001Good evening and welcome to tonight Co City School District Board of Education meeting. I'd like to call the meeting to order at 6:15 p.m. If you could please just stand for the pledge of allegiance. I aliance to the flag of the stands nationy for all. Please note the emergency exits. There was two on the side and the door that you came in. We would need out front. Can we please have a roll call? >> Mr. Jackson >> here. >> Mrs. Snider >> here. >> Mrs. Gendron >> here. >> Mrs. Paradis >> excused. >> Mr. Gerros >> here. >> Mrs. Furwell >> here. >> And Mrs. Giller, >> I'm here. >> First off, thank you for your patience. Uh, we were in exact session for a student matter. So, thank you very much for waiting. Um,
002at this time, I will turn it over to Superintendent O'Shea for our district reports. >> Thank you. Good evening. And I'm going to start by introducing Christian Gun, our music teacher and director extraordinaire. And take it away. >> Thank you for having us all here tonight, everybody. Um so we are here to tell you about Big Fish, our musical happening next weekend. Um kids going to work really, really, really exceptionally hard on this one. This is um with the point we're at right now, this is significantly more difficult than any show that we've done before and they are pulling it off um with exceptional standards above what we have done in the past. Um I think for those of you who have been to see uh some of our last couple of shows, this is
003going to be a stark difference from a lot of what we have done with our past couple of shows. this one, you know, last year we um we wanted to have a very like, you know, well-known uh series of shows that could that everybody knew or everybody would love. Um this one is, I think, one that is going to uh hit home a little bit harder, I think, especially for some of the parents out there. um the the whole story of Big Fish. I'm not going to get into the whole story, but the whole story of Big Fish kind of um circles around um a father and his son as they kind of grow up as they grow up and you know, the father comes towards the end of his life and the son is
004growing up and having kids of his own and it's it is a real heavy-hitting show and it is an absolutely beautiful show. Um and we're very excited for you guys to uh to be able to see it all. Um the kids have come almost the entire cast come today to be able to perform um the opening number from it for you. So you can see uh a little snippet of the uh the energy of the show. So I hope you enjoy. What possible could be anything you desire anything to create somewhere in the darkness storywhere surprise waits for me to tell it my own Be the hero of your story. Be the champion of your people. You can rise to be her. Now best part of an adventure is the people that meet. I said
005she died. >> Terrified. Hey, what if I said I'm in a giant wastist in a cave? What if I claim Iver brave. Oh my everyone is true her kiss your little Every go and see what's waiting till it's done. every story in the mist when she You know story beautiful day I met the special fisherman. You see >> YOU GOT TO HELP ME BACK AS A FISH. MY FAMILY'S GOING TO STARVE. That's the issue, my friend. The fish are sleeping. You got to get them moving. Try the ele now. Let me see what you got now. Come on. You too. >> Couldn't we just give her some money? time. Give a man a fish and feed him for a day. Teach a man fish and feed him for a laugh. Teach a man, you will
006be his soul. >> Oh yeah. Let's go. future Glorjoice. Dragon World. So, it's a big show. There's a lot going on with it. Um, it's an absolutely beautiful story of a, you know, a father telling stories to his son as his son grows up as bedtime stories and his son kind of reconciling with the fact that these exaggerated stories he heard about his dad's life and he thinks he doesn't know his dad, his dad might have lied to him and like trying to reconcile his father's identity and their relationship. It's an absolutely beautiful story. Um, and we hope everyone is able to make it out to see it. Um, obviously for uh for our board members, we have tickets uh being held at the door for you guys that will be specifically for you guys
007to pick up if um if you are so able and willing to join us uh for performances. Uh performances are the 26th, 27th, 28th, and 29th of March. That's next Thursday, Friday, Saturday, Sunday. Uh Thursday, Friday, and Saturday are at 7 o'clock and Sunday is at 2 p.m. We are very, very excited to have you all. We're very excited to be able to present this show. has been this is a show that I have been gearing up towards being able to do for the last three years. This show has like been in my sights for the last three years. I've been trying to find the right way to make this one make it to our stage and I'm very very excited that we finally have the the the right stars aligned to be able to
008do it. So hopefully you are able to come and see it. Uh I know you're going to enjoy are able to come out. So thank you coming. >> I'm just very very excited. Period. Like I want to go with that. So following that exciting presentation, we have some more exciting stuff to have to talk about here. So as we are as we are moving the screen so that everyone can see um I can share a few updates with you. Um Stacy do that do you have any updates? No. Okay. Um so make sure I have the right pages. So, I think you saw that we communicated uh regarding our enhanced screening devices at the uh high school um that went out. It's on our website. It went out through parents square. There is um information
009session on Saturday night uh and staff are in tomorrow and Thursday on on the device and then they will continue training for the next week as um so that is ready to go for the third and then uh just I have one other update. I just wanted to make the board aware that um as you know our future ready pathways program has um students who are able to earn up to six credits and complete one or more and complete here. We've received some requests from parents students who are not uh to have their students complete their senior year asking if they can do so um if they pay tuition speaking with Laura Carlo and the high school staff. Um there are some concerns about about that. So concern were able to plan with the RP
010in terms of what's being offered um and the trajectory of courses. Um so we wouldn't know the impact from year to year that this could potentially have on senior level courses and offerings. Therefore maybe we could not um offer certain courses. Uh one of the couple of the other issues are right now through um FRP there's a clearly articulated plan through through guidance. So, um if the students are at Hudson Valley and not through that program, um then it would be difficult um to track the courses and how they relate to in terms of um the high school principal being able to award credit. Um the counselors at the Hudson Valley would then really need to, you know, know what those courses would be. Uh and then also in terms of regions, exams, etc., Amora
011reached out to some neighboring uh schools and um their feedback was that they do not do this. I mean if students graduate early um yes but not as part of of you know regular offering. So I just wanted to just make you aware of that. So our decision um you know is is going to be you know if you look at it further in future years it's studied more closely but at this point in time you know our decision is to not you know not have that be an offering. I just wanted to make you aware of that. Thank you. >> Thank you. And now that was a filler without my notes. >> That was great. >> Yeah. So, I'm gonna turn this over to Greg Coke from CSR all too. >> You could have
012just had them sing another song, you know, on your own. >> Wait, we were told that you were going to do that. No, >> that's that's later. I'm not the hero. >> Okay. >> Be the hero later. Um, thank you for uh letting us uh present to you again tonight. Uh, we wanted to give you a couple updates. um some of the work we've been things we've been working on over the last month. Um obviously Paul Cole's here with me tonight and Dave brought uh Dave is one of our mechanical designers who's been working on the the HBAC assessment uh portion. So Dave's going to going to speak a little bit on on the the process that we've made there. So um we're going to tag tag team this a little bit tonight. Um three
013main topics. We're going to touch on the PA system and the security system upgrades. We touched on that last month, but we didn't we didn't have a lot of information to share on that. That's still an ongoing process, but we do have we do have some updates tonight. Then the mechanical equipment, the HBAC audit, we're going to go through uh we completed it. Last time we were here, there were some some some uh holes that we still had to fill, some numbers that we were confirming. So, we're going to touch on that and Dave will give you a summary a summary of that. Um, and one of the things we want to try to encourage tonight and and put in your minds is um, as we move forward, um, there's kind of two components of
014that. Where you stand now with your with your mechanical equipment and where you want to go. So, we'll talk a little bit about the kind of the philosophy of um you know, if you do want to move to air conditioning and how that actually happens because it really has a big impact on um budgeting and how we kind of strategize uh that next step. So, that's kind of long-term thinking, but we want to we want to put that in your minds now. And then we'll touch on the building condition survey. Um, we talked on that last year, last time that we're going to start that this summer, but again, that that becomes kind of outside of the mechanical system, the other the other pieces to the puzzle as you start to plan plan the future
015and develop your five-year plan. So, um, the PA system, Paul kind of give you the the update on where we stand with that. So um working working with the engineers we've evaluated two buildings identified um for the for the items that are on the screen adding message boards uh for the PA function the place for speakers. adding extra large message boards and public spaces, adding blue lights, uh security notification, enhancing the security features of cameras, door access control and intrusion detection, utilizing the existing Cat 6 cabling as possible and uh working on the pilot project in the middle school. So, three rooms currently are up and running. Uh there's two more rooms underway as well. So the trial runs on that is underway and middle school and dance for the priorities. So that's what was
016developed as the budget. So visual graphic of what those large high displays are in the classrooms, then in the larger gyms, cafeterias, the extra large IP display. and then the ceiling speaker. So basically middle school on the on the left hand side on the right hand side and all the all the kind of various symbols for the different for the different items the blue lights or ceiling mounted analog speakers typically in corridors which is that large displays in classrooms the extra large displays again in cafeterias and the gyms larger spaces exterior IP speakers, IP phone uh connections for your offices and your small spaces a secondary speaker certain rooms like not sure the pointer will work but in the technology room where there's a storage area off off the main technology room there's a secondary
017speaker located there and then the wall mounted analog speakers some of those occurred in the the toilets I believe the next slide I'll jump over to the cameras. So this was um shared information from the district. The last time the the cameras were evaluated was prior to CO in 2019. So this information has been gathered by the engineers and shared for budget. Uh so it's not in the slide but sort of came kind of after the slides went out but we do have some budgetary numbers based on this. So for just Van Skike in the middle school um the allin construction of the cameras and PA clocks uh plus some contingency and escalation and incidentals was roughly around an 800,000 number for those two buildings. When we extrapolated that for for all the buildings in
018the district, the all-in number was closer to 2.5 million. >> Yeah. So the so the idea here was to kind of develop a template of of what features we might want to implement at the other buildings and using the middle school advance site kind of as the you know the guinea pigs. How much is this actually going to cost when we apply that template across the whole building? Um, so that's that's the numbers that we just that we just got and we're kind of processing now. But kind of gives you an order of magnitude that that to do all this um you know that that's kind of where we stand. And of course some of it could be phased, right? You don't have to replace all your cameras in one shot, but you know uh
019we've gotten some some information as to where cameras might be faulty, where you might have some areas that need more coverage, uh analog versus digital cameras. So, um, again, it's kind of just kind of developing that template for moving forward and as we go. You know, there's, you know, Paul just showed the two plans here, but we have all the plans for all the levels in the building and then we we'll apply that to all the other schools. That's actually a pretty good snapshot though because the middle school ads they're so they're you know pretty different you know as far as the vintages and the size and the complexity of the spaces. So moving thank you for having me. Um thank uh moving on for the kind of goal and status of the HVACR. I
020know this is my first time in front of you guys. So what we've been doing is evaluating the condition of all mechanical systems across the district identifying the age of them and relative to the predetermined acceptable useful life. So Ashray American Society of Heating Refrigeration Air Conditioning Engineers has determined what a typical style piece of equipment would have for an expected life. And so what we've done is we've gone through the district and evaluated the conditions of those pieces of mechanical equipment and identified what the vintages of those are. Taking from there, what we did was create a cost estimate based on replacing those equipment one for one. What would it take to bring that up to today's standard as far as equipment condition, not go above and beyond to add air conditioning or further.
