001Okay. Okay, I'd like to call the meeting to order. Start with the pledge of allegiance. Please stand. Thank you, Dennis. Do I have a second? >> Thank you, Trisha. All those in favor? I got approval of the minutes from the last meeting session. I'll take a motion session. I just wanted to Officer Bellow organizers helping organizes children organiz So I just wanted to thank We did change the date and the location of our fiesta fundraiser. It's now going to be held Sunday, October 19th from 3 to 6. That's an adult event. And then we are something new this year which is a gift card for the month of November. So details will be available on that at um some of the upcoming events that PTO meetings I'll start last week I did PTO meeting their
002first meeting of the year we had a great meeting had a lot of great events there's one thing that stuck with me that our principal said doing a great job was I take care of the adults so they take very good care of your kids and is an amazing place with our principal. Um, two issues did come up which I did was concerns about using class which we are studying this year and just a question. Anyone else go to a PTO meeting? They're all county association school representatives. Anyone? >> Yes, James. Thursday night we had our first legislative team meeting for the year. Uh we talked about the legislative handbook which will be available on their website. Really great a lot of great information there. We reviewed the um dinner we had last month with
003the Western New York region Keith Wy math teacher in Buffalo. Just a great talk really interesting person. Um they reviewed the uh the summer committee asked us and I gave a survey to all the board members and that about our summer priorities and they pretty much um mirror what we talked about here in Clarence. They wanted to focus on issues related to the internet ban focus on issues related to budgeting and state aid also focus on issues related to mental health and absenteeism. safety, the environment and climate control, focus on issues related to AI in the classroom, also related to workforce development, state imposed curriculum decisions, and finally focus on issues related to zero emission buses and um upcoming events. Uh there is a dinner with the uh commissioner of education on October 7th. Um
004and then the New York State School Board's convention is going to be in New York City this year and then the next two years is going to be in Buffalo. And I understand it's going to be on schedule two years in New York City, two years in Buffalo. Um and then there's some upcoming legislative event dessert events November 13 and November 20th. looking forward to being on the legislative team. >> Thank you, Dennis. Anyone else? >> I attended the delegate assembly. Most of my stuff to reiterate on October 7th, the commissioner of education is coming into town. So, they scheduled a dinner with Commissioner Rosa at Michael's. It'll begin at 5:30. And then on October 16th, is to talk about. >> Thank you, Trisha. >> And I can report on the finance committee. Um Cindy
005and I both attended that meeting and basically it was the first finance meeting of the school year for Erie County School Boards. We reviewed the budget, um the sponsor list, and upcoming events and promotions. And as always happens at the end of the meeting, we do a round table of items affecting districts. Um And then I'll just quickly run into we also have an executive board meeting coming up this Thursday which is the first of the school year. And that's it for me. >> Thank you. Um no further board reports. I'll turn it over to Dr. Frame for the superintendent report. >> Thank you President Boli. In just a minute Dr. Overhold and I will pop down to the mic and then will give our student representative report as well. I did just want to
006provide a reminder that several ago when the board scheduled meetings when they were focused on different buildings they would hold those meetings at the buildings and during the district had changed it practice for the last three or four years most of our meetings have been held in middle school auditorium our next meeting will be in the center library so we'll be switching our practice back to what it had been years ago so in the morning board members will take a tour of the building have a chance to interact with students and staff but when we library. I believe that we have updated all that information on our website if folks are interested in attending the meeting. But just wanted to emphasize that again we should be back for those five meetings a year that are
007held in different school. So that's a quick update and Dr. Liver that fell within that priority area. The first strategic priority area was people first always and it was reinforcing the fact that if you don't have a skilled principal or skilled teacher or skilled support staff member it will dramatically impact your school really focuses on the student learning experience. That's what we're going to talk about tonight. So, we're going to share some information on how the strategic planning committee talked about this issue connected to a board that this team has established and then Dr. All right. Um, for folks that may be joining us for the first time here at home tonight, um, and are not familiar with our strategic planning process, it may be worth just a moment or two to remind people about
008the tradition and process we use here in the district. Uh, for uh, really decades, we have a talented group of mixed stakeholders that come together on an annual basis. They look at quantitative information. At times they'll look at survey results and they'll try to come to consensus on different priority areas where we really should be shining a light and focusing our time. So we had spent a report at our last meeting really focused on this idea of people first always. Our presentation tonight is going to focus on a second uh draft priority area that centers on learning for a changing world and really talking about the student experience and what they have a chance to experience when they come here at school. You know, there's uh a reality that in New York State, the state
