001Good evening. >> Good evening. >> I would like to make a motion to open the meeting. May I have a first? Bill, a second. Lisa, all in favor? Take another motion to go into executive session for purposes of legal and personnel. Alex Bruce. All in favor? All right. Thank you. The board has returned from executive session and there are no actions taken. Can I have a motion to open the meeting? First, Lisa, second in favor. Let's rise for the pledge of >> allegiance. I be of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. This this month we are fortunate to have a presentation for students from the Primary Center. >> Hi, my name is J. Thank you for inviting
002us here to we have been learning and having so much fun here at school. Let's start by sharing what we are learning inside of all these subjects. Kindergarten has been learning to grade second workshop. first grade learning how to send dogs on how to give a dog a how to how to how to make a pizza and how to make a >> Hi, my name is reading. In math, kindergarten has been learning number pairs and addition and subtraction up to 10 using number bonds. We are comparing numbers, learning place value, and adding numbers with tens and ones. Kindergarten has learned all about push and pull forces in science. First grade now knows all about lights and sound waves. We used our observational skills to see how different papers were transparent. Oh, okay. Translucent and transparent.
003We use them for sound. >> Hi, my name is Ari. In social studies, first graders are learning about needs versus wants. We are are also learning about goods and services. We are also learning about for directions. We all have been earning our scooter licenses and physical education. It has been so much fun. We even have a scooter city to ride around. And with a gas station, a pool, a gym, a mechanic, a thing, a restaurant, and a bowling alley. We love to play vol. We play a ju down. >> Hi, my name is Meline. Miss Elanese has been teaching us so much. Kindergarteners may clay fish. First graders may play pot. We are now making fabric collages based on sports of the artist. In music, we are learning about rhythm and beat. We also get
004to learn about instruments such as the drum, the sandscraper, and the group. Mr. Aly even demonstrates others like David Lamb and the drum. HI, my name is That's really Hi, my name is K. We have an assembly for holidays around the world. We also had fun. We also collect. Now we are collecting to help. HEAT. HEAT. PLEASE. HI, my name is so near. We had so much fun. Did you know that also my name Emma, we spended our fourth annual birthday to cheer on the show. You guys can see the good and dance with the doctor and one of our favorite ladies. We had our first one in February and we're looking forward to second year. Some of our favorite things to do are public and we also like the Hi, my name is Alan.
005We rock our miss day. My face brought the book wonder to our school. We learned it's important to be kind to others because we are all unique and different. Thank you for letting us share all we have been doing so this year. Thank you so very much. Are there any questions from the board over Skill Students? Did I ask anything? Hi. What is your favorite thing to learn? What's your favorite all the way in the back? Come on down. here. >> See, >> I I have a question. If we bring our driver's licenses, can we come ride a scooter at recess or do we have to go through the scooter protocol? Thank you so very much. That was a wonderful. We'll do one. Can we do one picture with them? Come on down. One picture.
006I tried to Go back. Sorry. Washington about Heat. Heat. Yeah. Heat. Heat. Heat. really know about How are you? >> Hello. Good. How are >> you? Great job. >> Can you take a picture of me? >> I'll do more another. As the president of the board, here are my updates to the public. Um, I'd like to welcome everyone back. I hope you and your families had a wonderful Passover Easter, able to enjoy a restful spring break. It was a pleasure to welcome our Westside students back into the building. It was a very special moment to see the halls once again filled with the familiar energy of our students. On behalf of the board of education, I would like to extend our sincere appreciation to our administration under the leadership of Joano for their dedication, his
007tireless efforts to challenging. Um, their work ensured students were able to continue their education in other buildings with minimal instruction while also securing the swift restoration of Westside School. We also want to recognize our teachers and staff who work diligently behind the scenes to restore classrooms and prepare warm welcoming spaces for students who return. We are also deeply appreciative of the generosity shown through donations from the education foundation as well as from students, staff, and community members. Your support has made a meaningful difference. What we continue to see is a community that comes together and supports the school because of that. Jared Edward North side is moving forward with great pride and optimism. Tonight we will have another budget presentation from our assistant superintendent of business Dr. Aman. The budget process is a monthsl long
008effort that begins with administrators developing a proposal based on student needs, academic priorities, staffing and operational costs. The board of education then reviews it in public work sessions, ask questions and makes adjustments which are alignment with district goals and responsible use of taxpayer funds. There are multiple opportunities for the public input for transparency throughout the process. After revisions, the board vote on a final proposed budget which is then placed on the ballot for committee approval. >> Thank you. Good evening members of the board of education, our students, staff, families, the members of our community. Welcome to the April 14th board of education meeting and I want to begin by recognizing what continues to make the first such a special place. Our students, our staff, and a community that consistently shows up in support of today
009marks the 35th day since the fire west school. and I'm incredibly proud to share that our students have returned you along yesterday their home west side school. Walking through the building, you can feel a sense of comfort, pride, and that remind us why this work matters so deeply. This moment was made possible by an extraordinary collective effort. I want to extend my sincere thanks to our students, our staff, our administrators, parents, community members, board of education, firefighters, restoration staff and cleaners, and so many more. Everyone came together with a shared purpose, and because of that unity, we were able to restore not just a building, but a sense of home for our children. Our students themselves captured this feeling better than anyone else could. Dave Poker shared, "It just feels so normal to be back
010here after being a new school for three weeks, and normaly sounds pretty perfect to me." He also expressed his gratitude the firefighters who helped make that return possible. Wesley gave the entire effort an 11 out of 10. And Maggie, speaking with News 4, said she's very excited to come back to Westside School. We still have work ahead of us. We are now in the final stage of preparing our temporary learning spaces for the library and creative learning lab and we expect them to be operational sometime next year. Then we will need to plan on what to replace for more space that happened last year. We also look ahead and our cherished traditions continue with even greater meaning. The westside run on day 17 will be especially significant this year followed by the white public ETG
011month on May 31st where I once again will find myself in a job. And for us the district there is also so much more to celebrate. This week, over 10 students will compete in the speech and debate tournament at Frog Science High School with the ELA assessments take place on April 16th and 17th for grades 3 through 8, providing our students with an opportunity to show up their skills and knowledge. The Warren Harvard PTG VIP dance is this Friday. Superhero Day is also Friday. Westside Council will be held on April 24th. and we have a literary lunchon that will take place next week on April 25th. Each of these events reflects the strength and vibrancy of our school community. Finally, an update on the teachers contract. I want to note that since receiving the fact
012torrent for recess, which we shared with the community on March 31st, we promptly reached out to the HDA in an attempt to bring this down to resolution. Just this afternoon, the HDA contacted me to set up dates to meet. We already responded tonight with a date for us to meet with them. We are grateful for the efforts of the independent appointed state factfinder for all of his efforts. In closing, while the past several weeks have tested us, we also have revealed the very best of who we are. The spirit, compassion, and resilience of this community have been nothing short of extra work. Thank you for your continued partnership, trust, and support. I look forward to the work ahead of us to celebrate many more successes together. Thank you for coming here tonight. Thank you for
013being a senator for the Coast Harbor family. Thank you. >> Thank you, Jeff. Um this is the first discussion section of our agenda. I open the floor to any discussion items from members of the board of education. >> Please go. I had um an item I wanted to discuss here which is that we have a board representative for the ed foundation but I'm wondering and it it may be that there are too many organizations but I'm wondering for um is the booster club if there should be a board representative for the arts booster club. orcum it's always been that they're supposed to come a representative from each of those organizations comes to CPC to report out but I'm for those two organizations in particular just a discuss But whether or not there's other organizations or
014if we don't think so, it would make sense to have a board representative or liaison um for those two organizations because they do do so much to support our school and our one of you. uh you know when food was on the board that we really did need seepto and booster club >> all of the organizations would come to >> special coordinate you couldn't enter into a back and forth because more than a board was present it was really a listening session where you could listen >> well there's enough of us though that for each organization that perhaps I think it's worth looking into because I do think that they more could probably be done. >> Yes. Yes, more could be done. And I think particularly in the arts this year, we've heard a lot
015about that. And um I think that I have a tendency personally probably with kids who play a lot of sports to think about that. But I'm also the daughter of an art teacher. I was involved in music and the arts all through my schooling and I I just think I don't want to see us not focusing on areas that I think a bunch of us do really truly care about. So um I and there's lots of things that I think each of us could if everyone took one committee perhaps and it's just attending one or two meetings a year. I think I was the leazison for the the head foundation. Um it wasn't every board meeting I think you have to go to for them either. But it could I think help to eliminate some
016of the disconnect and also help us to bring back information to each other members. I know we already spent so much time in meetings. I don't want to sign us all up for extra meetings. But I just felt like it would be a nice way for us to be more involved with the community and have listening ears in different areas. So something for us to flesh out for. I think it would be for the next school year is what I'm thinking. But you know when we do our committee discussion portion but um when we do our committees we have something to add on to as well. And I just want to make sure we're not leaving anything out. >> So we think it can be more than just parts and sports focus. I don't I
017don't want to overstate too. Yeah. >> Thank you. You know, I think feedback is great. I mean I I wish the heads of the groups would or were you know of you know CP come a presentation to us you know hear more perspectives. Um >> I think it used to be also like and I know when I first joined the board I had a little more flexibility with work was that board members could go to more of the meetings. So it's very hard to attend them during the work day also. So I think to your point, >> yeah, I mean I would love to see more parents come to meetings, more people get up to the podium, more people ask for what they would like to see. Um, your parents and volunteers. I mean, you
018only get out of this district what you put into it. And you can't just come when you have a problem. Why don't you come? Also, when you have a suggestion or an idea or just listen and know what goes on in the district because you're going to if you sit through the budget session, you're going to find out some interesting stuff tonight. There's a lot going on. So, um anyway, my three things I wanted to bring up was didn't we do a lunch survey? Whatever happened like that? Did we ever get the results? supposed to meet again and then there was the fire day. >> I think you're right. It was a day. Okay. >> I'm just wondering want to get feedback on that. Make make the uh >> we did we had all the
019results again that day and the next day >> just looking for the conclusions. Um >> yeah. Yeah. Sixth graders love the lunch up there. So I guess it's all perspective. >> Yeah. more more selection, right? I heard that. Uh so then the the uh I asked a question at a prior board meeting, you know, we went paperless if you so opted for that. And I said I put one child in for paperless, one for um you uh the old, you know, send it in the mail. I don't notice a difference. And we were going to you're going to look into that. Let me know like what or let us know. Is there a difference? And um can we detail. I will be honest. I think that was at the March 10th meeting you asked me
020to do that. I I didn't dig deep into it. I will be honest. >> You know what? We we have had a couple things going on. So, fair fair uh answer. No. Okay. We just want to stay on top of it. Uh but >> you've been going above and beyond and beyond. So any of course um the last meeting as uh the the attempt to get a third language in the district crashed and burned once again uh second year in a row and I looked up some other districts of our size and our quality. We you can argue um they all have three to four languages they offer their students. We're still at two. And I just wanted to ask the board if there is any will to add a third. I mean, we did