021We've identified some areas that would need to be conditioned. They are currently uh non-conditioned spaces. So, as part of any process, we would add ventilation to those spaces. And that's what we have been doing. The last piece that is remaining for the investigation is roof work. Obviously, this snow has just finally melted for another year. Hopefully, it's gone for good. Uh so we do need to get over the April break here. We're going to be on buildings and investigating the roof and the status of the roof equipment because it wasn't accessible before. Uh as well as that same time frame working with PJ to get access to all the IT closets. Um we met with him previously to identify what would be need to be addressed for IT cooling in the district as well. And
022in the estimate here, we've also included that as a separate line item. So that is clear to you guys as well. Um as we continue from here we will be moving towards the BCS and the five-year plan and that's where we will be looking to identify what is the procedure and which we would like to go forward. Is there a design intent that the district would like? Are we looking for air conditioning in large group spaces? Are we looking for air conditioning in all second floors or raised floors? Are we looking for air conditioning across the entire district? those are all going to be vastly different numbers and it's where it's really hard to address what that cost would be. So as we continue to move forward with that with the board and with facilities
023committee look to identify what the district would like to have. Um and then also as a component to that what style of air conditioning and what is important to it. Is green energy going towards a geothermal a more important idea or is it more unitary and traditional style less costly upfront traditionally air conditioning systems. So here is the budgeting that we put together. We've broken it down by building and by two different categories. So what we are addressing here is the HVAC life expectancy past it can be confusing things. I just want to draw attention to that. So this is status of equipment that is past expected life per. So we've created a column for 0 to 10 years and then more than 10 years past expected life. So that would be generally speaking a
024higher priority item to identify. So some key pieces of equipment for that would be like the air handlers over at Harmony Hill. I know Harmony Hill is the newest building, but for the most part has been untouched since it was built. So those equipment are now approaching that 40-year age, which you know, you think about a house, you know, it's getting older. Um, as well, there are some original equipment at the uh high school down in the uh large group space outside of the primary gym. There are some original 1960s7s air handlers that could be or should be addressed in the future. The bottom line there is the IT cooling. So that is addressing IT cooling throughout the entire district based off the information we have and I have the conversations with PJ. So that
025would be addressing the main data closets as well as the secondary data closets. We all know that everything's going more and more digital and we're putting more and more on that infrastructure. So as that continues to happen, we're needing more and more cooling in these data closets. So this will be addressing all of the data closet cooling that is needed throughout the district. One thing I would add on on that the data closet number it's you look at it it's a big number. Um there is very specific mechanical equipment associated with data rooms. So not only is it cooling but in the winter months when it's so dry right now you're actually humidifying uh those spaces in the winter months. So it's not just a summer solution when it's hot, but you might be fluctuating
026back and forth between cooling and humidifying on the same day, right? So those units are very uh specific to that. It's not it's not as simple as just putting in a you know a through wall unit. Although that will work and a lot of times that does happen, you know, when you're when you're stressed for, you know, your room's 110 degrees and you got to throw cooling in it. But um that does drive the cost up for those for those spaces. >> Yeah. computer room air conditioning. We've identified the two main locations for those would be the primary and secondary main district IT rooms uh as the most sensitive. the general speaking nick uh network closets that you would have with general switching and such in different floors of the buildings and those would receive
027a more traditional wall split system versus identifying a computer room specialty unit for the more sensitive locations of the district storage and I would throw out again sorry on this one slide when we were here last time I think we might have had three priorities or maybe even four priorities on this slide. We just thought that was a little bit um maybe there's a little bit too confusing and there was too many options there. It was really just, you know, let's just summarize this and try to try to tighten up the numbers a little bit. And you can see the numbers have been rounded off because this isn't an exact science yet. These aren't quotes. These aren't, you know, uh formal estimates. They're they're kind of order of magnitude budgets. So that's why we kind
028of adjusted it in that manner. Tell me. All right. So, so uh um BCS, that's uh that's coming up this summer, right? The building condition survey, we do it every five years. Um the mechanical assessment is actually a good a good start to that because a lot of that a lot of that information will be will be covered there. But um the intention really is get that get that fieldwork done this summer. We have to report it back to the SED by uh March of of the following year. But that really um sets you up for your your five-year plan, right? And I think moving forward with the facility committee and the and the board obviously kind of assessing where you guys want to go and once we get that PCS done again we'll start
029to uh prioritize the items there that need work. Um if you remember that's broken down we we have to put budgets um to anything that's got less than a 5year life. So, um, based upon that number of mechanical equipment, you're going to see at least all that stuff in the BCS because that's we know that's over less than a 5year life. So, um, so that'll come up uh, you know, at the end of the year that we'll start to review that with you and then, um, use that to start planning, you know, if you want to do go forward with something next year um, in May or something in the future. So, uh, that's that's the plan there. Again, any health and safety items, the BCS categories for health and safety items and structural items,
030we'll bring that to the forefront of the priorities. And and if you remember in the last project, that was kind of one of the determining factors. And the last project was let's get all those un those unacceptable and health and safety items taken care of. So, that was a big driver whatever that was six, seven years ago when we voted on that one. But um so that again I would imagine would be one of the driving factors as we move forward. >> Any questions on anything? >> There's a lot. >> Yeah. Well, it's not as fun as the you know be be a hero but >> um so you said that these are preliminary numbers um you know based on your best estimates right? >> Yeah. Um so when we are talking about um building
031budgets around this andor capital projects um you know is any is are any of these figures eligible for for grants? I know that you discussed you know potential um you know energy efficient options. Um you know our governor is certainly pushing some energy efficient uh plans out there. Just curious if this is if these numbers are are intended to be solely funded by uh the district and taxpayers or if we have thought or is it aidable uh is there any aidable portions where you know I do understand it's like you purchase this year you get aid next year and or in a threeyear span depending upon what type of aid it is. I don't know, but I I guess I'm just curious if you can speak to that a little bit as far as um
032you know what these numbers mean because when you look at it, it's it's overwhelming a little bit, but also not sure if we've looked into other options. So, um, yeah, there there's a lot there and some of it is is somewhat um, uh, ambiguous at this point, but all this stuff, generally speaking, when you do renovation work, it's aidable. Now, when you especially when you're talking about things that are over 15 years old, because if you're doing something like replacing a, you know, a boiler, one of the first questions SED asks is, how old was it? How old is it? because they they want to make sure they're not still paying for it, right? So, if they're paying aid for something out for 15 years, they want to make sure that we're replacing something that's
033at least 15 years old. Otherwise, they're paying for it twice, right, at the same time. So, that's that's kind of the first thing that drives if it's if it receives a The second thing is your maximum cost allowance. So each building there's a convoluted formula based upon enrollment uh in the building generates a maximum cost allowance. So you have one for uh renovations and you know it's x amount of dollars $10 million at a building. So, if you're doing a project that exceeds that maximum cost allowance, even though it's work that's eligible for aid, if you exceed your maximum cost allowance, it won't be aided, right? So, they're going to say, okay, we can we'll let you do work on that building up to $10 million. If we went over there and said, we we've
034got 12 million, they'd say you can still do the work, but that $2 million would be on the taxpayer. So um so I would say generally speaking we would work to stay underneath your maximum cost allowance and that resets um a project um when that cost comes off the maximum cost allowance that resets every 5 years. It's five years from the date of the approval. So like the project we're just finishing right. So if if phase one of our project was approved, you know, four years ago, next year that aid comes back to you. So you don't wait the 15 years that you're getting aid, but the maximum cost allowance resets in five years. So we work pretty tightly with your fiscal advisor to kind of plan when you have one retiring debt and two
035when you have your maximum cost allowance resets. Um you mentioned uh grants and things. Um we do pursue grants pretty vigorously. Dave actually um working with another district right now. >> The one the one caveat I'd say is we don't we don't like the plan on grants because they changed they have they have you know they they terminate the end all of a sudden it's not funded. It goes away. So it's almost like you know a bonus at the end we submit because there's there there's there's nice grants there's national grid through the utilities. So they are available and we will be looking for them especially on things like mechanical equipment because lighting mechanical equipment those grants are out there and to your point you know the governor is very heavy on this idea of
036the clean heat. Um that's been the grants that have been out there. You know a lot of people heard it in the news and such. The difficulty with telling you where that stands today is those are looking at a 100% renewable electric uh installation. So for most of the buildings and most of the district and equipment it is fed from a boiler. So from a clean heat perspective that is using a carbon burning fossil fuel source to heat the space. So that's where you would be looking at something and from a design approach, you know, we would get into that with the facilities committee and and the board itself. Do you look towards a clean heat approvable project like a geothermal system where geothermal is running off of completely electricity, not using fossil burning equipment?