009education department sets standards and priority areas for the state, but there also is the reality that when it gets to the local level, things look and feel a little bit different based on region and based on school community. And so, we certainly are held to those different standards and regulations that come out from the state education department, but we also want to make sure we're responsive to the Clarence uh school community. And so when we had met as a strategic planning committee last year, the group had really talked about the fact that when we think about the country, uh there are some pretty significant changes that are going on right now. We're going to talk about some of those technology related changes at our next board meeting. But when we think about Western New York,
010there's a pretty special energy that has been a part of this corner of the world for a period of time now. Uh when we think about Western New York, it's an exciting place to be. When we think about things like technology, banking, uh we think about healthcare, we think about higher education, we think about different job opportunities and entrepreneurship. We have graduates that can come out of incredibly competitive programs, uh really, really talented um and competitive uh higher education programs, the military world of work, and they can come to Western New York because those opportunities are there. It was interesting at our mini conference session a couple weeks ago. I went to a really great session that was put on by the Clarence Town historian Joe McGrevy and it talked about the power of place
011and it talked about the history of Clarence and Clarence has always been a proud and successful community. It looks very different now than it did uh not just 150 years ago but 30 years ago or 20 years ago. And so when we think about uh your role as a governance team and our role as educators, it's to consider the changes in the community and make sure that those are reflected in different degrees and the learning experiences that we provide for students. So when we think about this priority area of learning for a changing world, it's recognizing that we're in a pretty special community at a pretty special place in time and we need to be intentional about giving kids the opportunities and experiences that are really going to catapult them down any path it is
012that they choose to follow. So this priority area centers on providing learning opportunities that reflect a changing region and world. And there really are three different sort of subcategories in this strategic priority area. The first is to really push into connections and partnerships. There are about 700 public school districts in New York State and a lot of them uh would bend over backwards would do somersaults to have some of the resources and opportunities that we have in our backyard. We don't have to look far to see parents, community members, businesses, hospitals, colleges, uh all these different organizations where we can take students, they can leverage things like guest speakers and internships, practicum experiences so that we can really create a diverse group of experiences for uh students and uh students here in Clarence. So, it's
013really looking at this idea of connections and partnerships and saying how do we go even further? I would just remind people that we're not starting from scratch. I was at a Academy of Business and Finance meeting a couple of weeks ago and looking around the room at board members that are providing really incredible experiences for students and I was speaking with a student in the Academy of Business and Finance who I've gotten to know over the last couple years. She just completed an an everyday paid internship at Roswell as a part of the Academy of Business and Finance doing cutting edge research. And you sort of think that just doesn't happen in every school district. So, how do we think about expanding those type of opportunities for our kids so that when they're applying to
014college, they're going into the armed forces. They're thinking about the world of work. They're at the top of the pile. They are super competitive when they think about the next steps uh in their certainly professional life. The second part uh really talks about skills and perspectives and the state has actually done a lot of interesting work in this area connected to its blueprint for a portrait of a graduate and the state education department over a multi-year period of time has put forth proposals. It's gathered feedback. It has revised its proposals, but it's really looking at with a portrait of a graduate, what's the core academic information that students need to be able to master and demonstrate. And then what do they need in order to be success successful professionals, successful human beings, contributing members of
015a community? And they've boiled it down to six different attributes uh that they're talking about as a portrait of a graduate. And you'll see some of those listed under the skills and perspectives. And so for us, it's saying how can we be intentional about drawing these strands through our experiences for students. So it's not just the core academic parts of their program, but really making sure they're successful and thriving young people. So the first part is talking about leveraging and enhancing those connections and partnerships. The second piece is really thinking about those skills and perspectives that students need to be able to master and demonstrate. And here's where Dr. overholds u presentation is going to drill deeper tonight into this second sort of subcategory. And then the third one really uh keys in on the
016concept of leadership and learning and recognizing that for folks like me who completed their teacher training back in the late 90s and and early 2000s, we weren't talking about AI and we weren't talking about some of the different things that educators have to grapple with today. And so there's an obligation for educators to continue developing professionally, not just in silos, but as teams so that we're able to create the experiences and the structures that we need to provide cutting edge learning experiences for our students. And so for us as educators, certainly as members of a leadership team, saying what are those learning experiences that we need to be investing in so that we can be keeping Clarence at the front of the pack when we think about this learning for a changing world. So with
