001Good evening and welcome to tonight's uh Co City School District Board of Education meeting October 8th. The meeting will be called to order at 6:02 p.m. Can you please stand for the pledge of allegiance [Applause] to the flag of the United States of America and to the republic for it stands one nation under God indivisible with liberty and justice for all note of our emergency exits. There's doors on the sides here and one out at the center and we would spot for any emergencies. Um, can I please have a roll call? >> Mr. Jackson >> here. >> Mrs. Snder >> here. Mrs. Dren >> here. >> Heritis >> here. >> Mr. Dros >> excused. >> Mrs. Furwell >> here. >> Mrs. Geller, >> I am here. >> So, welcome again. Uh, we don't have any
002uh student report tonight. We'll have that the next time. So, I'll turn it over to Superintendent O'Shea for the district reports. >> Okay. >> Thank you and welcome everyone. So, uh at a meeting earlier this year, uh Tim talked to you about our resource equity grant and our resource allocation review plan. Um this has now started and we've had a couple meetings and Rachel Marcel, our director of MTSS, is here to uh give you an update. >> Hello everyone. And there's a slide. >> Yeah, there's one slide if you want to advance it. Um, so we officially have a district-wide MTHSS team. We started meeting. We've had two district level meetings, one in August, one in September with Renee Bouier from building better futures who also has worked with the MTSSI center out of Sunni,
003Albany. So she is the expert that we have contracted with through the RAR grant to be here in district with us. um she has brought with her this amazing knowledge that we have all really enjoyed learning about because typically when you've heard about MTSS in the tiered approaches tier one, tier two and tier three um you've seen it in this triangle version where we're looking at academic behavior and overall wellness of children 80% roughly being in that tier one which is what we do for all kids. our reading curriculum, our math curriculum, um our PBIS for behavior, all of those things. And then tier two kiddos, um you know, 10 to 15%ish of the district needing that and then 5% at that top level of intensive services being intensive reading intervention supports, math, AIS, all
004of those things in year three. um she brought to us what they call the bling model of MTSS which we've really liked and obviously we're very focus focused on getting to these targeted and intensive interventions for students who need them based on very clear benchmarking data. But what it also does is it shows the other side of those who need enrichment or they need something more you know because maybe they're performing above and beyond the grade level standards. So that's our hope is to also be able to get there um and fill in the other side of the triangle. Um or the the blade model, I should say, the diamond. Um we are really working to define and be consistent with our benchmarking what tools we're using for that. At our last district meeting, we
005went through um our initiatives inventory for reading. So all buildings are represented K through 12. At the districtwide meetings, we went through what are we using for reading? What does that look like? How are we teaching reading K through 12? We looked at the different curriculums that are being utilized as well as the different interventions that are being used with AIS providers. Are they consistent with the district curriculum? Is it building on that? Are we using things that are evidence-based, researchbased, you know, standardized curriculums? And then what and how are we getting data from those intervention sets? So it's been amazing work that's been eye openening um for all of us at the table to even be able to go through this long list of what everybody is using to teach reading which will help
006us now you know narrow down what are those best researchbased intervention strategies looking at curriculum expanding curricular opportunities and then what are those sets of benchmark data we're going to be using for instance I read um being one of them that we currently use for uh reading and math um so we're really looking at kind conceptualizing things a little differently, honing in on those things, and having clear benchmark um data and protocols for how students get placed in that tier 2 in those tier three interventions and really using data to drive those decisions. Um Renee has been fantastic. She's meeting uh the end of this week with some teams uh we've created in the two pilot schools through the RA grant, Avery and Lancings in the middle school. Uh she'll be meeting with their data
007teams. So, it's a smaller team from each of those buildings the end of this week and early next week. And then she'll be meeting with her MTSS teams along with myself. Um, which is basically a reimagining of the instructional support team process or SST process that some might be familiar with. Um, which was kind of those meetings of how you previously looked at data, put kids into intervention, and then, you know, moved them out of intervention if they needed it and or potentially led to a referral to the cse. Um, so we'll be meeting with all of those teams, both the data teams and the MTSS teams within the next two weeks. Uh, we've already pulled some of the data from the I Ready benchmarking that has already occurred. We're going to be comparing some
008uh benchmark data between grade levels and really looking at okay, can we can we work with the lowest 20th percentile to put them into and then creating the the schedules essentially for those interventionists who will be working with the students after we look at the benchmark data. Um so we're all really excited about this work. She kind of asked the whole team at the last meeting to give a word. What are you feeling today after this? You know, it's it's a lot. It's a change. It's really looking at things strategically and differently. And everybody's word that they left with was, you know, they were excited for this work. They were rejuvenated. They were hopeful. They were very positive. Um, we know change takes time. Um, but I really feel through this grant, through this work