037That's where you can look into those grants. But it's tough where we stand today to say yes, you could get 30%, yes, you know, or no, you've done. There's too many unknowns on what direction the district would like to go and how do we proceed to answer that holistically. >> I understand. Also, it's tough for us to make a decision and to go forward on the priorities that you guys have indicated without having information like that, right? So, I mean, we understand there's definitely fluctuations all the time in what's out there, what's available, how long it's available for. You know, also fully understanding that when you're looking at a scope of a project where you're doing a full replacement for an entire building, you need to have consistency in materials and consistency in workflow. Like,
038I get all of those things. Um, I think that, you know, at least for me, um, it's easier to look at in in pieces and parts, even though I understand there needs to be like a a holistic presentation to say, you know, this is this is, you know, what we're looking at, understanding that there has to be connectivity, but we have to be able to kind of parse it out in our brains as as far as like where where that cost comes from, where the expenditure come from, where the disruption of education comes from, you know, all of those things. So, um, yeah, I I guess that's kind of what's in my brain as I'm looking at all this. It's it's a lot of information, necessary information. It's just trying to wrap my brain around
039how does that, you know, turn into work. >> Does that make sense? Um >> yeah, >> this is part of um the planning process for the additional referendum that will be on the ballot this May. >> Um so the establishment of a capital reserve in the amount of $20 million over a 10-year period. Um so this is the uh starting point of what we know we need and then there's other variables we don't know yet what we need. um after the building condition survey is completed, things are obviously going to pop up and then we have to have the conversation of what areas are we going to look to to cool um with the new regulations as far as the extreme heat protocol. So, uh, this is all just a starting point of where we
040are. Um, what are what are the known expenses? Um, and then what what else do we think um we'll need? And obviously, we're going to have to work together to prioritize all those needs because they're going to exceed the $20 million. We know that, right? Right. Um, so we're going to have to work together um with the community through the facilities committee to identify what the priorities are um with always keeping um health and safety as a top priority obviously, >> right? >> Um we will be able to um move one existing reserve, the tax certiary reserve. Um if the public does approve that, we'll be able to move that balance into the reserve right away. Um so that's over a million dollars and then we do have existing operating surplus that we'd be able
041to move uh pretty pretty quickly into that reserve. Um and so we've been looking to to move quickly on creating the work um in the following year with the idea to have the work being manageable. um because typically it would happen over the summer so that we're not um disrupting education obviously. Um so I would envision that the first year might be a higher ticket based on the age of some of our equipment and then hopefully we could normalize it out and maybe have 2 million each summer uh looking outward. But it's going to depend on what the needs are and what the costs are and what we're able um to fund. And that would not be borrowing. It would be through um some not through raising taxes. It would be >> and that's what
042I wanted to be clear like the the goal with this project similar to the current project that we're in is to fund uh without taxpayer increase. >> Correct. >> Yeah. I I mean nobody is going to be able to see the these things, you know, things that happen inside, you know, the building as far as Hback, you know, it's not not going to be um you know, the bells and whistles that that you're used to when you're going out for a capital project. But I think, you know, for sure we're seeing that there is an importance um to maintain a a maintenance schedule and replacement schedule as we do with our IT equipment for our buildings so that we don't get to a place where we have items that are, you know, 15 plus years
043um out of life. So, okay. Any any questions from the board? >> Well, thank you very much for this presentation. I appreciate it. I don't mean to put you on the hot seat with some of the questions, but you know, I have questions. >> We'd ra we'd rather hear the questions so we can respond, you know, >> and we may have more. >> Yeah, that's that's fine. Thank you. >> Thank you so much. >> Thank you. So at this point in time we will have our elementary budget presentation starting with principal Mark Perry from Health PJ. >> Yes. >> Okay. Good evening. How's everybody? Um I'm gonna have Cece come up and sing was fantastic. Um we've had a lot of things we're really really proud of this year already. Um, one of the biggest
044things we work with Julie Carol, our Bosey's um, um, literacy coach, and we've done a lot of different things with writing. If you go to Harmony Hill right now, there's writing all over well, not on the walls, but um, but they they show a lot of growth. We we go to the faculty meetings and for example, kindergarten. Last time we spotlighted two or three grades. Last time we spotlighted kindergarten, they showed where they were in the beginning of the year versus now. Just tremendous growth. Um they're they're they're doing some alignment with reading with the with some of the writing that they have to do. They're really really doing a nice job. Uh we added a fourth B um to be kind. I forget that probably once a day when I say don't forget the
045three B as well. It's a fourth B. It's it's kind it it's a welcome addition. We the kids like it. We've done a lot of be a lot of a lot of kindness activities too at our at our assemblies and so forth. Um community building um it's uh students and staff are working really really hard together to to continue to make it a welcome environment. It's it's uh uh we're doing a lot of different things. Again, that's along with the kindness effort as well. So um I could go on and on for things that we're proud of at Harmony Hill this year. this eye chart. This is our our enrollment. If you look over here, this is where we are right now. Projected um the biggest thing that I want I want everybody to look
046at is is our ENL. We have a current ENL because we're housing all of them. As everybody knows, we're at 54 ENLs right now. We we um we've done a fantastic job over the years designing programs and and aligning everything with their needs. We're at two sections per grade level of ENL's um high needs and and not necessarily high needs. So again, we're 54. When they go back in the fall, they go back to their home schools. Um we're going to go from 54 to 18. Um and we'll go back we'll retract back to one classroom or grade level um for for ENLs. So that's our that's our really our biggest thing. Another thing too, we do we we've had this huge bubble coming from from kindergarteners two grade levels. Um this year it's in
047third and fourth. Um right here in third and fourth. Next year with with um some leaving us, we're going to be able to it's coming down a little bit. Um if you look at the the numbers for um fourth and fifth next year I'm projecting 59 bodies and 63 59 and fourth 63 and fifth I I right now I've got four sections of third four sections of fourth that's going to go to fourth and fifth next year I'm I'm looking to see okay if I could take one of those fourths I'm either going to go in fourth or fifth I don't know that I'm going to need it in both if you look at the numbers It looks like number-wise it should be in fifth grade. However, um that has those ENL kids, we we
048ordered those kids to stay the fourth going to fifth. We offered them to stay if they wanted to stay. Four opted to stay. So, we're we're at six. But if you look at the needs, if you look at the needs, we're going to have to look at look at it as a building and be able to put in leadership team and and uh see where the biggest needs are. And then we'll we'll put that fourth section where that biggest need is. It might not necessarily be that we need to get um to get the the students per section down. It might be because we because of the needs of of all the of all the uh different kits. So, we're going to we're going to be discussing that probably going to have one of those
049to be a fourth section. Long explanation, but it it it's even a longer trying to figure out process. So, we have to start the process now. our I rating data. This is another chart. Um on this side it this this is a reading of at the top math on the bottom. If you look at mid or above grade level, that's where you want as many kids as possible. So from the fall to winter, we do this is the diagnostic and um um what you look for is growth. We want this number to go up and this number to go down. This is three or more grade levels below where where they where they are. And we went from 12% to 8%. So we did see a nice 4% drop in those months. Over here we
050had a nice nice growth from seven to 19% in the highest category. So we want we want as many in these couple c in these couple columns right here as possible. Same thing with math. and and then when spring comes along, this number will be we're hoping this gets something to be about 60 to 65%. We're we're hope we're hopeful of that. And then winter uh or excuse me, uh math we have a little bit little bit less. Um and you'll see one of one of our needs is to get a little bit of math uh help. Um so uh those are are reading and math version things that we're looking for are requests our uh additional math provider for K2 we have uh 35 actually he's shifted a little bit he's taking some second
