuff for them as well so i'm working with john johnson who's our english content coordinator he's amazing so and they've already done a lot of work as well because they have shared their syllabus with me because i kind of wanted to get a baseline as to what was being done in the english department you know i'm not a math and science person i've been honest about that but
005i am a literacy person and i always like to see what our what our kids are reading you know um and based on our focus group as you know we want to make sure that we our students want to be here and they're engaged and that they see that what we're doing is relevant to their lives so that's really exciting so i kind of wanted to share that because that was a highlight of this week of last week when we got all those books i forgot they were coming because they were delayed as you know because of covid there was this huge the books were supposed to be here in january so because of covet a lot of the stuff was being available in digital form so believe it or not the publishers were not
006publishing really a lot of books so when we asked for this massive order the company we're working with literally had to go to over 50 publishers to fill the order and there were some books that we just couldn't even get so we had to replace them so they would send me the copies of like the titles of the books that we can't find these can we replace it with this and then i would have to look into it just to make sure because i didn't want to replace a culturally authentic text with one that wasn't because that was what's the point you know so they were able to replace it with something that was comparable the other nice thing is that every teacher got a master spreadsheet so they're able to kind of look at
007their grade level find the title of the book find the genre find out what the book is about and figure out how to use it within their classroom because we are focusing on guided reading because i know that's kind of like when you don't know you don't know exactly what's out there trying to figure out well what book can i use to talk about families and all the ways that families are important you want to be able to go to some kind of a reference and find oh this perfect book here on families and how families are represented as we know families look different i know i was raised in a single parent household but i was also raised by my mother my grandmother amazing dominican tough women that made me the woman i am
008today and i would have loved to seen a book like that you know when i was growing up and and now those books are available so i i think we need to seize on those opportunities so it's exciting it's an exciting time all right so you ready to learn about professional development i can see excitement in everyone's face all right so uh these are our professional learning goals for the 2022 school year so focusing first on a category of excellence again we are beacon already uses the wilson foundations program one of the things that we're doing are we are doing a reintroduction of the wilson foundations program cover really disrupted a lot of the professional learning that was around foundations so what ended up happening was that the program was really not being implemented with
009the fidelity that we wanted we have a lot of students that have come in particularly in k2 with a lot of learning gaps because of covet and foundations is a program that really meets with the five levels of of reading that we're supposed to be teaching our kids according to the standards so there's a professional development plan for that that i'm going to be involved with we are continuing with our workshop model we started this year in ela looking at guided reading looking at small group instruction doing those interactive read alouds again now we have the materials to really do them well because it's very hard to pull a small group of students when you don't have the books to really be able to do that instruction so now we have the materials to do
010it and we're going to continue with that guide of reading instruction in terms of the workshop model we are going to be slowly transitioning into math teaching math the way we teach literacy and the reason for that is when we look at our data the subject that really has been impacted the most with covid has been math our students are really struggling with a lot of the conceptual knowledge around math and it has a lot to do with the fact that we have a lot of students who are remote when you're teaching math particularly for our young ones you need manipulatives you need to be able to have you know the concrete before you can go into the abstract and when that's absent it's very very difficult then for students to internalize all the concepts
011that they're supposed to learn so what research is showing now is that they're doing a lot of research saying the impact on cova so obviously we know that the impact has been social emotional learning we know our students have been traumatized we know our our adults have been traumatized but the subject that has been the most impacted has been math and that has been across the united states so it's not a beacon thing it's actually in the united states of america thing so one of the ways that they have suggested would be a good model to implement would be the workshop model and to do more small group instruction so students are able to work with a teacher you know you have you do your kind of your workshop model where you introduce a concept
012you break students up into small groups and the students and the students alternate so there's some independent work that's being done but there's that small instruction with the teacher so they're getting a little bit more of direct instruction um i am so upset that anthony is not here because i so want i was like dreaming about this and he's missing it but we are focusing and if you remember when i introduced our three-year goals science was kind of towards year three well we fast-tracked it so next year uh we are going to be introducing science 21 in fourth and fifth grade we're going to be using we're going to be working with pnw boces so that's something that's coming to to beacon very excited about that uh in in preparation for our current third graders
013who are going to be taking a new fifth grade science test you know so i'm going to get into a little bit more detail later on in powerpoint we're going to continue with our uh working with dutchess county boces to ensure that all instructors of science are retrained in the next generation standards and science and inquiry model that is something that begun before covid not everyone had an opportunity to go to the workshops and we are expected to be within full implementation within two years so we want to make sure that people have the knowledge in order to do it we are continue we are in the middle of right now our curriculum mapping we're going to continue curriculum mapping again i talked about how uh curriculum mapping for as long as i'm here will
014always happen in perpetuity you know because that's something that should be in a live document not something that you do at one time and you stick it up on the website always alive always being revised always being better and enhancing them and of course ireti we are working with dutchess county boces to uh have i ready um be supported within the classroom next year we are we're adding another component to ira that i'm going to talk about in a little bit equity we're going to continue introducing the different uh the domains of the culturally responsive framework that new york state has put out uh we are also looking at how we're supporting our students social emotional learning we are going to continue to work with duchess duchess county and the center for equity so this
015year we did have javon hunter working with about five teachers looking at um planning for what we call critical units so we are going to continue our work with him under sustainability we are working with the center for climate and sustainability next year we will be in involved in an assessment to see how our district is really complying with sustainability and climate so we are going to be working um his name is jamie jamie cloud i believe the name is jamie you're right so i'm going to be working we're going to be working with him to begin with the assessment is that through dutch associations yes that's what yep um we are also looking at a response to intervention we are reframing our model here in beacon i'm going to talk a little bit about
016that in a couple of slides really looking at how we can make it more cohesive how we can make it to ensure that teachers have the tools that they need to meet students where they are and ensuring that when a student does have to be referred then we have the data that actually supports that referral so going talking about wilson so right now one of the things that we've done is that we have set aside money and we have been retraining our cater to teachers in wilson foundations everyone is expected to be retrained by september so that includes anyone that will potentially move from an upper grade to a lower grade the expectation is that everyone's going to do that five hour overview including any new hires in september if we have anyone throughout the