017that, I'm going to turn things over to Dr. Overhalt. I would really encourage the B the board though as we're listening to this strategic priority area. As we're listening to Dr. Overhold, if there are comments or qu questions, really create a dialogue because this also tightly aligns with one of the priority areas that this team has established. The board last year had adopted a multi-year uh uh goal area that really uh has some strong connective tissue with this. I would just remind folks again that when we think about the portrait of a graduate and we think about this area, this really is something that we want to tailor uh to this the unique the unique needs of the Clarence School community and to our students um and to use in many ways the state as
018a guide but to make sure it's meeting the needs of our kids. So with that I'll turn things over to Dr. Overall to talk a little bit more about portrait of a graduate. >> Thank you Dr. Frame. Um so first and foremost Dr. frame had had mentioned uh the extensive feedback that the state had received by way of stakeholder meetings and that h happened over a number of years with that work really commencing in 2019. So what you have before you in terms of what is the portrait of a graduate, this is actually defined um currently at the state level as a shared vision that defines the knowledge, skills and disposition students need to be academically prepared, future ready and equipped to thrive in an interconnected world. So again in thinking about that and bringing
019that into the local context of Clarence, what really does this work look like for us? Um and again really to kind of summarize those that this big picture the big picture the portrait of a graduate it's preparing students for life work and community having a whole student focus really again thinking about the strong foundations we want our students to walk away with and ensuring that they're well-rounded adults. So the portrait of a graduate implementation is actually um kind of a subset of four transformations of a larger statewide initiative entitled New York inspires. So in addition to the portrait of a graduate which I'm going to take you on a deeper dive of this evening, we also are going to look at uh a new credit system that will be coming forth. Along with that, we'll
020be moving beyond regent examinations. I'm going to talk a little bit about what that means. this evening and also the state will be moving to one universal diploma. This is a little difficult to see um maybe for for those in the back, but what I wanted to do is talk a little bit more about the six attributes of a portrait of a graduate. Again, um these are the skills, the knowledge, and the dispositions we would want every student to have upon graduation. So, I'm going to just kind of walk us through um what each of those six attributes are and really also talk a little bit about where do we already have prime examples of of this work happening already within the district. So, when we think about students being academically prepared, our graduates must
021have a strong foundation in the New York State standards so that they are ready for college, career, service, and life. So again, when we're looking at our current course offerings, we have a number of college credit bearing courses. Students can again participate in multiple pathways towards graduation. We have dual enrollment, for example, courses that are offered through uh the Syracuse University Project Advance. We have articulated programming with ECC as well. We also offer a number of advanced placement courses. Again, all of those experiences allowing students to earn credit prior to them departing and and going on to to college and career. When we think about a creative innovator, we want our students to use their imagination and be flexible thinkers to solve problems and create new ideas. And again, this is supported when we look
022at our current course offerings. We have a expansive visual and performing arts program. also uh our STEM coursework in addition project lead the way would all be examples of where again we provide this opportunity for students to gain this attribute. Graduates must be able to analyze information, evaluate evidence and make connections to address complex issues. So we again when we think about opportunities where where students can be critical thinkers, capstone style projects, um the course AP research, this is a new course offering just this year where students will be able to participate in what is much like a mini dissertation. So they identify a problem of practice. They then do an extensive uh literature research and then at the culminating uh point of the the course they then present their findings. Um the seal of
023civic readiness is another example of where students have the opportunity to be a critical thinker. Similarly within the uh seal students also have to identify a a problem within their community and then research that problem and then present on it. Um when we think about an effective communicator students must be able to clearly and confidently express ideas while engaging in engaging diverse audiences. So again, we think about our extensive performing arts programs where we have these opportunities. In addition, students have opportunities uh to write a across the curriculum. We want graduates who act responsibly and ethically in local, global, and digital communities and value diversity. So again, when we think about programming already in place, service learning, our national honor society projects, the seal of biiteracy as well as our unified programming are all strong