009with Renee, who's done this with many other districts across the state, through the MTSSI center, that we're really on that right path to figuring this all out and having that strategic system systems level approach to it. And we've been very lucky and fortunate to be which has brought that to us which has coordinators at Lancing and at the middle school to really be pulling that data and diving deep into that um and looking at benchmarking and such to really put kids strategically in intervention. >> I have lots of questions. >> Yeah. Surprise. So um you are talking about you know um a broad O level of of review. So is that allocation review looking at our programming right and whatever we're using for our curriculum or to instruct kids. Now because we have the grant
010for two isolated buildings that doesn't mean the others are left out of the allocation review process. Correct. I I do recall not too long ago I I feel like we purchased a a reading curriculum and >> nothing's changed from that. >> Y so it's just the pieces and parts that each of the buildings are doing outside of the curriculum that we are looking to more streamline and be consistent. Well, what we hope will couple with this and Dr. Mandel jump in if I'm wrong through the resource allocation review grant there's also looking at this PD and the work around that. So we also want to what she's been very clear about and what unfortunately I think people do backwards or maybe don't hit the nail on is if 80% of our students should be at
011that tier one level that we need to be spending 80% of our time talking about tier one. What often happens when kids are struggling is you start spending all of your time talking about the kids who are struggling and not the tier one approach. So nothing's changing with our curriculum. We're just looking at we have new teachers. Do they need more professional development to implement that with the real breaker and fidelity that keeps it an evidence researchbased curriculum um and how are we delivering that in all of our buildings? So nobody's being left out. Everybody is on the district-wide committee. Those two buildings are the pilot buildings to do some data review cycles for this year. look at what benchmarking data we're using and are those benchmarks kind of helping us create the tier two
012and tier three intervention groups effectively. Are we reaching the right students using that benchmark data? Is it showing that it's having you know an effect and impact um and being clear about that then all of the buildings this will roll out to them over the next year. >> I go ahead. So it it was an an initiative inventory that we took. So we just asked the people on the district-wide committee who represent all of the buildings. There's a team from each building um to get together and they were mixed and matched. So through different roles and from different buildings and they brainstormed out all of the um literacy reading ELA curriculum and resources that they're using across all of the buildings and it was noted who's using what. They also sorted it by tier one
013resources, tier two resources and then a general tier three uh sorry tier one that everybody uses, tier two and tier three for the more intensive work with with students. Um once we have a handle on what's being used where and when and by who, then we can be consistent in how we benchmark the data we get, the assessments of what kids know and are able to do and then we can drill down and really be precise with the strategies that we put in place to support their growth. Um so that was a real eyeopener of uh you know what's being used across the district and um it gives us thought later on down the road about what do we really need and what may we have moved beyond and we might find some savings and
014cost efficiencies in that process. >> Um I'm just going to piggy back if that's okay. So our tier one we have done a lot of work saying we were using it to reading foundations heard at K1 um what we were really talking about in this too with looking at tier 2 tier three is there congruence in our curriculum between our curriculum and interventions so that students are hearing the same language um really targeting those interventions. But this brings us districtwide back to some of our initial work about if kids are getting interventions um what is the protocol to get there how long should it that take you know tier 2 what is the duration the intensity the grouping same thing with tier three um you know it's might be different now than it was when
015we set up it is different now than when we set up the initial RTI program a while back So, um, this is really ensuring that this is ensuring equity throughout all of the buildings in terms of receiving those interventions and having their needs met. And it's a it's a very uh I mean, Tim and I were were there because it's truly a district-wide uh committee and uh it was suggested, you know, that we we be there for those meetings as well. And um it was it was amazing and just the work that everybody first of all currently does and then to see how everyone's willing to grow, expand, look at what they're doing and you know make it even better for our kids. >> Yeah. I mean there is an assumption, you know, with some