017year that gets hired in k2 they will be sent to one of the five hour overviews the overviews are really important because that's really they get into the nitty-gritty of the philosophy from behind foundations really go through the kit how they're supposed to use the units of study how they're supposed to do their unit plans which is part of our data collection that's how you know there's mastery at the end of every unit doing those unit tests and that is going to be supported throughout the year then by me i am also trained so i will be working with teachers throughout the years doing demo lessons helping them plan making sure that they're implementing everything with fidelity part of that training is also going to be training the administrators to understand what the expectations are
018but also understand what foundations is and what they're seeing when they walk into the classroom so when they're walking in they should be able to see a foundation's lesson and know if it's being done correctly so that's going to be part of the training there's also a checklist that goes along with the foundations program ensuring that we have the alphabet that represents foundations that we have the appropriate charts that we have all the consumable materials that our students need so we are taking care of all of that as well emery's probably giving me the stink guy because she knows i'm spending a lot of money i know but it's good money it's good stuff it's good stuff and some of the kits that we're going to be purchasing as well it's a one-time purchase that
019we need and then after that it's just buying the consumables which is not a big deal so i'm trying to be fiscally responsible right so again uh talking about the workshop model so this year we started with ela because that is the easiest place to start with the workshop model we really looked at guided reading because research says that guided reading is the best way that we can move students up the different levels in reading one of the things that we looked at was really our interactive read-alouds ensuring that every child when they walked into a classroom had different opportunities to hear texts across all different content but also across all different level so we don't want students going into a classroom and only reading at their independent level we want them exposed to rich
020vocabulary that they can access on their own and that is through the interactive read aloud we want them to have opportunities to practice their literacy skills and that's when they're reading on their own independently reading and then in guided reading is that instructional level where the teachers doing that direct instruction working on specific skills giving them strategies foundations is part of the 30 minute block it is a two hour ela block that we're doing and foundation serves as a 30 minute doing phonemic awareness phonological awareness phonics there is a writing component as well as a comprehension component to foundations it's supposed to be done in a nice neat 30 minute block um but as we know in the beginning it'll take the teachers a little longer we're going to work on that but they'll get
021it pretty quickly and then transitioning into the workshop model so again within the workshop model with math the way it looks is that the teacher does the main lesson that lessons about 15 to 20 minutes the students practice that skill but as they are practicing that skill the teacher is pulling groups so they are only really working independently maybe for about 10 15 minutes so there's that guided and then at the end of those small groups there is a share and a review okay so we are going into phase two of uh our i-ready implementation we are adding a component of i already called the teacher toolbox the teacher toolbox is basically a bank of resources that are standards aligned for the teachers to use for direct instruction so it's not another version of personalized
022learning so there is an increase in that these are actually materials that teachers are going to be able to use in both reading as well as as math one of the things that we were hearing from our staff was that they don't always have a lot of resources to really be able to work with students first of all your kids who are we sometimes forget our kids who are need enrichment because we have some students that are on grade level we want to push them so the nice thing about about this teacher toolbox is that there are materials there for those really high kids because oftentimes i feel like we punish the kids that are doing well by giving them more work instead of giving them something different and we can't keep doing that you
023know if they're already at gray level they don't have to do what everyone else is doing they can start being exposed to higher grade level concepts they can do something that's a little bit more challenging for them so it's at their level not giving them more work because i know if i was a student doing well i don't want to work i want to show off what i know how to do but don't don't reward me by giving me a folder of extra worksheets so but then also with that is that they're going to be able to have extra supplemental resources for a lot of their lessons and that includes also guided reading so if there's a particular group of students that are really struggling let's say with um with creating sentences um there's some
024extra lessons in the teacher toolbox that they can download they can actually teach them and they can actually pull a small group and give them a couple of more extra lessons we are going to be uh again in this year we were kind of dabbling with the recommended 45 minutes a week in each subject next year that is going to be the expectation as much as it is developmentally appropriately appropriate because again if we have students where that's not their best option then they're not going to do it you know because we're always going to do what's best what's in the best interest of students we do have some students that really can't sustain for even though it's per week but those students will be modified we are looking right now at data so i'm
025excited at the end of the school year i will be able to show you some four-year data so you can see some of the growth that we've done this year fundations is one data point that i'll be able to share with you there is no testing data because last year we really didn't have any students participate in state testing and the year before there was no state testing but at least with with uh ireti there's a k8 1k8 data point that's consistent that we can share that we can kind of use to kind of do some goal setting um so again we're going to have someone who's going to be working with our teachers on implementing the teacher toolbox how they can utilize it particularly the emphasis is going to be direct instruction in small
026groups so can i just ask a question sure so i'm looking at the i ready phase 2 implementation of the teacher toolkit as well as the previous slide and you were going over the support for the balanced literacy in 2223 you're saying that they're going to use i ready in small groups where does that fit into that those four sections that you have in the previous slide i ready is one of the menu of activities that could be done as a small group so they're not doing that every day you know so within a small group the teachers have a different activities that they can do they can do shared reading they can do a traditional funtis and panel guided reading lesson they can use i ready as the resource for that guided reading lesson
027they can do particularly with the younger grades if they need to focus more on blending sounds they can do a blend activity using foundations materials uh for the upper grades they could be a focus on vocabulary you know so it's going to be a part of the menu okay and for the k2 teachers for the guided reading are they going to be using the geodes that come with foundation or are they using fmp they have they could use both you know so it's a so it's going to depend on what the need of the student is so the geos that come with foundations really reinforce that phonemic awareness and phonological where it's like a practice so if you have students again who that's what they need because they need a little bit more of that
028because particularly in k2 there's two ways that you can do guided reading so you can do a skill base or you can do it based on a comprehension lesson so those geos i would not recommend for a comprehension lesson because they're very simplistic there's not a lot of story development but our guide functional guided reading books those are great resources to use let's say if we wanted to do context clues you know you can take one of those books that again culturally authentic and talk about context clues you can talk about main idea using those books you can talk about cause and effect using those books but the geos are to support really the um the decoding part of the of our instructional program if that makes sense okay all right and again anthony's missing
029it so science um pnw boces have been developing science 21 actually for a number of years they started in kindergarten and then started working their way up these units of studies are actually developed by teachers for teachers so that's a nice thing and one of the things that pnw boces does with science 21 is which i love is that every year they actually have teachers come back and revise the units of study so they get feedback from the teachers what's working what's not working how do we need to fix it they pilot it so they're constantly in motion they send all our kids over they replenish our kids so we don't have to do anything so we don't have to worry about buying science kits and then there's pieces missing to it and we have