021take a survey. We usually don't get good responses to surveys. We had a strong student and parent response for that survey. Um, if we're going to launch a third language, it does have to start in seventh grade. We can't keep throwing this out in ninth grade and hoping for the best. We get, you know, five kids or less signing up every year. Um, and I I if the board seriously wants to add a third language, which I believe a district like ours should have three language offerings, and I understand it's not easy um to have three languages, but these other districts seem to be managing three to four. And if it is, I I hope we we we take a serious look at it and get it done next year because I guess it's too
022late this year. I think the reason why it's >> I'm assuming that's why because there there was actually great interest in a third language and they and they picked uh a third language. Um, I think if it was offered when you have to make a decision early on, it would be certainly uh I think it I think it would it would take off. >> I'm just I'm just curious what language did you want there? Was there like something you wanted there to be as a third? I'm just wondering was it was Italian. >> Okay. Can I just have you do that? >> Anytime that you're looking at language programs, I think it actually is nice to start seating the interest in language in the in the upper elementaryaries. And you if you look around at
023at many districts that have flourishing language programs, they really start them young just through basic exposure through a pushin plus uh program where they're starting to experience all the different types of language in a really short verse but just to understand uh speaking in different languages and what it's all about. And then I agree that you know in middle school uh is where then you start really planting right those seeds that you began right to uh to sprout and and and helping to support them. Uh keep in mind that if you are trying to split our world language program, you know, we have we do have small class size and then you are starting to look at being able to support classes that may run lower than other than other classes that we might be
024comfortable with. So um and you're also adding FTEES, right? If we think about it in terms of teaching. So, if we're going to start that in seventh grade and you're looking at a split school teacher, how many sections can can we fill and then finding that person that probably uh has some dual language uh capabilities at least in the very early beginnings because we might not be able to fill a full FTE. So, we would ask them to teach both Italian and Spanish or both Italian and something else in order to keep them whole because it is always more difficult to find a part-time uh language person. So, those are some things just off the top of my head that would be, you know, areas that we would need to address if we're really going
025to marry to adding a third language in the district. So there was a teacher that was already on staff that was going to teach Italian if we went live so we wouldn't have to one out of I don't think they're certified who did one out of search I don't want to am I correct one out of >> I think that's unfortunately the teacher signed at the beginning of the year and he was certified so he was certified or someone teach how to certification >> and do you think it's the language class selection that's since we've tried to launch it and had people less consent I'm asking I had hoped that we would select Latin as the extra language and I wondered whether or not parents would encourage their children to um sign up for that
026just as it prepares you for I mean life in general but in Latin and I really struggled through it for 2 years and I can't believe as an adult I'm encouraging anyone to um have children suffer through Latin again. But I do think that um it's beneficial and uh certainly when you think about maybe are required again I mean it there could be I would think more of um a parental drive also on the signing for that but I could be wrong. I I would have to do some research in terms of the total number of Latin teachers that are out there also. And so that's what so you know it's also about the pool of candidates that we could that we can give and and certainly community support additional >> we had left here
027a while ago. I'm gonna say maybe 15, could even be long, 15 to 20 years ago. The main teacher retired and they had a a very challenging time. Said at least two times ago. Uh that doesn't mean they're not out there. They're they're doing. But the parents also this there was a student and a parent. They both chose the students chose Italian. The parents chose Italian. And I'm not pushing Italian. Again, I said that before cuz I'm of Italian descent. I could care less honestly. I just want us to have a third language. The school my I I went to growing up, they they offer they offered Latin, Italian, French, Spanish. They're oursized. They they made it work. Um and I just I'm going to ask them for I just think three would be and
028it you know I looked at other area schools that are our size. They're offering Mandarin as well. They're offering um some offering black, some offering both. So anyway, I if we're going to do it, it it's going to have to be next year, but we should really think about it. And if we're going to do it, let's do it in seventh and eighth grade. Cuz I looked up, that's when they're launching these other languages. It's not going to work in ninth. People already invested two years in the language. Is there something instead of >> So we would just either I don't I don't see what they do come up with which is the language we want to go with Latin or Italian or something else but Mander we we mentioned three if not more and
029then go forward with that selection and see >> is it possible if we added a third language would that create more co-eing situations for the econom language courses if you have a course like French where since some years there's so few kids already taking it's co-taught I know but not every year some of them will go >> it would be a cool seat coat >> right so as opposed to a co- teacher so uh you're looking that's that was one of the the elements I was trying to point out that we would have to be um willing to to force it to run and support it in in very creative ways right? Initially as you're launching off the ground because uh the initial launch you're going to see very small numbers and if we're going
030to grab on to it, we have to marry that and say we're committed to one full-time FTE no matter what the numbers are going to be to make sure that we can push this all the way through to the high school level. Um and that's definitely something that we would have to consider. And then also like really start in the younger, you know, the upper elementaryaries helping them to recognize what language is all about and and why it is that you want to get into world languages. I mean, I think if we could if we could get a a a small cohort of of 10 12 students that want to travel all the way through and and do successive years of language, I think that that's valuable. Um, and you know, and and it seems
031like that's what this board would like to see and that that you believe that that's valable. So we we have to be very creative in that number >> and I think that number is I think you're right that you need to have kids in the class to talk in different accents and work there. So having a class of three or four doesn't work too well and that's a committee it'll be there singleton like if this is third year it is your freshman Italian class that's the only time you get it. Um but we always seem to be aware study as the English progressed. It wasn't really >> as the challenge there was we had one teach so all of her classes were singing tickets. So you know Latin one was only period one, Latin two
032was only period four. So it was a scheduling nightmare across the board. Some of my example my teacher was teaching six and seven years ahead to fit in an independent study to get a job where they also were single. >> Were they taking it in addition to French or Spanish or >> we had someone doing both? >> Yeah. A some were only Latin and some did Latin in addition to it was because Latin like you said is a little bit more unique with some of the other languages. Yeah, kids. >> They can get it to I couldn't get it. >> So, as a as a district, have we ever looked into the idea of college prep work that we do CTST? Um a lot of the parents in the district certainly have gone to private
033testing and use those companies for private testing. So have we ever looked into how much we do? Do we do enough? Do we do too little? Because obviously college testing part of the school district, right? don't I don't recall ever having a school sponsored a SAT or ACT course? Uh I don't remember doing that. Uh I don't know if it was brought up as something we want to offer. So you're saying as as a course to take or something additional? I'm just throwing it out there maybe. I mean it's obviously such an important part, right? this and so people are going to private places to do that. This is something we should go. >> Yeah. Yeah. you know, ju just thinking off the top of my head and anyone else looking to chime in here,
034Kim and Brian with Alison, I mean, you want somebody who's who specializ in that because some of that is learning the tips and tricks like you are an SAT tutor, you're an ACT tutor on learning those topics uh specifically for the exam and and and I would think there are times where it's it's very concentrated like in the weeks coming up before. So, I don't I don't know and I'm not saying no to this um if it would be a course per se as opposed to a Saturday or an after school because there's really you you just could see 3 hours or two hours depending on the exam to to do a practice. Um that's something we could look into offering it ourselves. Are we allowed to hire someone that's not a teacher in the
035district to come and to teach in the pack like a a review class or multiple review classes? We we have we brought in um which one is it Janette if you want to say which >> so um we just finished our second cycle of inperson onsite SAT um practic method learning >> yes we are getting ready we're gearing up to um another cycle right before the June SAT administration >> so just Janette said it's our second cycle of uh SAT prep through did which is our sec our second year doing it. We did it last year. >> An extra charge to be used for it. There's a nominal fee. Yeah. >> Yes. >> Remember how much it is? >> I believe it's 350 for six sessions of 2 hours each session. >> Okay. And do
036you have to be assigned to do it? >> Yes. So for like 10th graders who want to take it for you, >> they are more than welcome to take it as well for practice. >> Anyone take it? >> Yes. Okay. Plus you have our online prep through um method guys which is through method learning um and students now can access that through uh uh >> class. Yes. Classic many platforms. So yes, >> is that free? That is free. >> That is free. >> Okay. And then the 350, how many kids are signing up and attending those? >> So I'm uh pleased to share that we have had um close to 10 students per cycle. >> The new cycle just opened up. >> We are going to um promote that soon. We're just uh finalizing. >>
037So this is done on school on weekends or >> Yes. So, in the evening from 6:30 to 9:30 at the high school >> 6:30 to 9:30 on >> during the during week nights. >> Week night. >> Yep. >> Here's the actually brings up another similar situation that um a few parents have come to me. uh and you talked about this last year the course specifically the one I'm talking about the science course that's given I think it's 500 >> other regions review >> yes so I might be jumping ahead on the agenda teachers um to teach those review classes and I thought it would be nice to mention it now being that we're fall um that we actually offer those review sessions at no cost here if the teachers are willing and available to teach
038them. All teachers have the option to get paid to teach an extra I don't know review session for each um region or class that need to take. So the board worked really hard to try to implement that to try to save the parents from having to pay for classes like the one that I'm specifically talking about for $500. So if you see on the agenda tonight those teachers, you know, Joe, those teachers don't necessarily not every one of those teachers necessarily will teach it or they all have the option to teach it. >> They have the option. These are essentially eighth grade courses. So, earth sciences that aren't here, but we're improving them that they sign up to do these and that we offer uh as you alluded to and as you saw when we
039released our fact that is one of the topics discussed wanting to have required reading review classes which was released in the fact report with the teachers. >> So, as of right now we don't contract it's not requiredly um you know encouraged and they are getting paid just on top of their now we're in touch. So um I just want to be helpful for the community because I so many times when I mention that parents are like I had no idea. So it's something that we feel like it's >> and it wouldn't be just for Earth. It would be for all regions courses and all AP courses. >> The regions and AP approvals were on a prior board meeting and marking period early and marking periodically. So that's not why that's why they're here. These are
040for the finals prep for our grade seven that we're approving. And I I believe a communication went out today or yesterday on Parent Square for people to sign up for AP review sessions. Yes. I just Yeah. I mean Bruce and I both didn't know it was SAT review. Did anybody do you remember? >> I think it's new. >> Okay. Oh, it started, right? Second year. >> Second year went. >> Yeah. A couple parents. >> How many years has it been? Two years. >> Yes. two years >> second year. >> I just not I think that's great. We just need to advertise better because the board half the board I mean did you know the problem only problem with parent square I'll tell you is three kids in the district and it goes off all day.
