001Hi. Um, welcome to everyone to the Tuesday, October 25th, 2025 board of education workshop meeting. We're calling the meeting to order. Please stand and attend. One indivisible with liberty and all clemens here. Vice President Valentine here >> cover here. Trusty Clemenson >> here. >> Student member here. >> Um I believe that changes to the agenda. So may we have the recommended action recommended action to approve the agenda. Be it resolved that upon the recommendation of the superintendent of schools, the board of education hereby approves the agenda as written. May we have a motion. >> Second motion. We just got it. We just got >> great. All those in favor? >> Any um uh the next uh heling board of education meeting will be a business meeting here in the library at 700 p.m. on Tuesday,
002November 4th. Um but we will also it's a business meeting, but we're also going to have a special presentation which is a technology detail report. The board hasn't had a technology report in a long time and we're really looking forward to it. So, uh, Leah, I know it's kind of early in your tenure that put you on top, but we appreciate the rest for coming to us. Thank you. >> Yeah, looking forward to it. Um, I think it's, you know, trying to get out and about. um got to um not all of them but got to go to I had the opportunity to go to a couple of the senior nights last week and it's just really great to uh be everybody uh and out and see students. So great. Yeah, that's it. I have
003>> Okay, so a couple updates on my end. Um, last week I attended the school district electric bus transition forum and that was hosted by the lower Hudson Council of Superintendent as well as state senator Shelly Mayor and sustainable westchester. And it was a nice opportunity to bring together district leaders, state agencies, clean energy experts just to continue to talk through this um bus mandate that a lot of the districts are trying to work through as we work through plans moving forward. So we actually had a chance to hear from four different districts that already have electric buses in their fleet. Kind of learned the lessons, what's working, what's not working, how to fund different things. So the housing the work really began last year. We did apply for EPA clean school bus grant. I'm
004still waiting to hear if we have those funds. So I spoke to Highland Electric back in September. I'm talking again with them on Monday. And once I know where we stand with grants, then we can kind of move forward in our plan. So I'll keep the door updated as we go. It was nice to kind of come together with other districts and just hear what people were thinking, how we're going to fund the challenges that this brings, but then also some of the excitement as well. So, I'll provide some updates when we have them on. Um, tonight we're also going to have a presentation about our external audit report. And I just want to make a note that we received the financial statements a little later than typical this year. And so the audit committee
005had a chance to meet last week, but they will have a second opportunity committee would like to meet after tonight's presentation. That way there's enough time for the audit to work through any questions they might have and then make that recommendation for the board to approve the audit um really at our next board meeting. So that's happening in a couple minutes. And then um we are honoring our board tonight. So you should see maybe at the board like up there for a minute and it says hats off to our amazing board. And so this is a special week to honor everything that our award does, but really we want to honor you each and every day. We're very grateful for the number of hours you volunteer your time to really help the district focus on
006students, student success, and really keep us focused on our district mission and vision. So, it's a small little token, but our hats go off to you for all the work that you do and the countless hours and all of the support that you um great. So now we have um an update from our ex student board. >> Hi everyone. I had the opportunity to meet with Dr. Last Friday I believe events coming up such as on December 17th Wednesday. If you don't know what it is, it is Wednesday, but there's no test or quizzes. Um there's a wing room open with faculty during one. Um as well as reading during class, coloring activities for mental health students. There's also a talent show that week. Um and January 30th will be a winter dance with a
007winter theme as well as spring trips to the Renegades baseball game. And they just finished up their elections from student council. Parker fight the president and eighth grader. Um and then she told me about um the Miss Peron's donating job to the SPCA. Her special education class was reading a Gordon Corman book, a kids book and they were very inspired by the story was an animal book. They were very inspired as many of them had adopted or had pets. um they all thought it'd be a great idea to start a donation drive giving back to the SPCA and they're actually going to go visit um on October 30th of this month to the SPCA as well as the SPCA coming to visit the classroom to uh inform them about animals and all that such. Uh
008in the high school there's red ribbon week next week which entails wearing red on Monday I believe and the other days I forgot but um >> still the significance >> drugree >> good choices >> high school we refer to it as drug free and in the lower levels it's making good positive choices >> fantastic okay Great. >> Moving into our workshop presentation. So, starting with um a report from our external auditor. Um again, just following up on what Dr. Ja said. We're hearing from them. The committee has um the draft report and and we'll be moving forward with making a recommendation at our next meeting. So, looking forward to hearing this. Great. All >> righty. Hopefully you all can hear me. Yeah, you can hear me. Okay. >> Perfect. All righty. Good evening, everyone. My
009name is Kylen Fitzick. I am a um certified public accountant and certified fraud examiner with the Bono group and the principal on the school district's audit engagement for the past many years for the past decade to say the least. So um we recently completed the audit and went over the audit reports in detail with the audit committee. I'm here tonight to go over a very summarized version of the audit results and answer any questions that may any of you may have. First, I would I do want to thank Katherine and the business office for all of their assistance during the audits. They you the business office and Katherine most especially very responsive to all of our requests and very well repaired to ensure a very smooth audit. You know, audits are very much of a
010collaborative effort and we very much thank Katherine for her efforts and her her hard work to get um all of our requests and everything to the finish line. So there were several deliverables that we provided to you. The first being the financial statements. The second is your audit of the extra classroom financial statements. And then the third being the required communications letter. First starting out with the school district's annual audit of the financial statements includes the independent auditor's opinion on the financial statements. We are issuing an unmodified opinion on those financial statements. An unmodified opinion is the highest level of assurance that we as auditors can give you. The other report that we are giving you is in that's included in the basic financial statements is the government auditing standards report. That report requires us
