001All right. I would like to see the public meeting to order at 6:03. Emergency exits behind us, behind you guys, and the door we came in. Please stand for the pledge of allegiance undery. >> Mr. Jackson >> here. >> Mrs. Snder here. >> Mrs. Gendron >> here. Mr. Harris >> here. >> Mr. Rose. >> Uh, excuse >> Mrs. Burwell here and Mrs. Gillard. >> Thank you. >> Like to turn it over to Miss O for reports. >> Thank you very much. So, first tonight, we've had a very busy summer, a number of meetings, uh, wrapping up today with new professionals orientation and, uh, Tim is gonna fill you in a little bit. I'm going to give you the backdrop for um I'm really appreciative to the board uh in their foresight, their vision for establishing
002a vibrant vision and mission for the district as well as a set of beliefs associated with commitments that tease apart those beliefs and give us some real ground to stand on. So the the thought was to use that as a strategy in all of the meetings that we've conducted this summer. So um we have also this summer attached our meetings to off-site uh visits particularly to the CTE center down at Capitol Region Boseis. We had the admin council team meet down there on July 30th. Uh we met there earlier this week with the teacher leader team. Uh they toured the facility. They saw all the outstanding opportunities that uh exist for students in preparing for 21st century occupations like uh sterile processing and uh networking wiring uh and um cable wiring so that they could
003come out and be work for Verizon andor Spectrum and so on. And so in that backdrop, we had vibrant conversations in all of these groups about the vision and the values. We unpacked those beliefs. We focused on specific words and what they meant to each individual in the group and developed a shared understanding of the words both in the vision and and the mission as well as each of those four beliefs that you've established. Um, all with the intent of having the leadership of the district in the buildings sharing language and understanding of what is good practice and what it means to have high expectations. What it means to have individual plans for students, what it means to uh uh have a a positive climate and culture. What's the difference between the two? uh and
004what it means to um engage the community in in what we're doing. And so I think they were pretty productive meetings. Um and again, I I commend you for having that foresight so that we can work in that framework. It's been my experience that when people wrap around a shared purpose and that word in these groups, when they wrap around a shared purpose, some energy gets electric and things happen very quickly. So I'm excited. I would add to uh those comments about those meetings. Uh we've been doing some other practical work on the ground. Uh I want to commend the elementary principles for collaborating with me over the promotion retention process and procedures. Be to be clear, they all said, "Well, that doesn't happen very much." Said, "That's great, but in the event that it
005does, where would a parent find the information? how would they know what's happening? So, communication is important uh when a student's struggling and if a team is going to be considering retention for that school year, that process needs to include parents as early as possible and it needs to include strategies to help that student improve before a final decision is made sometime in in May. So, that's going to be embedded in the elementary school uh handbook and we're going to put the the new language on the website. It is not a black and white you must do this and take this step. It gives principles some latitude but it's very clear in what we're trying to accomplish in terms of partnerships, building partnerships with parents. Um we're working on device management. I met with the
006secondary principles and the IT department uh earlier this week with regard to device management, the collection and the distribution of devices. We have a batch of new devices coming in that will be distributed to 9th graders. We want to reaffirm the liabilities and the responsibilities that go with possessing a a device by a student. Um it's not a neverending well. We can't continue to to give out new devices when they get broken or lost or stolen or we get phone calls from some person in Troy saying, "I I found a a book bag with a co Chromebook in it. What do I do?" And um so we're going to try to tighten up that process and and um expectations and communicate well with parents so we get their partnership and in managing those devices uh
007so we mitigate any losses. Um there is directory information uh recommendations that have come down from state ed in June. We're looking at those recommendations and aligning uh those recommendations with our current existing policies. if there are updates to policies that need to be made at the board level. I'll share those with with Peg and she'll uh work with the policy committee on doing that. I don't think that will be the case my first first review, but uh if that's the if it happens, I I'll forward it in that way. Uh we've asked the question why not us and why not now? We we have resources. We have new leadership in in in uh you know a key building in the district. We have uh people energized. We have experienced staff. We have a lot