016of what you just said that there is in coordination with making sure that we're using the right tools um that we're also talking about uh you know how we define what a literate student or you know what progress is and what measures we're using. I know that you talked about benchmark, you know, the my favorite four-letter word, the data, data, data, right? So, you know, having those conversations to know what in each of our buildings are we defining as someone who is tier three or tier 2. Understanding that, organizing the supports in in a in a a singular way to be district-wide to say, okay, this is what we do. So that language is the same, you know, and you're communicating effectively and expectations are set. But also, you know, if you have a school
017that's higher achieving, does that mean that, you know, the resource allocation, you know, is is equitable? Because you know if we have students and we have one clear process to say okay this is our bucket of second graders and this is what it looks like to be on track in second grade. This is what it looks like to need uh you know basic support through tier 2 and then intensive support through tier three. You know we have to as a district look at that grade level across all of our buildings. So absolutely. >> Yeah. I mean I I just wanted I assume that this is part of it right and the benchmarking and all of that between the tiers will be part of this process that we are creating once we pick all of those
018because you need a few benchmark items. So assuring that K5 it doesn't matter it's building we're using those same benchmark tools at all of the buildings because then you can compare all of second grade. You can take Vans Sky Glance and Harmony. you can look at everybody because they're using the same benchmark data. So, making sure we're getting to that point, but cut scores and all that will be a part of it. If your score is here, you know, tier two, this is how you get out of it. All of those things will be part of this process. >> Rachel, we're talking about reading at this particular, you know, >> at this meeting. And we're talking about the inventory. Can you talk a little bit about how this framework can be used look at all?
019>> So, I was going to say MTSS, you know, is a broad range. It's not just academic supports, it's behavioral supports, too. So, that that was going to be my question. We know that not every kid is underperforming because they don't know how to learn. >> Absolutely. So, there's a piece of this you have to look at attendance >> um because we know that if they aren't here, they can't possibly do be doing well academically or behaviorally um if they're not within our buildings. And that's something Rene and I have had conversations about because you also need to look at that attendance data for who's going into interventions. Um, and have a threshold for that as well because you want kids who are in intervention every day to be getting that reading specialist support at
020that tier three level potentially five times a week. Um, but then behaviorally the same thing. We need to be looking at data of referrals, you know, suspensions in school suspension. uh we need to be looking at you know who say has five behavior referrals already. So what's the intervention we're going to put in place? We're using again this year the DESAC screener which just looks at those SEO competencies. You know do I have problem solving skills? Do I have you know people skills essentially and can we work with students ahead of time who score low there and not have their behavior be the indicator that tells them they need help switching to that more proactive model. So ultimately, do we need to look to have screeners in all areas and benchmarking data? Yeah. So that
021we can look at that and have standards and cut scores for all of that as well. Um to be able to be looking at the academic behavior and overall wellness of our kiddos. So it's not just a reading thing. We were focused on that reading inventory at this particular meeting. Um because she wanted to bring everybody together around a specific area, whether it's ELA, math, behavior, attendance. Um, will all of those things be discussed and get the same thorough review? Yeah. Um, because that's what you need to do to have a solid MTSS plan is have those benchmarking um, data, the cut scores, who's getting intervention in those areas the same way you would for academics. And then looking at the different interventions you can offer and you have within house. My social work team
022is here. We've already started to look at what we have tier one, tier two, tier three. What are our offerings? We've always been a PBIS district. There's a lot that we've learned over the many years that we've done that, but those different interventions and strategies that we have in place and then implementing them the same way. So equally important, you know, for as we're as we're going through these process to establish where we are, where we where we're going and and have a level of expectation as a district, but then also um to figure out how do we systemize uh accountability and how do we make it so that this is what we do and and we have a consistent process throughout the district and making sure that it is being implemented and so I
023think that's you know going to be where you you come into to the equation. um you know this is important work and I would hate for you know us to go through that process without thinking and systemizing the approach as we go which I'm not um saying that that's what's happening uh you know just voicing some you know um thoughts as as we're talking about things >> as a reassurance having worked with another urban district in the region who is also part of the was a part of the resource allocation project. Um the department's motive and ambition uh as a result of its own plan submitted to the US Department of Education was to look at districts who have some chronically under seemingly underperforming results and to not just throw money at the problem but
