Fayetteville-Manlius BOE Meeting - July 8th, 2025

001I'm gonna sit in the front. Welcome back. Everything's great. She told me she's not said to me in my first meeting. He came over here. I just want to tell you how. How are you? Good. Congratulations. They were worried about whether or not you were in a little bit of a panic earlier. the only Where did you fly into? Oh, I thought you meant Well, eventually they're driving. Class of 95. Took me a second. My age. Wait, was your name? Well, I had such a common story. You explore the world and well, you go to school and you graduate. I'll never live here again. Get me out here. You go around, you're like, I don't know. I'm nice. Nice to have a yard, a safe place to walk and all these things and then come

002back. Good evening. I call the meeting to order. Please rise for the pledge of allegiance. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, liberty, justice for all. Agenda item 1.03 is oaths to the superintendent and the newly elected board members. Sarah Facero, please rise and repeat after me. I do solemnly swear I do solemnly swear that I will support the Constitution of the United States of America that I will support the Constitution of the United States of America and the Constitution of the State of New York and the Constitution of the State of New York and that I will faithfully discharge according to the best of my ability the duties of office of board of education member the

003duties of office of board of education member for the faithful Manley Central School District faithful Manley Central school district congratulations Hold your applause. Sarah Pinsky, please rise. Raise your right hand. Repeat after me. I do solemnly swear I do solemnly swear that I will support the Constitution of the United States of America that I will support the Constitution of the United States of America and the Constitution of the State of New York and the Constitution of the State of New York and that I will faithfully discharge according to the best of my ability the duties of the office of board of education member the duties of the office of board of education member of the Faithful Manley Central School District of the Faithful Manley Central School District. Congratulations. I mean, I didn't get an old

004applause. John Van Balberg, please rise, which you have, and raise your right hand. Repeat after me. I do solemnly swear I do solemnly swear that I will support the Constitution of the United States of America that I will support the Constitution of the United States of America and the Constitution of the State of New York and the Constitution of the State of New York and that I will faithfully discharge according to the best of my ability the duties of office of board of education member the duties of office of board of education member of faithful Manley Central School District of the Faithful Manley Central School District. Thank you very much. Congratulations. We rehearsed it. Dr. Ty, please repeat after me. I do solemnly swear I do solemnly swear that I will support the Constitution of

005the United States of America that I will support the Constitution of the United States of America and the Constitution of the State of New York and the Constitution of the State of New York and that I will faithfully discharge according to the best of my ability the duties of the office of superintendent the duties of the office of superintendent of the faithful Manley of Central School District of the Fandal Manley of Central School District. Thank you very much. Next on the agenda is the nomination election of the president board of education. Is there a nomination for the position of president? I nominate Sarah Fitzgerald. Thank you. Are there any other nominations? I need a motion to close nominations and to cast a vote for Sarah Fitzgerald as president of the board. Is there a motion

006to close? Thank you. Second. Thank you, John. All in favor, please raise your hand. That looks like eight to me. Congratulations. Say eight. I thought it was nine. Did you raise your hand? Yeah. Oh, I'm sorry. Right now. Thank you very much. The nomination and election of the vice president of the board of education. Is there a nomination for the position of vice president of the board of education? Nominate professor. Are there any other nominations? Okay. And I need a motion to close nominations and to cast a vote for Rebecca Cohen as vice president. Thank you, Chrissy. Second. Thank you, Sarah. All in favor? Great. That's nine. Uh, congratulations, Rebecca. Please raise your right hand and repeat after me. I do solemnly swear I do solemnly swear that I will support the Constitution of the

007United States of America that I will support the Constitution of the United States of America and the Constitution of the State of New York and the Constitution of the State of New York and that I will faithfully discharge that I will faithfully discharge according to the best of my ability the duties of the office of president of the Fate and Manley Central School District of the Fateville Manley Central School District. Thank you very much. Please raise your right hand and repeat after me. I do solemnly swear I do solemnly swear that I will support the Constitution of the United States of America that I will support the Constitution of the United States of America and the Constitution of the State of New York and the Constitution of the State of New York and that I

008will faithfully discharge according to the best of my ability the duties of the office of vice president the duties of the office of vice president of the faithful Manley Central School District of the Fable Manley Central School District. Thank you. Congratulations. All right. Item 3.01, approval, revision of the agenda. May be it resolved that the board of education of the Fateville Manley Central School District hereby approve the agenda as presented. May I have a motion? Thank you, Marissa. Second. Thank all in favor. Anybody opposed or abstaining? Thank you. Item 3.02. The 25 202526 district safety plan is available for review and the public hearing and adoption of the safety plan will occur at the next regular board meeting. Sarah, can I just There's a blank in there that some changes were started in the left

009blank school temperature. I think it was page here 61. It was left as a placeholder. I don't know. So that's just clean up. Yep. Thank you. Note that. Okay. And item 3.03. Um the 202526 code of conduct is also available for review and the public hearing and adoption of the code of conduct will occur at our next regular board meeting as well. Any questions or comments on that? Okay. Item 4.01. 01 be it resolved that the board of education of the Fagetville Manley School District make the following appointments as presented. May I have a motion, please? Thanks, John. And a second, Dan. Any discussion? Okay. All in favor? Anybody opposed or abstained? Thank you. 4.02 02. Be it resolved that the board of education of the Fetville Manley School District make the following designations as

010presented. May I have a motion? Thanks, Jason and Marissa. Thank you. Any discussion? All in favor? Anybody opposed or abstaining? Okay. Thanks. Item 4.03. Be it resolved that the board of education of the Fagetville Manley School District make the following authorizations as presented. May I have a motion please? Thank you Ann and Rebecca. Any discussion? There was just that one do earlier. Number 10 in that house is appointing acting principal in the event of a temporary absence of a parliamentary principal should be replaced with the assistant principal designation for the appropriate bill. They promised you read the Okay, good. Yeah. Okay. Great. All in favor? Anybody opposed or stating? Come on. All right. Item 5.01, reports. So, we have a presentation um with assistant superintendent Jan and Dr. Meredith Madden will present information on the

011work with the district during the 202425 school year. And next steps, partnering for progress, advancing equity and excellence at FM. Thank you for coming. We're delighted to have Dr. Madden with us. She's been instrumental as has Dr. Don uh through the work over the course of the past year. As you know, the work of the DEI committee uh put forth. This is one of the recommendations and so uh you chip away at this over time and I think the training that's been provided the work through the instructional fair and through the end of the year with our staff development day even on June 6th the teachers work diligently as the administrators have through all of this over the course of the past year and it will continue going forward. So I'll turn it over to

012doctors Don and Madison. Thank you all. Thanks so much for for having us. I'm just here to introduce uh Dr. Madden. So, when I first started in my my position here, um one of the first pieces of feedback that I asked teachers was, "What is some of the best professional learning that you've had over your time um here at FM?" Um, overwhelmingly the name that came up most often uh was Meredith Madden. Um, many teachers across the district have taken coursework with her through the CNYC teacher center. Um, and she was highly rated um, both there and through our teachers and as Dr. Dr. Ty said at the end of our last year with our DEI mental health committees um her name came to the top of the list in terms of one of the

013recommendations from those committees. So it's my great pleasure um to welcome Dr. Madden um and to have her share the journey that we've uh taken over the last school year and where we are uh where we hope to go in the future. Thank you. Thank you Dr. Dton and thank you Dr. Ty for the introduction. And thank you to members of the board for holding space in your uh agenda here tonight for me to share with you this journey. Um I have a family member who was a board president for many many years in New York Central School District and a dear friend who has spent about 16 years on the board in the town where I live and I'm raising my son uh Clinton Central School District. I know the sacrifices that you make

014um and the commitments that you hold for public schools and students and communities. So I I lead with gratitude. Um this is work of doors opening for people to walk through and multiple journeys. The door for me to open for professional learning to provide professional learning in this area specifically is through the CNY SVGO uh teacher center. Um, so I just want to honor that that that legacy of my work um is a result of the partnership with CNYGO teacher center and director Chrissy PCEL. Um, I'm excited to share with you about the progress that happened over the year. I have about 15 minutes to share. And so my purpose here is to create a narrative for you that's anchored in key moments in evidence and also in vision for possibilities going forward with respect

015to sustaining the work of equity and excellence in education. In looking at my year working with the Bay Millian Central School District, these are the key things that I have partnered with the district on. Um the first and I'll just read this list and then I'm going to go into it in depth in a moment. Uh the first was the opening day keynote and I'll note now that I shared with Drs. Ty and Dr. gotten that I right away felt the warmth of your instructional and non-instructional staff when I came into the building. That was an immediate thing that I noted. DEI Matters is a 10-hour asynchronous professional learning course that has been offered beginning in the fall and it's carried through. Participants have until December 2025 to conclude this course. I was at the

016district for three professional learning days. I led a CRSE curriculum and instruction review and I worked with the district curriculum committee. So, let's take a deeper dive. The opening day keynote was looking at K12 schools and particularly situating staff within the framework of educational equity and excellence. And folks who were in attendance that day, the whole staff were there and it was approximately an hour keynote where again my job, my purpose was to to give that educational equity and excellence framework and make sure that everyone had the thing that most people say is a barrier to them participating in this work which is the language, the literacy. I know also that one important starting point is to identify the historical context of this work. So I made sure to offer the historical context in the

017legacies of inequities in education during that talk. This talk also was an opportunity for me to share how the work that I would be doing with folks in the district across the year was aligned with district commitments and district goals. For instance, this work is anchored in things like personalized learning, New York State Education's culturally responsive sustaining education framework and recently aligned with New York inspires. With that framework, any person from the district working with me was foundationally prepared. I should say that um as Dr. about and noted many folks who were at that opening day also worked with me through the teacher center. So there was um excitement there uh and and lots of engagement. One of the things I introduced in that talk was the asynchronous learning DEI matters course. And so I

018just want to share with you that this is a 10-hour professional learning course with 10 modules that this is an example of one of the strongest outcomes of a district that I've engaged with because of the district-wide capacity that has been built with this offering to all staff. I really need to pause and say that is a momentous thing that these courses may often be offered in a smaller capacity for many different reasons, but when it comes to districts, while a course like this might be offered each year to a small cohort, the fact that Beagle Manley has offered this to the entire district and made it a district commitment that rising tide lifts all boats, you mantra is is just something I just want to pause and say it's unique. It reflects your commitments.