008of new exciting excited staff today. Uh they're all here. All 18 of them uh in all of the buildings except >> Scott >> principal >> the char indicated that. So uh but why not us and why not now? And why not keep pushing the the ball forward, doing the things that we know work best? Um know that kids will respond to and give them those exciting opportunities that the adults have now seen. Uh they were all clamoring uh on Tuesday to yesterday to have the eighth graders go visit CTE to spark their interest and their inspiration for what can be in their life. And that will help them also to plan their ninth grade year and their 10th grade year, get the credits they need to to get so that they can go to Boseis
009in 11th and 12th grade. So, um it's been a busy summer. Uh but I'm looking forward to next week and having all the staff back and looking forward to the kids coming in on Thursday because that's what it's about. So, >> thank you. >> Um we will share the agendas with you from from the meetings. a lot of a lot of good stuff including for your leadership. >> That's fun. >> So, some other updates. Uh good news. We received a proposal for a medical director today. Um so, uh we will be asked for that recommendation at the next board meeting, but I am going to ask that I'm able to make it effective at this board meeting. Please. >> Yeah. Dr. uh Stephanie and Dr. Christy Morales from Community Care Physicians. So, so they responded.
010It's a thorough response. So, um we're we're very happy and uh thank you to Ashley for her uh work on uh on making that happen. Um, so on the topic of staff, uh, we are, uh, mostly in good shape as we, uh, enter the school year. We are still needing a special education teacher at CHS and ALS, Abram Lancing. Um, there is a potential plan um, for point 2s at CHS. Um, you know, we we know that ends up being a lot to have an extra assignment. Um, so we're, you know, we're continuing uh continue to um big area of concern is speech. We had um we had one speech teacher on a you know one-year leave um and then we had uh one speech teacher u move out of state uh relocate and then
011another one take a new position. So, um Karen Vanessie has an interview tomorrow with one um there is another potential candidate um that could be a long-term sub. Um and then we still have the third opening. We've reached out to Boseies. Um they suggested we reach out to um for a cross contract. they thought that maybe one of the other Boseies and they named some might have that service. Um so we're continuing to look at that. Um and then if um we're not successful there um we have done research and we would have to do some work with um CTA but we've done research on some outside providers contractual providers. So we'll you know we'll find a way to make sure the services the services are met. Um we're down one teacher assistant. Our biggest
012area right now is is teacher aids. Um so across um across the district, but more actually more advanced Skype um than in in other places right now just due to some late turnover. Um I am meeting tomorrow with uh Matt Bombard who is our new district safety uh team leader. very um excited about that. So, we're going to be really um laying out the year, talking about hiring, on boarding, talking about you know some uh joint district level meetings with the personnel. Um we'll also be talking about uh you know fine-tuning how to make sure um there is coverage for the track etc. And I'm also meeting tomorrow with Mary Beth. She's back from vacation, our communications person um you know to really talk about not only communication regarding the track, but communication regarding under
013pouches as we start this school year um and some other areas of communication and really outlining some expectations. Um what we would like to do is um you know at the next board meeting have a conversation with you around communication and and you know some of the um you know things you would like to see some of your thoughts and then we would be able to um you know work with our communications with with district communication. So just so you know we're looking at plans in that area. Um, I do have to echo today was a great day. 18 uh new staff members. I'd like to thank Rachel Marcel did um presentation on systems and supports and then as as always Scott and Matt uh join us and um uh I have to leave for
014a little while but that's okay to come back as um the coast teacher association presents. Um Margaret uh gave a a welcoming speech, but the the um you know the the the key words that were coming across collaboration um you know really a welcoming community um worth working together. So it was a it was a very very fun and uh you know just a refreshing a refreshing day. Um and when we get to the agenda, um I do need to I will share share something about the you have in front of you. So that's that's uh it for me for now. Um I think you saw through my text we're working on safety committee meetings um first round. Um and facilities committee meeting um looking at a September date for the safety committee, October date