024to say here here are the resources and the the resources are meant to make systemic changes deep changes in your system that will last and won't be just like picking lowhanging fruit. Um, so by design, we have two buildings. One is participating because they're on a a plan and the other because they've been identified as potentially could be on a a list next year. And so those two buildings are participating directly in their like the laboratories, but the district-wide team is made up of everyone. And the intention fully is to then once we build this this system in each building and have teams of teachers and and support staff working these data cycles two or three times a year. They'll become very savvy and sophisticated with the data and use it just like uh when
025the doctor sends you for blood work and gets the results back and looks and sees the numbers and knows what to prescribe at that point in time for your particular instances. will then build out the other three buildings and they'll be ready for it because they'll have voices in their buildings during this uh this coming year and probably next year as well. Uh so I feel like your your point is well taken and the design from the department on down is to build out systems across school districts because that's how you're going to make the the lasting change in student performance. And I would also say you again you've done your part by establishing those goals and beliefs and you know all that uh Rachel is talking about reflects high expectations even for our most
026vulnerable learners because we're expecting them to grow at a rate that is has been established by their proficiency currently and by what we know can be done with the interventions over time. And so each student being stretched to, you know, a one year of growth in one academic year and maybe to a a more than a year of growth, a stretch goal each year. And so it'll be interesting to watch that unfold over time. So that is high expectations, but it when you combine it with the social emotional stuff, you also have an improving uh climate and culture in the building. And when there's an improving climate and everybody feels safe being there and everybody feels motivated in being there because they're doing well, it becomes a culture and we get really good at the
027things that we're comfortable doing and we get really good at pushing ourselves forward. And so I think we're on to a process that everybody's buying into it. conversations have been extremely deep and thoughtful and purposeful and I don't know about and Peg, but I feel like well this this group is really motivated to shift the system forward and recognizing the needs of our our student population and being responsive to them in a systematic fashion. So that's those are good signs for the culture. I mean, I really like seeing the tier two and three side of even our high achievers because I feel like that doesn't often get talked about enough and you're talking about motivation and you know a lot of times there are pivotal moments in kiddos's lives where it's like I'm going to
028choose to go one way or another and and boredom often you know takes over instead of that you know curious mind and and you know thoughtful thinker when when we don't have resources to move that forward. So, I like this new graphic. I I >> it's encouraging >> excited model. >> Everybody was like, "This is a new way to look at." >> Yeah. But I think it's equally important for us to focus on areas because not only is it providing supports to the kids that need it at the top end, it's encouraging other kids to get to that that piece as well. So, um yeah, great. I'm excited about this. You guys have any thoughts, questions? I said a lot of words. >> Well, it's good. Great stuff. >> It's It's exciting work and the
029team is super excited which makes it >> Thank you. >> Maybe I'll get you some fake bling. >> Um, so next slide um is All right. So as you all know um you I'm evaluated each year on a number of areas operation and finance staff relations communication vision instructional leadership and I also work together with you um to uh you know agree upon certain goals. So wanted to publicly present the uh the goals for this school year. Um, but before I go into this one, strengthening educational transparency and caregiver engagement, um, want to say that part of the conversation with Renee and building better futures is also on parent engagement. That's a that's another area. That's not the area we're at yet, but really looking at how to engage parents in a a multi-tered approach
030to knowing that not everything works for every everyone and looking at some of the the barriers. So, I think um this is a perfect timing to um have this as a goal as well. So, we we've done talking over the years about since the pandemic, you know, we've opened back our schools. We've had um many positive events. We've added new events at each school and that's very very positive. Uh so, this this as we discussed goes deeper into really talking about uh strategies that parents can use at home to support learning. how uh us as at the schools and teachers can make sure parents know the expectations, they know what's happening in school. And so that's what this uh this goal is around as we discussed. So next slide. Um so there are some uh
031strategic objectives and I'm not going to go through through all of them, but really this ties into the discussion we just had too. making sure that parents know clear grade level expectations, what those expectations are uh for their students. Really looking at making sure that we have branding that not only highlights and stories that not only highlight our positive events, but really tie them into our mission, vision, beliefs, and commitments. And then show how um how the as a whole community work together, strengthen our communication platforms. Uh Mary Beth, we've talked about our communication plan and we'll be presenting that in the future. This is going to become part of our communication plan, too. Uh and then some workshops for parents to really um give some information on how they can support learning at home,