019It reflects where you are at with this work which is ahead. And while this isn't competition with other districts, it's just an important thing to note. Right? So I want to share with you the enrollment data. There are approximately people who work in the district who are currently enrolled in that course. There were some folks who completed that course, a a number of folks through the teacher center. So that that number of completion for your whole district is going to actually be higher. This includes around 356 instructional staff, 16 members of your administration, TAS, and this is a point I need to pause again and just illuminate. The numbers speak volumes and they speak about the commitments that the district holds and the people working within the district hold. I have to note that it

020is another unique feature that the district under the leadership of Dr. Dotton and Dr. Ty centered the learning of TAs with respect to this uh asynchronous learning course. There are built-in hierarchies in any institution including education and schools. the more people are empowered across any space that they're they're working in the district, the better for them, for classrooms, for students, for communities. Um, and so we are at a 101 participant completion rate for TAs that was built into a professional development day. So, every TA has completed the course there. I should pause to say it was a a condensed version of a it was a 4hour um a four module DEI matters for TAS just taking out some of the instructional uh pieces that were more aligned with your instructional staff um and approximately 55%

021of completers across your instructional staff and your administration and again folks will have the summer and the fall to complete this that foundation ational awareness raising that has already been shown to have happened from the evaluation remarks for those course completers was also something that was shared by folks who came to different professional development days that I that I led through my professional development delivery. So the first professional learning day that I was a part of was when I met with teaching assistants uh Dr. Dton and Dr. Ty were in the the shared space. We were in the cafeteria at wellwin and um all the TAs were sitting in there learning about the CRSC framework because this is a framework that yes instructional staff are using. This is a framework that students are learning through

022but it's so important to include everyone in the room including TAs. So I shared about the CRSC framework and then I focused on one particular piece of the framework which is the discussions of power and privilege and specifically microaggressions. And for folks here who this uh these topics might even be new for, I just want to share that in culturally responsive sustaining education, which was introduced in 2016 by NICED, which has been a call to action for every teacher in every district to have their instruction anchored to CRSC, which is now within the New York Inspires Plan. The key thing that makes it different from culturally responsive and culturally relevant teaching is that it says center things like bias. Talk about these things, right? And those things show up in what we teach and they

023also show up in the spaces that we're in. And so TAS went through a training on microaggressions and bias. There were important highlights that I just want to share briefly. If this was in the after, right? There was lots of engagement across our three hours together. There were teachers who came up to me during and after who just said how important it was for them to have this information. Uh TAs, I should say. There were TAs that came up and said they were so interested in this. They wanted to learn about this. They felt better prepared now and knowing that the instructional staff were having this training. you know, there was some continuity, but there were also folks who this was challenging for. And so, it's important to note that this work is never easy.

024It's process work. Uh, but it's about how you create the space to invite people in and not call people out, but invite people in and hold people in moments that might feel uncomfortable, but are unsafe and to keep moving people through that door. Right? And through that door is the vision in front of us of educational equity and excellence. The next professional learning day that I want to share with you is one which was part of the instructional fair day which I left the instructional fair. I shared this with Dr. Dawman and immediately called a friend of mine uh and said I just witnessed one of the most amazing things ever. I'm a former middle school special education teacher having taught in the Bronx, New York. Eager Lakes, New York. I'm a college educator and

025what I saw was phenomenal. One of the things that made it phenomenal was that staff had access to multiple diverse professional learning opportunities, but also that people were reflecting their investment, their engagement, their motivation, their excitement. And I really wanted to note that. So on that day I led two professional learning sessions. One was on difficult language in ELA and social studies text and how to navigate when teaching difficult language that show up in ELA and social studies text. So everything from thinking about dialogic instructional methods to how to contextualize the words that are on the the text that students are learning to practicing scenarios. And then another hallmark when a group of your high school his social studies teachers said, "We've been thinking about this. We we've been working on a document and there

026was collaboration, right? There was a break. They went and got their document. There was lots of collaboration and that's the spirit of equity and excellence work and that's how it's sustained." Uh the next PD I did on that day was on microaggressions and bias making sure that instructional staff had the opportunity to also attend that training. The third and final professional learning day that I was a part of was on June 6th and this was exciting. It was inspiring. It was called DEI Matters in Action. This was an opportunity for me to spend six hours with your middle school educators and your high school educators and to put into action through instructional strategies the foundation that have been laid across the year through the DEI matters foundational awareness course. So we focused on instructional strategies

027related to dialogue. We focused on instructional strategies related to classroom management. We had many dialogues on things like rigor in classrooms. There was high level there was a high level of participation that day. Uh and there also was strong collaboration across departments across grade levels. Um like any institution we often can become siloed and this was just a wonderful collaborative space where folks left with some strategies to imagine instructional methods to put the foundational work the content of DEI matters into action. I'm I'm aware of time and I just have a few more slides to go. Um this next piece is the CRSC curriculum and instruction review. And this one was a multi-step process. The first process was me meeting with I'm sorry. The first step of the process was me meeting with Dr. Tyson,

028Dr. Dton, visiting your website, immersing myself in curriculum maps, organizing with Dr. Dton a CRSC workshop for participating educators to make sure they had the in-depth content and application knowledge on CRSC. And then four groups, four cohorts, an ELA cohort, a social studies cohort, an elementary ed cohort, and a steam cohort met across four days for six hours. And during that time, each educator brought in a select unit and using the NYU Metro Cent's CRSC scorecard, we went through a unit and they reviewed a unit for cultural responsiveness across categories of representation, power, and privilege, and teacher materials. The CRSC framework states that teachers must be part of the process. And so this was a wonderful opportunity for teachers to be part of the process. But before we reached that part of reviewing the curriculum

029unit that the teachers had selected, there was reflection. There was dialogue. And everyone in that space thought about what is the story my curriculum is telling? What is the story my instruction is telling? And how am I experiencing this space as well? Because it involves every single person who works in the district. Just as we saw with the TA professional learning day, this is process work. There were some folks who uh may have been more situated in the work from earlier experiences. There were some folks who it was new for, but they were willing to learn through the process. There were some folks who critically reflected on how they show up in the space, how their identity is in the space. And there were moments that were wonderful that day and moments where people were

030emotionally experiencing this work, right? Again, it's not easy work, which is why sometimes folks don't commit to it, right? But once there's the phrase we we go through what we go through and your educators four cohorts across four full days reviewed their curriculums for cultural responsiveness. With that some recommendations those educators are now positioned to review and refine the units. They've identified where there may be gaps for cultural responsiveness. some nice surprises. Folks who perhaps didn't have the language to name the work they were doing realized that the units they brought in in some cases were culturally responsive. So now they have confirmation of that. But what would be really important is to keep the vehicle moving forward to to position people to walk through the door, right? And so one recommendation is to make

031sure that folks who haven't participated in this review through conceptualization with Dr. Dotton and the the DCC think about how to move forward with the review process for themselves, but for the folks who have completed it, that they have dedicated time to review and refine the units that they they're working with. I close with reflections and successes. The accomplishments here are evident from what teachers spoke about from their experience with the professional learning. But it is truly in the power of partnership. the partnerships created across places like my business, the teacher center, public school district. Uh the more people can partner in this work, right, the better. Partnerships across grade levels, across subject matters, partnerships across position or role in the district. So many partnership accomplishments. The emerging strengths you have established district-wide capacity for

032educational equity and excellence work. And it doesn't mean that it's all done. It means that the foundation's been laid. The door has been opened. And so that is something that's so important to know. The other strength is that you've created opportunities. And this is all about creating spaces for your educators to have personalized professional learning, honoring their individual uh areas as well. And you've been open to the not just the idea but the reality that this work needs to be sustained. Right? The culturally responsive sustaining uh framework is sustaining because it's it it's really about making sure that things are are there to stay, right? And so your district is leading the way as you think about how you want to move this work forward as a school district. Of course, there's the sustaining of

033the curriculum and instruction review. There's deepening CRSC integration. There's bringing students into this, centering student voice and belonging, which I know the district already does, and thinking about how to expand upon that through the framework. It's sustaining equity focused professional learning. It's the potential of future partnership opportunities. Dialogue is one of the most important instructional methods for supporting a CRSC classroom. So perhaps a PD on dialogue, dialogic pedagogy. It's also thinking about future opportunities for educators who now have that door open with respect to culturally responsive sustaining education content can walk through through instructional programs that provide them with lots of ways to put this work into practice because the state is is asking for that. Students are asking for that and teachers are also asking for that. I'm I know I'm at time and

034in fact I'm on a few minutes over. I apologize and I thank you so much for for sharing the space with me. If there's time for questions I'll take them but if we're moving on to the through the agenda I completely understand that as well. But Thank you. Does anybody have any questions for Dr. Madden? Um I did have a question. I'm glad to see that the teaching assistants are receiving the training, but are other support staff going to be have the same opportunity as well? Yeah. So, um we started with um our last uh staff develment day. We also had office aids, bus aids, other support staff who were all a part of um that last day's work we talked about. Great. Thank you. And you mentioned students becoming involved. Do we have any