030to try to find the pieces or order new pieces they take care of all of that for us and it comes with a lot of professional development so before any unit can actually be taught there's professional development that the teacher must attend first then they deliver the unit and then the teacher is able to teach it because again there is a cost to it but it is aidable because it is going through boces when in consultation with um some teachers some administrators as well as pnw boces there was a decision made that it's more manageable to first start in grade four and five versus trying to do k five because that would be really really overwhelming so the decision for grade four and five was made because our current third graders bless you they are
031the group that is going to take that new next generation science inquiry based test they'll be able to have fourth grade the entire fourth grade to work with their teachers to get a lot of that background a lot of that inquiry based instruction when they go then into fifth grade they have a year under their belt but at the same time their fifth grade teachers have a year under their belt of being immersed in teaching the program you know so and then after that we're going to add third grade then second grade until we're all the way down to kindergarten so we're going to phase it in as the years go in now until then for next year we're doing grades four and five mystery science which is also a program that is actually aligned
032to the next generation standards it's it's online but it's not an online science program there's a lesson plans for the teachers to download to modify and then there's also experiments that the teachers can actually download get the materials and then teach to the kids for next year the expectation is going to be and at the elementary level that they must teach two hours of science every week and they must teach two hours of social studies every week and there is and the two hours of science must include one hour of a lap so we are working on how the schedule is going to look so that i have some suggestions for some schedules that they're going to be able to use but there is enough time during the school week during our instructional hours set
033instructional hours for this to be done and still do our two hours of ela and so do our our one hour of math one of the things is that we have to make sure that we're preparing our kids to go into the secondary level we can't say that some people are science people some people are social studies people every child has a right to engage in science and social studies so that's going to be the expectation the science the social studies units that we're going to be using are actually new york state has actually developed some really nice units of study around social studies they follow the new york state social studies standards that are inquiry based as well everything's already done for them there's books that go along with it so that's going to
034be the expectation we are going to start some curriculum mapping in the secondary level to look at how we can enhance some of those lessons make sure that they're aligned to the next generation standards but also at the same time that we're making them a little bit more engaging for our students looking at kind of engagement based on those student focus groups and then the last thing is and this is a possibility because we don't know yet but there may be an opportunity to have some of our teachers engaged in summer curriculum work around physics and chemistry and biology doing 1500 hours of mapping it's 1 500 our students in the in high school are expected to do 1200 hours of lapse new york is changing now for fun you know they're making things more
035rigorous but there's an opportunity to people to be for teachers to be engaged in the creation of 15 hours 1500 hours of lab so more than we need in order for them to for us to implement them here in beacon and the reason i say possible is that the person that was going to be kind of facilitating this is now working in middletown so they're looking to replace him so if they're able to find someone to facilitate this work that we may have an opportunity to send two or three teachers if not then we have to figure something else out so i put it up there as a hope and a dream so we'll see and then again our curriculum mapping i just wanted to kind of share with you this year these were some
036of the themes that we that we focused on when we started creating our curriculum maps there was a template that was created the template includes pulling our new york state standards and ensuring that every unit plan has to standards already embedded and identified essential questions have been developed for those units of study we are making sure that our social emotional learning uh standards that are that are up on new york state are also embedded within those units of study and then we're using um social justice standards as a guide to be embedded within this within those unit plans as well because as we talked about before equity shouldn't be a different pillar it should be embedded in all the systems that we have in beacon so i don't i didn't we didn't think it was
037a good idea to be like oh a little piece of equity here it should already be embedded in there so every so every unit of study that is being developed there's those questions of how am i doing this equitable and i'm am i representing the students as i'm doing this unit of study am i grading in a way that's equitable how am i assessing you know so those questions have to be answered as they're developing these units of study and then next year we're going to again continue writing implementation as well as revision so the units that are going to be actually be taught there's going to be opportunities to go back to them to look at them to revise them next year we are going to focus on developing rubrics because those rubrics are
038going to help us to have cohesion across the district so that's going to help us in terms of grading we are gonna there's a couple of teachers who are interested in integrating project-based learning into these units of study so that's exciting so we're gonna offer them some opportunities and again looking at assessment and scoring to make sure that it's kind of equitable so that's kind of like a slow you know grading is a slow conversation that we're going to start having but we do have a number of teachers that have taken some some professional learning on grading with equity who are anxious to maybe start piloting some of this so we're going to have all those things going on next year is that at every grade level yeah we have yep and then social emotional
039learning so we do have an opportunity to send some folks out for more responsive classroom training one of the things that i am going to nudge is that our special area teachers to kind of see if we can get all our special area teachers to be trained either in responsive classroom or zones of regulation because i feel this is the group that they see every single student in the school and i think this would be a good thing for them to have some background in now responsive classroom is not a curriculum it is actually a methodology they they do work with a company called uh fly five that does have a curriculum that's attached to it i will say the quote that we got was astronomical i it's it's really really expensive so i don't
040know if it's something that i think there are other castle approved programs that are less expensive zones of regulation being one of them zones of regulation happens to be a curriculum we do have our ots our pt's our social workers are trained in it we want to continue to support them in that training so we don't want to remove it we want to kind of keep it there because that really works for students to have more um the struggle a little bit more in terms of behavior sensory um we have our social worker at the secondary level offering support we're going to continue to work with the center for remediation and restorative practices um and every uh pld day there will be a 90-minute session dedicated to social emotional learning so that's something that we're
041going to hit throughout the year as well as there's conversations of also i know corey's here of doing some peer mediation yes questions through okay let me go back this is just a question i have about i understand that behavior sensory seeking behavior or you know maybe having an outburst to sort of flag a student as having those sort of issues i wonder do we do we train or is there any way of spotting kids who it's outwardly there's no behavioral issue but they're internalizing a lot of their you know they're they're not disrupting the class but they're not thriving they're not necessarily they're struggling do we have any is that i just don't know if that actually happens and and if because i'm thinking that the kids who do exhibit this get flagged and