024examples of where students uh again can demonstrate their ability to be a global citizen. Ultimately, we aim for our students to be self-aware, goal oriented, resilient, and also to prioritize their own well-being. So, in thinking about that, you know, work-based learning, internships, career counseling, inventories, all help prepare students for life beyond high school. One of the things as we were thinking about already looking at what we're offering in terms of internships, really expanding, Dr. Frame used the word expanding what we're already doing. Um, one of the, um, major projects at hand is currently to build out our repository of sorts of, uh, community partnerships and community connections. So, we have a very robust academy of business and finance where we have built in those partnerships, but how are we able to further expand into uh,
025the community building partnerships with industry and organizations? Um, you had mentioned Dr. frame one of the presentations during the mini conference. I also would like to hi highlight a presentation from uh local um businessman Dominic Cortiz. He came in and presented to a group of teachers about uh the work of Cortiz and looking specifically at the skills and dispositions they're looking for in future employees. So again, this is a real opportunity for us as a district to build out on those partnerships uh that we have uh locally here in Western New York. So in thinking about the portrait of a graduate, this really truly is going to be our compass um in terms of of next steps. So initially looking at inventorying and auditing our curriculum instruction and our assessments really to determine where those
026six attributes lie. That is the work before us that we're already starting to do as I just provided a few examples in the last slide. Again, we need to ensure that the the uh learning is student centered that it's projectbased. Again, we're looking for authentic performance learning opportunities and again focusing on whole student development. I had mentioned before the portrait of a graduate is one of the four transformations. The new credit system is another one of the transformations brought forth and this is still evolving but again the the concept here the idea is that we will be we will be able to create a more personalized and and flexible learning experience for all students. So um but always thinking about the fact that we want to be reflective of students demonstrating their competencies. we will
027need to adhere to a system. We are waiting for go awaiting guidance still from SED in terms of what that credit system is going to look like. Um but we already again by way of the attributes can start planning forth moving beyond regions examinations is the third transformation. I want to dispel a misconception. Um in conversations uh folks have asked are the regions going away? are they no longer? That is not true. Um the regents are still going to be in place. Uh they are still going to be a measure towards graduation. What we are going to be looking towards are multiple ways for students to be able to to demonstrate their proficiency uh and or mastery and skill development beyond that. So that will be there will be multiple options in terms of students
028being able to demonstrate their understanding. So again, I want to emphasize there is a reduction but not an elimination in the region's examinations. Again, allowing us to increase in different forms of performance-based learning as well as assessments for students to demonstrate their understanding. And the last transformation is the uh universal diploma. Again, that ensures equitable rec recognition for all students. And again, this will allow for students to have um again a personalized journey in terms of where um they have been able to um advance themselves. So we have the opportunity here for an advanced designation endorsement, seal of civic readiness and the seal of bit literacy. This is just to name a few. There are going to be multiple endorsements that are going to be available to students. So I wanted to provide a timeline
029for the changes. So really this was initiated uh as a planning year last year in 2425. The state at that point was still finalizing the portrait of a graduate and then this past July the board of regents adopted the current uh portrait that we're we're providing to you this evening. We also as a district looked at possible implementation strategies which I'm going to talk a little bit more in the coming slides. The installation will happen from 2025 to 2027. And really this will be the time for us as a district to build the capacity of our leadership team specifically in that of performance-based uh assessment and learning. be looking to again provide teacher training that will come in 2627 with the new credit system introduction phasing in with the 2027 cohort. So when I say
030cohort 2027 that would be when the student is entering the students are entering their freshman year. So the freshman year of 2027, the initial implementation, the one diploma system will begin um along with the new assessment methods to start between 2027 and 2029 with full implementation with cohort 2029. So that is the graduating class of 2033. So that would be our current fifth graders. uh it will be for those students a complete system transformation and along with that new transcript requirements. So what does this mean for our students? So when we think about our current 11th and 12th graders very little changes. So we have current credit requirements and diplomas they will still apply for those students in that middle cohort group. So graduating classes 28 through 30, we will see assessments, the regions exam
031specifically being decoupled. In fall of 2027, we'll be moving to one diplomaite. The credit requirements will stay uh current what we're current what we currently have in place with again a deemphasis on the region's exams. Students entering 9th grade in 2029. So again, this is the first class that will be fully impacted by the change. the class of 2033, the new system begins. So, it will be the new credit system. Students must show skills in the portrait of a graduate. Those would be the attributes that I reviewed uh earlier as well as more flexible ways for students to learn and earn credits. So, the current planning and preparation that's underway, I had mentioned that we had started this work last year. So we really began the conversation uh with our administrative team last year and