041So I try to like Yeah. Yeah. It's I it goes off all day and I'm like oh that looks great. Oh good. Okay. Oh yay. And then by the end of the day I don't even remember what I saw. So, it's not that you're not putting it on there and you're getting it, but it's just I I Mark, we should try to figure out another way that whether it's, you know, >> Yeah, >> there's so many different newsletters and everything. Mr. Husky, there's a letter every week. There's not not enough time in life to read every single thing that comes out all the time. So let's talk maybe to audience send an email with a great idea about how we can get better information because >> I guess it's crazy that none of us knew
042that this is for two years and three of us have seniors. >> Yeah. Um right so >> it is true especially right if you're someone with kids in multiple buildings and a lot going on there are there is and parents understands that there could be an overload of commun there is like what's that right balance of communication is it too little too much >> and it is nice it's searchable but like I search for something >> maybe I mean there wasn't I won't be sending daily west side. So that'll cut back. >> But the the guidance staff when they do the meetings with families could certainly say by the way if you're not aware that that's a touch point that where um we should have certain items that the counselors should be communicating to parents
043because they're all doing these meetings starting, you know, in the earlier grade. So I do believe they're part of the morning announcements often. I guess the kids are hearing it at school. >> Yeah. The kids are there. Yeah, right. I know. The person just says, "I hear you. I hear you." I >> Well, they like it. They like >> you went to school today. >> They like their private tutor, right? But we would like for maybe them to have the group class. So, right. >> Or both. I mean, they could extra to help. Yeah. But, um, yeah. So, this Okay. Thank you. >> Anybody else? All right. Now, I would like to introduce Dr. Alent adoption presentation. Just need to move the steps aside. If I stand on that, I won't be able to reach
044the microphone. Uh thank you so much uh to the board of education. Uh and again thank you so much to the administration uh the entire administration central building uh department leaders for all the hard work that they put into uh creating this budget uh for our review. So this is just a summary of the budget presentations that we've had so far this year. Um, one thing that, uh, we did add on here for the public and the board of education is that yes, tonight is listed as the budget adoption, but this is a true work session for the budget uh, as we have not finalized it yet. So, should there need to be another session, we can continue on April 21st, uh, which is the date that, uh, the board, I believe, is meeting, um,
045budget vote. and uh we can you know adopt that evening as well. Although I certainly um hope that we can complete the process tonight if possible. And then we on May 5th we have the uh budget hearing and um this always comes after the budget vote which is I find a little odd but this is the way that it works. Um so we have to follow the process. So, you've seen this slide before. I just wanted to put it up uh to remind the board and the community that uh the administration really does work hard to build the budget directly around the board's established goals. Um they guide our decisions related to programs, staffing, and fiscal management. and that we do use these goals as the lens through which we decide the priorities in the
046budget to ensure consistency between governance direction and financial planning. So our primary goal um is to maintain and enhance student programs that support learning. Uh we also prioritize health and safety and student well-being across all buildings and again financial transparency and accountability remain central to the process. So um I actually updated this slide. and the board of education has uh copies of the slide um uh the slide deck, but this is different because I learned that the um New York state um has yet again adopted a oneweek extension. So, uh New York state law um dictates that the the state has to adopt a budget by April 1st, but that hasn't happened for quite some time. And and once again, here we are um without an adopted budget. a vote yesterday. Uh they did vote
047to extend it one more week. Um and so what that means is that although our state league numbers can change postbudget adoption, we tend to get the most solid numbers after the budget is adopted. You know, they they change very little after that. They can change, but they don't change um appreciably. So we are still working with our initial estimate uh that you've seen before. That hasn't changed. Um, again, under New York state law, we have to uh build a balanced budget. So that means that all of our revenue has to equal our expenditures in the budget that we present to the public. And this always involves monitoring cost drivers, evaluating assumptions, and planning responsibly. And what we try to do is achieve a balance without compromising core instructional programs. Um, we invest in the
048future of our citizens. uh we don't build anything, we don't um create anything. We're not a commoditydriven um institution, but we build global citizens. And I I I think that's the most noble of professions. >> Uh so we wanted to make sure that the board of education and the public is aware of um the challenges that we have with building a budget. So when we when we go to build a budget, we have to take into account all of our fixed costs. These are our contractually obligated costs of salaries and benefits and it actually constitutes somewhere between 70 and 75% of the budget. Um based on you know the last presentation uh we showed you that transportation is also contractually based. We are moving into year three of five of our contract with Huntington Coach
049and that's about 7 to 7 and a2% of the budget. But the remainder of the budget really requires estimation. So we do our best to analyze past expenses. We get as many uh prices as we can for supplies and forecasting what things will cost. But we really are estimating in a lot of areas like oil, gas, electricity, health insurance costs from January 1st through June 30th, overtime that might be required because we don't know what the winters are going to be like. We don't know what repairs are going to be needed. Um we we of course develop maintenance schedules, but repairs pop up. You know, things happen. Uh we don't know how our athletic teams are going to perform, so we have to budget for the best. And we also don't know exactly what the
050cost of the field trips are going to be. So again, all of these are estimates that we make based on past spent expenditures and what we think cost escalation might be. So we are also required to present to the public a three-part budget. So um what this is is it breaks down the budget into three components. the administrative, capital and program. And as you can see by the figures, the uh majority of the budget does reside in the program component which constitutes about 72% of the budget. Capital is about 17% and administrative is 11%. So what falls into these categories? Um, administrative includes expenses for office and administrative costs, salaries and benefits for certified school administrators who spend 50% or more of their time as administrators. Um, data processing, public information, legal fees, property insurance,
051and schoolboard expenses. The capital budget is largely that it is all the things associated with salaries and benefits of the custodial staff, service contracts, maintenance, supplies and equipments and utilities. And it also covers our debt service um which is a result of any borrowing that we do for capital projects. and the program budget component. Again, that largest component are the salaries and benefits of teachers and supervisors who spend the majority of their time teaching, um supplies, equipment, textbooks, co-curricular activities, intercolastic athletics, staff development, and transportation operating costs. So, you've seen the slide before. This is a history of our tax levy. Um, and as you can see, we've never pierced the cap. Over the last 14 years, we've levied up to the maximum allowable tax levy half that time, seven years, and we've levied below
052the maximum seven years. Again, we've never pierced the cap um in this 14-year period that's depicted here. So, in the last board meeting, the board of education asked for three different budget scenarios. um one at which the levy uh is 2.25%. Which would represent a dollar change compared to this year's levy. So this year's levy compared to a levy of 2.25% would be 1.6 million and the levy would be 73.5 million. When we go down to 1.95% that's a difference of $215,768. Uh then again comparing this year's levy to that levy, that's a $1.4 million change and the levy would be a little over 73 million. And then if we go down to 1.58%, that's a difference of $266,000 114. And compared to this year's levy, that would be $1.1 million more. And the levy
053would be 73 million. So, uh, it's also, um, I think an interesting data point for the board to consider is that every 0.01% increase in the levy represents a dollar change of $7,192. So, as I stated earlier, this is going to be a true budget work session with the board of education examining items that are currently in the budget that will need to be reduced in order to achieve any one of those three levies because we are right now hovering around 3.9% a little bit above in the expenditure side of the budget. um and board of education has asked us to reduce that and so that reduction will require some decisions. So these are and the board of education asked for the administration to go through the budget which we did. So we went through
054the budget and we actually made reductions and then we chose items that we are wants as opposed to needs. Um and we've made a list for the board of education's consideration. Certainly any item within the budget, the board of education can direct the administration to reduce that or eliminate it from the budget. These are simply our suggestions, but any item within the budget is, you know, up for cons consideration for the board of education except for fixed costs. You know, there's nothing we can do about that. Um so these are all the items that could be reduced from the budget to achieve a 2.25% um levy. So what this shows is what the budget would look like at that um figure. So a tax levy again at 2.25% would be $73.5 million. Uh state aid
055um and our other revenue funding sources are listed here. Um the other funding sources are are an estimate um but we estimate interest earned p uh payments in lie of taxes which are called pilots. Um tuition payments, use of facility, any um fines that are levied for lost textbooks or books. Th those are the things that really comprise the other funding sources category and our planned use of fund balance and reserves. Um, so that brings us to a total revenue of 83,635 thou 35535,540 and the expenditures would drop from where they currently are now to 83.6 million. >> I just had a question. Go back one. >> Um, what's the 84,000 that's missing from did you say that already? other funding sources. >> So the other funding sources um what uh you mean why has