015for facilities. We're looking for a November date for uh wellness and we're going to be trying to intersperse some of the other committees in between. Any questions? Okay. Stacy. Um, oh, enrollment. So, this is like apples to oranges because we're comparing um enrollment as of today to bed stay. But I did want to give you an update as to where we where we are um today and uh over with our overall enrollment um 1940 as compared to uh where we are on beds day um 1978. Um we still have kids coming registering. We have a lot of transition during our first couple weeks of school. principles will be sharing their opening reports. So you'll get that at the end of the first week. Um and then one bed stake will will compare. I did want
016to also um share our ENL enrollment as of current. So um 19 at the high school um the high school needs an additional 0.2 ENL. We can't get it out of the grant. We just we just posted that to meet students needs. um as of beds stay. So total 74 as of beds stay last year. Um 75 total 74. So uh close. Well, this one says enrollment 825. >> Yeah. No, that's an exact replica of the >> So um my bad. Okay. So I will get you. Our numbers are um slightly low compared to bed. Well, we did have a number of students who got commanding. So, we will place that slide share. >> Okay. >> It was 95. Here it is. 95 last year. >> So, it's significant. >> Yeah. >> The middle school
017is up to 21. Do you want to do that now? Yeah. So, um, every year at this point in time as a board, you look at the mission, vision, beliefs, and commitments and discuss needs to be any changes. So, there's honestly going to be looking to you guys for any additional feedback. I think when we initially made this overall set of conditions have ended up being at least say 4hour workshop um kind of so I'll be honest for me I I don't have any changes but um I'm always open to new ideas and other thoughts kind of a part of both of that in this, but I think it's the simplistic piece of this speaks to its importance. Um, and you try to add too many things to it, it it's a nightmare. So, I
018I like it way >> I'm just a little off on the part the partnership of schools and then you say parents and community. So, I'm just I don't I don't I mean it's not they don't get their education just in the schools. >> I think that's what it's saying. It's a partnership of the schools, the parents and the community. >> I know. like the educators. It's I I just I when you're saying parents and the community and then you say schools, schools is an inanimate object, but then parents are humans and community are humans and that's just where I'm just play on words. That's all I'm saying just from English language. That's my only comment. I have no no problems with it. I'm just saying that you you're saying >> of the educators, parents and
019community. >> But the problem is you get >> when you get into specifics of educators, let's face it, probably include what seven, eight, nine, ten different groups and then I think the concern is it starts to get really wordy and >> god forbid we get a group. >> Believe me, I I'm not saying it needs to be changed. I'm just calling though that it's an inanimate object and then so that's >> yes but I'm not saying it needs to be changed just my two cents >> appreciate that >> Tim as you guys were discussing this and all of the individual communities honestly did you get any feedback suggestions or thoughts um from that side as well. >> Thank we often don't get a chance to interact as much with the teachers with the staff. >>
020Um >> so I have a reaction to the school. So school is a culture and cultures are made up of humans in patterns of beliefs and behaviors that play out every day in a master schedule with groups of kids all traveling together like several groups of subgroups of kids. And so there's a real heartbeat in a school every day when you live in a school year after year. watch kids come from 5 years old to 18 years old in the pockets of camaraderie that they have and the adults pass them off to the next set of adults and there's a real organic feel to school. So when I hear the phrase school and when I'm facilitating groups of people around these school improvement ideas, so what I've shared with you is a foundational school improvement
021activity and it's about helping people to understand culture and how culture is so powerful at either stifling progress or improving progress. And when we all get that ying and yang going and understanding as a collective, you're you're an arm as a leadership group of the school. The school as a noun like where human says a noun, right? And so the school has a heartbeat. And when we think of it in sociological terms, then we can envision it being in partnership as a whole team of people K through 12 in a whole abundance of roles that they play in in the human services field to support families, to support kids, and to support the community and vice versa. It's a symbiotic relationship. So then actually I will say it may be a little bit offensive to