051grader second graders second through fourth and he's also taking some fifth grade fifth graders as well uh so we're looking for a math AIS uh provider for K2 and substitute teachers. We are at a critical space. I I don't know what my I think my filler rate is under 20% of what we request for for substitutes uh throughout the year. So, we have a real big need for subs across the district. Um we also have a big need of um when we have a little bit of an increase in discipline. I don't have anything that I can really do besides call the parents, maybe bring them down uh for lunch, have lunch in the office. Not a whole lot else I could do. The buildings are talking about um trying to be able to offer
052a an afterchool detention. We've never at an elementary level had that. We've never ne necessarily need needed it, but we need it now. there's there's a little bit of a rise in some of these some of these kids that u just need something else to say okay you know what I don't want to do that because I don't want to stay after school on this nice 65 70°ree day so um so what we're thinking about doing what we'd like to be able to do is offer 45 minute uh detention three times a week as needed you know might might not be three days but we might need one or two days or possibly three days that week we're going to look for uh after school detention 45 minutes three times a week. Again, that's just
053it's a deterrent, right? We're look for progressive discipline and uh hopefully we don't have to go any further than that. I mean, we there's still some suspension because they still you still, you know, they they cross that threshold, but uh this we're hoping is a good deterrent for those those uh some of those little guys. Place our D boards. We've got I still have 10 Dell boards um which are the the oldest interactives that we've got. Um so I'm going to work um I talked to Stacy a little bit. I'm going to work with PJ and hopefully kind of um rate which ones are the worst of the 10. Uh if we can replace as many now as possible uh before the before the before the beginning of next year. If I could if I
054could get um four to five of those 10, I'd be I'd be in really really good shape. And then um we have we have a level reader library which meets which meets the needs of the kids from kindergarten all the way through fifth grade and beyond. It is old. The the the titles are old. We some of the teachers go and get the books and they bring it bring it to the class and the kids are like, "What's that? What's that?" So, we're looking at um redoing our our level reader library um sprucing that up with some new titles across the board. So, those are those are big requests. >> Any questions for Mr. Perry? That was easy. Great. >> So, interim principal Mark Peterson. One of the tough things the past few months is
055when you say Mark P, you have to go to the next letter. So, Mr. Pi, >> yes. Good evening and thanks for having me back. I'm really enjoying it. I want to start first off by recognizing some of the teachers from the elementary school. Miss Sesame, Miss Kio, Miss Quinnland, Miss Skidmore, and Miss Craraver who are here as moral support. So, thank you. Um, the elementary school has had a lot to be thankful for this year, to be proud of this year. Starting with the collaboration among the staff. Um, this is a building that since I've walked in, I noticed that all the teachers, they have been working together as a team. um the support is there whenever there's a behavioral issue. There's usually a team of people rushing towards the area where the need
056is the need exists. And so it's it's a building that together they're thriving. They're working as a team. And that's one of the things these by the way are things that came about from our building team members. So they have all seen and met the need um the same um collaboration and support amongst themselves. The same thing that I have also identified they came up with this. So I could have written the script just the same and it would not have changed. Um they're also thankful and appreciative of the fact that they were able to get additional time with an instructional coach this year from OC's um who has been in there helping especially our new teachers um helping them to honing their skill on their skill to help them to become better teachers and
057even some of the veteran teachers I've seen working with her meeting with her from time to time. So they are very thankful that at least this year they're able to have that in place and have the time with which to meet with this individual. Um the family connection that we continue to have um parent breakfast and PTO involvement in the building, the quality involvement that the PTO has brought to the building um they're very thankful for. a simple little thing as the lobby of the building. Um, I don't even remember what color it was. As soon as it disappeared, it was like gone forever. Yeah. Out of sight, out of mind. But there are simple little things that made big differences in the building. So just a little paint across the the lobby and in
058the cafeteria and the main office. And if you step in the building, it looks much brighter than it was before. Before it looked very gingy. Now it's looks very inviting. So they're appreciative of that too. Um, this year they also had an a reset room where students with behavioral issues weren't able to go from time to time or they just needed a timeout to just compose themselves to go back to class that was available and still is now and um we're going to talk a little more about that um later on. They were appreciative of this because it gave the teachers more opportunity to teach without constant interruption. And these are some of the people who from time to time would also rush toward the needs whenever a teacher needed some assistance. The reset room
059staff members, we have one teaching assistant and one teacher aid there and they would also go to render assistance and take a child for a walk or just oppose him or herself. So it was a great addition to the building this year. These are our numbers this year. Over here current numbers and on this side we have our projected numbers. If you notice our numbers are very stable. and we're going to be at 325. The main difference is the fact as Mark mentioned uh Mark is unholding some of the ENL students. They're coming back to their home buildings and we are receiving the lion share of them. 23. So our numbers went up by just that much. Um but we're happy that they're coming back to they're coming to um Lancing and we're making the
060preparations necessary for them. But overall the numbers have not changed drastically just the addition of ENL 23 ENL students or I read the data as Mark explained this side of the of the chart we need to see the numbers here in um increase 8 to 15 1 to 10, 4 to 13. Over this side, they should be decreasing. And as you can see that we have made beans in all areas. They are decreasing where they should be decreasing and increasing where they should be increasing. We are hopeful that with the spring assessment, the numbers will continue to also increase. So there are gains being made throughout the building at all grade levels. our needs for 2026 25 27 um you're going to see a similar theme among um the elementary schools and um we did
061not use a cheat sheet it's just that based on what we are working with now in the buildings it seems like we have the similar needs um we too are looking at asking for a math AIS teacher. We currently have AIS, math AIS 3 to 5, but we have none K to2. Similar situation I just heard Mark mention. Um, we think it would benefit our students greater if we could start giving them AIS from the earlier stage and as they go up they would be stronger in math. So we are currently seeking a math as teacher. I mentioned earlier that I'll mention more about the um um our reset room. We have one teaching assistant there and one teacher in there currently but it's a grant-f funed program. Next year we want to retain these
062people so we can continue to utilize them because the need is still going to be there. So we want to make sure that we do not lose those two persons after school detention. Again like Mark said there is no deterrence for student um misbehaving. Um there's no attend, no detention, nothing. Um similarly to what Mark is doing, I would bring them in and we have they have lunch detention with me. Some of them like that. So it's not that much of a different um so we'd like to make sure that we have some form of consequence, meaningful consequence that we can give students. There are some situations where the the infraction does not warrant major consequence like a suspension, but then the students also need to learn that actions have consequences. And so we're looking
063also to have a detention program in instilled in the element in the Nancy. The final request we're looking for is to have and this came from speaking with all the teachers in the building particularly the senior teachers the veteran teachers they would like to see a teacher leader for each of the core subject math ELA social studies and science someone who could be the um the glue that binds all the c the curricula in the four courses. subjects who could be the leazison on make sure that everything is done in a streamline approach along each subject area and that person could be a leazison on to administration so we know exactly what is going on across the various content area currently with everyone doing is our earththing or is earththing apart from Mr. for funding.