056it gone down from one budget to the next? It's based on our estimates. Um so pilot that's really the pilot payments. The pilot payments go down each year we lose money. >> Um so that constitutes a large part of that loss. >> Okay. But you don't know what >> we it's all an estimate. These are estimates. And last year, did we expect it to go down more significantly than it did? >> I would have to take a look at that. I don't have that number readily in hand. >> Of course, >> I'm just looking at the discussion items. Kim, I thought we talked about having that. I'm just looking at one of the things on here that stood out to me. Um, the speakers for superintendent conference day. I thought >> So, this is a
057reduction. So, so this is a reduction just in the component where sorry, this is a reduction in the component where he would speak to the administrative team. We left in the dollar amount to speak to all the faculty. So remember it was um it was 13,500 for both. Uh and if we removed 3,500 which was the administrative session that he would give right of session two, then it left the $10,000 in. So that's where that reduction sits is 3,500. >> Just before we start taking things out, I just want to ask another question that we ask every year, which is there's a lot of contingencies built into the budget every year. And it always seems like when we get to this meeting that when we talk more about the contingencies, all of the sudden we
058don't need to take as many things out the budget to get a balanced budget. So can we do that? Before we can we talk about that for a minute before we >> we can talk about anything that you'd like in terms of of reducing >> agree with that. I think we usually at the end we'll say wait but what about the $4 million or $5 million we had left over last year and then all of a sudden we can put more things back in and then we have to do that in the next meeting. So >> and I I completely understand that. Um just again I would I would really go back to that estimation slide. So I I think that part of why we end up with money at the end of the year
059is because despite our best efforts to estimate and do so in a fiscally responsible way. There's those are gueststimates. you know, those are they're they're educated guessally responsive to a conservative estimate >> and we don't ever want to come in under, you know, we don't we don't ever want to be without the money that we need. And four to 5 million left over is about 4% of your budget. So, it's it's it's not a lot, believe it or not, to have left over. >> I agree. I just it seems like every year we get to this point and then all of the sudden it's like oh well if we don't we could really do this or we could find money for the furniture through something else. it I just and it's a little tricky because
060you're new in the position, but um it does feel like this meeting is like groundhog day in that is am I the only one feeling this way that we we shouldn't start slicing and dicing maybe quite yet? >> I don't I don't disagree with you. I I I know that um I I haven't been here so I I only know I only know what you told me. >> Um but I I that that makes me wonder if we um could perhaps try another different approach next year as opposed to putting all of our wishes and hopes and dreams in, which is what we were directed to do. you know, perhaps we could consider having levy targets and then work within those and that would help um us have a >> Yeah. >> So, >> a
061little bit more of a ceiling >> and because we were not and I know it was in I think a Friday notes chart, but we were not aware how high the the tax levy proposal was until I I wasn't aware until I read it in New Day. I think that's how we discovered it in the last meeting. So, and you can see, I mean, thank you for this chart. It's really helpful. Um, looking at the CSH packed levy history. Um, even in years where we wanted or we could have gone over, we really didn't. There's even one year where we could have gone over Oh, it looks like that's co. So, that's a tricky situation. Um, but there's, you know, a couple of years ago we could have gone over three and we went just
062under, which is different than what we thought we' done. We thought we hadn't gone over two in the last four years. So, this is helpful to know, too, that if we need more wiggle room, maybe we need to come just under the three, but not over 3.9 just seems like that's going to knock people's socks off. >> I I understand and you're right, and I think part of that and coming up was looking at we just had come off of getting our five-year plan from the architect and saying we have a lot of work ahead of us. So that big component was a direct what's called transfer to capital which is setting aside money to do some of that work. >> Right? We talk about this a lot though but this is that's this is
063a tax that lives on in perpetuity for people whereas a bond which can be expensive is a charge for a limited amount of time and doesn't raise your property taxes forever. So, I I I think the community would want to have a a say in that more than just be taxed and say, "Well, we did this because it would save us money on a bond, but now your property taxes are 2% higher forever than they would have been if we hadn't done a bond." Does that make sense? >> Yeah, absolutely. >> Well, the the school component will go up temporarily. You can go back to a lower rate in the future. Like we were told we always bake in a a cushion because if you take if you spend that money this year and you
064do it next year, your your safety reserve is disappears quickly. >> So the the four or five% is just good governance we were told and that's why we we bake it in. All right. >> Well, just and I don't mean to interrupt, but we don't >> we don't in I I did not I Joe Dron and I did not intentionally bake in that money, but what we but but what we do is that we we try to make sure that when we're estimating, we are making sure that we don't come in low. Yes. >> And then, you know, because of that, what that does is that that does end up giving you a surplus like you it that's what happens. But the um the fact is we have in the next five years if we
065take out the wish list products probably $55 million in construction liabilities right forget the redoing the cafeteria at the high school things like that. If we take that out, we're looking at 52 to 55 million, right? In expenditures of >> You're talking about the fiveyear >> of the five-year budget for for facilities. >> We have to fund that one way or the other. We can either fund it through taxes or fund it through a bond. If you fund it through a bond, you're looking at potentially a million dollars in fees. If you and we we were in the threes before on the high tooth. Now I realize people are going to hate me but we you know the bill is coming due one way or the other. We can either pay it. >> We have
066to decide how we're going to pay it but the bill is not going away. >> We can either do it what do you recommend? Well, I I think the first place I I I think the board of education is going to make a decision about how much money they want to put in the budget for capital projects based on a levy. You know, there's three ways to fund capital projects, right? You can levy the voters and say that we're definitely or we're we're intending to spend that money in the next school year and that's how it int that's how it changes your tax cap. That's how it changes your allowable maximum levy. Then we have money in the H fund that voters allocated to projects that we can go back to the voters in a
067special election or next year to ask them to reallocate that based on the new 5-year capital plan. So, and then we finally we have our capital reserves. So I think that the my advice would be that whatever we have left at the end of this year any fund balance that we're not applying to the 4% savings should be applied to capital reserve 5. Um and that way we are putting the money in capital reserve 5. Then the facilities committee can meet and make those decision. Well, make recommendations, excuse me, to the board of education about how we want to use the H fund money, how we want to use the capital reserve money so that we can intentionally go to the voters and say we would like to use the money for these projects moving
068forward. >> If we went up to the tax this year, we released all the reserves. We got, you know, we're still in a deficit. >> I understand. I'm just saying that's where I would recommend starting. I would recommend not by a small amount. We're still in tens of millions of dollars. And furthermore, that budget probably will never pass. People are never going to approve that budget, >> right? Well, a five-year plan is a five-year plan, and Michael Mark did make it clear that some of his numbers are estimates because at the time he couldn't even get on the roofs. could be higher though. I don't think there's going to be lower and then next year we probably have to go up to the tax cap and next year we'd have to go I mean we
069have a big bill coming and it's not for it's these are not discretionary items. These are items that need to be addressed. If the the fields aren't kept up to code, we can't have games on them. um if the roof's not repaired. I mean, we already I won't go into the whole list, but um so we have to decide. >> So then maybe we need to make decisions. >> Exactly. It's it's not even cutting up like the the the the buggy or not that we might get. It's much more. It's are we going to go to tax cap? If not, are we going to do a bond? like we we have to start to preund these um it it it's what was the number uh 50 the projected number >> it was an estimate around
07050 >> 53 million >> I don't have it all >> I thought it was I thought it was a little higher >> was 58 I I don't have it in front of me >> I don't have in front of me either I don't have a computer with me but the just to be clear though the tax levy increase Mark it doesn't It carries over year over year. It It doesn't go up and down. So, >> no. No, I know. But >> Okay. But that just because that's how you said it. >> Well, no. If we if we go to a z like say we raise three three but then couple years later you raise >> one you it starts. Yeah. But >> this is four really what she's about to do. 3.9 is four, right?
071I mean >> four but it starts to eventually average out. I mean over the years if Well, look, we're paying it either way, either through a bond or through tax revenue. If you do a bond though, you're paying the fee, >> but it's not forever. And there's people, lots of people who live in the district whose kids are no longer in the schools or haven't gone to the schools who will come and vote on this budget and who that's what they're looking at. >> That is last what? >> I was just going to point out like these bonds are long term. So, we're saying it's not forever, but what's what's the debt service right now out of the 14 million? >> That's a good question. >> You showed a 14 million number for administration. I
072think the debt services in there. >> That's a good question. >> My point is it may not be forever, but it's going to probably 20 years. >> Yeah, it's a good question. >> Yeah. uh debt service for next year. Uh the principal is um 1.79 million and the interest is 704,000. So debt service next year is a little under 2.5 million >> plus the fees to >> on the existing >> that's on the existing 2019 bond. Correct. >> And what are the fees to issue a bond approximately? Uh I I I couldn't give you that number right now. >> It's a large number. >> It's it's >> just I'm looking at cost of capital. >> New York State can pay things off in advance. You can pay a bond off in advance, right? Without penalty.