035idea what that might look like? Yeah. So certainly I'm glad I didn't wear my heels because I'm too tall. Um certainly a big part of where we're going with the foundation that Dr. Madden has helped us set is to move towards um our work in personalized learning um as well as the New York Inspires Plan. The big piece of the United uh the New York Inspires Plan that has been first is the portrait of a graduate. Um so our district curriculum council this year has developed a prototype of a portrait of a learner which is a real K12 look. Um we started in June by presenting this to our student council um for their feedback and we're going to be expanding some of that work um in the fall in terms of how do we

036create spaces where students can help shape what that New York Inspires plan looks like, what alternate assessments look like, um what the pathway can look like if it isn't um regent exams. So, I think that um student voice is one of the biggest pieces that came out of some of the RMS surveys. We need to do a better job of making sure that students are a part of those conversations. Thank you for that presentation. It was really really helpful to hear all the amazing work that's been done and hopefully for the community to hear it as well. Um I was interested just the next steps in terms of the the audit piece like what work is left to do where do we go from here um just I want all the information so what we've

037said from the the beginning um from I think the opening keynote to all the work um since is that the work will never it never ends right this is the work this is the work of education um in the immediate steps we now have over um almost 50 educators um K12 who are part of the curricular review process with Dr. Madden. Um our goal is to you leverage those you know almost 50 teachers um to turnkey that work. So we've been working with administrators and the district curriculum council to really what we talked about was it has to happen in every place and not just in some places. So how do we strategically center some of this work in every faculty meeting in every district uh in every department meeting in each dcc meeting that

038we have so that it is always present um next year so that we can build the capacity so that every department knows what the process of the curricular review looks like. And then I'm working um right now actually in partnership with a few other districts um to to bring back our curricular review cycle. Um so the goal is that by the end of next year that we will have a curricular review cycle back. we used to have one um that will also center this work as part of that um as part of that curricular review cycle and that that will be ongoing um cyclical work um with a with a calendar. Then just a technical question, how does that tie into the curriculum maps um if at all? Like does some of that some of

039the new pieces get added to it or is it a separate track? No, it has to be it absolutely has to be um part of it. Um the curricular review cycle was always tied to the maps. So we the department leaders and anybody that does any type of curricular work over the summer um updates those maps. Um but certainly Atlas is a system that we've had in place for um about 15 years. Um, and so what we have worked to do and what we're going to continue to work to do is how does how does that CRSC review um where is that represented in those curricular maps? And so when we go through the process of you being the department, if I'm the social studies teacher and it's our year to do that review, that

040review will include standards, it will include New York Inspires, it will include the CRC framework and then all of those updates would head head towards the map. Um, I guess I'm just wondering if there's been any thought about how to take some of that work and leverage the DEI community committee in a different way to help kind of continue the sustainability side of the puzzle there because I know they seem to be wanting to get involved in more things or at least even kept up to date as to what the district has done so far. So that might be something to look at. That would be great. Awesome. Anybody else have any questions? Thank you both. Thank you. Okay. Item 5.02. Courtney is going to present the new district website that is scheduled to launch

041later this month. Hi. So, for those of you that don't know, my name is Courtney Stagnetti. I am a public information specialist with Capitol Region Boseies. I'm contracted out by the district to cover communications for the district. Um, we've been working since last year um to develop a new website for the district and give it a refresh. So, the current website as it stands is seven years old. It was launched in June of 2018 and while I was not here at the time and maybe Dr. Dy can fill in some of those holes for me, but it was developed out of a need to meet federal accessibility guidelines. I think there was an OCR complaint. So, when we talk about accessibility with regard to the website, what we're talking about is ADA compliance. um for

042people that are visually impaired and use screen readers to navigate a website or for people who use translation services making sure that they have accessibility to the content on your website. So the website prior to the current website wasn't meeting those standards. So that's when the current website was developed and launched. Um again the main focus at that time was meeting ADA compliance. there was less of a focus on aesthetics or mobile responsiveness. Um, and a lot has changed with technology in the last seven years. We know now that today more than half of the people who visit the FM website are doing so on their mobile devices, not on a desktop. So we want to make sure that when people are coming to the website, they're able to view and see the content in

043a way that makes sense for the device that they're using. So we began a website planning process um in the winter of 2024 that is while I helped assist and mediate um the process um I am no way qualified to develop a website or create a website. So we have a team of website developers back at Capitol Region Bose and they took the charge on this. Um when it comes to website planning, they did a comprehensive review of the current website. Um looking at analytics, looking at what pages are the most popular, what's getting the most views, what are people when they going to the website and going to the search bar, what are they looking for? What are people coming to the website to find? And to sort of add to that research, we

044also launched a survey that was open to FM staff, parents, students, and community members that was shared on social media. I believe it was pushed out on parent square. It was also shared on the website to gather as much feedback as we could. Um and based on the feedback that we got from the website development team at cap region Boseis they were very impressed with the response feedback and um the number of responses that we got survey findings. So respondents indicated that their most preferred way to get information about the district website or about the district is through the website. However, 45% of respondents, so less than half of people indicated that they can find what they're looking for when they come to the website. So, there's a disconnect there. We want to make that

045experience for people coming to the website better for them. When asked what their top reasons were for visiting a website, top answers were calendar, event information to access another site such as parent square, school tools, schooly, meal menus, breakfast, lunch, those are popular, and also athletic event information and schedules. Respondents in the surveys were also asked, "What would you like to see improved on a new website?" that included the calendar experience. And we'll get to what the new website features now, but I think you're really going to like what the new calendar on the website looks like. Um, people were unhappy with the athletics page, specifically being able to just find schedules and find the information that they were looking for. Navigation, people wanted to get to what they were getting, trying to find with

046fewer clicks and also have that better mobile experience that we talked about. contact information, staff directory information. I can tell you firsthand that at the bottom of the website is the communications email. And I can't tell you the number of times during the school year we get an email saying Susie won't be at school today cuz she has a fever. That's not me. So, we realized that there was something missing from the website. People weren't able to find if they wanted to know how to report an absence, who to contact at what building. that information wasn't being found by people visiting the website. So, we needed to make that more accessible. Also, people commented on the look of the current website that it needed a refresh. It needed to be modernized and it was also

047it's also text heavy, not a lot of photos. So, we wanted to incorporate that in the new website. So, our web team included a professional designer developer. They worked on creating a custom website, taking into account the district requests, feedback, um district branding, talking about logos, colors, also again keeping in mind the um desktop and mobile compatibility as well as meeting those ADA compliant pieces. And once the design was done, it was reviewed by the communications relations committee and approved by the district. So then we move forward with content migration, which is taking what's on the current website, doing an audit of every piece of content on the website. We're talking about every page, finding what's outdated, what doesn't belong, what what can we purge, what can we use to sort of trim down the

048new website and make sure that what the important information is coming through while the other things can be left behind. So we went they went through the entire website um all relevant pages, posts, media integrated into the new website and during that process they also conducted several quality checks. They were testing pages, any links that were on the website, making sure that those all work when you click on them. I know that over time links are posted on the website. Sometimes you go to click on it and you get a 404 error. Um, so those have all been remediated and again checking that accessibility as well. So the new website is set to launch soon. I don't have an exact date for you at this time, but soon. So I want to take you through

049some of the features that are new. I'm going to escape out of this. So I'm going to be clicking on some of these links just to show you. Um, I think we're all pretty familiar with what the current website looks like. So, this is the homepage of the new website. It has a beautiful large photo slider to showcase students, staff, um, and also bringing in that photo. Underneath the slider, we have district highlights. That gives an opportunity to share news. That's has photos included as well. And then down below that we have the calendar featured links, more district news. We also incorporated on the homepage the district priority areas and goals. And then at the bottom in the footer, you can see we have those links to some of those tools that parents were requesting

050as well. All right, the calendar. So this is I think is my favorite piece because there's a lot of events at FM. So when you first come to the calendar page, notice that we have the district calendar, Eagle Hill, Ender. So everything and I might want to just move this out to a month that has something on it. So September. So it has every event on here. But what if I only have students in FAL and the high school and that's all I'm interested in. So I can just click on those and those are the events that I will see and that's what pertains to me. And I sort of weed out the things that I don't need to see. So that is a wonderful feature. People also had commented that they had a hard

051time finding not just the athletics calendar and schedule but also the district onepage calendar. So when you go to the calendar calendar page, those things are right at the top. You cannot miss them. Athletics. So sorry to interrupt. And we can you can subscribe to that too easily, right? So it can go on. Yes, I know that. Yep. And you can sync it up with your Google calendar, whatever on your phones. Um, athletics as it currently stands on the website. When you click on the athletics button, it brought you to an external site. Now, when you visit athletics, it is part of the FM website again, the athletic schedule is right there at the top with athletic links and all of the important information. So, that was a big change from what we had before.

052Contact information. I'll start with this first. So, if you go at the very top of the website, there's this big button, contact us. You can click on that. And from there, you will find there's a searchable directory. First, last name, school, email, job title. Even if you don't know how to spell it, you can at least provide the first three letters of how it might sound like you spell it, you can search it. We also have school contacts on this page for every school. and also reporting an absence. So my kid goes to FM high school and sick for the day. High school links report an absence and all I have to do is click on that link will bring me to instructions on how I report an absence. We talked about the current website

053being very textheavy. We tried to incorporate and I think successfully incorporated more photos in the new website. Again, just increasing that engagement piece when people come to the website. There's a lot of good things going on here. We want to showcase that and it's a very visual medium. So, I think this is a good place to sort of showcase all of that. Um, the navigation on the current site is more intuitive. Before HSA, trying to find HSA information was a little bit of a hunt on the old website. Now, if I just go to my school, for example, if I go to um M Road Elementary School, it will be in the links M Road HSA. So, a little more intuitive in being able to find that information. A lot of photos We also we

054have a lot of print products that we produce through our department. That includes the annual report, newsletters, mental health brochure. So, one of the things that our designers did when um working on the pages was try to align those try to align those print products with some of the design included on the website. So for example, this is on the mental this is with mental health and this is some of the content in that mental health brochure. And if these little icons look familiar, education connection, responsive services, it's because those pieces were pulled from the mental health brochure. So just making sure that everything aligns across everything that we're sending out and drawing those connections for people. The about us section was revamped. We added a section for district awards and achievements and also in

055our culture um feature which I thought was really nice. Let's go back to this. So our culture really focusing on some of the priorities. If someone wants to know more about the district, we focus on personalized learning, supporting students mental health, um, diversity, equity, inclusion, character education. These are things that on the old website, and I removed them in the last week or so, but on the previous website, we just had in the alert bar at the top something about mental health and something about DEI. And that alert bar was never meant to be a placeholder for important things related to the district, but it's just sort of what it turned into. Um, so this gives it a more appropriate home on the website. And last but not least, condense the parent resources and communication.