032but also get information um from them. some so two-way engagement and then uh some targeted outreach to really find out what are some of the barriers that are our families have to engagement. So any questions on that? So the next the next uh is to really um have a dedicated focus to enhance steam opportunities for students in our in our district. And I know that we've talked about this um so to really strengthen um academic engagement for students through steam opportunities and to make sure there's innovative uh learning experiences throughout uh this year we have another group of teachers uh taking project-based learning uh professional development through both another cohort. We were talking about Renee from building better futures. She's going to be with us on the 23rd um working with teachers talking about engagement
033engagement strategies um in the classroom. Uh in a few minutes Tim is going to uh unveil some exciting news. Uh but this if you could go part of this is um providing an additional steam extracurricular program looking at establishing a a steam showcase to highlight steam work and then community engagement and partnerships in this area as well as professional development. So, we can um um I'll leave some time for questions, but do you want to uh you had a busy uh day, >> had a busy week already >> the other day. If you want to >> Yeah, yesterday I had the opportunity to uh represent the district at um GE Aerospace Research and Development Center. Uh if you recall last I don't know February, it might have been March, um Peg and I met with
034uh GE uh and representatives from U Albany with regard to a program that they were going to come together and partner on uh to introduce students to to engineering concepts and uh there was to be a middle school level uh experience and a and a high school level experience for students who are preparing to go to college and major in engineering. ing fields and so it's come to fruition. Yesterday uh GE hosted a press conference uh that was very uh secretive prior to we were told to keep it confidential until the day and uh it was very official and the facility was beautiful. Um, a number of representatives from New Albany were there, including the pre new president at U Albany who spoke very eloquently about the partnership that is developed and the importance of
035the stimulating the interest in in steam uh principles and specifically engineering principles. uh a executive vice president from GE uh who is typically based in Ohio uh traveled to to Capitol Region to Vatan to talk about uh the the foundations of this program going back to 2021 and uh in the past four years they've uh run 26,000 students through these programs internationally and so they're bringing it to the Capitol region. Uh it includ the partnership includes GE aerospace, U Albany, my side museum in Skenctity and uh New York creates from you know a state agency and six districts in the region. Boston Spa and Cahose were the two quickest responding districts in the region along and then there was Albany and Skenctity and Renelier and one more that escapes me. Um, and so we're all
036very excited. Uh, there are 4,000 slots that are going to be available. They're projecting to have that many students involved across the region. That's their target goal. Uh, they have more. It's unlimited, but they're targeting 4,000. Um, I've given contact information uh for the MYAI executive director uh to Heather Brat. Uh, I will connect the two of them by email tomorrow. And um we expect to have students participating uh with MYAI. Those instructors will come and intro it's called the discovery program. They'll come to our middle school. Uh we've built the schedule with some flexibility anticipating this. And so we'll be able to do some logistic back flips and and fit some kids in um and you know have a prototypical kind of trial for that. Um we're very excited to do that. Heather's anxious
037to get that rolling. um when the high school stuff comes out, that'll be handled mostly by U Albany uh and GE and we'll we'll roll that out to the high school as well. So, we're very excited about that. It was a great day. Um I was talking with my former assemblyman, Angelo Santa Barbara, and his executive and they were taking a group picture in the back and I said, "Angelo, you made me miss the picture." It was a great day and I was very excited to be able to represent the district. Thank you. So sh >> I think programs like this are incredible. You know, the fact that we are able to be at the ground level, too, is is really exciting. Um, you know, I actually just heard a presentation um the other day.
038We we've been talking a lot about uh profile graduate, what that looks like. you know, if if we were to take away all the regent exams and and and how do we make kids, you know, prepared you for the workforce and for the world after after school and and and to go into that postsecary um with some skills and it was just interesting. It was actually a conversation about um breaking down college requirements so that that colleges were preparing more for the work place into like micro credentials to say okay this this student is um is microcredential in collaboration even though the degree um is is potentially engineering but they they have met these certain people and I feel like something like a program like this could offer, you know, similar things for us to