073I was a New York State. >> You pay it off in advance with tax dollars. >> You'd have to raise the tax rate, wouldn't you, to pay it off? We could use our you can take it from somewhere else. >> I I honestly would have to research that >> or any dollars. But I mean, let's say >> there's there's a bunch of tough choices in it, right? >> Whether it's on the tax side, >> that's why we're having this conversation. >> I don't think a budget to your point in the threes would pass. I think >> that's I mean >> that's optically but I think the cost of capital is cheaper to do it through the >> through taxation versus a bond and then pay the um the >> I I 100% hear what you're
074saying. I just don't think it's going to be palpable to the community. >> What we what we could do is because the just again thinking about timing um Michael Mark's report came out right before the fire. Um, so we had one committee meeting at the end of February. Um, I think there's a lot of work and thought that needs to go into how we fund and pay for that 5-year capital plan. And I think it's the work of many people, not just me. I can make a recommendation, but I really think that it has to be something that we do very deliberately and through discussions and with, you know, a professional advice. um from both bond council as well as our architects. Um and you know to really dive into those costs and see what
075what what is in that building condition survey and what is in that 5-year capital plan that is a must and what are things that could be deferred. Um you know because Michael Mark even said not everything on that plan has to be accomplished within the five years. So, I think this is an excellent discussion and I think that we um as a as a board and and as a committee moving forward have a lot of work to do and I think we can accomplish that and I think we can find that um the way that we can do it with existing funds and then to do to make the decision to either forward fund it through future budgets and or to go out for a bond. But I'm not sure we're going to make that
076decision tonight. And and at that meeting, it was actually postponed. It was originally on the Tuesday. We were snowed out. We received the 18 inches of snow and we realized we couldn't even talk to all the site work that's necessary because everything was covered in snow. And if you look around the district, we see there's a lot of cement work and curb work and asphalt work that needs to be done because of the challenging winter we had. Uh but we couldn't even discuss it then. But the so so I agree with you that this should be a priority and it should be very frequently met. Like I don't think we can meet and then wait two months. >> No, I think we have to meet >> because if you just use the traffic light as
077a recent example, we were given a $725,000 estimate and then it came in at 350 because we piggybacked. So can we do a field piggybacking off of Huntington instead of our own? But without those answers were not going to know what my future number is. So >> I don't know about you guys when I looked at this I felt like the three scenarios I I kind of I like I appreciate you doing this and this is exactly what we needed but like oh why couldn't we take this from what like I feel like we could make our own. So I think they actually but I also think these three scenarios Alison if I'm correct the first one >> just gets you down the red one gets you down to the 225 right and then the
078rest include the so it's not the next one is red plus yellow >> it's the biggest but this is an ongoing this is also an ongoing And some of them are and we go round and round and round on the costs that we approved temporarily several years ago that we control sunseted from the budget that are now being told that we did that permanently. So that's uh like once they're in the budget maybe just Alex asked this question. Let's just $4 million is that 4 million. Did you mean for next year's budget? >> This year's leftovers. >> Leftovers. Okay. >> So then out of that, I think we already >> But Alison, doesn't that $4 million usually not include the the extra 1.2 million? That's really last year. >> Yeah. But it doesn't come out
079of that. Yes. >> So, right. So we we always want to back out the 4% and and that make sure that that savings account is there. Um and then we then we are applying the $1.2 million. So that you're right >> we don't spend 4% every year. We're just >> right. We're just we're just keeping it because that's fiscally responsible. You never want to be without that. We have a million7 increase in module only. >> So I I have >> Well, I don't think we can't go to a bond if this bond will be for next year. That's not too late. >> Correct. ballots that requires a voter uh voter who you know voters have to vote on any capital expenditure whether it's reallocation of the of the hund and some of those things require
080like we talked about we do in the high school cafeteria that requires our architect to do a plan he gave a rough estimate not knowing clearly what we want to do. That is from aesthetics where parking lot or site work is probably easier definitely to get an estimated replace of site. >> So, so this transfer to capital here in the red discussion items that's was originally this is in the your original 3.9% tax levy plan was No. So that that is exactly that's a great point. So I'm going to skip ahead, Alex, to this slide. So you this was the tax cap calculation slide that you saw in my first budget presentation with the draft budget. This is with a $400,000 um transfer to capital allocation in the expenditure side of the budget. So when
081you change that amount, it changes your maximum allowable tax levy, which I know you understand. So when we got those estimates from Michael Mah, um that's when the administration team said, "Okay, let's put in let's change that to 1.34 million to raise the amount of money that we're setting aside for capital work for next year through the voter budget." And what that did was that raised the tax levy. So when you take a look at um >> Oh yeah. Okay. No problem. Yeah, I'll do that. Okay. Sorry. So So there's >> there's exclusions in the capital we could have 80% taxion everyone. So, it it significantly changes the budget. This is the budget worksheet that um I uh explained to the board earlier tonight that was created so that you could do the work to
082lower the levy amount and reduce the expenditure side of the budget. All of the yellow fields will change as we take things out of the budget. So, as an example, um moving the coral reef project to the following year, we take out $100,000 and potentially um we might be able to buy one of uh the maintenance vehicles um this question. So, my question was before we start subtracting, I just wanted to ask you about that one specific item and then I wanted to make another >> Oh, I'm sorry. item by item if you don't mind just in the interest of time like just more big picture my question was on the red page you have original value 1.34 transfer to capital was that from your original calculation for the 3.9 cap and you need to
083take that out and bring it down to 400,000 yes >> okay so this is in continuation of our question before about the million $4 million left over and the 1.2 million. So, this would be an additional sum in addition to the money that we already have baked into our budget for this year to roll into next year. Is that right? >> I I I'm not I'm so sorry. >> You said that every year we have like $4 million left over and then we also usually have $1.2 $2 million that we transfer to capital, right? >> No, no, no. That $1.2 million is on the revenue side of the budget. The $1.34 million is on the expenditure side of the budget. >> So, but we were saying we're left over with it at the end of
084the year and then we roll it into the next year. Right. So, is this money in addition to that money? We're not lowering that baked in contingent money by taking this money out. Is that correct? That we typically have >> I think this is we're lowering the amount of money for a transfer to capital. >> Right. So So we're lowering the expenditure side of the budget. We're still planning on applying $1.2 million from this year's fund balance >> to next year's revenue. >> But this is for next year's budget. >> Yes. The transfer to capital here isn't your baked in extra contingent money. Is it additional money in addition to the contingent? It would be it would be the money that we are saying to the voters that we are going to use on capital
085projects for the coming year in the amount of $1.34 million to do specific work that we would um tell the voters about in the budget brochure. for so but there's not isn't there usually additional additional baked in money into our budget. >> I can tell you that Jojo started the budget process. I completed it. >> I know. I know. >> We didn't I I >> No, no, no. I'm not saying you. I'm not saying you. Every year. Every year since I've been in the school district. Not you. I'm just asking if this is that 5.2 that we have left over at the end of the year every year and then we're just using that. But is this 5.2 + 1.3? Do you understand? And I know that this is for >> I understand what you're
086saying and the answer is no. >> Okay. >> It's not it's a different >> that money is specifically would be specifically allocated for capital projects that the voters >> a reduction of that extra money. >> That's no. However, if we would have to reduce in order to reach your levy targets, we must reduce transfer to capital for next year. >> Okay. >> I I don't see any other >> correct. You know, right? I that I understand. I I guess I'm asking it's not I don't want people to think it's the same number. It's not the same number. That other number still exists somewhere in a cushion in our budget, right? that that number is is we we we plan for revenue. Yeah, I understand what you're saying and just to try to make try to