056So I think it's in the about section. Parent resources and communications. So here you can find information about HSAs, parent council, booster clubs, this the apps that people are looking for. And the nice thing about this is that even though we have home and school association information on here, when you click on it, it takes you to where it lives on the website. So, we're not updating it in multiple places, which is a problem that we ran into on the current website is that if something was updated in one place, we didn't realize it lived in another place as well. So, we did a lot of this streamlining where even if it's linked here, this is where it lives. And that is it for me. So, does anyone have any questions? Um, Courtney, are the

057HS are the HSAs, have you reached out to them? Are they gonna keep how are they going to keep that up to date? So, we usually, it's part of what we do during the summer. I always reach out during the summer because usually, just like the board, there's a change of leadership among the HSA. So I usually make that part of my summer work to reach out and ask them to send me an updated information for the website so that I always make sure that's done before the start or just link to their what if they have another Courtney first of all um thank you for the work it's I know the magnitude of it just Do you know how many pages are in this? I don't. I'm sure I could find it. It's It's

058an interesting set because it speaks to what the volume of the world. Yeah, it was a beast and our web team worked wonders on it. So, um super appreciative of it being mobile responsive. Now, I know that's been a major major issue. Um I am curious. I know just a few very specific things. Um, is it just is is this WordPress or is this something other than WordPress? It is WordPress but there's Gutenberg. Again, this is not my lane. I know how to update the website and I know how to do all the things, but I know that when I talk to the web team, there's WordPress and Gutenberg. It just speaks to the maintenance. Um, I know you said you don't know the date. So, what what my request would be is before going

059live, and I think Jason had emailed about the same thing earlier today, is that each of at least the primary sections can be communicated to those who lead those sections. So, curriculum, the administrative team at each of the schools. So that was actually done during the district review period in May. There's it's in for for all of those. Um there's there's a pretty fair amount of information that's out of date. We're missing as good as the information that we're given, which is fair. I It's interesting. I think there just there might be some level of miscommunication on that. I I I get concerned about places where there are where we're publishing things we haven't necessarily done before, like bios of people, like I know on the athletic side, there's bios of a lot of coaches

060and these are things people and they're considerably out of date for many of those. Um, just on the the hyper technical side, Sarah's apparently running for her second term on board. I hope you do well. I hope you do. I hope you do get elected, Sarah. Um, so I I mean there there's just I I I I get concerned about that. So I I I didn't know it had been distributed, but it it may be worth a second pass on, hey, this is going live on we need you to verify your change. Be my suggestion on that. And then um the header of the website. I know this was addressed earlier today is that's the page you see each time. I I I was at this table when before the board the administrative team spent

061many many many many hours worth nothing. um vision mission statements and words were very very each and every individual word were hyper important for very specific reasons and and I know that there's a summary version of the vision statement at the top of this I think you like to refer to it as a tagline um it's yes it's shortened ver that's where it was taken from was the mission statement Um there's one word in it that differs from the vision statement though and and given the amount of time and effort that was put in by the administrative team and we're smithing that I would I I would ask that that just be revisited so that they're consistent with each other. Um it talks about on the tagline it talks about student success. The vision statement

062is personal success. and there were some very very specific reasons for that work being chosen the way that it was. Um, so that's my feedback. I think that there's I think that the work that's been done has been massive and super I don't want this to come across the wrong way. Super appreciative of it. I just before it goes live if if we could just try to take a pass through. And I'd also like to say that the website will always be a work in pro if we waited for every piece to be up to date. I don't think we would ever launch for example like um the HSA and then we get into food service and needing the updated information for that and free and reduced price lunches. So I will say it's not

063unusual to launch a website and then update some of that information. I mean, for a coach's list, yes, I I to me I think that that should be something that is easily on hand in a copy paste, send it, but I can't post what I don't have. I totally understand that. Well, and that was also the idea of launching in the summer months, correct? So that it would be not a busy time. Yes. so that we could address any to try to work out any last minute kinks before people start looking at it in September or August or whatever. And community relations will be looking at this on a regular basis and keeping track of different changes, I'm assuming. So, we'll keep up to date. Um this is um probably a little bit more of

064a technical question, but um is is there some level of updates that can be performed internally by certain departments or do does any type of content update within this site need to be done through your team? Okay, that's me. Okay. Well, we found in the past, I think on the original website that I inherited coming in in 2015, the more cooks in the kitchen, I mean, there was more errors and that. So, part of it was back when this was redone the first time with the OCR complaint was to limit access so it couldn't be butchered. They wouldn't even let me touch it. So, according Just a quick question. Are are each of the pages embedded with analytics so that you can continue to evaluate which ones are and surface those? Yep. More easily as

065they come. Okay. Thanks. I see we have our social media links on there like our official ones, but there are a number out there still active, but at one time there are a number of unofficial FM accounts, lots of different teams and etc. Are we doing anything to sort of corral all that so that we're using our official FM social media pages and not using a lot of other different ones? I think part of that I mean as you recall when we brought in sidearm sports for especially for athletics the intent was to allow more of that to cultivate on its own just given the nature of intercolastic athletics. But you're right. I think bringing it under our umbrella now will allow at least schedules to be up to date. So I think you take

066the good with the bad. I think we've got to corral that and bring it under our control. Right. More so than just schedules as like the interaction with staff and students on those pages. The content is posted on those pages may not necessarily be what we would want to have posted on there. Just making sure that if anyone on the team is doing anything, it's going through Courtney to make sure it's official. Good job. Thank you, Courtney. Appreciate it. So, when we get a date, we'll twice will let everybody know. Okay. Uh All right. Item 5.0. 03 past and current president's report. Um, so I sent out our committee list. I think hopefully everybody received it where we are today. Did any requested changes before we finalize that? Okay. Um, one one is legislative. Yeah.

067Does that mean you'd like? So, legislative liaison. Um, you know, we certainly could re-imagine what that role looks like. Um, we could it could be somebody who goes to different town board meetings or participates in different ways. um other than just the keeping track of the resolutions process. Um we could think about it in a different format, but I see we have lots of volunteers for that role. But I I do think keeping track I know Sarah Gridley offered that that's possible that we could maybe ask our district clerk to participate in some different activities on our behalf. Um, what is everybody's thoughts about that? I do think it's important for us to kind of keep our ear to the ground in terms of what's happening legislatively and they have any suggestions. Well, I think

068one Okay, I I I know most everybody at this table is fairly well tapped. Will you turn your mic on? I I know that most at this table are fairly well tapped with time, right? And that becomes ultimately the issue. Um it in my view it doesn't have to just exclusively be from among nine of us though, right? We could have somebody perhaps there's a community member who's deeply involved legislatively who would be willing to act for and on behalf in consultation obviously with us that that may be more invested in that that area in that interest and spend more time there just naturally in the course of their other jobs and activities that might even make it more effective as a physician. So I I think we could look at expanding the scope of

069people from who are looking to do this. I think it's very important that we have somebody who is active in that. There are a lot happening at the state level. Some of which is good, some of which is bad, all of which comes back to funding. I think you and I were on the same page with that. I was just thinking, is there a way we could even get somebody from the community? So, um, if anybody maybe that's something we could put out a call to action to see if anybody wants to volunteer for that or if there are people that folks know that they would want to ask if they might be interested that might be an opportunity to. Anybody else have any other thoughts? Question. you know, they're um I I know with

070some other organizations I've worked with, we've engaged in, you know, not not at a high level, but as with a a a consultant or a firm that this is what they specialize in in following along with what's going on in the legislative environment with regard to what other topic in this case, obviously education. and that really as their job has their, you know, ear to the ground as you say and, you know, does this with with a whole bunch of different organizations. So it's not, you know, I'm not talking about a, you know, any level of FTE or something, but something that just could report back to the board with some type of frequency and something we could subscribe to, I guess, but a little bit tries to do a pretty good job with that,

071trying to represent all New York State school districts and give their legislative highlights on a pretty regular basis. You'll see them in your inbox. Got it. Um, so that's, you know, we certainly get information in that way. What about an intern? What if it's a student who might be interested? I'm sure we have a lot of people who are pre-lawish or interested in civic engagement in some way. Yeah. Um, but that might be a really good opportunity for someone. Yeah. Or the polic like the SUPA class. I mean, if there's any alignment with our Yeah, that would be our curriculum. I think that would be really great. What do you think, Jacob? Do you think This is Jacob, by the way. We didn't do a for apologies for being late. Um, I had gone to

072the wrong elementary school. So, um, yeah, I think that's a fantastic idea. I just wrote down um student like some kind of student um junior legislators something where they can follow someone who's yeah volunteer um who's more experienced with the area and kind of follow on and see what's going on on the state um level administration and kind of get experience with it like in super people who are in super classes who would be interested in participating. I think that's a great idea. Um, I I wasn't interested in being a legislative de at all, but if we work with students, I would be interested in helping them and showing them what, you know, what meetings to go and things to look for. So, that I would be interested in, but I'm not just doing it.