032along with the administrative team, our teacher leaders uh ship department, our department chairs really presenting to them the key components and timelines as I've shared this evening. Clarence also was on the forefront of this work. We have initiated a regional partnership with modern learners. There are a number of districts who are now participating in this work. So it allows us to collaborate as a region to move this initiative forward. And we've also uh implemented teachers on special assignment at the secondary level. That is Kate Lucia on the left and Gretchen Row on the right. And they have already dove into this work are meeting with teachers and talking about uh what potential uh changes are on the forefront in terms of the portrait of the graduate. Um, so with that, it was a quick summary
033of the portrait of a graduate. I'm happy to take any questions from the board. >> Can you just explain um the decoupling of the assessments? >> Sure. So what what we envision at this point is that the student would not necessarily have to pass the regions to pass the course. What we would anticipate though is there needs to be something in lie of an assessment in lie of the regions where a student could demonstrate their proficiency. So again, it's multiple opportunities for students to demonstrate proficiency outside of that just the regions. >> So give us an example of something outside. So, so in other words, as opposed to taking the regent exam, a student can um have a performance-based assessment. It could be a presentation that they give to a panel of individuals um that
034that would um allow them to demonstrate their their understanding in a particular subject area. So, it's not the traditional standardized assessment that they would um sit for, but rather it would be more performance-based in nature. will um teachers teaching those courses um have to offer those options by 2027. That is what we're anticipating. Yes. So that that is what the state has put out in their timelines. So we're being extremely proactive in expecting that that will be >> quite frankly the state's expectation that there will be alternate routes that will be provided to students in lie of the regent's exam >> because that actually is coming up kind of fast. >> It is. So we we are not wasting any time and we are getting right to work. >> Good job. >> Yeah. Thank you.
035Thank you, Dr. Overhold. Um, maybe just one comment and then even a quick story. Um, and the comment would be this that the state has done a nice job in identifying uh the importance of what they're looking for the attributes. They have not laid out the specifics in terms of how districts are to get there. So, when you look at their timeline, they really have built in a fairly long runway uh for them to be able to do that. So we look at the next year and a half, two years, they're really doing a lot of educating. When we think about this priority area, we're talking about deepening those regional partnerships. We're talking about some of these kill core skills and attributes and um that are found in the portrait of a graduate. And then
036we're thinking about learning and leadership. If we think about the concept of a garden, we're really doing work on the soil. Sometimes I'll tell the story of Chinese bamboo and it makes Kristen roll her eyes and fact check me on the computer. But if you've ever heard of Chinese bamboo when you plant it and you uh are thinking about the soil, you have to water it and fertilize it, water and fertilize and water and fertilize it. And you would think at some point you're going to see a shootute and you're going to see growth and a year goes by and nothing happens. and a second year goes by and a third year goes by and a fourth year goes by and the fifth year goes by and in year five Chinese bamboo will grow 60
03770 80 90 feet in the period of five or 6 weeks and it's not that nothing is happening in the soil. A lot is happening in the soil. It's just getting it ready for that growth. And so when we think about where we are right now, it really is working with the soil in terms of deepening some of those connections that we have. It's talking about a TOSA leadership team, putting them in place so they're able to really push into professional development, joining a learning um a modern learners community in Western New York of schools that are talking and thinking about the same stuff. And then recognizing that if we're doing that work with the soil once we get a little bit more direction, we're really going to be able to accelerate things and and
038do some pretty cool things for kids in a way that fits here in our Clarence community. So, we thank you for your um uh time and attention tonight. And we have one more report and that is Avery with our report from uh regarding the student body. So Avery um come on up here. >> Thank you Dr. Overhaul. >> You fall sports are back in action at Clarence. The modified junior varsity and varsity football teams, volleyball teams, soccer teams, cross country, girls tennis team, and field hockey teams are all thriving with most sports winning more than half of their games. In fact, most teams have only one or two losses on their belts. Both varsity volleyball teams just won a tournament this past weekend. Keep up the good work, student athletes. Both the boys and girls
039soccer teams hosted a community day with Top Soccer, an organization for children and adults with mental and physical disabilities. The student athletes worked together with their buddies to help create a fun event for all to enjoy and play soccer. This past week, the top 10 students in the class of 2026 were notified and celebrated for their hard work they've shown through their high school careers. Congratulations to these students for all of their dedication and hard work. Fourth grade students at Clarence Center, Sheran Hill, Ledview, and Harris Hill recently started to learn musical instruments. These elementary students were given the choice of instrument and with the help of their music teachers, they began their music path in school. And finally, Sheridan Hills fifth grade class taught by Miss Mica honored the events of 911 by showing