064Um, everyone could be doing things peace meal. It would be good if we have one streamlined approach and we know where everyone is, um, what they need to do, what needs to be done, where do we need to shore up things. Um, so a teacher leader in those positions who could do be the glue to bind all of these all the teachers together and all the core subject. we think would be of a tremendous asset to the building. So these are our wish lists for the 2026 27 school year. Questions? Can I just ask what that what the teacher leader model what what does that look like? Because in our secondary positions it's less it's less FTE is that or no it's it's just in addition. So, it's just a stipen and that person, how
065would they then go about their day in supporting um other staff if they have a classroom? I I guess I'm just curious how that works and and it's just because we haven't done that at elementary level before. >> Right. The details of this we have not yet fleshed out at the element at Lancing. However, in other schools that I have seen it done, it's similar to what you have mentioned that there's a stipen or that person may have a few periods off to do some of the work necessary. So, we have not fleshed out the details how best it would work. We just know that the need is there. >> Thank you. >> You're welcome. >> Um was speaking with Julie Harrell on that. um she does have other districts that do have um this
066in place in the elementary. So she said that there are models out there. So it would be something to just again kind of look for explore what's what's out there and how that could potentially work. But there there are local school districts that >> Thank you. >> Okay. Any further questions? >> Thank you very much. >> Thank you. Jacqueline Nera, principal Van Skype great school. >> Good evening. Um, as my colleagues have said, we feel like we have a lot to be proud of at Bansky grade school as well this year, but we're highlighting three things. First, um, the co-eing model in kindergarten. Um in um last spring, Carrie Messi and I were looking at the projections for um students um with special needs who are coming into the kindergarten districtwide um and looking at
067you know the number of classrooms we had and looking at some of the students and what their needs were. Um there was a question of do these students fit into a functional skills classroom? Do they fit into gened classrooms? And there were some of them that you're just like we're not sure. So Karen and I talked about it and we said um you know is this something we can think about for this coming year and so Karen and I talked about it. We talked to Miss O'Shea um and we thought you know what let's explore this idea. Um we approached the classroom teacher in my building um Carrie Bennett to see if she would be interested in it and she was and um it took off from there and I think um between Karen and
068I we um got the group together the team identified who they would be. We did um past visits to Bernox Westerlo and to South Colony where they had similar models happening in their kindergarten. Um then we um also had some PD in the summertime with the teachers with Boseies um and things kicked off in September and I would say I think that is going really really well and I think it's been a great model for those students as well. It really give gave us the extra year to say what is appropriate for these students. We're talking about five-year-olds, you know, what is the best placement for them when we're kind of unsure. And it's worked out really well. And I have to say, as much as parent and I I think did a good job
069putting the team together and kind of setting things off, the great credit really goes to the two teachers, Mrs. Bennett and Mrs. Barrett, who really dove in, did the work, did the lot of hard work and the planning that it takes for this model to be successful, and they have done that all year. So, um, that has been a great thing to to watch and see. Secondly, utilizing community work resources. Um, this is something I think it also goes handinhand with the science of reading because while we were doing our science of reading um, PD over the past couple years, one of the things that always stuck out to us is that especially when you talk about students with um, low socioeconomic status that we always look at vocabulary and comprehension, especially as they get
070older and that really stress the need for background knowledge. and how do you get students with background knowledge to give them more background knowledge in new schools. So it's like okay how can we bring more in how can we engage them in those things outside all the things we're already doing. So we really are looking for how can we make learning more meaningful them bring things in for them. So this year we um our fifth grade did worked with the DEEC and did a project in life of the Hudson River um which linked with their science. Um we went to the Buffalo Maritime. I'm sure you know that the Erie Canal celebrating and had the Senica chief. We reached out to Buffalo Maritime and set up a time where many of our kids went over
071to Waterford uh were able to they did the maring of the waters. They participated in um planting a tree which was Native American and then they actually got on the boat. So so many ties to social studies and vocabulary there. Um and then the Wing Preserve was just in the building just recently and then we also have Bolton Wildlife who's been coming in this year. So really trying to give those the kids some some extra experiences and to help with vocabulary and background knowledge as well as science and social studies connections as well. And then we're also going to be celebrating America 250. So that's exciting. and Moshe and I are going to be meeting to talk about how we're going to have our students be involved with that um in the upcoming school year.
072So, we're really excited about that because I'm the district rep with the with the city for that. And then finally, um Stony Aid of New York Kids Research reached out to us in January um to my building to say that we have been identified as an outlier school based on our New York State um assessment scores as well as our attendance rate. Um they came they spent a day over at central office doing a lot of interviews came my building and did interviews all day um and they're going to produce a research paper that will be published and then um channel 6 News reached out to us um so I did an interview with Channel 6 News last week. They'll be here on Friday to do some um camera work in our building and they're
073planning on airing this um the segment on Tuesday, March 24th. So we're really excited about that recognition as well. And again, it's mostly, you know, goes out to all the hard work my my teachers do every day. Our enrollment numbers at Mass, as you know, we are small but mighty. Uh so there's one section of each grade level and you can see it's pretty consistent and we'll maintain that way even though um the ENL students who we're excited to have back at Vans Skype. Right now it looks like um with current numbers, we're going to have seven of them come into Vans Skype and that's without the kindergarten numbers, but you can see it does it has a little bit of impact. Um but our our numbers will remain right you know mid- teens to
07420 um per classroom. So that's the leaves are one section grade level and then our I'm ready data from um the fall and the winter. Um again I'll just kind of just show early on grade level mid the beginning of the year for ELA after the fall we only had 23%. When you put them two together in the fall it goes up to 56%. And then looking at two grades below or three, we went from 33 to 17%. So, lots of great growth going on there. Um, and that's ELA. In math, not as much growth, but lots of good growth. So, in the beginning, um, meeting grade level early on or above, we had 10%, now we're at 35. And then again, two grades of below, we were at 34, and now we're only down
075to 14. Um, so, lots of great growth happening there. Um, which leads me to the first thing. Uh, my I know Mr. Jackson knew that's where I was going, too. So, as you can see, not as much growth, right, in uh from ELA, we're at we're here at 35, while in the ELA, we have we're at 56. So, we think that the needs there, even though the lower half, right, this is pretty on par. actually same almost the same exact number here but it's the numbers here that are different right for the math so we're hoping we have these kids that are right in that bubble and are able to give them the math we'll have more over here so so and again we don't need a full 1.0 but a.5 I think would do
076it for advance grade school um Mr. parenting had already mentioned stuff to the teachers. It's it's everywhere. So that's just something that's that is always on our radar. Professional development for standard based grading. Um that's where our report cards are now. So the classroom teachers are always asking for more information on that to make sure that they're doing they want to make sure they're doing a good job in reflecting what's happening in their classroom onto the report cards for their families. Both my colleagues already talked about the after school detention. Young did want to mention is that we're only talking about third, fourth, and fifth grade. We would not be looking at kindergarten, first and second grade. This would be something I think we would target just the intermediate grade level students with um again
077just the need for I'm sorry um for there to be some consequences for there to be held accountable for either behavior or even homework or lack of classwork being done. Um but it would just it'd be nice to have something other than calling home or referrals and things like that. And then um as mentioned with the ENL students coming back to our home schools um we will need um an ENL teacher um advance Skype at April Lancing um we're able to utilize what we have now which is four ENL teachers but we will need additional so I would need a piece of this 1.0 but then we would use the rest of it um across the district. >> Thank you. Any questions? I'd just like to quickly congratulate uh you and your team for the
078I Ready scores. That is the highest you guys have ever been in the winter because I keep a spreadsheet. Um and so thank you for your work and effort there. >> I second that. I was thinking that through all of them. I'm just really happy to see all the all of the scores improving. >> Did you say that detention would be three through five or two through five? >> Three. I think we were talking about it being third, fourth, and fifth grade. >> Okay. Make sure I had it written down. >> Stella is safe for a year. >> And at the at the elementary, there's a number of interventions that take place first. This would just read something. >> Yes. Obviously, this would be >> we would try lots of different things first. >> I