073That's just me. Okay. Sweet. All right. Well, maybe Jacob, if that's something does, is everybody open to the idea if there was a student who might be interested? I mean, we could explore it at least. Um maybe that's someday as kind of school kicks off we could explore with student council or the administration see out of curiosity do you think it would be um you said a student I was thinking like would it work as like a group of students or would it be just a very select um how that kind of go could certainly be effective as a small group of students. Yeah. Okay. So there would have to be like a small select um kind of a selection process like students who are looking to be in going towards law or something in

074governing science or just passionate about or students who are interested in being teachers be a lot of different backgrounds that would benefit from policy legislator but I it might be self- selecting self president since Jacob is involved may I give him Oh yes, we need to go back to 1.03. We're rewinding the tape to item 1.03. The oath got to make you official. Please rise. Jacob, please raise your right hand and repeat after me. I do solemnly swear I do I do solemnly swear that I will support the Constitution of the United States of America that I will support the Constitution of the United States of America and the Constitution of the State of New York and the Constitution of the State of New York and that I will faithfully discharge and I will faithfully

075discharge according to the best of my ability the duties of office of Mrs. Exeicio board of education member exe official board education member of the faithful mania central school district of the faithful central school district congratulations it's official now we can assign so yeah we can help figure out what the best way to do that is I that would be a great idea. Thank you, Marissa, for offering to assist as well. Um, and then I just, um, with regards to our superintendent search, um, as you guys are all aware, our deadline for applications was June 13th. So, that deadline has passed and now, um, Dr. Cook is reviewing and doing some initial vetting of the candidates and then we will be meeting at the end of July to start to look at applications. So continuing

076to move the process forward and that is all I have. Thank you. Uh item 5.04 superintendent report. I want to be presumptuous. Uh yes, superintendent report backup information is found in board docs. Item one, capital project update is expected the summer construction season launched with a flurry of activity including the roofing security and safety work in all school buildings thanks to the $15.4 million project which was approved by the voters in May of 2024. Cranes, scaffolding, and material storage areas can be seen throughout all of our campuses as this work commences in earnest. In addition, work on the high school's 52 million capital improvement project continues into its third summer, which includes renovations to the former main office area, expanded renovated cafeteria, and the science wing classrooms located in the front of the building. In

077other news, Sam's grant funding from Assemblyman Stury's office will enable the district to install electric message boards at FM High School, Eagle Hill, Enders Road campus, the Wellwood Fail campus, and at Mont Road Elementary School. Item last, schools start time committee with the temporary solution to the high school bell schedule for next year in the rearview mirror. The school start time committee will continue their work in early autumn on to decide on whether to consider a slide flip or flip and slide solution for the 2026 2027 academic year and beyond. As reported earlier, our scheduling consultant Elliot Marlum, a former administrator school administrator from the Baltimore, Maryland area, has been very helpful in allowing the committee to sort through the different bell scheduling options and to consider all possibilities. At the last committee meeting in

078June, the committee defying that the lynch pin to the work would be on whether or not the district could adapt to double tripping on the bus runs as opposed to the current model of triple tripping which is presently employed. By lengthening the high school day by the much anticipated 30-minute lunch periods, the start and stop schedules for the middle schools and elementary schools could be end up being pushed later into the afternoon. So I think that'll be the impetus. uh for the committee to really uh sink their teeth into whether a slide flip or clip and slide is the answer. Our intent is to try to get that information out in the autumn, early autumn as much as possible in advance of September of 2026. That ends my report. Does anybody have any questions for

079Dr. Dice? I just had a lot. I'm sorry if I missed this in the recent Thursday letter or the last meeting, but um how are we feeling about our preparation for the new temperature control laws in our buildings? Like do we feel like we're going to be ready? Like do all the rooms have air conditioners, portable ones or something? I know I've heard there's plans like if a room gets too hot the kids can go to a certain location, but that's kind of like wouldn't be the ideal situation. So like do we have an idea of how many rooms don't have some sort of portable air conditioner or central air right now? Uh the and we had a few questions from folks when we went to that abbreviated schedule during the last week of school

080and I tried to respond to all of them. Right now, as we can feel here, FAL and M Road are completely airond conditioned. Although FYL did experience some issues and parts had to be put on order. So, there were some rooms here that were offline even though the equipment had the AC equipment had been installed. So, I think we'll always have those maintenance type issues as well. uh Wellwood as we know for the most part probably about 3/4 of the building uh has air conditioning. So I think relocating in those areas will definitely work. Uh for the high school house one we already have air conditioning but it will be improved with a retrofit uh this summer and then all of next year house two will be brought online with the rooftop units and the

081air conditioning. So, as you're well aware from being on the board, the science department wanted that uh for a long time. So, that will come to fruition in the year ahead. And in fact, one of the things that involves some lastm minute moves uh is that they're going to try to get into the west side of house two sooner rather than later. So, their intent is to expedite that as quickly as possible. So to boil it down and answer your question, right now house two at the high school is not air conditioned. Eagle Hill and Enders Road have fewer, you know, spaces uh that are uh air conditioned. So we're getting there. I mean, the facilities committee, and I don't want to steal the next report, I mean, is looking ahead to another capital project

082down the road. Uh that would entail Eagle Hill Enders possibly finishing the Wellwood. So that's completely airond conditioned. So I think we're in better shape than a lot of districts to answer your question. I think we're going to have to be creative and moving students around. I think one of the things that crippled us for the last week of school is for example at Eagle Hill as we know the auditorium is air conditioned but Enders Road was using it for end of the school year celebrations. So that immediately I think handcuffed the the team at Eagle Hill in terms of having you know that auditorium to be able to use to relocate students because the lofts there get warm. So I think we're in better shape than a lot of districts number one and number

083two work is underway to try to expedite that as quickly as possible. But I think last but not least in looking at the law, uh it's the I think we're very good about saying we're practicable in it. And I think that means we have some discretion in moving folks around. It's not an absolute right line between that. So individual buildings have different plans to be able to move students around. Anything else? Okay. Item 5.05, committee and representative updates. Um, Marissa, is there anything from OCO's? Um, we have our reorg meeting on this coming Thursday. Um, at our last meeting, we finished up our board self-evaluation. Um we're having a retreat in mid August and we're going to talk about um the strategic plan um community relations um to promote OC's perhaps doing more as a

084board going out to our proponent districts and facilities. Those will be our three topics on our agenda for um our retreat in the in the middle of August. Great. Thank you. Jacob, I know you don't have a report tonight, right? Uh, no. I had anticipated mostly observing for tonight. Um, so I can get a gist of how. Well, we're really glad you could make it. Thank you. Uh, any committees that would like to report today? We just about half of the facilities one. We actually had a very long conversation about the heat issue at our last facilities meeting. Um, if you struggle with another question, I think everybody in here is looking cold to a degree and and and that's that's that's a lot better than most districts are. And it's not just this building.

085And we have work left to be done, but we've come a very long way. And it this is it's really to me a very two-prong issue. One is compliance with the new laws on classroom temperatures, but those temps are at those two thresholds are 84 and 88 degrees. Both of those are neither neither of those are consistent with an ideal learning environment or teaching environment. Um during the heat wave, we did not anywhere in the district exceed those temperatures. Even in the nonAC classrooms, they measured them as they're supposed to be measured, the way the law is written, and we remained compliant with those. Uh did that's not to say it didn't get hot. It got warm. Um but there is work that's being done. You know, certain there's there are a number of portables

086that can be moved around as more classrooms come online under AC. that frees up more fans and we can circulate more air through that. So there there are mitigation protocols that um the facilities team has been working on and has in place as we work through this. Um we know how hot certain areas get the loft at Eagle Hill, the fifth grade wing at Wellwood, certainly the high school um in particular the areas that are being addressed this summer. Um the high school was the biggest focus our last meeting. Um everybody who's touched facilities knows that we have you know like an 8week schedule in which to do like 40 weeks worth of work in the summertime is the most important time and the schedule for this summer is really tight. It's going to put

087a lot of pressure on our internal team as we get toward the end of summer of turning over spaces around as scheduled August 29th. Um for our internal team to then prep and get the spaces ready for school to start in September. Um think of them as we reach the end of the summer because they're going to be working hard and they do a great job and that's but they always get it done and we will get it done and they'll get it done in a great way. that the the pressure is on the construction team to to perform this summer. They've got a short window of time to get a considerable amount of work done in these buildings, which is why the buildings are primarily closed for the summer. I know that's inconvenient for

088some community activities that have traditionally taken place in the buildings. But the return on that is that this is the only time a year that we can actually work at the speed and pace and volume that the work is being done. As Dr. Ty mentioned um the high school project and the current roofing project are not the only things left in this district. It does not bring us to the end of the facilities needs list. Um the community was told and will continue to reinforce for them that there's going to continue to be a series of ongoing projects. the the next high priority is Eagle Hill and Enters and then coming back and finishing Lwood. Um there's also still work that'll be left to be done at the high school um house one in particular.