040appreciation towards local first responders. All students made cards for a member of the New York State Police and the Clarence Unifi Clarence Center Fire Department and showed their gratitude for all that these first responders do to make our community safe and homes our homes and communities safe. Before you leave the podium, you also participated on a statewide Zoom this past Yeah. What was it? Thursday or Friday morning. Would you be able to just comment on what that was? >> So, yeah, it was a Zoom meeting. Oh, sorry. It was like a Zoom meeting and it was held by the New York State board I think and it had like speakers um talk about like the senator um Shelley Mayor and then like the leader of the board of regents and someone from the assembly and
041it was a really neat experience. Um I think this is the first year that the law was passed that each school board has to have a member. So it was really cool. I know like a bunch of other students like from other schools like this was maybe they were the first representative for their school. So it was really cool to just see like all these really big people in education just talk and get to like know and get to see them speak and it was really a neat >> pretty highowered panel of folks that were speaking. Appreciate you taking time out of your busy schedule to to engage with groups for student leaders from across the state. So thanks Avery. >> Thank you Avery. >> Thank you. >> And that is it for reports this
042evening. President. >> Thank you, Dr. Frame. Next, we have public comment. Public comment um just under the ground rules are limited to three minutes. So, you come up if you can state your name and address um and your topic. And um we ask you refrain from naming students or teachers or staff. We can take that offline if you want to talk about a specific individual. So, I will start with Miss Rod. I will start with Mr. Rod. [Music] Hi, I'm Steve Rot. Uh lived in Clarence for 26 years. Uh live on 5825 Goodidge Road. Um like to talk about uh something that's happened to us. Um, we ended up with a uh in in our 13-year-old's class a trans um aid uh that I'd like to just uh give my thoughts and opinions on that.
043We've already made some shifts to manage that ourselves, but we think that it's worth uh discussing or putting it out there what we think about it and uh hopefully it does some good. So, uh I'll read it because it's a little long and I'm just going to try and get in three minutes here. So, uh, my wife and I have been put into predicament, one of one set by the state and government, um, in schools. Our 13-year-old was put in a classroom with a trans, uh, transgender male aid. Uh, as I mentioned, uh, this this aid sometimes sports a beard and wears women's clothes. Our child with the rest of the students have been instructed to call this man miss. We met with a superintendent uh who explained that the law allows and insists transgender
044people as a protected group uh just like brown people and women etc. uh and be considered for employment and cannot be discriminated against. So in theory they had to hire him and certainly can't fire him without obvious clear-cut safety or competence issues. I can understand the trouble that the school has been subject to and I also get the impression that they are sympathetic to the people who are trans. So it's not in their minds to not make these hires. This being true even though in the United States trans better known as gender dysphoria is still considered a mental illness and those in the group are unfortunately unstable to the point where 40% have tried suicide. That's the ones who tried it. The rest presumably are not even thinking about it. Or maybe they are. Anyway,
045not the most stable group of people to choose from to hire in charge with the care and protection of our children at this middle school impressionable age. Not to mention the extravulnerable group of the special ed kids. These kids can't help but read this acceptance and insistence on joining in this fantasy as it's okay. It's an okay life choice because it's fully accepted by the parents, teachers, administrators, and superintendent. It's not surprising as a result that there is an epidemic of trans kids. Suddenly, a whole industry is being has come to life in the medical community to block our kids from normal life, to chop off body parts and wreck them irrevocably. Sounds a bit dystopian, but here it is today. and brought to you by the geniuses who run your government and schools. The
046question is, do you agree? Are you in favor of staying on this slippery slope? Is it safe to have this unstable group in charge of your kids, our kids? This is not a stress-free job to deal with kids, and the instability is more likely to rear its head. So, I we for one or two have a clear head on this, even if others don't. harm has and will come to kids subject to this foolishness. And it's not and it's up to the people who know this to speak up and to try and push back as we can even to the state levels. And I don't think it is loving to encourage the lie or confusion and then to teach it to our kids to participate in the lie and confusion to force the lie confusion
047on them or face expulsion. Please do what you can to stop this madness. Thank you. Thank you. >> Hi, Lisa Rock. I live at the same address, Clarence, since 1999. Um, I'm inspired to talk to the board today because of Charlie Kirk. I have to be honest with you, my heart is absolutely broken that this man, this 31-year-old man was assassinated um for a differing opinion and because of his love of free speech. I'm inspired by him because he made it very clear that his very first priority was following Jesus Christ. And I'm going to tell you right now, that is my first priority. And you can think what you may and I can fall down and fail every single day which I do but it is absolutely the most important thing in my life.