079I did have a couple of questions, but I wanted to wait until everybody spoke about detention. I just wanted to wait until you guys all spoke about it to ask my questions. You answered one of them, you know, three through five. Is there a reason why we're considering 45 minutes three times rather than 30 minutes, you know, five times? Is this who's intended to be, you know, the person who is is in charge of detention? Is that administrator? Is it an aid? Is it TA? Is this contractual? I know that detention before was in teacher contract as far as a stipen. So, I'm not sure if we have work to do there. I know that this is a budget presentation, but all of those things are going to come up really, really quickly for us
080to, you know, have discussions about. So, I guess that was a lot of questions, but, you know, just to kind of get back to a baseline of, you know, the decision- making for 45 minutes. I feel like that's a long time for a little one, but, you know, I'm not an expert, so that's just a question. And then, you know, if we're looking for a consequence, does it make sense for us to give a consequence a day later or two days later rather than, you know, having something available every day? And then, of course, the oversight of that. And what does it look like? You know, like we think of detention at the secondary level where it's like you're quiet, you get your, you know, whatever work done, you know, you're doing what does what
081does detention look like? I I don't know what that looks like. And and I'm not trying to put anybody on the spot. I just am curious to know if that request is going to need other resources to to go with it. I I guess that's really where I'm coming from. >> So I'm going to start and then you can tag team because I'm only answering one question. So it is currently in the uh teacher association. It's in the contract and um at the we have it at the middle and high school level. We just don't have it at the elementary level. So there's always already a structure and a and a framework. I'm not quite sure what the time is at the secondary if it's 45 or not. It's 45. Um and uh but then
082you I think that we were again I don't you don't have to answer all the questions. I mean I put it in out there to all of you. So >> I would say I think budgetary wise we're thinking we knew this was the teachers contract. So modeling it after the same you know time frame what would be the cycle for the classroom for the teachers. Um, I think we're thinking three days a week thinking it is budgetary and so we thought three days a week as you said like not doing a consequence but if we did it three days a week it would it would either be the next day or that day. So you're not going it's not too many days if you only did two days a week then it you know it
083could be further out from it. So I think we were thinking three days a week. >> Yeah. We're not talking Tuesday whatever needed whatever whatever needed. Okay. It could be it could be a day that week, but you know, like you said, we don't want to have a a discipline problem on Friday and have wait till Tuesday. >> Tuesday. Yeah, that's what I was thinking, right? >> I'm going to talk to Monday. Wait, what did I do? So, not we're not gonna worry about that. The the time thing we're looking to try to kind of align with the middle school. Um, we talked to I talk to my fifth graders all the time. It's like, you know, next year you're gonna have a 45 and 45 turns out. So that's where we kind of 45
084minutes. Um uh as far as you were talking about what it might look like. >> What does it look like? Is it >> what we would do is very similar to middle school. You would you whoever that person was would be at that detention. They would talk to their teachers and see who your kids were, right? Who the kids would be in front of them and then they would get work or their work, bring their work. Um, we'd also I mean I would be there I would imagine you'd be there a little bit too be able to talk them talk them through okay what happened what are we going to do next time that sort of thing. So >> yeah, I'd say it's similar if it's behavioral. I think similar to what we do with
085the for the PBS um parties where we sit with the students who don't get to go referral referral parties and set talk about here's why you're not here. Here's what your referral was. What can we do better? So I would hope that that conversation would happen if they're there for behavioral reasons. But then I see if it's, you know, workrelated, obviously homework, classwork not being done, they're bringing their classwork, the homework and getting that completed. And I don't believe this is one of those things that if you build it, it will come. So we're going to have to say every day. Um so that's why we say three days. However, as Mark said, we may say three days, but there might be weeks that we only have it one day or two days is as
086needed because the goal is to have instead of having one day there, we can have two hours. So if something happens on Monday, we could have two or three kids scheduled for Tuesday. If we have no one Wednesday, we won't have any Wednesday. We won't have any Thursday. So that's the goal. As for Lancing, the plan is that if we get some kids in there, because usually the kids who will find themselves in there are the ones who probably in class they were not doing the things they should have been doing. Those who were paying attention, etc. And then they may need the assistance when they're in a smaller setting. So that would be a nice area to have that captive audience so we can focus on them with more laser focus. >> Best case
087scenario is the board gets out. Hey, you need business. You're going to be there for you know we have actual after school detention. So hopefully it'll cut the numbers. But we need we need something. I mean our lunch we for lunch which is you know 10 to 15 minutes depending on on on what we do. And then I mean we really can't keep them in for recess because it's you know got they have to be out for recess. So it's that quick thing and and I know in lunchtime my office is ours is pretty exciting. So they could just sit there and they see all this excitement going on. So they don't mind. It's not necessarily fun. And assuming that you know this is supported there would be a full communication plan to to folks
088because obviously would be needed. Okay, great. That's it. >> Thank you. >> And next up, Department of Special Programs. Good evening. I am happy to be here tonight to talk to you about the special programs department. I am starting in my fourth month here and um these four months have proven what I knew uh before I even started that we have a lot to be proud of. But I I thought that I would ask Karen to share what the department is most proud of this um year because she's really been here since the start working with the students and the teachers. Um, so as Jacqueline uh explained, our integrated co-eing class at Vanc has been really very successful. Um, we we did a lot of planning which I think made a big difference. But Jacine's
089right, it's a great team. Um, they're organized, they work well together. Anyone who walks into rooms, sees two teachers, they have no idea who's gened, who's special ed, the kids think of them as their teachers. Um, it's really been seamless. It's a nice um it's a nice middle ground like Jacqueline said between our functional skills and gened. Sometimes it's really difficult because we don't know our our students in kindergarten coming in as well as we know everyone else and this is a nice way to give them their least restrictive environment. So um yeah and again it's for all the kindergarters districtwide. Um this past August we had a functional skills a training a full day training right here. We had speakers come in from uh center for disability services and they um presented information on
090student behaviors. We also had Mrs. Marcel talk about trauma sensitivity with students students with disabilities and one of our own speech pathologists Mary Kate Durkin um did a presentation on communication for students with significant needs uh specifically students who are non-verbal. So many of our functional skills students are at that level. I think it was really helpful. We had really great attendance. Um, and it's probably something I'd like to revisit every couple of years. We had so many staff there, not a lot of turnover that feel like a lot of the same people um, you know, will be here for a couple years and then maybe do something similar because it was very very wellreceived. We have recently started Matt Flannry uh as the CSV chair position. He's doing a great job. He helps us
091with meetings as well as helping organize some state ed compliance needs that we have. So, he's been a great addition to the team. We have had many students who were awaiting out of district placements placed this year. This time last year, we had well into the teens of students uh receiving tutoring who had no no out of district placements and now we're down to I think about six. So that's a a really good improvement. It's very challenging to find out of district placements now. So uh each one that we find is is really very a big achievement, very important, >> right? And these are our projected um enrollment numbers for 20 the 26 27th school year um for our students with disabilities. And as you can see they are broken up by school but I
092will just talk about them at the district level. So um for students with disabilities who receive um their special education services within the general education setting, we have an anticipated um 286 students that will be receiving their services within with their general education peers. For across the district, we have projected around 105 students who will receive their special education services in a self-contained classroom, which is um you know, with just their um peers who have special education services as well. Um and then as Karen mentioned, we do have students who um we can't meet their needs here within the district. So, we do have to um look for out of district placements, whether that be in a Boseies program or in a private program. So, we have an anticipated um 63 students who are um
093will be in one of those programs. We also have students who um their parents either choose to homeschool them or they are enrolled in a charter school or um a private school. And for next school year, that number is projected to be around eight. >> And for preschoolers, these are these are this year's current numbers just because it's it's hard to project with preschoolers. So, our current four-year-olds in self-contained classes, right now we have 14 approved for self-contained and six approved for integrated and we have um eight students receiving only related services. And then in the parenthesis, you can see last year's numbers. So, we are up significantly for four year olds and self-contained classes. Um, and we're up in integrated as well, but down in relief services for our three-year-olds, we have seven recommended
094for self-contained class and 11 for integrated. Last year, this time we had 13 in self-contained and three in integrated. Right now, we have 11 receiving related services only. For last year, it was nine. So, it's very similar. So again, we see our preschool numbers still remain high for students with significant needs. >> And then um our anticipated needs for the 26 27th school year. Um as we talked about, we have um you know a large number of students who receive their special education services um within their special classes and that number is growing. So we are asking for the addition of another functional skills classroom um in the primary grades. So right now it's anticipated grades three, four and five, but with um you know we are still in annual review season and students are