039be able to build our um when it comes to the to it for us to to build pathways for kids. Um so, yeah, I'm excited about it. I think it's great to offer our kids any window to be able to, you know, get out of the the four walls, so to speak, inside the building and and do something that's real and um you know, that translates to a potential career and, you know, what they might be able to experience, you know, after after high school and after they leave us. So, exciting stuff. Thank you very much for attending and appreciate you guys going after it and and you know getting that those spaces for us. I think it's great >> something to be said for being lead dog on the sled. >> Absolutely. [Music] >>
040Any other questions comments? >> Great opportunity for our kids. >> Uh so a few other things. Um you I shared it electronically. You also have a a paper copy. Not going to discuss uh it in depth tonight, but you do have uh draft dates for board level committees. There are a few not scheduled out yet. One is the audit committee because we're waiting to hear uh when that will be finalized. uh when it gets a little closer to the budget committee, we'll work with your your schedules because since those are during the day, they are harder to schedule out. Um and then uh we have two committee meetings uh for all of all of the rest except for facilities. What I wanted to do is after this facilities committee on the 28th when we see
041where we're at then actually there talk about what the committee would like to see in the in the future since that involves Turner CSH and and others as well. Um, if uh any of these dates um don't work, if you could just let us know and I'll have um we'll send them to and ask you again, but by the end of next week so I can get the information out there uh to other committee members. And then also uh this is draft of the district presentations working with uh Stacy, Tim, Rachel. I wanted to share an outline with you and then again um hear what some of those other things might be that you would like us to bring forward at board meetings. Um, but if you look, we've mapped out not only the BLTs,
042but the budget reports, the exeicio presentations. We've connected with our drama club. I know last year there was a conversation about um could the validictorian solidictorian be earlier? They're to come on June 3. I worked with Laura on that um because that last week always seems to be around field trips. So that is June 3. So, we took that information into this a February 11th. We're going to give a pretty comprehensive state of the district midyear update. Um, if there are other updates, etc. that you, you know, wish to see, we can have the discussion at the next meeting, you can send me some information, too. But this way, um, you we have the framework to, uh, to build upon. There's always going to be other things, but these are the the major components of
043those. >> So, can I ask if there is any intent on on on having this posted somewhere so that the community um even school community knows that these are intended conversations just for transparency and proactive conversations. >> Um I don't know how anybody feels about that. I mean I would be fine if it was on our board web page or you know something along those lines just to you know say that it it it is fluid. Um but this is our intent you know in any case. >> Do you want to provide some additional feedback for the next meeting and then and then I'll I'll I'll post after that or do you want me to we can post now and and update. >> So we'll post Y. Okay. Um, and then I know this is
044old news, but it's only a sentence, so gonna go on with >> Oh, go for it. All right. So, there is a meeting Friday with uh Jeff, Bill, Darcy, and vendors, um, Stacy to talk about the the, among other things, the gate at the high school trap. Um and uh the vendors and and we'll be presenting some some options just so you know that's this. >> Okay. >> Excellent. Thank you, >> Stacy. >> Sure. Uh so we kicked off a new training uh model uh some professional development for Paige Avenue specifically because there's some new faces at Page Avenue. Historically, we did half-day sessions uh called big picture training and um we met and we decided that we would do more short sessions more frequently with the opportunity for uh questions and more targeted training.
045Um so we kicked off the first session last week uh which we focused on bids and RFPs and general municipal law related to those areas. Um, and tomorrow we're doing our second session, which is a purchasing summary. Um, we're going to take a break the week after because the treasur is on vacation. Um, but then we're going to focus on grants and then we'll do uh payroll and budgeting. So, that's the focus for the fall. And again, um the intent is the Paige Avenue staff and then we would um open it up to the buildings uh once we get through uh this spring session and the fall session this year which is again more targeted. So we've been doing uh Google presentations for these and then sharing it with the staff uh as a resource.
046Um so the the first session went well. It was favorable. So we're going to have a second session and again the feedback has been very good so far. So, we're excited about that. >> And this is particularly timely. As you know, we have a new assistant to the assistant superintendent who started last week. We have a a new uh senior account clerk typist. And then we've had some other changes. So, this way everyone at Page Avenue is is hearing and getting the information. And it really helps for a a clearer understanding of everyone's roles. >> I appreciate you guys doing that. I know it was something you know that was suggested because of >> so much movement um you know making sure that everybody knows their role is does this include cross trainining in in
047different support areas so that you know if there is a gap um we have the ability to cover it in the short term. So, >> I guess it's it's more like a question like Stacy's not always going to be the person that has to fill the vacancy. >> Um, we're not handling that in these smaller sessions. We are handling that with the new um the new titles though. >> Okay. >> So, yes, but not in these small sessions. Um October, uh we have uh the annual salary notices go out with the first payroll in October. Um so that's scheduled for this Friday. Uh so that's all set to go out to staff. They were stuffing those today. Um we're waiting on the audit results. We just have to wrap up fixed assets. So that's the