042then get services and that there might be other kids in the classroom well i think with responsive classroom if it's a methodology then that hits every every child yeah yeah but i know where you're talking and again within us everything we're dealing with everything in a continuum so we know that we have students who maybe just need strategies and then we have students who need more intensive support and then we kind of go through this continuum so i i think we're working really hard in trying to make sure that number one everyone gets what they need and then those students who need a little bit more are also getting what they need so so so we know that when we talk about equity it's not giving everyone the same thing i think we start with
043kind of giving everyone the same thing to get a baseline and then we kind of move from there that was a good question thank you and then our diversity equity and inclusion we're going to continue working on the framework again this year we did some introduction to the culturally responsive sustaining education framework in march because again equity is not just about race so in march we did focus on supporting our english as a new language learners to make sure you know the type you know one of the things that we worked on was really ensuring that we all understand that all our enl students belong to all of us so we are all teachers of enl students and we had an organization called rv auburn they actually solely work with bilingual and enl support systems
044all their stuff is is free we were able to get a presenter to come and work with us and it didn't cost us a dime and that is my favorite price right and marie-free so and they're experts and they're amazing they're really working with us also in looking at extra supports and translations for our students also making sure for example one of the nice things about ireti was that we were able to offer a spanish assessment for our students so they were able to participate and it gave us a baseline for their native language and there's also resources that we can download to support them particularly we did have some situations this year where we had um some students some older students that were missing several years of formal education so we have we have
045for example an eighth grade student that the last completed grade was second grade so you can imagine the struggle of an eighth grader they don't speak the language their last formal you know grade level was second grade so we were able to actually add the student to i and use all of the second and third grade spanish resources there and then start introducing some more some harder concepts so they can get kind of caught up we were able to also do that with a ninth grade student so and then again continuing our work with javon hunter so this year we we had five teachers that are working on uh critical problem-based learning so that's basically looking at project-based learning but through the lens of equity so identifying social issues around social justice and kind of
046planning units of study with with students around that and we're going to begin discussions on equity focus walks so i have a book that we're going to kind of be looking at and what it what that entails is basically looking at all your systems if we look at for example education if we look at the high school looking at your ap classes for example who's there who's not there look at your suspensions who's represented who's not represented looking at special ed who's there who's not there you know so looking through those lens is going to also help us to make sure that we're looking at our students and ensuring that there aren't any disparities that's a little bit of a tough conversation sometimes but i think the one thing i love about beacon you're not
047afraid to look in the mirror so i think that's great do we have sorry man this is a tricky one but i could because i don't know how it fits into this framework but do we do we have any specific programming around gender simply because i think when kids are in school there is more of a sense of a level playing field although gaps do open up but then we can look outside of schools and there's an undeniable gap in terms of representation and positions of power agency things that you know influence us and so do we ever consider that and what can be brought in to address that and any gaps that open up in terms of what do you mean what do you mean about gender is equal representation of gender or i
048just mean non-traditional employment like girls and women i mean do we ever i i mean just uneven like a practical level do we offer free sanitary products in the school bathroom oh things like that right i know in fifth grade that was always my favorite time of year as a principal uh there is that we do have a wellness talk with our fifth grade students around the changes of their body so that is something that is done that is part of our curriculum it's funny that you bring it up because right now we're working with the with the principles because last year i think last year because of covey we couldn't do it uh but we are actually now having a hard time finding someone that can come in my understanding was that planned parenthood
049came in in the past and worked in beacon in my previous district we actually used procter and gamble actually had a series that we used to show it was a video and they send goody bags right that we can and um so we are trying to make sure that we get it done this year as well yeah it's not i mean i'm not trying to make it a gotcha question i just feel like it's always certain no no i i just didn't understand what you meant at first what do you mean okay well what i'm saying is that if we look at like the markers in society there is some an undeniable trend that occurs and so if we work backwards where we can have influence in schools what what do we you know do
050we normalize the idea of like you need these supplies there's no stigma about that that would be one practical example but even i know schools do girls on the run at the elementary level that's an extracurricular a lot of the things the topics that they're supposed to cover in that are related to relational aggression which is like they're not having outward fights you know right right but they are like destroying each other emotionally yeah and it does in fact impact performance those kind of things those relational things that's embedded within our curriculum okay so again so if you look at the books that were ordered the wonderful thing about the books is being able for again and i'll just use myself as an example when i was in school you know i didn't read any
051books where someone who looked like me was a doctor or a lawyer i was in a very unusual position that my principal was actually an african-american woman dr dunbar you know and i know that at the time i'm going to age myself in the early 80s there was most of the principles in my district and i worked and i lived in new york city the people think it's very diverse but the administration wasn't i was mostly white males so i never really saw myself in these different books and stories where they where i was in a position of power or of leadership we have those books now and be and i think it's important that the books that we have in our building it's not just well this black person no it's this doctor who
052happens to be black okay this politician who happens to be latinx because that's when it's normalized i i think it's again that's why even during these black history month and women's month like i i think it's important to do a spotlight on excellence but those shouldn't be the only months where we're reading about women who are scientists that shouldn't be the only move we're reading about the negro leagues they should that should be throughout the entire year so when we have those months where we're highlighting excellence as opposed to trauma right because i think that too much of that goes on as well we need to know our history but it shouldn't all be around trauma right because our country is built on the excellence of multiple groups and people um and i think when
053kids are able to see that i think that kind of addresses a lot of what you're mentioning okay if that makes sense it does thank you and i don't need to get on a soapbox that's good i mean it's helpful and i'll follow up with you some questions all right so then my most exciting part is our response to intervention multi-tier support system so we do have a committee that's been meeting we've been looking at our rti plan which we know needed to be updated anyway because of kovit it kind of expired um and we are looking and kind of restructuring our protocols we are working with someone from boces who's going to kind of reimagine the referral forms that we've been using to ensure that they are actually used across the district so the
054nicing art is these google forms we're going to a teacher is going to be able to put in all the information once once that information is submitted that is sent directly to the building level principal who then can start scheduling uh rti meeting we're going to be looking at the resources that we're going to be using to support our staff we're also going to be creating a bank of interventions that all teachers across the district can actually access so one of the biggest thing is if i'm a classroom teacher and i have a student who is struggling maybe with um with blending words i i always go to literacy but i'm not really sure what's a good strategy to help this child i should be able to go someplace identify a strategy use the strategy