095um coming in moving into the district uh becoming newly classified. So those numbers change but with a new functional skills class we would be asking for the addition of a special education teacher and then um three to four aids depending on the class size. So we are um asking for a 121 to31 class which would mean um up to 12 special education students, one special education teacher and then three support um personnel for every one student. So that's why the three to four depending on the class size um and then materials and supplies. We are also um asking to start looking and um look into buying a functional skills class curriculum for our functional skills classes um to in all the of the um grade levels, elementary, middle, and high. Um and we have um
096reached out to some neighboring districts to ask, you know, what uh curriculums they're using or we'd like to work with our teachers and see um what they would they would like to use in their classroom to help differentiate um their among the students. And then um the anticipated um physical therapy needs next year is increasing by 0.2. So we are asking for that as well. Um and then the addition of two one-on-one aids um just anticipating needs of our students um safety, social, emotional, academic needs. And then lastly um stack we are asking for stack to be done through our Questar 3 Boseies. Um stack is a system to track and account for children. It's one of the ways that we um receive aid back and Questar Boseies has around I believe they said in
097December around 200 districts that use them um to uh staff for children and we currently do it in-house. Um it's it's a pretty timeconsuming process and um Questar is pretty knowledgeable on how to maximize the money that we get back. So those are any questions? Where are you looking to put the functional skills classroom? >> Where location wise? Harmony Hill >> and the other one like >> just one. Oh, sorry. >> The class curriculum skills that would be like just at Army Hill or all three buildings. >> The curriculum >> for all of the um for all of the functional skills classrooms across the district. Any questions? >> Thank you. Thank you very much. >> Thank you, >> Mr. Darcy. Facilities. So, what's happening in our department? Your proudest moments of this year. I tried
098to think I thought about rolling off that word proudest and something a little more subtle and then I kept looking at the first bullet point uh and I said nope let's leave proudest right there. Um last spring probably miday we found ourselves twothirds of our staff down. We went from a department of three to a department of one uh very very quickly. Um, the member of the maintenance staff who remain was the least experienced in the trades and had the least seniority in the department at the time. We picked it up quickly. He ran with it and proudest is a good word to use here. Um, this individual has organized us. He has made us efficient. He has trained, as I'll mention in a minute, uh the two mechanics that we brought into the district
099over the summer. Um efficiency has skyrocketed. Customer service, there's the pride moment for me. Um he attitude is everything with people. And Mark put it together. He put it together with two brand new mechanics. We brought in a skilled roofer and we brought in a certified electrician to the district. So, we're looking at diverse trade skills now that we hadn't seen the same way uh prior to these two hires. Um both are crossrained in the disciplines that we practice in the buildings. Uh Mark is very comfortable now with the two new hires and where they are and where their progress has come. uh at this point. Second bullet, piloted new night supervision model with cleaner leader partnership. So night supervisor, your building runs 24 hours a day, 7 days a week, right? Our utility systems,
100our surveillance and alarm systems never shut down. Uh two of those three shifts or 16 hours per day we are running uh personnel through these buildings. the evening shift when most of us disappear and the continuity back to the 6:00 a.m. day shift was somewhere that I wanted to do a little bit of work. Uh so we piloted this night supervision model and the cleaner leader partnership start the cleaner leader. The buildings have between two and three and five members on these evening cleaning teams. uh in each building one individual has been selected through a process to be the lead on that group. What is the lead doing? The lead is bringing their team's needs forward to the night supervisor. They're watching inventories. They're watching progress. They're watching communication amongst one another. They have a
101night supervisor to discuss issues with the night supervisor. uh speaks to me daily. The addition of with the addition of this pilot and night supervisor position. Um we cross over now between the night supervisor and the day supervisor at least three days a week. Both supervisors find themselves in the same room so that there is continuity between these two shifts. I hit that meeting at least once a week if not more just to watch communication, efficiency, it all comes back to costs of looking at invoices of looking at bills. We're seeing the difference. We're seeing ourselves we're watching inventories change. We're watching budgets come down. We're seeing people communicate more. Uh we have not um we have not asked anyone only to use this model. I walk through buildings a couple of nights a week
102and I try to talk to anyone I can run into, anyone I can find here. The model is there for clear communication and efficiency, but it's certainly not restricted in any way. Uh phase 2 capital project, next bullet, substantial completion. So, we're still at it. Um we're probably you hear 90%, you hear 95%, we're probably 99.9 now. uh every substantial break this academic year, Christmas time, February break, 2 weeks from now, the day before Thanksgiving, we probably had a staff of 24 over six different uh vendors in here just to knock out what's remaining. There were electronic systems getting buttoned up, alarm systems, issues being buttoned up, small electrical projects that were buttoned up. Next week you'll see with the um change of the weather hopefully uh the baseball and softball field minor maintenance that's
103remaining tightened up. Next bullet completed in-house projects painting lighting elementary furniture organization exterior courtyard at Lancing. The in-house projects were constant, right? These go back to the once a year principal walkthroughs. We walk through with principles Stacy Peag and myself. We bring that building's okay custodian along with us just to open up about, hey, where are we today? What's changed in the last 12 months? We speak every day, but let's identify some things that we'll take care of with a local budget on our time uh where we can in between work days. again the break weeks uh things like that. You've seen a lot of as uh Mark mentioned before you've seen a lot of light the prioritization with things like the light. We'd like to get every building open once. So we're watching the
104numbers and watching budgets and when we get an opening we go after building. This building got hit first because this building was using a fluorescent light fixture in all the common area hallways, corridors that we could not purchase anymore. Phased out. So certain things chase you. Sometimes it's health safety. Sometimes it's just the ability to be able to source product as as systems age. Uh elementary furniture. So the plan is that the vehicle fleet sees a new vehicle per year and that keeps us up to date as the vehicles start to age out. Trucks, uh, lawn equipment, um, trucks with a few different department where food service, we're administrative. There are the trucks in the shops that are you'll see all around town every day. um utility vehicles last year. We felt that we were
105at a point where the vehicle fleet could hold off and we took that money and moved it over to an elementary purchase which I think was what grades one through three >> one and two. Okay. And uh this year we jump right back into vehicle per year to keep the turnover in the vehicle fleet. Implemented extreme key protocols. bullet. Um, so we prepared last spring. Uh, and we are still preparing. Uh, there are portable air conditioning, portable fans have been purchased. There are shades that have been put in buildings. There are shades on order that we'll look at. We look at sun positions. Where are the hottest buildings? Obviously, second floor is first. and we'll go at this in uh we'll just we implement all of these protective measures as we go. So, we prepared
106last summer and I remember it distinctly now because I know we're not this will our luck will run out, right? We had a mild fall. I don't know that we used uh much of what we purchased. So, this will be a test run uh coming up u this spring for us. anticipated needs. Uh first couple in uh in the area of personnel and senior cleaner transition to new CSEA title from current pilot model which is currently stipened. Again, that cleaner leader that I spoke about earlier, that cleaner leader is speaking to a supervisor who was on the floor, who was there for them every night, who was watching their needs, who is keeping them informed of what affects them that happens during the day. And then that senior cleaner is in turn going back to
107the dayshift supervisor and keeping them a breast of what's happening at night. We're trying to find continuity from all in both departments on both sides of the clock all the way through 16 hours a day with a crossover in the middle. So that the right essentially the right hand knows what the left hand is doing here. Um are we seeing efficiency from it? Yes. Are we seeing cost savings from it already? Yes. Uh we still want to push it a little further. We still have plans for it but it has been effective and uh we do want to continue in the new fiscal year with that assistant director of facilities new model to improve support to operations. So, you listen to these guys that sat here from CSR earlier. Um, the numbers, the weight and
108magnitude of the project, the 2-year, $20 million project that we just came off of. Um, I'm trying to stay toeto- toe with them. I'm trying to watch conditions that are changing. On top of that, the things that are chasing those agendas, um, roofs, boilers, the things that Greg mentioned will sneak up on us while we're trying to work on the next phase of the facility plan, facility upgrades. While I do that, I find myself out in the field a lot. Um, one hand, I'll never leave the field. You've got to come out. You've got to see people. You've got to be aware uh where the work is. But crossover between day-to-day operations and the direction of the department has been something that for lack of a better term I think we just simply haven't had.