022say parents and not families because it's not just the parents >> who are involved in the bringing up of the children. >> Yeah. >> When you say it like that and it's not mom and dad or stepmom and stepdad. It's brother, sister, grandmother, grandfather. It's a very coordinated of a family. >> It's a more holistic understanding. >> Exactly. And that's the same where you're saying about the community because it's not just the police force or the fire department or the psychologists. It's the entire community that's working together. So in that aspect, that's what I would say. It's a partnership of schools, families, >> and the community. So in our to answer your question again in our work we just went headlong into those ideas and how how are we going to understand them? we we
023were more enthralled with the words um purpose and plan for all and if and we we focused on partnership and even at one point with the teacher leaders I I reminded them that you know we've all been appointed what does it mean to be appointed you know and I equ I started asking questions of them about well where do you make appointments and now of course we all make appointments with doctors and dentists and whatnot. And what are what's that transaction like? What we call get an appointment, we're online and we're we're getting a piece of time of that professional to service a need that we may have. Might be a wellness need, might be a, you know, a health need. Um, and when the moment we walk into the office, we're we're part of
024a systemic practice of service and we're charged, the insurance companies are charged for each pieces of those practices. the the receptionist who's managing the appointments and the patients and the order and and the the PA who's coming in and doing vitals and reading the file and updating the file and then eventually the practitioner who comes in and takes care of our our need and that's all all built all different services but it's it's one thing well it's the same thing you've appointed us all to bring our professional service for your community and So I reminded folks that under that appointment it this idea of vision and values this comes from the medical field. I remember 20 years ago I had to bring my kids to the Wilton emergency care center and there it was mission
025and vision on on the wall. Wow now I'm they know what they're doing. Okay I'm confident. And so it says something about how invested you are in your practice and what you expect not just of your what your patients should know when they come in about the service they're going to receive but also the people working there and what they expect their role is. So in that context now we all are compelled to as as appointed professionals to carry out these roles and and the the vision is the kind of overarching umbrella that we're all chasing will never get there. It's evolutionary and ongoing continual improvement and that's a culture. the the beliefs and the commitments are the real road markers on the highway that guide us. And you can have the conceptual statements like
026high expectations for all. It's it's kind of a fluffy statement, but it's a good catchphrase. It's like a tagline and it's good for marketing and finding your niche in the market. But you have these commitments too that that give life to those conceptual beliefs. And so we pulled those apart. I love that you included in belief number one, the commitment number one. I love that you included individual plans for every student. You know that I make I believe that every student should have an individualized learning plan just like every special education student does. I believe you can do it even in your size district. did it at birth and I've done it in in a in schools that I was a principal at. It can be done if you have the will to do it.
027So helping kids to figure out, oh, this is what school's going to offer me. How do I prepare myself for it? And the engagement happens when they see that facility down there. I want that. What do I need to do to get that? When they hear that a student crossed the stage and had 81 82 college credits in June, if I'm dead, thank you high school. You saved me a ton of money. The biggest tax break I ever got. But that's that's worth credit. that's attractive and and so it's a different plan for each kid or some kids might want to do both and that's okay too and so that's what high expectations are being able to tailor what we do to those individual needs. So in this framework, we're getting people to and understand
028that language. When I use the operating room, when you're when you have surgery, you have an anesthesiologist, you have the surgeon, you may have the specialist in the room, you may have a general practitioner in the room, may have a head nurse and an assisting nurse. All those people are around the table and you're the patient. And if they're not speaking the same language with the same understanding of those words, something fatal could happen. Not by intent, but just because of miscommunication. It's human. So the more we get universal language and universal shared understanding, the more people get in ying and yang together and the more efficient things get and we have pockets of really great examples of that culture at work and you want to replicate that so that if you didn't do this