089So we we will be coming back and we're starting the early stages of that process for the Eagle Hill Enders project now looking first and foremost at the maximum cost allowance for Eagle Hill. it's out of balance for where it should be, but that guides what's able to be covered um in in terms of what we can get state support on. Um so we're starting at that point and then we'll be starting the whole deep needs evaluation of how and what that building really needs, what the teachers need for the students in that building to to to really work the best way that they can and also to bring some a little bit more equity between the two sides of the district. between what's in that building and Winston Ma. Um we'd like everybody to

090be on some level parry as much as we can be. So there's a lot of work still to be had but really super super busy summer schedule things that had to wait because there's still being put up for roofing work that's being done. I think most of this board knows that can't really do that with students and faculty in the buildings. Um, I think the last thing I'll say is just kudos and thank you to the the the staff, especially in the high school who is, you know, a lot of work that they have to do with a lot of classroom packing and boxing and moving things out and they're going to have to do the reverse when the school year starts to move things back in that don't traditionally get packed up in the

091year. and um you know just a lot of nontraditional work being done to allow this work to go forward to improve those spaces. So huge kudos to all of them for the work and effort that they continue to allow that to go forward. Thank you Dan. Any other committees want to give an update? Hello. We're going to move on to policy a little bit later in the agenda, but there is a significant number of policies that are in first reading. Um, so I imagine that we'll get there, but the 5,000 series is is complete and that is fantastic with the 9,000 series to go. Um, and then we'll be all the way through this round. No cheers at that. Surprising. Surprising. Uh Chrissy, I think I think we kind of covered it from community relations.

092So we covered it well. There's anything else you want to add? All right. I just wanted to ask a kind of a process question as some of these um things that pop up at the board notices. What you know, Craig, what is the best way for us to get that information to you, to Courtney directly, to kind of how how would you like that going forward? just so it's consistent. You can send it directly to me. Communications or sea stick communications is probably easiest for anyone to remember. Just communications at fmschools.org. You're talking about the website. Yeah. Just if we see pieces instead of sending sending it to you to send on and and then do we want as Yeah. I mean, do we want to CC the board just so everybody knows what changes

093are being noticed so we're not redundant? Okay. So, that's that's a plan. Okay. Uh, anything else committee wise coming going months? All right. Item 6.01, public comment. My understanding is we do not have anyone for public comment. Looks quiet out there. Um, all right. Item 7.01. Um proposed executive session. Be it resolved that the board of education of the Fateville Manley school district enter into executive session to discuss the superintendency evaluation, collective bargaining, pending litigation, the student discipline matter, and matters related to the employment history of particular persons. May I have a motion? Thank you, Jason. And a second. Thanks, Dan. All in favor? Anybody opposed? May I just ask are we still having the second executive session? It's We are not planning to unless something. Thank you. We'll return as soon as possible. Okay.

094Sorry. got a little muggier in here. Uh item 8 uh approval of minutes. Be it resolved that the board of education of the Fateville Manley School District hereby approve the minutes of the special meeting held on May 20th, 2025 as presented. May I have a motion, please? Thank you, Jason. and a second. Thanks, Ann. Um, all in favor? So, if you were not at the meeting, you can abstain if you would like. Or you don't have to. You may if you'd like. Um, it was the one in the library. Correct. If you could please raise your hands for I and then that will help me a great deal so I can refer to Marissa. Thank you, Chrissy. Thank you. Do we have enough and Sarah? Yes. And anybody abstaining? Got Rebecca, Dan, John, and Sarah.

095Yep. Got it. Thank you very much. by a single vote. Okay. Uh item 8.02. Be it resolved that the board of education of the Fagetville Manley School District approve the minutes of the regular meeting held on June 9th, 2025 as presented. May I have a motion? Marissa and Dan. Thank you. All in favor? And anybody opposed or abstain? Okay, we got Sarah and Jason. All right, 8.03 03 uh be it resolved that the board of education of the Fatville Manley School District approve the minutes of the special meeting held on June 16th, 2025 as presented. May I have a motion? Thank you. Chrissy and an all in favor? Anybody abstaining? John, Sarah, Rebecca. Okay. Thank you. Item 8.04. Be it resolved that the board of education of the Fatville Manley Central School District hereby establishes

096the goals for 2025 2026. The draft goals are in there. Um, may I have a motion, please? Thank you, John and Rebecca. Any discussion? I just want to be clear as written that the measure and the timeline apply to the 25 26 goals, right? Not the immediately Jason great outcomes, right? Uh anything else? All in favor? Anybody staining or opposed? Okay. Thank you. Item 8.05 5 policies and first reading. Be it resolved that the board of education of the Fagville Manley Central School District hereby waves second reading and approves revised policy 5670 and policy 5695 in first reading and moves revised policy 7670, new policy 8113, and the 5000 series policies into second reading for the next regular board meeting. May I have a motion? Thank you. Um I think it was Marissa and Ann.

097Any discussion? Can you start with the policy number please so I can get which policy are we speaking about? 5695. understanding that we have state requirements. I I do understand that. I I not really ever been prone to let's pass something so we can just adapt and adjust it later. That's that's not been our past practice on that in favor of that. I have very specific items that I shared with each of you yesterday in a Google doc on this. I don't think I need to reiterate what all of those are. Um, but when we have conduct policies that don't involve matters of, I would say violence or harm, physical harm. Like obviously don't bring a gun to school is the same whether you're in kindergarten or senior in high school. But when it's non

098when it's conduct policies that are not of that type, I have a very fundamental objection to treating our high school seniors exactly the same way that we're treating our elementary kindergarteners and first graders in terms of what the expectations are. And some of what this does um runs directly to directly contrary to what we've long told our high school juniors and seniors at least of things that they should be doing and being able to communicate timely with schools, with prospective employers, with recruiters. Um much of that is during the day and you know we have time periods in our high school schedule for things like senior pro. Now you have senior proof but you can't you can't communicate with anybody. We're specifically telling our students not to use their emails for those matters and we're

099giving them no way to communicate outside. And I I just I have a very strong fundamental objection to that. I think that that can be viewed as matters that are related to education, where they're going to go to school next year, what things they're going to participate in next year. I think we could carve out exceptions that allow our high school juniors and seniors when they're on a free period or during a senior period to be able to use um a device to be able to communicate out to u external schools, coaches, etc. I think that there is a method and mechanism by which we could do that. Now, presumably we could potentially do that within an administrative regulation, but we don't yet have an administrative regulation. So, I I I'm not all that comfortable

100relying on what may or may not ultimately land in in a hypothetical administrative recommendation. I think that that's problematic. Um, there are some just technical things in the policy that I just I don't fundamentally understand. So, number one, there's an optional sentence in this. Is it am I correct in understanding that that is being removed? Yes. Say yes. Yes. Okay. The sentence that follows that optional sentence is is not policy language. It's a it's a statement. We had long ago moved in policy away from making just statements and and leaving actual policy. Um, some will agree with this last sentence in the first paragraph and some will disagree with it, but it it's not necessary for a policy. It's it's preamble language. Um, the policy as mandated by the state concerns strictly um internet enabled

101devices. Um but we go away from that language further down in under device access and storage. The second paragraph says all students are discouraged from bringing devices to school. Any device that is brought to school must be kept in students locker classroom cubby or backpack. That's not limited to internet enabled devices. Is the intent unless this specifically to those policy is the intent that that covers the internet enabled devices or is that intended to cover all devices second paragraph of device access and storage I think the optional sentence which was eliminated was the operational definition correct so I think it identifies I mean I understand your point but it's I think it's defining personal electronic devices and then it lists it did it did but in the second paragraph of device access and storage it

102just uses the word devices and device which could be the internet enabled ones or the non- internet enabled ones. I don't know what it's intended to mean well where I was going with it. If we're going to eliminate the optional sentence then we probably should put in the adjectives before it. I'm not arguing with you. I'm just saying I think one without the other is problematic. Well, I I guess my my it may or may not be. I mean, my question is what what are we discouraging and what must be locked up? Internet enabled devices or all devices. Like I if somebody has a Fitbit, it's not internet enabled. Are we requiring that that be in their backpack or locker? What? I don't know. I I don't know what the intent is of this as

103written. Yeah, it can say internet enabled devices. I think there's still going to be an implementation question that is that a smartwatch or a Fitbit, you know. So, I think we're still going to struggle with that as educators. Okay. And I get that that's where we declare, but this is more broad. So in that paragraph, the second paragraph of device access and storage, what I would ask is that each of the two places where it says devices or device that that be changed to internet enabled devices and if that change is there then it helps clarify that problem. I don't know how we from a practical standpoint align that with with what in fact happens at least at the high school level and some of the middle school level where there are a lot of

104students we we are onetoone device district. We do provide Chromebooks but there are also a lot of students who bring their own computers and use their own computers. Are we saying as a district that students are no longer allowed to use their own computers in school? That's been our consensus here. Yeah. All internet enabled devices. But we're not saying that. The state is saying that correct. Well, no. We're we're not really saying that because we're saying in our schools that the students can still use their Chromebooks. Those are internet enabled devices. We're saying you can use those schoolisssued. Yeah. So, what what it is the difference is is that it's a schoolisssued device. Okay. So, in essence with this policy, we're banning students from using their own computers in school cartwatch. Correct. Okay. Um, policy

1054526. Can somebody help me understand what that is? Hold on. Does anybody else have any questions or comments? We might as well stick to 56. No, I'm still on this. There's a reference in this to I haven't left this. Good. Nice try, Sarah. Quality effort. Wait a minute. That's a That's a quality effort. Um, next. So close. I couldn't find an active policy 4526 which is referenced in this policy. I'm hoping Sarah can answer that. Which one? Any. Yes. Okay. Sure. That's that's fair. Now there's too many. We're going to have a moratorium on any further Sarah on the board. Absolutely. Um the policy you're referencing, Dan, is um part of the 4,000 series that the board already approved. Hasn't been activated yet. It certainly can be as a part of this, but it is

106in the NISBA series 4,000. It's just not in the policy book yet. The board wishes we could activate that one in particular since it's crossroads tier. I think we can't really have one without the other. Absolutely. Yeah, understood. Okay. Um, this policy is proposed is silent on the other part of the state's law that addresses non-inabled cell phones. That's part of where my question was going with devices generically. Are we permitting or not permitting non-inabled cell phones? The law specifically says that those aren't permitted under the law is passed. We brought it up and it came up in discussions. So we when we had our polic Do you want to join the policy right away? I think for the record was on a one time. That's what I'm hearing here today. I put my time.