048last piece. Uh and then I have the SD3 reporting and the other state reporting that's related to that. Um we are working on a bid for out of district placement transportation. We have a student that's uh placed out of state. Uh so we have a bid uh in the works for that. So you should expect to see that in the month of November. We'll advertise it in October and then get the results in November. Um and that's it for me. You guys have any questions for >> Thank you. >> And uh we we have mentioned the microphone. I understand at times that it is microphones and uh Bill, Darcy and PJ are are looking into the future so that everyone can hear us loud and clear. >> I'm not sure if people can hear me,
049but [Laughter] Um, next slide. So, upcoming events this Friday is our early release drill, uh, financial aid presentation at the high school. And then, as I was mentioning, our district-wide early release professional >> and, uh, this is common across across the district. Everyone has a half day. So great. Okay. Thank you very much. Thank you. Any questions? Any comments? Okay. We'll move on to our agenda portion of uh the evening. Do uh any of the board members have items on tonight's agenda that they would like to discuss? Does the community have any items on tonight's agenda that they would like to discuss? I just have a quick question. I was asking Scott, but I might as well ask you guys. Um, with the new changes in staffing at Avenue, did something go out to just
050be staff just kind of knowing who to go to and what because that's helpful, you know. >> Yeah. So, the plan the the plan um the assistant to the assistant started Thursday. So the plan was to give him a week of training, get to know what uh before we do that. So tomorrow or Friday, I'm sorry, something is going out so everyone knows they can contact him for tutoring, etc. Um Ashley's been uh you know, working with him. So we were just didn't want to send that out too soon and then get uh things diverted from Ashley to him too soon. So it's going up. >> Any other questions? Okay. Uh um just to further on it, are you asking like for everyone that's at paycheck? Because you're just specifically saying the assistant. >> Well,
051Stacy Stacy already did hers. >> Stacy sent out the communication about the senior account clerk typist. >> That's the other new role. So, the one that we haven't communicated about >> is is Kyle because he just started Thursday. >> Great. So, are you looking for specifically just the new people or are you looking for an outline of I need this, do I do I do I need this, do I go? >> That's right. That's right in the back of the employee handbook that everyone gets, but we can make sure we send that page out separately, too. >> Yeah, we have a bro a breakdown in our >> Yeah, I thought you meant >> there like an electronic link somewhere that that can be updated. >> Yeah, staff had it. thing is it's probably hidden. It
052does get updated. I think it's because it's the last page of the handbook. Maybe we'll move it up closer to >> Give me the cover. >> Put it right after the cover. >> Sneaky way to do it. Thank >> But we will we will update that as as we go. So, thank you. >> Okay. Can I get a motion that the board of education adopt the following resolutions of the October 8th, 2025 agenda and agenda 7 A through H, 8 A through L and 9 A. >> I'll make a motion. I'll second. >> Mr. Jackson, >> yes. >> Dendren, >> yes. >> Mrs. Burwell, >> yes. >> And Mrs. Geller, >> yes. >> Are there comments from uh the board of education on anything not related to the agenda tonight? Um, I did want to
053just point out that over the weekend I was speaking with our modified coach who was talking to someone in the public and I'm not sure who it is, but somebody knowing soccer and they were commenting on how good our varsity boys have been doing and they were really impressed. So, I just want to give a little public shout out to them. Great. Thank you. Any other comments? So, this is kind of um old business, but maybe a a request at least to start the conversations. I know that we're doing all of this work on um you know, MTSS, but also we've had discussions about transitioning the ENL program um or you know, the L program. Um, I just was part of a really uh great meeting uh this past week which went really in depth
054about what it is to be a student learning a new language in a room full of people that don't speak their language. Um, and it was very interesting. It was very eye opening and I know that um you know we were talking about providing that type of support to all of our staff this year so that everybody knows um you know one of the points that came out of it um and this was Dr. Sarah Chaki who who did the presentation she was absolutely wonderful but one of the points that came out of it is that our teachers are coming out of college unprepared because they they are not being provided this type of of training in college and even as administrators through their administrative degrees also there there is no point of of of
055learning which incorporates how to be an instructional leader to a a group of L students. And so it was very interesting to think about, you know, if you get put in a situation and you're not provided that support, um, how that affects, you know, a lot of different things in your building. So, you know, for me, I I know that we've had these conversations about moving students back to home schools and and providing our teachers and and I just really want to stress that we we need to make sure that we are moving forward with this because it is a process and you know I listen I was in an hour presentation which again was phenomenal but um you know that's not enough. It's not enough to be able to know um, you know, how