087um explain it is that we have we we project revenue and we project expenditures and obviously we have fixed costs but but there's a lot of projections that go in there and we project a balanced budget and then if our expenditures don't come out to what we had anticipated that they come out to then we have that leftover funds, which we call fund balance. And each year we've been applying $1.2 million of that fund balance to the following year's budget to increase the revenue side of the budget. Okay. Thank you. Okay. So, my next question is, and everyone might say, "No, don't do this, but when we do the worksheet, which is really cool. I love that." >> Thank you so much. >> Um, thank you. So fun. It's really I mean this is I
088just announced that I work let's get to that worksheet but um sorry kids you're like in math class >> the question is do we want to see what it was like >> so you can with my worksheets you absolutely can you can see >> I know you can do it with your worksheets >> and and what What I also can do on the back end is I can tell you that as what as the board decides about what they want to do with transfer to capital, I can on the back end use a spreadsheet that I'm not going to project just because it's, you know, it's not uninteresting and I can tell you what the maximum allowable levy would be based on change to transfer to capital. Do we want to look at 2.9 or
0892.99 because we're not incorporating into a lot of good things in here. We do need extra money. >> We we can, like I said, that spreadsheet will show you any iteration of the budget that you'd like to look at. And you know, I would just any change to transfer to capital, I would just need a minute on the back end to make sure that we knew what our change to our maximum allowable levy is so that we don't pierce the cap. We don't we don't want to pierce the >> I just want to make sure I understand. >> There's there's there's four ways but but yes, you're right. um >> you you absolutely do. It's just that right now we also have existing capital money in what we call the age fund which is just
090a designated fund for capital funds and we the voters approved projects in that fund um that we can still use that money for as long as it's within what the voters approve. Like for instance there is some money sitting in um in in masonry. So to Mark's point, you know, we can jump ahead right now this summer, do some masonry and chimney repair with our existing H bond money because the voters have already approved that. We would just need another voter approved referendum if we wanted to change what that money was originally allocated for and reallocate the same. >> But we're being upfront, but >> but this is the very upfront. We're using whatever dollar amount said to do capital. We're saying it straight out of the gate and we're what we think we need
091to do. >> So, should we start at the higher end 2.99 and then every time we take out about $7,000? >> No, I'm saying do we want to do it to look for a balanced budget at 2.9? >> So, we'd include most of the >> That's the question. How much will be? That's what this worksheet is. >> Wait, Alex, are you saying add back in pink items? >> Add back in >> pink, >> right? >> You're trying to start add back in and then take away to get to it or whatever, however. >> Well, everything that you see there, Alex, is currently in the budget. So, so nothing has been t nothing that you're looking at has been officially taken out. The administrative team, like I said, did some work and and really looked for
092any place where we could reduce and save money prior to this work session, prior to creating these lists so that we were bringing you the best possible starting point. >> To be delayed, >> right? $4,000. >> We buy a lot of flexible furniture. I actually would like to to know why we're buying so much flexible furniture all the time. I mean, >> that's my question. Like, what's happening with that? I mean, I like flexible furniture. >> I don't say it. It's breaking. It's just it's it's the furniture I think they're assuming it's the furniture we're buying. >> And that's so whether it's >> and I think I know in speaking to some of this is >> hold on one conversation. >> It's it's stuff in individual classrooms like room five needs six seats. I'm just
093pulling up and room seven needs four seats but they're have a different type of desk. >> So it's just furniture. >> It's f it's really everything is flex furniture. I mean I have to say >> you don't have any old school desks laying around. Not we we do have Yeah. At the elementary I mean like if you look I would I would have to say if you look at Goose Hill I mean furniture is just f everything is so flexible. Everything's on the floor and maneuvering and that type of stuff. It is just by definition flex. Do we have Yes, we do have some. It works in some rooms but it's less of it. Not as much as that secondary. >> So what were you getting? So I like it saying 2.25 five kindergarten not
094next year. >> I guess I'm just looking at the and I I'm just looking at what has been digestible by our community through the years and we've been in the iTunes a lot. So >> I think it's sort of an in between point in our um discussion here of needing a lot of revenue to get everything done to pay our bills and >> not going too high. >> Right. We want to go to 3.9. And we could definitely start lower. I was just thinking we save ourselves. We save ourselves. >> So we got every single item. Isn't it 12.9? >> I think it's 3.9. >> The old cap was >> So the old cap was 2.6. the >> no that this is budgeted for capital 3.92 with the 1.34 million in transfer to capital >>
0953.92 >> that was the cap and the budget is you know hovering around there right now um which was >> and if you remember late in the game our kindergarten numbers came in where we had a UVK in the previous year in the mid 80s and all of a sudden we have you know 127 kids like where did all these kids come from so we had to add in when you add one t-shirt and all that he's been talking 130 $140,000 >> and that well somewhere yes >> but that number you know caught us we haven't been in the tubes Right. >> Well, we haven't been in the two since 2020, right? 2019, 2020. And then they were >> 2023 24 I think. >> 164. That was the allowable actually >> the adopted tax levy
096that year was 2.95 >> in 20 2023 to 2024 >> 295 y >> I just went right over that >> in my tenure on this board >> that was all you Alex putting uh the taxpayers all right so uh >> all right so >> do you want me to do you want me to move the everything And that's in the purple over here. And you can see how that changes the levy and then work from there. Or do you want to pick different items to move over? >> So they don't have to come on the off the purple list either. They could really come up any >> but they were organized in just organized >> by what the administration recommended. We can have pretty well and also say >> totally. >> So for example, this
097says original value 28,900 and the reduced value is 31,100. >> So how did we get >> where where are you Mark? So, athletics part-time uh to full-time second clar position original value 28,900 rounding to reduced amount 31,000. You reduced it more than the original amount. >> Oh, that's that's a mistake. I'm sorry. It should it should be 31,000. That's because originally I only had the salary in there and I added the benefit. So, that's that's an error. I'm sorry that >> it would be $31,182. Um, so look, we can we can cut like so we're taking out HVAC installed. I thought we were that was fully, you know, taking out 40,000. That was the AC we're going to put in every classroom. >> No, we aren't. That's different money. >> We have that money. Uh,
098we have >> this $40,000. >> That that was a part of the budget created by Eric's predecessor. And uh and when I went over the budget with Eric, he he said that could come out. >> So we don't leave it anymore. So that's gone. >> Okay. Let's make that the first thing. You got it. >> That's done. That stays out. >> That was easy. Thank you. >> So easy. >> Thank you, Anthony. >> Um what? We don't know what that was, but okay. So >> strategy is almost done. This is the last year. How did you go down to 20? Come on. Um, what is >> Kim has gotten quite a few grants. I mean, everyone has really been working on grants. So, >> on the purple, what's the difference between that one 39,000 and
099then on the yellow one? >> So, it's 54,000 is the actual value and they're saying you'd spend 39 and take out 15,000. So the in the first section I'm taking 15,000 out of Mr. Tambusky's budget and then in the second section I'm taking it would be an additional $10,000 out of his budget for that line. It's the same line. It's just more money >> on the purple. Is there any other ones that you know like are newers like the H bathroom stalls? Can you explain the 66 buses? >> Yes. So, um I looked at I took another hard look at the um at the uh allocation for athletic trips and um I really I I I believe that we can take that money out of the budget and still service all of our teams uh
100should they, you know, do well. So, I can move that over if you like. >> That was only 47, right? So, >> that's 47. You want to move? >> Yes. >> Yeah. I'm moving it right now. >> And then we're down to 3.78%. >> The last one is uh the half contribution offsets 88,000. >> So, you want me to move that? thought we weren't doing the field trip unless we had the money at the end of the year. Why? Oh, it's not in Is that zero there? Zero. >> Well, now they're proposing it goes to again waiting to see. >> They're proposing. >> It's not in there. >> Um, it was in there. >> No, it's in the budget. >> It's in the budget. Do you want me to take it out? >> Yeah. the
10150% reduction of contribution. >> It begs the question, >> how did we how did we afford it in January? >> Yeah, but how did we even afford it this year for cutting next year's budget? >> Because we estimate our expenditures and as the year progresses, we're able to better understand where our end point is going to be. And that's how we knew that we were able to fund it. So at at that point in the year, we were able to forecast that we would have enough funds. >> No, sorry. We don't have the money. >> Okay. We have to issue a bond. We don't have enough money. This was supposed to be if we had >> and say, say we have, let me let me put it this way. Let me put it this way.