029you would be struggling to find purpose because what this yields what that yields is purpose why do I do what I do every because it's important kids future that's what it's about and and how do I do it well you follow those core values because they'll lead us in whatever program we talk about should be in the context of say I have high expectations for kids is that building the culture is that engaging people these these these tedious tasks policy tasks I talked about we're we're going to engage and communicate in in new and different ways about evolving expectations because expectations should evolve, right? It's five years now we've been having onetoone devices. We've learned some things that work and we've learned some things that don't work and we're going to try to fix that
030and keep moving and that's what we should be doing all the time whether it's operational or whether it's educational and instructional we should always be improving. So you've got a good framework here. If you tinker with it too much, you'll undo my work. Let me do that's my two cents. I hope it answers your question. At least you have you understand that it's fine. >> Could I just add one thing with our building leadership teams? We asked them, do our students know our mission, vision, beliefs, and commitments? And so that's one thing we also challenge for this year, you know, to really make sure our our our kids know, you know, where we're all moving, how we're helping their hearts. >> We head to the next slide. >> Yeah. >> All right. Um, high expectations,
031any concerns or tweaks Overall thoughts. >> Okay. Um, school climate culture. >> Can't see. >> Students, staff, and families. See, we did a good job using families there. >> There you go. environment that promotes caring relationships, open communication, cooperation, wellness, and safety. >> That's good. >> Next slide. >> Future ready knowledge and skills. Were you intentional when you used all the 21st century C's? >> No, but we were intentional in that we were leaning on the soft skills, the things that are going to translate regardless of what may change from day to day, from year to year. These are the things that we need in business. These are the things that we need our graduates to be able to do. creativity, collaboration, communication. Uh what's the other one? >> Critical thinking. Uh add to it
032character and citizenship. You know what they told us at Global Foundaries. We went up there. We took a tour. We said, "Wow, this is really great. You have jobs for kids." Yeah. We we'll hire them right out of high school. We'll start them in $70,000. What are the qualifications? show up to work? Do they need Do they need like calculus? No. Do they need like physics, high level AP physics or something? No. Oh, how will they know what to do? We'll teach them. Just show up to work. Have some character. Be committed. We can do the rest. 80% of the jobs that second graders will work in this year's second graders don't even exist. And the kids that graduated in June, they'll work in 14 different career pathway jobs before age 38. Think about that.
033Or they won't be working at all. They'll be entrepreneurs. I got two I got two son-in-laws and a son in their late 20s and mid30s and none of them work for anybody. You'd like to have their income contracts a graphic artist with contracts with Apple and Google. Independent contracts freelance website builder and a freelance writer. What do you do all day? Different generation, but that's tomorrow. So we have to what are we preparing them for? We're preparing them to be able to pivot and be flexible and >> adapt to things. These these seeds there's a whole body of work called 21st century skills. You can Google it and they're all they're all there. And if we focus on that, we'll also be focusing on the social emotional development of kids from the time they're four
034or five and coming to us. We know that um in communities they have a lot of trauma that those soft skills are often the skill the things that are left behind. If they're left behind uh in the midst of the trauma um reading and writing gets left behind too. The kids come to school and we assume they know and understand certain things and things are wrong and they fall behind quickly. And if we can't catch them up by third grade, they're going to drop out of high school. And so it's really important to get them on on reading on grade level by third grade. But sometimes you have to take care of those soft skills first. So that's the kind of deep thinking that particularly that that third belief. If your intent was to get
035us thinking about soft skills, we had a lot of conversation about that linked to the future with STEM stuff in mind. And that's why we took them there, you know. So the question we were wrestling with is how do we build scaffolding programs that will prepare kids to do that? Then we asked the principal down there like do you have kids that come to you to do these um you know kind of electrical engineering oriented kinds of things but they would really like to go to engineering school and not into a vocation. Oh yeah. And they use this certification to pay their way through college while they were real high end of the engineering part. And so it's about creating opportunities and it's about kid exposure. some of some of the staff have talked very