109Um it's been all or nothing as I talk to people and as I learn how the department has been running prior to me. So this model of an assistant director of facilities does exist in a lot of districts. I've done research in the region. I've talked to people throughout the state. Obviously, the big districts, it's a no-brainer. Medium-sized spaces, six buildings like ours. Uh, it's not uncommon at all. What I look to gain there is someone with all of the skills and abilities that I bring to the table every day who can go out and work for and run with vendors and take meetings and prepare me so that I can just so that I can direct item for item dayto-day. um new positions. They are both costneutral, shifting resources. Uh how do we do
110this? The districtwide floater. That position became vacant. We left it vacant. So that puts uh money toward this. And the senior custodian is not filled with bulk of what you see from that position is what the senior cleaner is uh is handling right now with the cleaner leads from the teams equipment. one vehicle per fleet replacement for our new soft fuel bas. All right, so we'll go back to one vehicle a year. Uh we'll start with maintenance vehicles again this year after skipping one. Uh the only thing on our uh on our list beyond the maintenance vehicles is a softball baseball grooming machine for the new fields. The uh staff thinks we can get by because we have new surfaces this year. We can probably get by with the existing equipment that we have. But
111by next spring, after you let these fields age for a year, after another winter, presses them in, we'll want a better piece of equipment to bring that back around. Building repairs district needs through walkthroughs with principles. As I mentioned earlier, you know, excuse me, these annuals that we do with the principles just a minute to get to let us speak oneon-one while we walk while we look at conditions. We speak every day, but we do create a pretty good list uh from the walkthroughs every year. established capital reserve HVAC PA and security enhancements like safety as identified goes back to the first presentation we saw tonight right the architects are all over this thing looking at numbers it's um it's a it's an order of magnitude that's that's pretty high and not just the budget
112but the equipment and the actual physical aotted time that these projects will take uh careful planning I'm trying to keep pace with uh every day so that we go into this organized, so that we go into this knowing what our fiscal vehicles are and and uh and while at the same time keeping the same standard of customer service, if you would, uh out in the field, out in each building, supporting people that we supporting the people that we that we support every day. Any questions for me? Thank you. >> Thank you. >> And now instructional technology taking the log room. Mr. >> Oh, the camera's 10 pounds. >> All right. Uh so what we're proud of this year uh we welcomed a new IT technician Kren in November. Uh we're getting them up to speed
113with the systems and software that we use throughout the district and we're working on finding our efficiencies just like the facilities department has already found theirs. uh progress. We've supported uh capital improvements as part of the capital project with the high school science rooms and uh emergency callouts for the elevators, which will also be tying into emergency callouts uh for the buildings as part of a a project with NER and their voice over IP phone service which we purchased through them. Um uh let's see. We're also always constantly working on cyber security as part of Edlaw 2D um and working with Nerk uh to push out a new firewall and uh utilize some of their other services to shore up security uh in places that we need it. uh regarding building initiatives, we um that
114was securely all passed throughout the uh this past summer and currently we're working on integrating the metal detectors at the high school. We're also working on a project with vendor to upgrade our computers to Windows 11. Um, and along with upgrading the computers to Windows 11, we're also upgrading the backbone, the network that they'll be connecting to. So, instead of just being on premise, which we currently are, we'll be utilizing uh services from Microsoft's cloud services uh when we go to Windows 11. We also work with Boseies on -ate which is a federal grant uh geared towards uh internet connections in the classroom. We are using our it's a fiveyear cycle. We were at the end of last cycle this past summer with the funds that we had remaining. we purchase new access points. >>
115For anybody that would like to go to the website and look at our calendar, they should be there as well. >> That's it. That's it. That's it. Nothing from you, Miss Mackie. >> No, it's gonna be all about me next time. >> I know. Okay. Very good. Well, thank you guys again so much for the presentations. A lot to think about, a lot for us to consider. You know that questions, you know, for us right now are just informational for us to have conversations at later dates. So, I appreciate all the time that you guys have put into um, you know, presenting to us tonight. It was a lot of information. So, thank you very much. Um, sure you say it. >> Okay. Uh, board of education have any discussion of agenda items? Uh, so
116I just want to say on tonight's agenda, we have the recommendation to appoint Rachel Marcel as principal of Abram Lancing Elementary. And uh, I've had the pleasure to work with Rachel for a number of years and have known her even longer. We won't talk about when as assistant principal at school high school. Um, so and uh also uh your leadership Rachel both the you know what you bring in your role as director of MTSS and what you do throughout the district not only in that model but in covering anytime you're called truly appreciated and now you can tell me you need coverage. Any other comments on agenda related items? So, we're just going to pull off uh one agenda item. It will be um 8A. So, in a moment after we open up for questions
117um from the audience, we'll just get a motion to pull that item off because our lovely friend Elland is still living at home, which may put Maryanne in a little bit of a compromising situation to vote on. So, just so you guys know, um we'll be doing that. So, I'll ask for a motion to remove and then we'll do a roll call and then we'll ask for a motion to adopt it. Um, that's when you would would abstain and then we'll go through the rest of the consent agenda. Just so you guys know, everybody comfortable with that? >> Yes. >> Okay. Our board clerk comfortable with that? >> Yes. >> Okay. Very good. Uh, so that's it for agenda items. Any community discussion of agenda items? Okay, there will be another public comment after agenda.
118Okay. Um, so moving forward, can I get a motion to remove 8A from the consent agenda? >> Make a motion. >> Thank you. Second. >> Thank you. We get a roll call to approve the removal of AAA from the consent agenda. >> Mr. Jackson, >> yes. >> Mrs. Snder, >> yes. >> Mrs. Gendron, >> yes. Mr. Derros, >> yes. >> Mrs. Burwell, >> yes. >> And Mrs. Guller, >> yes. >> Next, can I get a motion to approve item 8A? >> I'll make a motion. >> Mr. Jackson, >> yes. >> Mrs. Snder, >> yes. >> Mrs. Gender, I abstain. >> Mr. Dross, >> yes. >> Mrs. Burwell, >> yes. >> And Mrs. Gellard, >> yes. Now, could I get a motion that the board of education adopt the following resolutions of the March 18th agenda
119and agenda? This is the consent portion. So, it'll be 7 A through G and 8 B through J and 9 A. >> I'll make the motion. >> Mr. Jackson, >> yes. >> Mrs. Snder, >> yes. Mrs. Gender, >> yes. >> Mr. Dro, >> yes. >> Mrs. Roel, yes. >> And Mrs. Keller, >> yes. >> Congratulations to Mrs. Marsley, you are OFFICIALLY OKAY, moving on from the agenda portion of our evening. Are there any comments from the board of education members that are related to anything that's not on the agenda? Anything uh from the community not related to the agenda? Please stand. Just state your name and your address. You could come right up to the podium. That would be great. >> Sorry. >> Danielle Malcolm, >> I'm a mom of two. At the last meeting,
120I did um address some of the hardships that me and my family face due to the transportation issues that we consistently struggle with in the city of CO school district. Um at the last meeting, I mentioned a lot of the the struggles that we have um but I didn't really ask any any questions. So, um, several children and parents have been hit and injured and killed going to and from school and cos. Um, I hear heard everyone tonight that spoke mention safety, safety, safety, safety. I I hear a lot of that, but what I don't understand is why is so what what is the board? That's what I need to say. So, what is there anything like in the works as far as for transportation for the children in the district? So, the public comment
121is not really a question and answer type of situation. You can certainly um ask questions and and we can come back to those questions. I don't know if you have had an opportunity to review some of the meetings that we've had conversations. They're all recorded and we have gone pretty in detail about some of some of the discussions that we've had. So I mean I wasn't sure if you had had that but available to you but there are resources of conversations that we've had publicly. If you would like to you know if you would like to state a question please just understand at this time time we we wouldn't necessarily respond to it. we would put it on another agenda for us to come back and and have a conversation about it at a different
122time when we all have an opportunity to kind of have information to publicly talk about. >> So, I just want to make sure that was the only question I had. >> Okay. >> Um I I >> You're okay to read something? Absolutely. I'm not, you know, it's learning. I'm learning how works. We appreciate the public participation and I don't want to, you know, make it seem like your your issue is not important. Obviously, like I said, we've had numbers of conversations regarding safety. We've had numbers of conversations regarding busing. We just the way that our um policy is and the way that the the um the meeting runs is it has to be publicly on the agenda and or part of an update for us to have a conversation. So I would encourage you to
123reach out to Superintendent O'Shea with any of your questions and we can certainly put that on an agenda, an upcoming agenda to have conversation about to get answers to some of those questions. Okay. Um, so the the questions that I I wanted to ask were what safety measures has the school board taken to ensure the safety of the children in in the district that are walking? Um, what safety measures have they taken to ensure that no one else is getting killed? And what well this is more of a statement I guess but what good is spending money on metal detectors and cameras for safety while the children's lives are being put at stake every day just trying to get to and from school. That's it. >> Thank you very much for your comment. We appreciate
124it. >> Any other comments from the audience? We have no board policy reviewed tonight. Um, dates for future meetings, April 15th and April 29th, right here at Khost Middle School in the library at 6 pm. Can I get a motion to enter into executive session at 8:13 p.m. to discuss matters leading to the appointment, employment, promotion, demotion, discipline, suspension, dismissal, or removal of a particular person or corporation, and to discuss a student matter? >> I'll make the motion. >> I'll second it. >> Mr. Jackson, >> yes. >> Mrs. Snder, >> yes. >> Mrs. Gendron, >> yes. >> Mr. Derose, >> yes. >> Mrs. Burwell, >> yes. >> And Mrs. Geller, >> yes. Thank you very much for attending the meeting. We do not expect to return from uh exact session. Have a good evening.