055and then be able to get data and that's something that i think across new york we're missing kind of that that bank of research-based strategies because it's not something that's really taught in teacher programs like these are all the research-based strategies like unless you have a reading license you don't really know about those things and in our previous format structure a lot was falling on our ais teachers who we need to be available to work with our neediest students and that always kind of occupied we're training teachers on how to use interventions so we're going to make sure that the teachers have them at their disposal so there's a little bit more independence there we're also going to be looking at our different tiers and talk about how what tier 1 looks like tier 2
056and tier 3 and there's going to be professional development around that and then this is basically the budgetary implications so we are going to have a 0.2 position uh from boces who is going to be here once a week in addition to 11 days of support that person will be working around um helping us with our math implementation iready as well as doing some science support we're going to be purchasing our foundations consumables i will be doing all the professional development around guided reading and foundations we will there's going to be our hands-on kits that we're going to be buying as well as pd that's attached to it getting the addition of the teacher toolbox resource we will need obviously substitutes for when teachers have to go to their trainings even though right now all
057the trainings will be virtual but we still need to cover them procession hours for curriculum mapping design the other thing is that we are going to next year be looking at replacing our current math curriculum the curriculum that we're using is the one that's on the defunct engage new york engage new york's going to be phased out but we are using those modules those modules are aligned to common core common core is being phased out we need to find something that addresses the next generation standards the reason we can still use common core is our students are not being tested on common core yet they're going to be tested in the next they are being tested i'm sorry they're being tested on common core the next gen standards are going to be tested next year
058so we need to start looking for new materials it's not something that should be my decision it should be a district decision so there will be a committee that we can talk about looking at different programs having people come in and present and and so that we can make kind of like a really well informed decision as to what's going to be the best math curriculum for beacon city school district and again there's going to be also some professional learning for our building level administrators and most of the services will be through boces therefore it is aidable therefore it is sustainable questions i just want to quickly also throw out that just a reminder that we have the three uh one-year tosa positions to help a lot of this work so uh that we're funding
059through the federal funds so it's not a general budget but we have one that's going to focus on getting this seo work kind of coordinated and and more off the ground at the elementary level we have the position to help get the restorative practices work going uh you know more fully at the high school and then we have the uh the toast position for uh k-8 rti coordination so not all of what saggy was talking about but some you know we're trying to put some funding then next winter spring we can evaluate whether we want to continue any of those positions through the general budget but we saw the opportunity to fund them through the federal monies for this year and and you know see how effective they are but we're excited to have uh
060you know our own teachers helping with the work next year too that's a good presentation thank you matt i'm wondering if you could characterize it seems to me this is quite an upgrade from what we've been doing in the past so how would you put a metric on that are we doubling uh on professional development here or what um i mean pre the year before the pandemic we uh we had quite a bit going on and then um and then when you know the all the restrictions kind of became in place we we scaled back quite a bit from some of the virtual sessions some of the you know some of the sel work we're talking about i feel like though doing those trainings in a zoom environment maybe isn't always as effective but it's
061it's a it's a well articulated plan i mean one of the cool things um we didn't we didn't quite say it this way but you know we've been doing a number of student-focused groups um we administrators have been doing them um the folks helping us with the strategic planning have been uh doing some as well now the students may not always say it exactly the same way and they don't say it quite like i'm about to say it but the the need for uh sort of more hands-on science is something that you hear fourth graders say all the way to seniors and seniors in high school and so uh and so you know saggy moved up as a result from that feedback she moved up that science work and and kind of uh fast-tracked that
062a little bit too so um so anyway it is a huge huge increase from what we've been doing for the last two years for sure that's the short answer to what you're saying um but i i love that a lot of it's based on data but some of us based on data of listening to students and and you know they're really desiring more hands-on work and and i think i think the expectation that teachers just figure it out all on their own is just kind of a ridiculous notion i think saggy's really smart about that and so we've tried to look at some things that really support teachers in doing this they don't have to reinvent every single wheel and so i think having that science curriculum at the elementary level is going to be
063a real game-changer yeah thank you for all the work it's clearly oh so much thought and effort went into this and a lot of research and pulling together very i have to say a wide range of things it's been wonderful working here you know and i and i it's been i think i was telling emory yesterday how happy i am here you know i think there's such an any energy and such an enthusiasm and people want to do this work and everyone wants to roll up their sleeves and i have to say it's been a pleasure like it truly has been so i'm excited when i come to work so it's been it's been nice it's been my dream job so it's great in terms of the common core math moving into the next generation
064learning how different is it like that was such a big leap for people and um and it really freaked parents out and so i'm just wondering like okay so i i did have an opportunity when they first introduced the next generation standards to actually go up to albany i feel like it was like a thousand years ago right uh and what they did was they and actually i could do that in a presentation there is something called a crosswalk and what they've done is they actually show the common core standard and how the next gen standard looks different so there are some things that are the same you know but one of the things that they did was particularly in k2 they made some of the concepts more developmentally appropriate and what they did also
065was for teachers they provided more examples about what they meant about in terms of uh not fidelity um proficiency so that was kind of like a big deal like what does it mean when to be proficient in something so they really explained that for second grade it means that if a student can figure out an arithmetic problem tools they're considered proficient it doesn't have to be with automaticity so they actually took time to kind of explain that and they also created a bank of vocabulary words so the teachers can use as a reference and look at those modules one of the things that they also did there were certain concepts that were introduced in some gray levels that they actually removed and moved to upper grade levels so i think if i remember correctly fifth
066grade there was one unit that was moved out of fifth grade and put into sixth grade so there there are i have to say in i don't see a lot of changes in ela i did see some changes in math you know and what i could do i could send the crosswalk to to the board to look at because it's it's kind of there's an at a glance and it's it's pretty easy to follow and you're really able to see what those changes are so you can have as a reference i'd be curious to see yeah i can do that i have it all saved on my drive so um and then the only other question i had was just in terms of the workshop model um how different is that from the way teachers
067were teaching or were some teachers already sort of teaching that way or a lot of teachers were doing that um i i think what traditionally i think a lot of you know we i know i was an elementary teacher we tend to be journalists so and we think that reading is taught one way math is taught one way science is taught you know and what have you but really teaching is teaching and what i've seen a lot and this is everywhere with math that their the teacher does introduce a concept they do a problem together and then there's a lot then they go off and they do that independent work and the teacher walks around and checks and works individually sometimes with a student and then they review the problem so this the difference with