036passionately about um isolation and and that the that the students don't have a sense of understanding of what's beyond the city limits and like asking the question I made a mistake coming up from long down on Long Island and my kids grew up in Manhattan going to Manhattan on a train and I said to some folks around in up up on the hill, you know. So, the kids get to go to the city. Well, sometimes we take them to Proctors in Skenctity. I mean, my head I made I made two or three teachers every year take kids to the net because otherwise they wouldn't they wouldn't see it. And so in a lot of ways the the experiences up there on the hill in the rural area are not not very different than experiences a
037lot of kids have here in an urban area. So it's just a matter of giving that giving them a glimpse of exposure and oh wow I could do that. So we're talking a lot about opportunities. Those are good conversations to have with adults. >> All right. Any changes for efficiency and equity of resources changes. >> So next steps um on the next board meetings but these are also woven into policy. >> Uh so uh we will um I think we could do a first read and adopt. I think that's reasonable. We've been discussing doing that with most policies moving forward. >> So I'll put it on the next board and uh thank you for your thoughtfulness. Um when we write a lot of times now we do say families families and care for them. So
038I think it's important to emphasize that too. Okay. So the next uh slide about upcoming events and uh looking forward to both September 2nd and 3rd, we'll share the the agenda and then our our first day of classes. There has been a change to this slide uh the September 10th slide uh since uh we put it together uh and the Abram Lancing open house has been moved to Monday. I think Monday's the 15th. Um so uh it will not uh compete with either the board meeting and there'll also be time the barbecues before the board meeting. Um so and that'll be two separate things. So just so you know. >> Thank you. >> All right. Does the board have any um item item on tonight's agenda they would like to discuss? So if I could
039just um let you know that uh so what as you can see there are four memorandums of agreements with the host teachers association and we spoke about most of them um at the last board meeting. Um my apologies I shared the wrong MOA with Ashley which is what got uh to you. So this is the actual MOA. All this does, this language is in effect in the contract for the high school. The the bolded language, for some reason, the language for the middle school said um no said no additional duties will be assigned to teachers with multi-school assignments. Sometimes if you have a multi-school assignment, you don't travel every day. They might be in one school, one bed, one school in another. So all this does um is to align the middle school language with
040the high school language. Just that one sentence. Now they're the same. >> Good. >> Okay. Um community have any item on tonight's agenda they would like to discuss? >> All right. With that, um, can we get a motion that the board of education adopts the following resolution of the August 27th, 2025 agenda and agenda? Uh, 7 A through Q. Sorry, 6 A through Q, 7 A through A and 9A. I'll make a motion. >> I'll second. >> Mr. Jackson, >> yes. >> Mrs. Snder, >> yes. >> Mrs. Gendren, >> yes. Mrs. Paradise. >> Yes. >> And Mrs. Furwell. >> Yes. >> Right. Are there any comments from the board on anything not on the agenda? >> I do actually. I know you're surprised. Anyway, um I read a really good article in the record today
041about word ofly high school, middle school. Um obviously not in the elementary school yet. how they are now two years into doing the yonder pouches and how much improvement they've seen um and just the kids and the community and all of that. One notation that I did get out of it that I just wanted to bring to the awarenment sports communication for delay of a game, delay of practice, delay of um you know any changes, the coaches normally text the kids and that's how it is found out throughout like then the kids text the parents and stuff like that. So what they have come to find out is that they have to put out a daily communication and I know next board meeting we will have a discussion. I wrote that down about we're having
042communication discussions but the communication that we have to get out to the the families and everything that will occur for like after school or that evening or whatever. we have to be on top of it because we can't rely on our coaches texting the teams anymore. So, I just wanted to, you know, that was just one thing that like stuck out on me and that actually is a big thing because it's the teachers or the coaches that are, you know, they're texting the kids and you know, and that's how I found out every day that a game was delayed or whatever, right? >> Was from their names through um schooly schooly. So parent square is for parents but schooly 612 the students also have access to um so the coaches have access um I don't