102Say I have money in the bank today and then next year I have to put a new roof on my house, pay for my kids college and buy a new car. But I have money in the bank today. Does that mean I have money for next year? No. >> Should have never been approved. And we were going to go to 100% and they said no we have money for 50. That was the quote. >> It's farical. That was farical analysis. >> So I I I think the question is how much money we had this year. >> Sorry. This is a budget over several. If you guys want to budget that way like this, that's ridiculous. >> Correct. >> Right. We did it once and said that's for next year. >> No, we had a conversation.
103We were told we have the money. I agree with I just think we did that. >> We don't have the money is the is the bottom line. I I think we we decided to do that in these separate January before we collected the money. Some of these we have, >> it was what we said last two years ago. We said we'll revisit it in January. It was our promise to the community and a letter was sent out saying that we were doing it in a January meeting. So maybe we want to say it's not something we do in January next year. Maybe we say we will get it in April or in April's that time. But then whenever we did it two years ago when we got to the end this year, >> right? I
104advocate that we look at it in retrospect if we reimburse if we had the money. >> Okay. >> But but it was never in our budget. So let's take it out. We just took >> but I I think and I just want to be clear what you said there Mark that if we say we have this was 50 million in in items to do over the next couple years. We won't have that for the next unless we do a bond or something for the next 5 10 years it's not going to be there. That's a given. Correct. But that's the way we'll look at that. We're saying >> if we're looking to cut educational endeavors and things, but we're reimbursing for 50% of school trips. I think that's ridiculous. >> Next year, we we should
105have saved that money um this year. I'm not frustrated. >> The rocket solutions is the um the the records of athletics. So from beginning of copper, it shows all of the athletics. It's a solution. You touch it if it's swimming and it shows you Mary spin, right? You know, swam at 10.4 and it goes back. We can go back to track here. That's where it has been. >> Well, you know, I can see them. We should bring those on. >> That's right. >> We don't We don't need this maintenance vehicle. 87,000. That's a good one. >> Yeah. We think we could hold that for another year. >> So then but it's it's one of Oh, it's already off. So the first three items are already off, >> right? What about >> So anything you see
106I I know you're looking at it much behind, but I I'm adding items as you as you are stating them. I'm adding them. And if you look on the Thank you, Lisa. I appreciate that positivity. On the right hand side, that levy is changing. We do flex furniture. Sorry. >> Do you want it from the purple and yellow section? Okay. >> I I think how much furniture do we need to replace it as opposed What is in Chris? I'm going to put you on the spot here. How much would you say we need? We have stuff that's not going to make next year, I think, is the question. Just furniture period. >> You can give a guesstimation. I know I'm putting you on the spot here. >> I apologize. >> Was that uh Allison, did
107you have my numbers up there or were those Dan's numbers? >> Um, your numbers are up there, too. Numbers are the yours that yours is the 32,000. >> Okay. That's what you have or took away? >> That's what I took away. Okay. Yeah. So, if I was looking to do a whole new classroom of flex furniture for like a classroom that has the old desks, we can postpone that. The priorities are the soft surface and things that really need to be replaced that they're life has ended and we need to move on to >> They're worn out and and they're still usable, but they are worn and really need to be replaced. >> And if you want to give a a dollar amount that you would need next year to come with the Mr. the
108damn bus year. >> Um I I would say 30,000 to really make sure I'm able to do the needs to meet those needs of the building. And that's touching a lot of different classrooms. >> Okay. So 39. >> So we remove another nine. >> You can take nine. I can figure out the number. So you your budgeted amount I think was 62,000 >> total. So um what do you say we need to >> 30? We need 30. So we can take um 32,000 total which is what's up there. >> Okay. So that's >> so for the junior senior high school we try to at least budget for two classroom replacements and and and not necessarily all flex furniture. Some teachers do upgrade and get away from the traditional desk and uh chair combination, but just
109for for for conceptualization, those individual classic student desks that are desk and chair combined run about $279 each. So to do one classroom is $7,000 just for one classroom of traditional desks. Most schools still have well when I when I do just replacement things that are broken and cannot be repaired anymore. The custodians try to do a good job repairing when the brackets come loose under the desk, but after so many times repairing it, it becomes unusable and and it's not safe. >> So your budget is not is it just for desk? No, it is also for some of the things that like for example uh additional furniture that has been asked for for the media arts lab and M. Oswald is looking for. There's been talk about her classroom and updating the furniture in
110her classroom and that's a that's a bigger chunk because the furniture in her classroom is not traditional style desk. It's an art classroom. >> So what number? >> So what was I at after the after the additional cut? uh your original budgeted amount was uh $54,000 and we're looking to reduce you by 25. So that puts you at 29. >> I would say at most maybe another nine >> because that can save >> just just to do two traditional classrooms,00 you're you're coming close to 20,000. >> Okay. So this most of these are the latest and greatest ideas for what would be as improvements, right? And then the reductions add up to if we took them all like $1.4 million, but the the overall budget is 83.6. And we're sitting here asking you to to
111justify our China seeking to use a little less, but we don't look ever at we did, you know, $83.6 million. We're not doing this line by line. I I have to assume there's stuff in there that is not um >> Well, we did ask them to look at it and tell us what their recommendation. >> Can I finish? >> Okay. Um I'm always concerned that what I just might have understood. >> No, I know you give the same speech to everybody. I agree with you. >> Okay. Can I just want maybe we have a new business officer. Maybe she has a different answer. So we we sit here and we nip and nickel on dime the new stuff, but we accept that every penny the district is spent 83 points is being spent properly or
112there's nothing we can kill from that. So is there um I know that there's discretionary and then there's um I think there's contractual obligations or what of the 83.6 six or this the vast majority of that how much of that is is like this is >> about 80 about 80% is is set >> so 20% of that that's a big number >> it is but but then of that 20% outcome that's going to be athletics it's not there's some set there too it's not like we could go to zero to run gym class anymore so we're looking as like how much do we want to like you still need to spend $2,000 on tennis balls and 5,000 on of course a good point and you bring it up a lot but it's >> it it's
113not a bad point but I guess then we're giving a directive after we have this discussion saying will you guys pick what you think should come out what we really should do is say show us that 20% and we should all read it >> and then ask questions and maybe I mean it's it's five of 10 we've got people who I think are waiting for audience to visitors maybe we have another meeting scheduled for embarrassed. >> Um, >> but remember we were at like 1 in the morning last year doing the same >> I actually I wasn't at the meeting. >> Oh, you weren't. You missed that one. So, we were doing this at the one exercise. Okay. And it's it's really again budgeting. >> You you have all that. Remember we probably starting in
114December, January, you have the we have the whole >> you have every item. We don't have the people to ask questions about. >> You could you could come in and ask at least it was here this week last week. You could always come in and ask >> Alison first myself or anyone who is there >> but we're asking the people that want the things like what so what you know it it's it's better to have a dynamic conversation >> and these like we said we ask you dream the dream put everything you want and here it is. So some of that is okay. I know there are choices we have to make. >> Yeah. But Mark's point is there are things that we carry over sort of rubber stamp year over year accidentally basically because
115the budget just keeps get shift getting shift. We're just looking at the new items. We're not >> combing through the cobwebs. >> We learned about we're paying what six figures to some consultants maybe. Was that last year? We had in there which we learn learned about. did find a lot of help with that. >> We Okay. >> It's a good exercise cuz I feel like we're cutting the new ideas and the and the and the new asks and there might be some old stuff that's time to go. >> No, it don't. But we might be able to keep >> we might be able to keep a lot of this and and and Maybe in the intervening we could meet again. We could we could take a look at that. We could keep this exercise going
116and please add these things back in if you find anything like that. And we need to have these conversations over time not >> 100%. >> But if we get that list of the discretionary you know bus contracts decided our costs are decided for salaries benefits. Can I ask a question just in the interest of time? You know, I'm always thinking about my pajamas, but so do we think we have enough time to complete this tonight or we have that other meeting said there's a >> I I just want to state that I'm not sure we're going to reach your target without cutting some of the transfer to capital. >> That's the question is >> Mark's question is a good question. He answers it every year and every year we hear it and then we move
117on and we hear it and we move on. So, I guess the question is, and I know we're like up against the wire with timing on this, but can we look at the 20% of stuff that's carried over year over year? know how to highlight what that 20% is to read it ourselves. >> Yeah. I mean it would probably actually be easier to do the book code what the you the fixed on because teacher salaries is a huge component >> and come back for lunch session >> and maybe take some of those things out also. Does that seem reasonable? >> Maybe if we can do it with staff here and then we can ask do you do you need this? Do you not need this? >> I think a better budget. >> That's fine. Do
118you want to stop? >> Yes. the the carryover >> but also I think in the interest of time I think you should bring your questions in the intern to the administrator so your class >> you don't want to just hear it for the first time at that meeting >> right absolutely knowing ahead so well read for >> and ask your question so you know the meeting will go faster >> for the 21st right um and And then Heather, can I also make a proposal that maybe we take a motion to move on's >> Yeah, thank you. This is >> I mean >> I would stay here all night with you and do that spreadsheet, but I think the people would like us to move along. >> Okay. And we did that. We would say like
119we move this, we move this. >> So fun. So fun. Yes. >> Do you want to hear your committee? It's like >> 10 seconds. >> Do it quick. >> Yeah. Do it quick. >> Okay. The tech committee met. We met last week. We talked about moving back to Westside. Let me department awards. Um we have six. We also uh the IT department has had the foresight to hold on to some stuff. So they were able to give some of the extra stuff that we had saved to uh side. So that's great. Um clients monitors and more. Play 627 purchases which highlighted including proos for grades 4 7 10 IMAX music technology iPads for grades one document cameras for learning awards the wireless controller we learned the district has submitted the New York state technology plan
120ahead of schedule and is waiting on feedback with the help of the committee the focus for the next few years will be number one leveraging digital tools to design and enhance a vertically aligned curriculum Number two, strengthening IT infrastructure and cyber security to ensure secure, reliable, and equitable access to digital learning environments. Number three, to provide ongoing professional development and support teachers in effectively integrating instructional technology. Our last meeting for the year will be on April 23rd. That's next week. And if I just reading this part of words, Dr. Paul had told us that the reason that they're able to replace everything at Westside. So adapt the exact item is because they took lots and lots of pictures like periodically. So if that ever happens in your house, um you may want to start taking
121pictures of your house so you know if anything gets damaged. Like they knew item numbers, they had serial numbers, they had everything. So um great job to our administrators behind the force that can do that and we should all learn from that and we go home. I alone was over 10,000 pictures plus the last 35 days plus video to really so when they they cleaned all if you know the fifth grade hallway in west side all of the historic stuff in those cabinets they were able to clean it and put it back exactly the way it was before >> before and ended pretty amazing. >> All right, I think that was the only committee so we can move on to our first audience visitors. The Colts Spring Harbor Board of Education and Administration welcome your
122attendance at board of education meetings. From the audience, the public affords residents the opportunity to address the board of education on both agenda and non-aggenda items. Each resident is allowed to speak for 3 minutes. This is not the form to discuss student or staff specific issues. Please contact the district separately on these matters. If you'd like to speak, please step to the podium. >> Hi, my name is Abadano and I'm a 10th grader here. I've been involved in the theater program in this district since 6th grade. This year has been really hard for the theater program, especially for the students involved. A lot of things have been really challenging, especially with the musicals not having enough support. I love the arts and I know everyone involved does too. We've all done shows before, so we
123know what they're supposed to feel like and how they're supposed to run. Unfortunately, as you know, the senior high show wasn't directed and learned properly this year. One really positive thing that came from this experience was a sense of community. Families stepped in to help and people came together, which was honestly amazing to see. New friendships were made and that part really mattered. But even with that, we still need a lot more support. I've heard that in the past the theater program here was robust and thriving with tons of students involved. When I talk to other students about the shows now, I keep hearing things like the shows aren't good or it's embarrassing, which is really hard to hear. When I talk to students from other schools, it sounds completely different. People actually line up
124to be in their shows because of the quality and students lining up to see them. That is something we should have, too. The auditorium should be packed with not just families of the cast, but the community as a whole. But that can't happen if there isn't enough support for our parent program. Despite their struggles, I'm really grateful for the teachers and staff who run the arts programs and everything they've done. They put in so much time and effort and it doesn't go unnoticed. But the reality is they can't do it all alone. We need more help. We need people in specific roles like someone to run the pack, someone experienced with lighting and sound, a backstage manager, a music director, and a tech director. These aren't small jobs and they shouldn't all fall in one
125person. One example of specific help you need is with set design. We used to have incredible sets. This year there was a massive decrease in quality as I'm sure some of you have seen. Additionally, when things aren't run properly, it not only causes delays and issues with rehearsals and shows, it can also become dangerous. The arts creates something really special for some students and it's more than an activity. For some, it's even their future. You build real friendships during those long rehearsals and it becomes something you carry with you. This year, the senior pioneal environment felt more stressful than enjoyable, and that is not how it should be. I'm worried that it could push people away from theater the same way it pushed people away from sports. My hope is that the theater program and
126the arts as a whole will continue to grow and begin to thrive with the support of the school behind us. Thank you. Hello, my name is Serber and I would like to briefly speak about the time horizon. A couple of months ago, I was in here. It created a negative classroom environment and made it hard for students to push forward instead of encouraging us to constant negativity made us feel anxious and discouraged. For some students, it became so overwhelming. uh several of us. We've gone to the administration multiple times to address these issues, but nothing has changed. So, four of my friends and I attempted to address the issue ourselves, but unfortunately, unfortunately, it doesn't work. You always hear people talking about their amazing time in high school with football, dance, and robotics. But for
127me, it's the arts, and I love the arts, but I don't have the environment I need right now to say that I have my amazing experience. The performing arts at PS High School have made me question if I want to pursue a career here. All I want is a place where I can have fun with my friends, grow as an artist, and enjoy my time learning. So this month, I'm coming to you the board to ask for a safe environment at my own school for all of us performing arts. Hello, my name is S and I appreciate you all getting here. As a student of the school, I don't feel supported. Decision this administration members made have repeatedly put me in unsafe, unsupportable and upsetting situations. I've sent letters to the board and seen those
128songs. I've spoken to countless times where nothing happens and I've suffered for it. Further, my ability to grow and prosper as a student and I feel as if not dedicated to one of their students. Me and my fellow peers do not deserve to be put in the situation in which problems could easily be solved. The administration was open to hearing her voices, addressing their concerns and listening. Oftent times students must make up the administration short in order to succeed. For example, I've had to support you to read after such as a given where we regard students happiness and this will not equally disappoint. We are happy and thrive that is not fair. If the administration simply listen to these scriptures and respond when we ask for help. Many of us would have avoided these adverse
129experiences and yet many of us feel unheard and have the consequences of our actions of stress, sadness, anxiety and overall experiences. I hope that in the years I hope that the school will be better overall. Hi, my name is Riley and I'm president. I want to speak about the role of the arts in the district and whether they are truly valued in practice. The district emphasizes compassion, empathy, respect. This district emphasizes compassion, empathy, respect, and sense of belonging. For many students like the ones that we have here tonight, those values are not just one. They are experienced most deeply in the arts. Music, fashion, poetry, photography, just to name a few. These are not extras. They are where many students find their voice, their confidence and their sense of belonging. These are the places when
130students choose to come, stay late, come early, work hard, not because they have to, but because they are inspired to. That inspiration comes from the mentors. The educators who lead these programs do more than teach content. They create environments where students feel seen, supported, and motivated. For students, these classes are the reasons they feel connected to school at all. When the arts are treated as secondary, it sends a message, whether intentional or not, that the spaces and the people who lead them are not as valued and the students feel that. It's time to change what we value. If we truly believe in compassion and belonging, we must back up. We must we must back that up by prior but having this as a priority. the programs, the mentors who make the students feel they belong.