068this would be is that they would be actually pulling a group and the group that they're pulling is a group that they know may need extra assistance based on the work that they're producing it may be based on an assessment that they gave um because that gives i think more consistent direct instruction because i know and for me personally i struggled in math there were times that math class literally sounded like the charlie brown teacher and i had no idea what was going on and it was until this day i actually get anxiety when i walk into math classes it's like a it's like a like ptsd where i'm like i think i'm actually sweating you know because and i remember being that kid so i am kind of sensitive about students who struggle with
069math because they should match to be accessible to everyone and the one thing i will say about the modules that are online right now that we have to kind of move away from i do wish i learned that way because i do think that it's easier for kids to learn the concepts what i feel that i learned a lot was a lot of rote not every kid can memorize the timetables it doesn't mean they can't learn the timetables you know so i think there needs to be more of an emphasis on learning the concept even if it takes someone a little longer as opposed to this role automatic because it doesn't mean you know the concept right that was the one thing that i was impressed with with the common core math i know it's
070all problematic but that my kids were actually doing math in their head and i never learned to do math in my head and it seemed like a really valuable skill i still see them doing it you know and yeah so so i i have to say and the biggest problem with the common core was the rollout yeah i think that's what really caused and i i will say that when they initially came up um with the progressions in math like no one from the state is hearing right um i personally think that some of it was developmentally inappropriate yeah yeah i don't think our kids were ready for some of the concepts appr so yeah and and that'll get me started on that yes i just wanted to keep doing that um is there anyone
071else that had a question from the award okay thanks so much you're welcome thank you um can i have a motion to adjourn to executive session to review the employment history of a particular individual and to seek legal counsel from the school attorney and the board will return can i make a point of order can we pull two items from the cassette agenda and act upon them before so i'd like to make a motion to uh remove uh 14.04 j3 and 14.13 um from the consent agenda and vote on before we go to exactly a second for that second are there any comments or questions about that motion all in favor opposed i'm also in favor so we're seven seven to zero um so should we vote on individually so can i have a motion
072to approve 14.04 j3 it's almost second question what exactly is that is sorry my computer's about to it's instruction analyst appointments yeah but do you want to is there anybody you want to flag um basketball patrick shutters um coaching stipend comments or questions all in favor all right congratulations i'm also in favor anyone opposed sorry passes seven to zero and then can i have a motion to approve i'm sorry uh 14.13 so moved flora is there a second second comment to questions congratulations yeah yeah very exciting really happy to have you excited there we go all in favor aye aye aye anyone opposed i'm also in favor of passes seven to zero [Applause] so yeah i have to do the motion to go to adjourn to executive session to review the employment history of a
073particular individual and receive legal advice from the school attorney and the board will return in about uh so moved second anthony kristen comes for questions instructional personnel changes are agenda today item 14.10 revised moa with caop and item 14.11. revised side letter with bta i do not see any parent groups or school student presentations in the audience so we're going to move on to the superintendent's report all right i'm just going to provide a few quick updates on some things tonight number one is an update on our strategic planning work the strategic planning steering committee met last week and went over the data from the community survey that went out before spring break um we're going to do a more formal share the strategic planning committee needs to meet one more time to go over
074the data a little bit more but it's it's fair the data is very much in line with a lot of things that we're currently working on and some inspiration uh to do more so there's a lot of feedback around making our curriculum uh more diverse and reflective of our community uh also um also you know working on hiring for diversity among our uh instructional staff especially uh there was feedback about making uh communication while we did get some positive feedback on communication making communication consistent amongst all six schools clear regular timely communication from all aspects of the district there's also some really compelling feedback about just really expanding opportunities for all students and and making uh the opportunities that we have for students more accessible so if it's after school or before school type things
075both expanding what we do with students but also finding ways to get more students involved so we'll do more sharing on the strategic plan work i'm just giving a very quick overview on that but uh we have really exciting feedback and we're excited uh to be moving forward with that uh we're going to be doing some budget uh learn more about the budget events we're going to do one or two in-person events and we're going to do some zoom sessions as well we're working on the calendar we should have that finalized in the next couple of days i wanted to provide an update about pre-k so one of the things that has kind of become more official between board meetings is the pre-k contribution from the state so we did receive additional funds for pre-k
076from the state and i also wanted to provide just an update on you know we talked at the last word meeting about having the four full-time pre-k classes um one of each of our schools as i was kind of internally predicting those were going to fill up fast and indeed they have already uh at a pretty early stage uh so we we've been talking internally about using some of the new state funds uh to create a fifth class but we wanted to talk more formally about that at the next board meeting i would be a little bit more prepared but i wanted to kind of start previewing that um there certainly is uh um there certainly is in pretty high interest in the community for having more pre-k slots this expansion of pre-k funds also
077allows us to have more community slots at our uh community providers as well and we am i yes getting all that yes correct um i've also wanted to just sort of throw out um that you know the the capital project work is also moving along uh so we've been meeting regularly with the team the team is our architects our internal people um and uh and our construction management firm um so uh we're you know working on the bid process uh for this work coming up uh they're also getting final approvals from the state uh we'd like to do you know we're we're gonna be working on scheduling a full update to the board at a board meeting so meredith i'll speak to you about we can do something as early as the may 9th meeting
078or it could wait until the june 6th meeting but uh perry perry would do the bulk of that presentation um probably instead of having it zoomed in um but we'd like to you know it's a complicated project there's a lot of moving parts there's you know there are some supply chain kind of things that we're concerned about and we just wanted to but also just a lot of things moving forward so we wanted to provide a update to the full board coming up so i'll work with you on scheduling that uh and that's all i have for tonight can i just ask the question about the upk sure so the additional funding that you've got is tied to the still to per pupil right it's not it's it's still tied to the per pupil cost
079so they increase the amount of kids that they're giving funding for correct yeah because we received the additional money equated to 23 additional slots for children and the full-day program allows us a reimbursement of which is double um the amount that we would have gotten before so we were getting close to 20. you can't apply that to offset the cost because it's only like 60 percent funded it's it's historically been between 65 and 70 funded yes and so we envision that to be you know based on salaries and and you know creating the budget um we did have a conversation with the state senator matt and i um on a gym call and there is competitive funding available as well so um cassandra oysters our pre-k coordinator she and i are going to look into
080that as well as additional resources but would that help offset the cost is it is it like a grant we're applying for that we're going up here it's a competitive grant so we're going against other districts whereas the additional money that we were able to get in the state budget is ours and we are you know utilizing it um to increase the amount of kids that this is a really drawn out grant process i can't remember the details it could be yes yes we did not look into it last year it was available last year but with our with our model last year we didn't because we weren't utilizing our total allotment of pre-k money just because we didn't have the number of kids but we've seen you know a big interest in pre-k it's