048Then comes my family. My family who I want to protect. So, I'm going to speak now and say to you that I, like Charlie, have deep belief that the Bible is true and what it says in the Bible is accurate. And we are to love God first and foremost with all of our soul. And you can do that or not do that to your detriment or whatever. But I can tell you that it also says in the Bible that there are two genders, male and female. There's no I'm going to be something different when I get older in there. He doesn't make mistakes. God doesn't make mistakes. He didn't make a mistake by the tragic loss of Charlie Kirk. It was tragic, but this will rise up and be something more. The people that have
049followed him are going to be a louder voice. I'm standing here because I am inspired by him. You cannot change your DNA. you will be whatever you were born. So, when Elliot told us that he had a guy that kind of dressed like a girl, I'm sorry, I shouldn't name my son. Uh, in his classroom, we were like, honestly, first we were angry, but then I was sad cuz I'm thinking, how do we handle this? How do we go about, you know, letting our points be known and disagreeing with this without truly upsetting and completely changing this kid's life? because we're our first thought was well time to pull him and go to a private school or home school which he was vehemently opposed to and he's you know made the volleyball team. He's super
050excited about life here at the middle school. He's he loves it loves it but we our decision was to then change his designation. He was a special ed kid. This is a 15 to1 classroom. This aid works with these kids at least two and twoirds hours a day, 160 minutes. And you cannot tell me that you as a parent or a grandparent would not take a very close look at who was watching your children or your grandchildren for 3 hours a day. You wouldn't just hand them off to some stranger. You probably wouldn't hand them off to me cuz I have opposing views. You needed to like stop and think how are we affecting our kids? These kids being young like this are very impressionable. As like my husband said, if you think that kids
051don't think that this is okay because these adults are promoting this, you're wrong. I'm not saying that I want to be unloving, but I love my family first. I want to protect my kids. what was h what has happened here and completely off script which is probably over three minutes now uh was really just a crazy thing for the school district and I know to be quite honest with you I look at this school particularly the middle school pulled up here with all the rainbows uh on the front windows for the first two weeks of school gone miraculously by parent teacher night uh and then I'm thinking I know where their their priorities lie I joked with Dr. frame. I said, I know where the priorities lie here. I said, I want to have a
052bucktooth son or child month to celebrate my kid. You know, you don't celebrate my kid. You celebrate the minority. Nobody should be celebrated. Everybody should be celebrated. Do what you want, but honestly, it's not fair. So, now we are totally cool with this hiring tutors. I'm a math teacher. I'll work with them. Maybe this was God's will for him to get into regular classes. Who knows? It's exciting. We're excited. But this was not good decision-making by the school board here. I don't you guys aren't the higher by Mr. You, sir. I'm not won't use your name. Uh and by the people here within the Clarence Middle School. So that's it. Thank you very much for your time. >> Thank you. Mr. Can I just uh make a brief comment? >> Sure. Um and Miss Rot,
053you are at u most board meetings and um you know that there are times public comment is made where just listen. There are sometimes where I'll try to answer a quick question or offer a comment. Um I would like to acknowledge that when it comes to issues of uh gender um one not look far to to understand that it's a complex topic and there are many different viewpoints. Um I would like to thank you and Steve for a respectful conversation uh regarding the topic. uh several days ago. I felt like you were willing to listen and I appreciated that knowing that it is a complex topic. Um I do want to be very clear though that we are um as a country and one of the reasons that makes us great a country of laws
054and we are a school district of laws. So the same laws that give you the ability to um offer public comment tonight and express your faith uh are important laws for our country and again we are an organization of laws. We are the largest employer in the town of Clarence. We employ close to 750 full or part-time uh individuals. And when you visit the career section of our website, it talks about the fact that we do not discriminate based on age, race, creed, uh uh national origin, sexual orientation, gender, disability, disability, marital status, and so on and so forth. That's not just a saying. That is the law, and that is an important part of us as an employer in the district. And so when we think about hiring anyone from an administrator to uh