107Yeah. So, um, so yeah, and that so that's something that students are talking about, right? So, students are already saying, I already have the mag lock thing to undo the yonder pouch, which you know, there's federal funding that's not going to come through and all those things, right? I already have a burner phone that I'm going to show the teacher that I'm going to put in the thing, but it's not my real phone because it's the fake phone. And I'm going to go buy the flip phone so that I can have a phone. Um I I struggle finding a solution for all of these permutations and we are faced with a state law that we have to have some kind of policy on. So using the NISBA policy as the bones of that policy is

108I think the place that we have to start. And I understand not wanting to implement a policy and then changing it or going back to it every single time. In my short experience on the board, this is the first time that I've heard mention of doing something like that. And I think it's largely due to the state of affairs that we are currently finding ourselves in. Well, I agree it stinks. I just think there's going to be a threshold question if this were to be adopted as is. There's this threshold question of can I bring my non- internet enabled cell phone. We're going to go back to the we're going to go backwards by a decade and go to a different set of phones. And and as I read this, if we are changing that

109paragraph to internet enabled devices, then presumably those phones are allowable and acceptable. Okay. if those phones are allowed, the non- internet phones, they would still be subjected to rules regarding their use. So it's not like the kids could walk around with their foot and take it out and feel. So I can see where it would be a little bit of a problem because you know the kids may well I mean you just got to verify one it has internet or not and two they still have to abide by the rules as to when they can use the cell phone that phone or how they can use it. But I think that sounds like more like a lot of this sounds like regggs that like we should be just doing the policy which should be really

110a restatement of the law and then the reg should be something and yeah it will have to change a bit here and there because this is a special circumstance that the um administrators are working out like we're we're doing the administrative rag right now. I feel like we should be like maybe just clear this policy up so it's just a statement of the law and then the reggg comes from the folks who are in the buildings and know best how to do that and and that would be great but that's why I'm asking because the law allows those devices in the way that this was proposed to us coming into this meeting. It would preclude those because they would have to be locked up in cubbies or lockers because they're devices. That's why I'm asking

111was asking the devices So if we restrict this strictly to not statements of pre preamles but to what the law says which is specific to internet enabled devices and only to those then that would be step in it's not in my view a good direction but in the right direction for compliance with what we have to have in place for August. So that's the short version of my and we could then link to in the law I'm sorry in the policy our cell phone policy use. So it's not that people would look at that and go oh we'll just go buy our kids phone by internet access but then they would see okay yes the law states this. However internet non- internet enabled phones would also fall under these restrictions so that people are very

112clear about the usage. So either way, you're not going to be on your phone. I mean, you're just not going to be on your phone, right? But I I guess so then my question becomes if we go back to page one in the section, it says communication with parents and persons in a parental relation, right? Like if we're talking about policy, does this paragraph even need to be in the policy? Because this is supposed to be about sub usage, right? as opposed to this paragraph outlines how the district is now making a policy about how we contact our kids during the day. The the law the law actually requires that the district provide two means of communication by parents. So that's why that would be in the policy. It's that's actually required in the policy

113and it looks like we do three. So I guess we're going above and beyond. Um my my my last my last my last less detailed change on this is under electronic devices and testing. So the last page of this where it says admission to the test will be prohibited to any student who has a cell phone or other electronic device. Again this policy is limited to internet enabled devices. then that's the language that should be in that paragraph as well. Can I also have a question? Um, so I heard you guys talking about like most physical zoom on the internet um enabled devices including things such as computers. Um, so this would require students to only be able to use a school issued computer during their school day. Um out of curiosity um with personal

114having personal experience with the school computers they do tend to be a bit on the slower end being why I bring my own computer because it tends to be faster. Um I know other students do that as well. Um do you think this could also hinder like some for certain students who do certain activities such as for me I do robotics sometimes stuff we use like computers require a little higher I guess performance um a little better at keep um handling what we use because we can't use robotics after after school. We can't use the actual computers which because of that makes it much harder. Um do you think that would be an issue? So so there can there is a provision in this that allows an exception which we're going to have to liberally

115use which says with administrative approval that that the device can An internet enabled device can be used with administrative approval if the teacher is authorized the use of specific devices. This would address Jacob what you're asking about for a particular activity after which that device must be stowed for this policy. So in advance I mean it just can't be in process. So like the teacher leading robotics would have to make a request that the administration would have to approve to allow personal devices to be used for that purpose at that time. Um can I just clarify Jacob is the robotics a club? Yes. Versus a class, right? Um it's a club/ team. We also participate in competitions, right? But it's an after school activity. So I know that that was also part of the conversation

116is bellto bell means activity period moves into the middle of the day as we move activity we're not there yet. Um but I do a lot of students use their own personal computers for class purposes. Yes. Yes. I mean which basically all classes basically um use a computer um as in some way or another for um either classwork or for activities like cahoot or other yeah it's basically every class it's um I I would love to know as part of this and if part of first of all I don't know what the student involvement has been in the drafting of this that was a requirement in the law was to consult about I'd love to know across our student body starting in the high school because that's where it's probably the most prevalent one is

117what percentage of the students are bringing their own computers to school because that's going to quickly measure impact for things like what Jacob's referring to. Yeah, I mean some students use their iPads. Some people use their iPads for like drawing um for art. Um, I mean I feel like this does to some extent hinder some students in what they do on like personally as like I feel like some people use their iPad for art, some people do coding like on their personal leisure. I feel like for some people it does limit what they're able to do and I feel like it's not exactly fair for them. Um, and I do feel like maybe we should do a poll and talk to students and see what the actual population is as it would be a bit

118unfair to give force them to use that underperforms what they would otherwise be doing. Understand that things such as like people using computers to play video games and whatnot is a concern, but at the same time, it's pretty hard to police everyone. And you know, it's it would be unfair to the population of students who use it for purposes that are out of school that they otherwise can't do with the computers that are provided. I mean, there's there's a significant number of students who are using tablets for note takingaking in classes that in theory will no longer be allowed under this policy. But again, it was what we're doing in line with what the law requires us to do because I you make very good points, Jacob. And I think those should have been considered

119when the law was drafted, but unfortunately the law puts us in a very in a box where this is what we have to say in the policy. So at this point, it's like not, you know, looking asking going back. We can go back and ask our students and say, "Okay, what do you think of this policy?" I mean, and you guys are g you're giving great feedback right now, but we also need to be um telling you that it's a little late for us to get, you know, the feedback is the is the laws already the law unfortunately. I I mean, what does the law say we have to do that's and whether you like it or not, I mean that it is what it is. So, we just we have to follow the law,

120you know, and I I think it's not you made great points. I didn't think about that, you know, about the kids doing those types of activities. Um I thought about the after school ones, but yeah, some kids are going to be doing them during the school day and it's not fair. They're being punished because of broad law, but you know, you get your legislative lesson on. But I mean, we're using a sorry, we're using a model policy and some of those nuances we might need to consult legal counsel to know like I I didn't read the law recently, but is internet enabled devices like a defined term that has very specific pieces or is it more broad? So, I think some of these issues could go back to policy. Um, Rebecca, the definition of internet

121enabled devices in the law is exactly as stated in this But we also as a district do have room to specifically carve out specific exemptions. Those can be carved out in policy or they could be carved out in an administrative regulation. And for educational purposes, I would think that taking notes class on a tablet is an educational purpose that could in theory be carved out. I would think that using a faster device on if you have one on a on during exam time or paper writing could be but that's where that's part parcel of why also required that the students be consulted because it we should understand better as a board what the uses are and what the use cases are of these devices in the schools that should be considered to be carved out

122so that we're while we're constrained to an extent by a state law over which we had no say. We can still be smart and put our students and their education first in certain carveouts that we put either in policy or administrative regulation to be able to not hinder their educational work under the guise of whatever else. So, I have a question where it says I'm looking at the NISBO sample policy and it says that there are allowable exceptions such as health care, translation, family care or educational purposes. However, youth must be allowed under IEPs and section 504 plans. So, is that saying that the exemptions are for those students or is that saying that it's something that for all students, but it's has to be allowable under section 504? It sounds to me like it's

123a exemption for educational purposes based on a student's IEP or section 504. Is that well I mean if you read if you read the next set down you know with administrative approval the teacher has authorized the use of specific devices for a particular activity. you know it and so from policies committee perspective we wanted to be able by August 1st we have to have a policy that follows the law and so we wanted to have uh meet that criteria and then leave the how up to the administrative regulation which was intended to get as much feedback as possible from FMTA the administrative cabinet students different groups to be able to understand exactly how they could implement this within each building given that different ages are have different criteria that might be acceptable or not and

124different issues. So that was sort of our goal from a policy perspective was to try to um meet the the requirements of the law and then leave the more detail to the writing of the administrative regulation. But you know it's there's a lot of good points being raised. It's we are looking for we there is no perfect solution and we do know that this is most likely one that's going to be in that different category that it will probably need to be revised as things this is going to change before the ink dries. So, out of curiosity, for I guess the time being with this policy, would it make sense to um for students who have like a personal like laptop or tablet to have to fill out some kind of paperwork um that's signed

125by um their parents and agree to agree that they'll be using this for academic purposes or purposes that, you know, or some some kind of paperwork that they have to get signed as well as looked over by, you know, um not who looks over such and just so they can get approval to use this device as like a short term before this whole policy can be much more I guess specific because I feel like it's um yeah it's just my concern on that just as a short term feel it feels like we're very unsure of what is what and it would with you know school year it comes pretty quickly and it would be very awkward to say yeah you cannot use or computer or tablet at school just I'd say on the levels of