081already full um and we're able to put um the remainder of the children to the cbos i would just like to see how the what it would cost a to sustain it if we do increase it to sustain it for the future years when they're giving us a they're basically off of the foundation aid i think the per pupil cost they might add a couple hundred dollars to it so we're 60 percent funded or 65 70 whatever it is for beacon how can we sustain that if we add and take advantage of it because it is tied to the additional students attending how can we sustain that going in future years so one of the things the state senator mentioned to us but this was a this was something that was a phase-in so he's
082anticipating over the next two to three years i know you're looking at longer than that but that this funding would either stay the same or increase because th this is the big initiative with the states no i just would say we put it in writing just like in 2008 with the foundation aid that will always be there and then it's not there right it's a very good point so like they say it but they don't put it in writing and and put it in in your district calculations and they'll say yeah it will be there it'll be there it'll be there and then it's not there similar to foundation and now they're trying to rectify that 12 years later 13 years later right i mean i think the one thing for vegan um some other
083districts and we had this conversation with with him and his assistant other districts never had pre-k before and are getting the pre-k funding so beacon was lucky enough to have funding before so we've utilized that plus been able to pay for some of it out of the general fund so it's not as big a hit for us because we try to maintain without you know raising the levy for pre-k because we've had it in our in our budget before whereas he was telling us some other districts are struggling to start the program because now they're taking an impact in their general funds as well so um i'm a little i'm curious if there's i mean it's a little bit of a hard thing to measure but i wonder if there's any data on in terms
084of having a pre-k program um and in in terms of just um reading levels and sort of you know there is but it's when it applies to students that are economically disadvantaged and students that don't have access to it so with the lottery system you can't pick right so it like i could apply for it and i could go in the lottery i could afford it right so it's not like we get to pick who we want to use it for 100 right so i mean like that data piece right some people would already have it i understand that but um so you know yeah you can't say that 100 of these kids would be costing the district in other first services later um that we would be avoiding that but but for some of
085them certainly could i mean but also some with a family one may get it and they can't afford the other one too because of the lottery it would be great if it was guaranteed and i'm not i don't want i'm not against upk i i think it's a great thing i think that the state should go all in and fund it uh appropriately but i also think that there's things that we need to do for our school age kids that we we're not doing yet that we need to address and to add additional costs as to 40 of a upk program that we would be putting general funds towards or federal funds right now right but general funds in the future that we're going to be putting towards that's taking away from what we could
086do for school-age kids so i think it sounds great it's something that the politicians are selling and they want to because it's a good feather in their cap when they're running but i think as a school district we have to look at it more granular to see how is it going to impact our school-aged kids so all you're asking for is that we run the numbers and look at the future costs of sustaining a program like this if we had to absorb it yeah and and where where is that money going now that we're taking because we it's in our budget we're going to expand where is that money going or is it taking away from the unappropriate fund balance so can we not save appropriately like i i'm not it's a thing though also
087because then if you don't take the money then it's you're not pushing that programming forward either in terms of i i think you're right we need to we need to be well i mean fundamentally correct me if or anybody correct me if i'm wrong in new york city it is fully funded yes and has been but the rest of the state it's not yeah yes and i i do think you know and i i've said it too um i think anthony's making a good point like it's no one ever talks about the fact that it's not fully funded they just say we're giving you more money for pre-k i mean i apprecia i really appreciate the efforts because they are trying to equalize this with new york city and that's always been a huge disparity
088um and i think it's right to point out too like it we it has to be available to everyone and through like a an absolutely give us the money but let us and say it has to be for pre-k but don't tie it to a per pupil don't tie it to it has to be a lottery system right so that's the piece that i i'm i have a hard time saying hey we're gonna do this we're gonna do this and they're dictating how we can use it and and let us decide what's best for our community and instead of saying oh we're going to fund the upk no you're not you're not you're tying our hands and it's not going to benefit our community to the best that it can so yeah you're putting the
089district to have a black eye to say you're not utilizing these funds well we're not utilizing these funds because we're worried about sustaining it or because it's taking 40 percent of our general funds away from school-age kids that we need to improve that we have time right that's the gift of time with pre-k so and i know that's a cliche to say no we want to use it for them but don't tie our hands on how we use it and i don't mean to come off harsh about upk because i'm a firm believer in upk my kids all went to upk and st to pre-k um and i just think that the state is advertising it that they're doing this great thing but they they they're not seeing what it's doing at a local level
090and how it could impact school-aged kids because resources have to be pulled from somewhere to to to do that sure no i completely understand i think we should put on the agenda yeah it's also something that should be communicated about the complexity of it because it's always hard to pull something back once you've given it to people and so if we do when we have these budget meetings and we talk about adopting the budget we should really talk about how we would have left this on the table if we didn't do it um we would have left this money we wouldn't have expanded this programming but that it's not it's not always going to be promised in the future i do think one thing that i think about related to um having access to a
091to a free pre-k program even if it's a lottery based one is simply that a lot of women left the workforce during covid because you could not you know there was no child care there was no options i mean the idea of even having three hours a day to put together a resume to be able to have like make some phone calls to do that stuff would be invaluable time and i do see some of the policies that are being put in around schools about addressing some gaps that opened up during the pandemic i think on a granular level you're right it's something that we can't say for sure that we're gonna sustain that we also can't say for sure that you know isn't coming as a trade-off and so that needs to be a
092wider community discussion for sure and i i i wanted to you know like i said kind of provide a quick update we were thinking at the may 9th board meeting you know possibly doing the capital project update in a more formal way and also talking about this a little bit more in depth too i mean however yeah you all want to go but it's i mean i you know eight years ago i was in ithaca and we were having a bad fiscal year and the thing that we started because if i had a huge pre-k program and the thing we started to cut back on was pre-k and we've had i had to say things that anthony's saying like we have to make sure k to 12 is functioning before we're off you know before
093we're offering this full because it was almost a full pre-k program for the community and i think they've been able to build it back a little bit since then but it's you know it is something it's a reality of it and it's hard once you start it yeah right you can't it's hard to take away because then that that's hard right and and stuff so i just want to be make sure make sure that we're doing our due diligence and and how is it going to impact the school age before we start something what do you mean like just not do it at all this year when we have monies and money attached to it yeah i need to know what what's going to be missing right i'm not i'm not i don't want to