056to be able to talk about the different things that are coming up that are, you know, barriers to our kids. And it's not how to learn or it's not how to, you know, it's just the difference in being a multi- language learner um, and how your brain functions. So, very interesting. Um, haven't heard anything about it. Don't expect a response to say this is our plan. Just asking if at some point we can be updated on where we are in the process and if we are still thinking that we're transitioning um how we are going to start building to support that because it will take time. Um >> yeah. So um I do know that there were was training this summer that some of our teachers from the other buildings did take advantage of. Um
057and uh there is a plan we can have. Um if you'd like when the elementary BLTs are presenting, Jacqueline is the you know liaison to um Yellow. We could ask for just a brief update then we can give you some numbers then um on what the what the plan is. >> Yeah, I think I mean I would hear what the plan is for the the year. >> Yeah, we we we provided them for the full year to be able to make sure that they had all the education that they wanted or that needed >> to be able to make this successful. So, we'd like to make sure that they're getting the full year of preparation to make make this successful for the kids and for our faculty. >> Any other items from the board? Any
058anything from the audience not related to the agenda? >> Since I was speaking before, I might as well >> This is Mrs. Play-Doh. But >> for those at home listening, >> um we have our first um PBIS Hero party this Friday during our lunches and Hero is here every day every day on time. We've stolen it from Vans Sky, I believe. Um really putting an emphasis on attendance, you know. So, so sometimes there's, you know, criteria for referrals and grades and this and that. We really are focusing on attendance. And I don't know what the percentages of kids were eligible, but it's very high. You know, it's it's in the 90s, I'm sure. So, you know, more good things to come, but we like to share good news. So, that's this Friday. If you're around
059during the lunches and you want to go visit, please do. >> Wonderful. Thank you. >> Want to like scoop ice cream? >> Are you doing it? Are you doing it for like just the kids that make a percentage from all the classes or grades? >> All grades. >> Grades. If you have five absences or less than five late or absences so far, um, you know, that was our cuto off, then then you're eligible for this. Great. And we've had a lot of conversations with kids about, you know, the barriers. I've had some conversations with parents about, you know, kind of helping them through the process of like what's what's hanging them up and getting the kids here. I know Jill has and the administrative team has as well. So, yeah. But it's nice to celebrate
060the wins, you know. Absolutely. >> Thank you. >> Thanks. >> Okay. So, we um tonight we have our first reading for our policy review. Um the first uh three there were no changes. So um just wanted to mention there were a couple changes made for uh the interpreters for hearing impaired parents and and that was basically you know to update language to support like the advanced technology and what we're actually doing um and make our policy be more relevant. And then uh animals on school property. Uh that was the conversation that we had regarding um pets um on the on the fields and um you know discussions related to that. So that was during policy committee um this past uh week. Um Miss Parrots was there. Do you have anything else to add to that
061conversation? >> No, I mean it was pretty straightforward. >> Pretty much in agreement on all of the policies that we updated. So, I mean part part of the conversation it's hard to um have a discussion about like limiting when we're also talking about um the campuses, right? So, there there avenues for people to walk and there, you know, it's not to say that we don't want people to have access to the property. It's just to say, you know, specific areas that we need to protect are are going to be limited. So, um I think we'll be hopeful once once that goes through that we can get some signage and and make sure that we we take care of those things. Um we did have a brief discussion on the social media policy. Um because there
062are not a lot of resources out there. um we're trying to, you know, do our best to investigate but also do a thorough job um to make sure that our policy is also not in inhibiting our work here too. So um I think it's going to be a little bit of a development um because there aren't a lot of resources out there or districts who have moved forward with a social media policy. So, I just wanted to let you guys know we've started those conversations. Um, and we are trying to get some resources to help us build something that will be something that is not just for today, but you know, for next year and and years to follow. So, something a little bit more all-encompassing. So, hearing any questions? No. Okay, great. Um, dates
063for future meetings, uh, October 22nd and November 5th, right here at Host Middle School Library at 6:00 p.m. Can I get a motion to enter into executive session at 6:56 p.m. to discuss matters leading to the appointment, employment, promotion, demotion, discipline, suspension, dismissal, or removal of a particular person or corporation? I'll make a motion. I'll second. Mr. Jackson, yes. >> Mrs. Yes. Mrs. Gender, >> yes. >> Mrs. Paris, >> yes. >> Mrs. Burwell, >> yes. >> And Mrs. Geller, >> yes. Thank you all for coming. We do not plan to return. >> Thank you, Ashley, for your >> love. Talk about quick.