055a teacher aid um uh to a member of our faculty uh we are following appropriate laws and our uh our primary focus our only focus is to make sure that they are qualified and able to work with students. And so I just want to make sure that I'm crystal clear about that because as soon as we start going away from that commitment we're in a place that none of us are going to like. And I would just offer a comment that as you stood here tonight and and offered your personal beliefs on faith, those would not be held against you if you applied for a position here because we are a country and an organization of law. So um again, I think it's important uh for us to be clear about who we are as
056an employer uh when it comes to making those types of decisions. So thank you. >> Thank you, Dr. Frank. Moving on to finance. >> Dr. Grubka, >> thank you. >> You're welcome. Today I am asking for approval of two transportation contracts for the 2526 school year. Approval to engage in a solar pilot with clearance one solar. Um this approval is going to be dependent upon a local decision to engage in a separate exemption under local law um 184 which we will discuss at our finance committee. um approval of the disposal of a vehicle um due to poor condition and age and approval of our driver education contract for the 2026 calendar year. >> Thank you, Dr. Grapha. Any comments or questions on items F1 through F4? Hearing none, I'll take a motion to approve items
057F1 through F4. >> I'll make a motion. >> Thank you. >> I'll second. >> Thank you, Mike. All those in favor? I >> personnel instructional >> a very short instructional list this evening we are amending one department chair rate because the number of people changed in that department appointments we have some extracurricular positions for the high school as well as well as some fall sports appointments P3 is curriculum writing projects from Dr. overhaul and P4 changes to our substitute list. >> Thank you. Any questions? Items P1 through P4 hearing. None. I'll take a motion. >> I'll make I'll make >> I have a second. >> Second. >> Thank you, Trisha. All those in favor? >> I motion passes. Items P5. Um, Mr. Michelle, you're next. >> Uh, non-instructional. We have some resignations, one being from
058an aid, but we also have two retirements. Chris Shank who's provided us with eight years of service to our students and Carl Haste 33 years. Good luck to both of them in retirement. Changes in status are increases in eight hours to support students. Prior appointments, we have a couple of aids, one monitor and an appointment for a teacher aid as well. P9 is the resolution for confidential secretaries and P10 being the changes to our substitute list. >> Thank you. Any questions or comments? Items P5 through P9. Hearing none. I'll take a motion. >> I'll make a motion. >> Thank you, Dennis. Do I have a second? >> Second. >> Thank you, Trisha. All those in favor? I >> motion passes. Special needs and student activities. Mushka, >> the committee on special education met for seven
059days and is requesting the approval of the recommended services for 17 students. The committee on preschool special education met for 5 days and is requesting the approval of recommended services for nine students. >> Thank you. Any questions, M. Shushka hearing. None. I'll take a motion to approve items S1 and S2. >> I'll make a motion. >> Thank you, Mike. Do I have a second? >> I'll second. >> Thank you, Adrian. All those in favor? I >> I The motion passes. For development policy, code of contact. Dr. Frame. >> Yes. There is one item for uh action tonight is is it is a revision of our code of conduct. Each spring, Mr. Michelle uh engages a small group of people to do a revision of the code of conduct. that it is posted for uh public
060comment and then it's adopted by the board of education. We had made some revisions with regard to the internet uh enabled device law that went into effect for this school year and Miss Snyder caught um an inconsistency between two different parts of the code of conduct. So we went back we made some revisions to a paragraph and one of the sub bullets that came afterward. It it doesn't change any of the substance but it does make sure that the two different sections are aligned. So, thank you, Miss Snder, for the quick catch. Uh, it is a revised code of conduct, and that's the one changing. >> Thank you, Dr. Frame. Do I have a motion to approve item B1? >> I'll make a motion. >> Thank you, Don. Do I have a second? >> Second.
061>> Thank you, Trisha. All those in favor? >> I um that brings our meeting to a close. We have a schedule of upcoming meetings. As noted, our next meeting is at Clearance Center, elementary school in the library in October. Upcoming events are also in there. I'll take a motion to adjurnn. >> I'll make a motion. >> Thank you, Dennis. Do I have a second? I'll second. Thank you, Mike. All those in favor? >> I I motion passes. >> Have a good evening.