131I encourage the district to seek student feedback through surveys assessing their experiences in the arts and with teachers so their voices can help guide decisions about programs that matter deeply to them. The arts are not secondary for many students. They are essentials and to what you were talking about the budget that Mr. Dan Bosski just said that they need some new furniture for Mrs. Oswwell. I completely support that part of the budget because the arts are not supported fully by this district. That's how it feels like. And these kids here that are talking today, to my point, they feel they belong to the arts and they're not just talking about a class. They're talking about a future in the arts. and we are not feeling valued. I have been involved in the arts as for
132as long as I can remember in this district. I've been pushing. I'm not any stranger to the arts and a lot of people in this room know about that. It's time for the arts to have value and for the district and the board to give them more value because we don't feel the value for the arts and for these students that are truly champions in this part of the district. Thank you. Anyone else like to speak? Um, you brought up the possibility of having and although the sorry um although it's great to sit in a board meeting and I certainly like there's no there's no compensation. There is no opportunity to solve strategize to understand these humans that are deeply affected by these decisions and we are here to serve. I'm serving as a parent
133and we're serving as a board our purpose is to serve them space club and hearing just able to engage in solving a problem that we separate. I'm Alison. I live in Harvard. Many of us are here in support um of a staff member that we've written to you guys about making and we're just wondering um about observations on unteners. How many are required? Are they receiving those um observations? Um are they getting feedback on that? Is that teacher support? Is that teacher receiving the support or they just Hundreds of people love them and support them. They're super confused about what's going on. So, we would love to get some feedback on the processes on where these kids come from. See what kind of students and parents evaluate and see what they're doing. Yeah. Heat. over
134um previous speaker that I think you all heard about letters inquiries and um children loves certain teachers. Um, when I sat here, uh, when I thought about that, you know, I'm not a teacher, but I've had teachers, high school, college, and one thing that everyone always reme and to me is so strange. Now, two months ago, I stood up here. I talked about another personel issue that you guys all told me and the opposite end of the structure, a teacher that maybe was not up to standing. And now we have a teacher that's beloved by people. And there's a problem with that end of the spectrum, too. So to me the the problem here is I don't know it's account valuation issue. There's something to miss. Now I don't expect this board to be in
135the middle of you know uh uh every small detail that's going on in ancient schools. But in the end like I said two months ago the bot stops with you. And now we have two prime examples, three examples where something has failed. And the question is, what is this board going to do about it? It's the same thing that I said two months ago. What is this board going to do about that feedback? Something is not working. Something is not working. What evaluation? I don't know what other you know uh things you might call it but your it's not working and and uh I'll just something that that we talked about two months ago you've heard a lot people uh uh letters from people calls from people in community students my kids many other children
136over and over again. So, uh there's got to be a change, a change. It's not working. Hi, my name is and I'm here tonight to share my perspective on what makes me for the past 3 years I've been in an array of classes as well as private community. I've been exposed to various personalities. I've been encouraged by some and doubt my abilities by others. The stark difference of my experiences speaks to the impact that a single teacher would have on his team. At a time this year when I felt discouraged about the music, it was the support and inspiration of one teacher who kept me engaged and wanted to stay. It was this teacher who rescued my passion and made me feel like a silver. I was told by an administrator that decision regarding tenure
137class and I can understand. However, I also feel that a student's perspective is a vital part to this process. From where I stand, there is one music teacher who built me and another who built me up. Which type of teacher belongs to your faculty? I've also watched my classes evolve over the last few years under the direction of other teachers. I've seen peers quit music secondary to the influences of one teacher. While the program has grown significantly in the hands of an students feel supported and inspired, they choose to stay involved and participate. The adults in our lives can see our ability to manifest success in person. What can be made possible by students from motivated? That kind of engagement is something that benefits the entire school community. I ask you, which type of teacher
138do you want on your path? Lastly, I have friends in neighboring communities who rave about their high school art programs. I can't help but notice the discrepancies in communities that students will be strong teachers that are valued and appreciated as their foundation. I hear a lot of talk about our district being one of the top schools in the state. Does that include the arts? Can it be that great teachers are not recognized for their students experiences not heard? What type of teachers do you want to represent your arts program in your community? I know what I want. I want a teacher like the one who saved you from giving up on yourself. I want a program that is invested in valuing teachers who provide the environment that enables students like myself to flourish. We as
139students I know that I have myself really great. >> I just have to stop you just to be careful. It's not going to discuss student issues. So any >> everybody's talking about teachers. So I'm trying to kind of talk about my own experience with the teacher because I have a kid with an I spend a lot of time with each individual teacher every year. So I get to know them on a more personal basis than maybe an average parent teacher conference. I know there's a teacher that I'm also speaking about that is very supportive of the arts too. So it kind of goes along with what we're all talking about here. And in a district that really prides itself in doing really well in excelling athletics, I think we should put just as much emphasis
140into the arts. So I support everybody. Would anyone else like to speak? Okay. All right, we will now move to approval of the minutes on page one and two. Um, February 10, 2026. Um, Bill, you're absent on this one. Could I have a first? Bruce the second. Alex, any questions? All in favor? Okay. Moving on to the March 4th, 2026 minute mark and we're out for this one. Can I have a first left? Second Alex. Any questions? All in favor? Okay. Moving on to the March 10th, 2026 minutes. Kate, Bruce, Alice were absent. May I have first? We have a second. Bill, any questions? All in favor? March 17, 2026 minutes. Bruce and Bill were absent. May I have a first? Lisa second. Kate, any questions? All in favor? >> I'm up to March 20
141March 20, 2026. Minutes. Kate, Alex, and Bill are absent. We have first Bruce, Slucky, Lisa. Any questions? All in favor? Moving on to the March 26, 2026 minutes. Mark and Heather were absent. May I have a first? Bill, a second. Alex, any questions? All in favor? All right, moving on. Lastly, to the March 31st, 2026 minutes, Bruce and Bill were absent. May I have her first, Alex, Lisa. Any questions? All in favor? We move personnel recommendations of the superintendent. We will take the resignations and all appointments on pages 2 through six as a sleep. May I have a first? Lisa, a second. Bruce, any questions? All in favor? Okay, we're going to take personnel contracts pages six through seven asleep. May I have the first, Lisa? Second, Kate. Any questions? >> Um, sorry. So, Okay.
142>> All in favor? We now move to business recommendations. Donations. We will take the acceptance of donations and corresponding budget adjustments on pages 7 through 10 as a slate. May I have a first, Alex, Lisa? Any questions? Do you want to tell us a little bit about the donations, Joe? >> Absolutely. So, let me get to the first page. The first is a former teacher, Miss Mercer. She probably retired about 10 years ago. She was a science teacher, uh, making a donation because she heard what happened over at Westside. Next is a family member at Westside making a donation of $1,000 again to help uh with the Westside Fire and help out anything we can do in buying supplies. Next, next we have doing an October fundraiser by some of our students that's out there
143and raise a little over $200. Again, love to see the students involved in supporting the school and their district. Um the next is u a ballet program through cultural arts that we do every year uh supporting that the signal and weather hunters. This is where we're going to have a sat retrieve data from a satellite on weather data and also have a weather station at the junior senior high school. So the students will learn how to interpret that data, learn about cyber security, have our own weather station. So that that's pretty cool there. Uh next we have a chop saw. This is for two Lloyd Harbor, two west side, one at Hill. It's a device that is completely safe for any kid to use. It's really designed to cut cardboard almost like a jigsaw but
144completely safe. They can't hurt themselves. They can cut other um up to two millimeters thick or actually two penny thick millimeters. Uh safely do designs. It's a wonderful product. The kids are really Yeah, you have one. >> I've seen them. >> They're very cool. They're very excited to have that. The alumni network working with Mr. Dan Buskin students at the junior senior high school. This was a student grant uh put together through the foundation to set up a an alumni network. And correct me if I'm wrong, it's just supported for the next 5 years. >> Correct. >> So it's to fund the program for five years to help students get in contact. We have one person actually right here. You were part of the program at the beginning. Do you want to share anything? >>
145Um I'd like to say that I'm very excited and I'm very happy for this to start because there's a lot of schools like our school that have these alumni networks and un We hadn't had one in the past, but I'm very excited that we're now. >> I think it back in about September when you started with the project with myself and Mr. Dboski. So very happy for that to come to fruition. Uh Ready, Set, Read Grant. This is a two librarians, one at one department, one at Westside. They want to do basically like a scavenger hunt on type reading program over the summer where students will go through parts of the town to pick up books and just to make reading a little bit more fun uh during the months when they're not here in
146school. So they're excited to do that. And those were all at the the last couple months all supported by our education foundation. So I thank you to them again. >> Great. All right. Any questions? All in favor? We now move to the following business recommendations. We will take budget transfers, health service contracts, and claims auditor reports on pages 10 through 11 as a slate. May I first, Kate second, Alex? Any questions? >> Question. Um the 10,000 to cost cover the cost of additional security at Westside. Do we get reimbursed through insurance? >> That'll be a fire cost that we get. >> We'll get that. Yes. >> Um I'd point out and see we're spending 130,000 for 50% of the trips just as a note. Um and we and that's it. >> Okay. Any other questions?
147All in favor? We will now take additional business matters on pages 12 through 13 as a slate. May I have a first? >> Lisa second. Bill, any questions? >> Um on H. What exactly is the corrective action plan? Are they providing us or is that just the title of such a report? >> So, we received our uh audit reports from our internal auditor. Um, we received our detailed testing report on employee benefits and as part of the requirements with the internal audit, which is a required action that has to take place for districts of a certain size, um, you have to submit a corrective action plan. So, I wrote that corrective action plan to address all of the, uh, action items that the internal auditors were recommending and that was included in Friday notes. >>
148Very good. So are internal audits complete? >> Our internal audit was actually these internal audits are for the prior school year. >> Okay. um they are complete and if you take a look at the um where is it the letter of engagement B that is for the required internal audit detailed testing for this current school year which when that is completed will bring us up to date with our internal audits >> and that's when they're doing that extra work. Okay, very good. Thank you. >> Any other questions? All in favor? We move to special education reports. We'll take CSSE CPSSE approval on contracts on pages 13 through 14. May I have a first? A second. Lisa, any questions? All in favor? We now move to other matters on page 14. May I have a first?
149Lisa. All right. Second, any questions? All in favor? >> What's a mean? >> We Oh, here we go. >> So, several years back, the teachers were accessed. So, Mr. Towers was accessed from his position. We are required by law to have a preferred eligible list for seven years and anytime there is a available position, we have to send out letters to anyone on the preferred eligible list and if they accept the position, they are then reinstated. So, uh, with the retirement of Miss Atonacasio in the social studies department, we reached out to Mr. Towers and he is accepted to return uh, the recall letter, uh, to rejoin our staff as a full-time teacher. >> Thank you. >> All in favor? Okay. The agenda includes financial reports on page 14 and these reports are forformational purposes.
150No vote is necessary. If needed, Dr. Offer Selantano will answer any questions from the board of education and public. Feel free to call her office. We now continue with our second audience to visitors. Is there anyone who would like to speak? Okay. Um then we come to our second discussion section of the agenda. Would any board members like to speak on any matters? The only thing I wanted to say, Alison, I thought of this earlier during your presentation and I made a note just the budget hearing mailing >> the like notice or the newsletter that goes out. I think there last year and possibly the prior year we had complaints from some community members that it didn't come in like a timely manner. Does that do people remember that? >> Yeah, it wasn't. So, I
151just wanted that to be on your radar that the mail was slow. >> So, I don't know if we're ahead of that, but >> if you remember, we I'm sorry, Alex. >> Go ahead. That was that was it. >> Yeah, we will when we drop off at the post office, we're going to speak to them directly that needs to go out and if there's any other way we could get it done, they were it was there and like someone we got this one's on vacation, this one came back and it sat I think it was there. There were all these stories. We dropped off like two weeks in advance and some people got it 20 days later. >> Yeah, I got it way way later. Yeah. Okay. So, I know there were community members who
152aren't in the mix who then got it after the fact and thought I would have gone to the hearing and I was not aware. So, just letting you know. >> Thank you. >> You're welcome. >> It's like Florida mail. >> I haven't. I'm sorry. Don't >> I'm so I know. I know. But it is >> all right. Anyone else? Okay, then I can ask for a motion to adjourn the meeting. May I have her first Kate? Second, Lisa. All in favor? >> Thank you everyone. >> That's it.