126babes but we're older than that so but I just think it's the truth I mean this this goes counter as educators we know we have to prepare our students for a world that will use internet enabled devices and it's using them the correct way so I think as you've heard from the board members as we're in compliance with the policy and compliance doesn't necessarily mean it's the right thing to do. I think uh there's concern about mental health and that's why I think everybody's approached this as distractionfree classrooms because we still think there's going to be mental health issues as students now have access to their devices after school weekends you know there's if there's still cyber bullying going on it will go on but I think as we navigate this through the administrative regulation

127there's going to be appropriate usages for for this whether it's the robotics or whatever we have to prepare our students for a world that is going to use internet enabled devices that's just the future it's just we need to use them appropriately I think is the big concern and there's just it just feels so much is out of control that if people would be nicer to each other and use them appropriately we wouldn't be having this conversation because we agree with you ultimately it's just we're trying be compliant with the law. With regard to the um administrative regulation, I would recommend so that the policy has flexibility. Um with regard to device storage kept in a student's locker, classroom cubby or backpack, those are three very specific locations. Is is it permissible within whatever the

128um model policy is to add or other designated location because I would assume the administrative regulation might have alternate I don't know that we've settled any other one of the things we talked about members of the policy committee can jump in here as well is freedom with responsibility and the idea is we would prefer you keep the device at home as I think the governor said and if you can't store it in your locker and if you can't in your backpack and then I think as violations occur not just in with respect to the policy you know if you have it in your backpack and somehow you have in your hand in the classroom all the time and can't put it down well then maybe you should put in your locker and then if it's

129in your locker and you're making frequent trips to the restroom in order to use your phone well clearly the locker isn't working maybe you better leave it at home. The idea is to make to build in the insubordination piece to it that in the code of conduct, you know, we want you to have the freedom with responsibility. We want you to keep them in your backpack. Just leave them there. We're not trying to be mean about it. But if you can't show the ability, you know, the self-control to keep it there, then you fall the fall back position from the backpack as a locker. The fall back position from the locker is the home. The idea is put that distance in there for the self-control. Again, jump in here. Sure. And and my point wasn't

130about gives you more flexibility, right? It it's really about writing a policy that gives you flexibility when we draft the admin when you draft the administrative regulation so that um and maybe the wording of or other designated location meaning that the school or the uh administrative regulation designates what that location is. Not that the student chooses. I'm just saying we have three very specific locations listed in a policy and maybe we want the policy to provide for more flexibility when the administrative regulation is drafted. And what is the timeline for the drafting of the administrative regulation? Administrative we have convocation in end of July and then we promise to share with the teachers uh in August. So administrative drugs have never been within our purview. We don't craft them in our app. My concerns on

131this policy may be less depending on the rag or they may be more depending on the rag. So I I think and and I think how students are informed of what they can and can't do and what parents know about what can and can't be done is really it's the that's going to be most informed it sounds like by the administrative wreck and and we don't typically do a lot to share administrative rigs out across our student body and our community. That has to be very very very different in this instance. um so that there's great clarity in what's going to be allowed and for what purposes and not for what purposes. District doing this. Um I know Lucy just passed a policy last meeting and I'm sure other districts are doing the same. So

132perhaps they and you can do it right through um um just here right online and look and see what other districts have asked for their policy, right? You know, we need to be at the wheel. Let's see what other districts are doing because we're all in the same boat. You know, we have to have the same things. I mean, some districts are not going to have as many students that have more personal devices, but they're all bound to communicate the changes to parents and students. So, what are they doing? What can we learn from that? May not be the only thing that may not work specifically for what can we do? Because I mean, I feel like with this policy, people are either for gifts, right? I mean, it goes back to the cell phone

133usage in school, right? So, you're not going to make folks happy with any sort of policy like this. So, I think the best thing we can do is follow the laws and let our administrators do what's best for each building, each um age level. Yeah, I I do think, you know, yes, certainly we can look at what other districts are doing for adopting the policy just to be consistent. That's why we went with the sort of model policy to start. But then, you know, Dan, I think to your point, it it's a significant enough change for everyone in our school community that it would be a good discussion for the board to have to just understand sort of the communication plan, the roll out and what actually the how behind it. Even though we don't

134the board doesn't get involved in writing the administrative regulation, I think it would be something for us to make sure we're all on the same on the same page about. So I think that would does anybody else have that as a request from the board? I I think one of the things that would make sense in light of this and the impact of this we have an August meeting presumably hopefully that mostly if not completely drafted by that that we should at least have that as a placeholder discussion topic at the August meeting. I know that's unusual in terms of an administrative rank but because of this is a drastic change in the district. Which August meeting are we talking about the I don't remember board meeting or we talking not the b not that

135stop the regular meeting. Well, but we can't wait to approve the policy though. I just Okay, so we in the light it it's our computers are apparently going to be shutting down. No, so internet devices will be no. You may not log on your personal device. Um so I think we got the policy committee I think got some great feedback. Thank you all for your participation and so we will be reooking at it but we can we can vote to either move it into first reading or move it to second reading for the next regular board meeting but we can take that feedback back to the committee. Uh oh I can read it. I'm still good. Oh, really? Personal device. Apparently, we're up to date. I've texted our tech director. I don't have a response

136yet. I'm not surprised. But I will read the motions and everything. There's an August. The problem is there's an August one, correct? So, so this board's going to have to vote. I just want to be very clear on what this board is voting on. There were three places where it was devices or cell phones and whatever you're going to vote on all three of those places, it's being changed to internet enabled devices. Yeah. And it's still going. But it's going to be after a full board meeting. Yes. I don't know what my understanding is this will come back at July 28th. Is that what I'm hearing? No. No. I think we approve wave second reading and then promise each other right now. We're going to revisit it. This isn't going to end. I mean, we

137think we've got it bad now. Wait till we think we got it bad now. Wait till the implementation starts at the beginning of the school year. is going to add a whole new flavor to all of this. We're all going to have So the motion as it stands is be it resolved that the board of education of the Fateville Manley Central School District hereby waves second reading and approves revised policy 5670 and new policy 5695 which is cell phone and moves revised policy uh in first reading and then moves revised policy 7670 8113 and the 5000 series into second reading at the next regular board meeting. So the only ones you're approving tonight are 5670 which is just a typographic change and cell phone those are the only those are moving into second reading the

138first reading do I we have a motion and a second do we have a vote I'm voting Mr. Cyber Anyone? Thank you. All right. Thank you very much. I think I'm back up. You're back on. Sarah, are you okay? Hold on. Just keep going. Yeah, maybe just keep 8.06 6 approval of consulting agreement. Be it resolved that the board of education of the fateful mania central school district hereby authorizes the superintendent to execute an agreement with Paul Cop for consulting services through August 31st, 2025 and an amount not to exceed $4,000. Would I have a motion and second from Jason? All in favor? Anyone against it? Thank you very much. You okay, sir? I'm good. We're on 8.07 now. You sure? Okay. Be it resolved that the board of ed that the board of education

139of the Fateville mainly central school district hereby authorizes the superintendent to execute an agreement with April working for consulting services July 10th 202025 through December 19th 2025 and in an amount not to exceed $5,000. May I have a motion? Thank you, Chrissy. And a second, Jason. Any discussion? All in favor. Anybody opposed or abstain? Thank you. 8.08 be it resolved that the board of education of the Fateville Manley Central School District hereby approves of the negotiated settlement agreement between the district and the UPSu as set forth below. May I have a motion please? Thank you an and John. Any discussion? All in favor? Anybody opposed or abstaining? Thank you. Future meeting calendars. There we are. We are meeting a lot. Resolutions. 9.01. It says future meetings. Cal 10. Oh, thank you. We skipping over those.

140Okay. We have dates to remember. You guys can read them. If you cannot make any of those special meetings, please be sure to let us know so that we make sure we have quorum. Are we going to get a agenda for July 30th? We had asked for it at the last meeting for the convocation. Sorry. Okay. What? We're all Yes. So, I just have a question on the meeting schedule. I don't remember what the deadline is. We have a separate meeting in exact session on the building specific plans that always has to be approved by particular date in the fall. That's August safety plan. So that well I thought that's the hearing on the the district one that was made available tonight but then there's a separate one that we do and exact that is

141the building specific last few years they've been the same date the same day. Same date. All right. So we're doing that that night and exact. So there'll be a whole lot of docs in advance for that. Okay. Yeah. Okay. Oh, by the way, I won't be there for that meeting. Really? I won't. Um I don't know where I don't I don't know where Kelly is at with those. She's been working on them. But the sooner that we can get that staff, the better. maybe ahead of the agenda coming up. Thank you. Okay. Uh right. 9.02 dates to remember. It's blank so no dates to remember. Um It's summer. 10.01 NISBA resolutions. Um so that is the resol resolution that we have in in the queue. Was there anybody? You guys were all supposed to give

142it some thought. Is there anything else that folks wanted to bring up for conclusion? Okay. Silence means no. 10.02 board development. So there are uh three NISBA opportunities to partake in if you are interested. Um Sarah can get you settled with those. Sarah, what? Sorry. Um 10.03 potential considerations for future meetings. This is kind of our list of things that we are wanting to keep on the horizon. Any questions, discussion? No. Okay. Moving to consent. Um, be it resolved that the board of education of the Fateville Manley Central School District hereby approves the consent agenda as presented. Thank you. And Rebecca, all in favor? Anybody opposed or abstainating? And we are we're not doing another executive session. Uh adjournment be it resolved that the board of education the day of the manly central school district

143hereby adjourns the meeting. Wait. Uh who else? John wants to John wants to get out of here. And a second Sarah wants to get out of here. We're all in favor. Thank you. Sorry this was not the way to set the tone for the second year. Have a wonderful evening. America.