043know that all do but I think we can work through because if you have a host.org or email address, you can have access to schooly. So, >> so it might just be, you know, when Jeff is meeting with the coaches in the beginning of the year, reiterating that it's not by text anymore. It has to go out through schooly and and honestly, it has to be that way because we can't have parents not picking up a kid after school because practice got cancelled, >> right? So, we'll we'll work with Jeff and there, you know, and if there's other there might be I know that uh um I don't not sure if family ID is a a venue as well, but I'll I'll work with Jeff and talk about that. Um, you know, we've begun the
044discussion anyway because um not about texting um but about using social media platforms to co to to communicate and not every student has social media and so we don't want the social media platforms to so we have discussions too. So uh we will uh share more information but very good point. Thank you. Um, and then one question that I have probably at this meeting every year, how are we looking for Chromebooks for next week? Good. >> I like that answer. >> We got 300 Chromebooks in we've labeled them. So, you go to fifth grade and then all the other Chromebooks. Nice. It's a Chromebook. >> All right. Any comments from the audience on anything? >> You might know the digital age. Is the no cell phones in school take effect this year or is it
045still it's still um because I know you just talked about being notified through text. It's the easiest and most efficient way to do things. My wife, for instance, me being as a custodian, I still get when there's snow delays, I get my text 15 minutes before she gets hers and I'll say, "There's a delay or snow today." She'll say, "How do you know?" Well, who's the one that takes away the snow? But if there hasn't been too much said about it, has the parents, family or guardians all been aware that and the students that there's not going to be any cell phone activity or is it going to be sprung on? >> So, there was a communication through Parent Square at the end of the year and a couple other times this summer. Uh my
046meeting tomorrow with district communication is to really make sure as they come into the start of the school year everyone is aware >> and it's a new >> entering the building or entering the classroom. >> We're using a yonder pouch system. Um and uh you know it's it's now a requirement in New York State. So, as kids enter the building, uh, at the secondary level, they'll put their cell phones in a pouch and lock them. At the elementary, um, you know, they'll use backpacks, cubbies, teacher storage devices. But, yeah, it's as they as they come into the building, as they leave the the if a a parent texts, you know, when the student unlocks their phone, as soon as they leave the the building, they will see that text. parents will also be able to
047communicate call the main office and then as you heard we'll explore some alternative means as well about practices and things >> the other thing that I witnessed this summer because I have access to every building is um it's not so much the staff of the buildings it's the outside people that come and use our buildings um it's a stink law that doors aren't supposed to be propped open >> and it still happens and I was in the building and I questioned and they said goes on every day but you can't allow that's how things like what happened today now even though the man didn't enter the church it's still how things happen and then it's better to be proactive than reactive um I was asked to come back the last week in June to be
048a custodian at Lancing Um, I'm not trying to throw anybody under the bus or anything. The way I was trained when I was in the building was not to be laxidasical like those silver alarms were on the door there for reason. Can you send Mr. Van down and take the alarm off the building? I got to go out to the playground. My answer to the teacher was, "You have a key?" "Well, it's back in the classroom." Well, it's an inconvenience. No, an inconvenience is having to call that family and tell them they lost their kid. So, they're there for a reason and you have to stick to the protocol. It may be an inconvenience. They may be Sometimes you turn the key and it doesn't go off. You open the door, it goes off. That
049means it's working. That's the only thing I want to say I witnessed. And like I said, someone said something to Mr. Bird. Mr. Bird said Mr. resonates in this building all week long by what he says. That's the good thing. >> Thank you. >> So, you're coming out of retirement then. >> Mrs. She's like my wife just getting out of the house. >> Thank you. um for board policy reviews. Tonight was our second reading of 8113 which is extreme heat condition days. Um and dates for future meetings September 10th uh here in the middle school library and September 24th here in the middle school library. >> Okay. Um no executive session tonight. Uh can I get a motion to adjurnn? >> I'll make the motion. A second. >> Mr. Jackson, >> yes. >> Mrs. Yes.
050>> Mrs. Gend, >> yes. Mrs. >> Yes. >> Mrs. Fairwell. >> Yes. >> Meeting is done. Thank you and have a great evening. >> Thank you.