094jump in i don't want to vote for something and that i don't know all the information and then say yeah i mean if it came up now i would vote no and it's hard to sell to sell me on what would make it better like those are questions that i have like how come the state can't say it's going to be guaranteed funding in future years and put it in writing they're saying it verbally how come they can't say that i think i mean i i completely hear you i i i think that it does mean taking advantage of something that we do have for this time period and i know it's hard to pull something back but i think if we with two things that we have here i'm sure matt like when you
095were in ithaca because there was a robust universal pre-k program i'm sure there was very little programming then for like a not a variety of programming for pre-k kids through other institutions so there wasn't an infrastructure we do have a pretty good infrastructure here in beacon for that so i think that if we bridge it for you know if we use this money for a while the ti for the period of time we have it it's we communicate that it's not a sustaining program it's something we're trying out as a pilot then we get to use the funds that are offered and you know i think address some some issues that arose during the pandemic that that this offers you know it's hard for somebody to s who hasn't been working to suddenly afford to
096pay for child care so if they if they have the option of giving their child enrichment and they win this lottery program and they can you know i do know people that i know somebody who does own one of the pre-k preschools here and they have people on their list who they've told you know it's a loss for them but they're like i know these families are having a rough time and they've told them to enter the lottery for this so it's you know just something that uh i think if we approach it as a pilot program but you know we'll all vote on it so okay i'll bring you back some financial information because we have been putting in a share of the general fund over the years because we've had the program so
097i think more app you're looking for not a bigger financial impact to the general fund right sure you have what you've been spending when it was a half day correct right but this this year you had what two full-day classrooms you had one full day one full-day classroom and then half day right how is it going to impact going to four full day possibly five what's the impact for four what's the possibility what's the impact what's the impact to the taxpayers that are going to hit the general fund right okay i'm i'm thinking it's pretty close to being even then if you're using federal funds what federal funds are we using because we know in 20 and 24 we're we're just using the upk funds and the regular share of general funds that we have
098and i'll show you all that i'd be more than happy so so uh america i gather what you're doing as an analysis to show scenarios i have to do a budget so i can show you a budget of the total budget for pre-k um how much is being paid by the upk money and how much the general fund is picking up okay thank you and now one thing just the amount of kids in the catcher because our a lot our reimbursement rate for full day is more than our half day so i'll show you that thank you okay moving on to committee reports and board comments john no comment melissa uh the next meeting of the policy committee is may 17th which is also the budget vote day um we'll be doing the policy meeting
099at 8 00 p.m that night right before the canvas of the votes here at least that's what's on my calendar i want to confirm was eight did eight work for i know kelly you had emailed me at some point about it and i can't remember if you asked for a slightly different time okay great what day was that the 17th the 17th it is still eight yes okay great oh my god oh no uh the curriculum committee has not met since our last board meeting is due to me it was going to meet tomorrow correct but it was canceled saggy curcum committee was canceled for tomorrow correct yes it was just the smaller communities yeah no other comments kristen uh the next facilities committee i had it in my mind and then everyone started throwing
100around dates i think it's may 9th may 12th may 12th yeah that's what i thought in finance that's right another tag team so let's just clarify the times on that then so uh seven four do we want to start earlier we usually do audit finance um at six and then do okay facilities at seven yeah that's it so seven at six in facilities at seven yep and that's sold um my only comment is thank you so much for the excellent uh professional development presentation it was really uh informative and reflects a lot of uh thought and hard work and we really appreciate it thank you craig yeah we didn't have audit and finance but we did at our previous meeting go over the internal auditor candidates and had presentations from each of their teams and
101left it to ann marie to go into do some due diligence on recommendations and references and so on and so the recommendation that comes in is on the agenda tonight and uh i think we're we had three good proposals i thought we did very well going out into the world of other folks from different areas and um i'm very happy that we're at the point of being able to do this and to keep on something resembling a schedule of activities that we have in mind so uh i think it's what 18 500 is the the price of their uh their bid and uh they're ready to roll so i'm pleased to see that thank you laura um the next meeting for the public relations advocacy and legislative committee is may 9th at 6. um i
102did just send around some stuff for us to work on leading up to that including advocacy around free universal school meals as well as communication like you know board roles and responsibilities in terms of communication with the public for the discussion at the meeting uh sorry for the delay on that and i'm also very very excited about what's coming for curriculum it uh and i love hearing when somebody who's taking care of our kids calls it their dream job that's my dream response so that's great um and that's it thank you um oh and i'm talking to kelly lapin tomorrow about the um connecting with lawrence and education coalition around the charter school bill so i'll excellent okay perfect um and i just wanted to let everyone know i attended a workshop for through nisba
103on friday about the superintendent's evaluation how to make it a more robust process and it was actually really helpful in terms of thinking about it as a year-long calendar process that we begin in the fall unlike the board evaluation it's not optional everyone's really supposed to do it or we're supposed to file something um and so i was going to add that to that was not a that was a passive regressive replay it was so i was going to add just that general idea of it being you know a full calendar to our school board handbook um and i'm looking at that i i just want to remind everyone that's a living document if anyone has anything that they want to add to it please feel free and i can send the link around if
104anyone wants to um and that's all for me so we don't have any new business tonight we have um under unfinished business we have a um we have the minutes from the um glass public relations committee meeting wasn't this voted down at a previous board meeting this was back baby oh so we just we can add it again and again it's resurrected you can't edit the same meeting i know i'm sure you know the people must know what happened um any other comments or questions i i had a conversation with anthony about um him not approving the minutes from various committees that are coming from um from board members and i think that maybe we came to a solution so oh that's exciting so we can you talk about actually the pr committee yes great
105and just in that conversation i said the same thing i said publicly at a board meeting yeah it's not a secret at all we're gonna it's gonna come from districts i didn't want them to think that i told said anything no i said the same thing that i said publicly no you didn't give an inch that's right that's important you can depend on that yeah so i'm safer budget and board candidates for boces so um can i have a motion to approve 13.81 the um dutchess posse's administrative budget for 22 20 20 22 23 so moved second laura craig um on any kind of questions all in favor opposed i am in favor it passes seven to zero are there any um nominees or any i guess we just vote for the two candidates that
106have been nominated so um can i have a so do we just vote sorry i didn't think about how this okay so i would like to um have a vote for the first one will be for ralph uh chiumento kill all in favor opposed seven to zero um and for gully stanford all in favor all right opposed i'm also in favor of pastor seven to zero the consent agenda the use of the consent agenda permits the board of education to make more effective use of its time by adopting a single motion to cover those relatively reaching matters which are included any member of the board who wishes to discuss individually a particular piece of business on the consent agenda may so indicate and that item will be considered and voted on separately thus preserving the
107right of all board members to be heard on any issue are there any items that any board members would like to have removed from the consent agenda just be mindful that we pulled to hurry yes anything else okay can i have a motion to approve 14.01 through 14 12 last 14 j3 so moved second kristen and anthony comments or questions all in favor opposed i'm in favor pass the 7-0 thanks have a good night everybody thank you