011to gain an understanding and report on the school district's internal controls over the financial reporting. and we're pleased to say that we are reporting no material weaknesses, no significant deficiencies in the financial reporting over internal controls. The second report is the compliance with laws, regulations, and grants contracts that non-compliance could lead to a material financial statement impact. And again, we're pleased to say that we noted no non-compliance. The school district is limited to retaining 4% of the school districts and unres and unreserved unappropriated fund balance. The school district for fiscal year for the fiscal year that we audited were under that limit at 3.85% which can be found on page 59 of the financial statement report. We are also issuing the school district's annual audit of the extra classroom financial statements. We are again issuing
012an unmodified opinion on those financial statements. That's the best opinion that we can give you as auditors. So that's a very high level overview of the audit results. Again, we want to thank Katherine and the business office for all of their hard work, their assistance, and everything, all their efforts and and um the collaborative effort that they provided us in order to get this audit to the finish line. and I'm open to any questions that any of you may have. >> One in the past we've had, you know, we were trying to update our extracurricular processes uh on those account lines. Did and I I know that there had been work by both the auditor's recommendations and by the business office. Did that come up? anything in your report regarding extracurricular counts the processes of
013which we go through in order to make sure that those are some >> there were a few things that did come up in our that we did more of a verbal comments that um dur during the processes of this all that that's very standard across you know I I do audits uh 16 school districts across New York states and it's very standard to come across the um I don't want to say lack of internal controls over extra classroom activities But it's more so that um you know club adviserss and student treasures and faculty adviserss they all don't have that necessarily that b business background. So we did not find this year any risk behind um behind those internal controls. So we did not, you know, further any we didn't warrant any any further letter or
014any um management letter to um you know to to push that forward. So um Hell Dne did a phenomenal job this year and kudos to the business office, kudos to the central treasures and the the club adviserss. We we found a great improvement from last year going forward into this year. >> Great. Thank you. Thanks. >> It's always tricky that >> I will say that you had referenced the actual the audit itself and the document which isn't in our executive but we if we wanted to look at it we could >> absolutely >> and I think it would be next time. I think I think one of the I think one of the tricky things this time is um some things did happen a little bit later so the committee didn't get it and then
015so the plan just so people know is um uh Thomas Pearson who's not only a new member to the committee but a is the chair of the committee um he'll be you know as is is typical the chair of the audit committee will be sort of you know um putting in writing the committee's recommendation and he'll be here um at that at that meeting and I think um really right now it's the version the committee got received still says draft so I think once we have the final that's when it really needs to go back out to the committee and to the board um and so this is a think of this as a trailer >> and I do and I do just want to say one thing is that all school districts I I
016don't think I I've I've had this conversation with many school districts that a lot of school districts don't realize that um there is a 30-day grace period. So, um there's been several school districts, whether it be, you know, turnover or, um maybe, you know, some, you know, things that happened in business offices throughout the school districts that they weren't ready for the audit that there's no penalty as long as you file your independent audit report by November 15th, there's no penalty whatsoever. So, um, we just do want to make that known that even though it's we are having these meetings post 10:15, October 15th, um, there's no penalty whatsoever. Um, if there's, you know, anyone on the board or whatsoever want wants me to, um, provide a memo or provide the the New York State
017guidance on that, I'm I'm happy to, um, to to send that forth to, um, the business office or the superintendent. Um, but you know, you have until technically November, November 15th to file the audit report with no penalty whatsoever. >> Thank you. >> Yeah, I mean, I just want to reiterate, you know, one of the things when you read through the statement is is the the auditors talking about how they didn't encounter any obstacles. So, right. So, not only are they, you know, they not encountering any obstacles, they're encountering a great deal of, you know, collaboration and cooperation from the business office as well as, you know, as we've seen year after year, just really all the right um oh gosh, now the term is escaping me, but all the internal controls, all the appropriate
018internal controls and care that we would really want the district to have. So, we're very appreciative to the business office for their work and their collaboration and you know um thanks very much to the Dexter auditors as well. >> Absolutely. And if any of you have any questions um we're we're we'll proceed with submitting the draft reports to our quality control department. It takes about a fiveday business. That's the final um issuance step to get the the the final final reports issued. It's the independent um department that goes through the final issuance stage. So, we're going to proceed with submitting those to our quality control department and then we will get those to you within the next five business days and then you can submit submit the reports to New York State. >> Great. >>
019Cool. >> Thank you so much and have a good evening. You too. All >> righty. I know here. >> Thanks, Catherine. Is Catherine gonna head off? Catherine, thanks very much. I know you're off off screen, but thank you. >> You're welcome. I'll talk to you all soon. >> Great. Take care. February on the school um reconfiguration and there's been a lot of thoughtful work and forward movement in this final phase of really what is how's response to declining enrollment. So um just to bring it to the housing essentials which we are trying to look at everything thing through this lens um districts can handle declining enrollment in many different ways and I'm really proud and grateful about the way that Ali has chosen to handle this challenge. So I want to thank the board for
020that as well. um managing this issue has really been a masterclass in these essentials um as we go through the update for tonight. I think that you'll see that um and that there's really been a strength-based approach to the challenge to our declining enrollment. So conversations about declining enrollment really began when the current eighth grade was um when they were rising sixth graders. So at the end of their fifth grade year uh at that time there was only 40 students in that class. So now there's 48. We did gain eight students um uh in that class. Um but the reality is that enrollment projections really do show a consistent decline. So it's not it was not just like a small dip class. It's it's a consistent projection. So um the first thing that we did
021was create a common secondary u schedule and align that common secondary schedule with uh the elementary schedule. And what that allowed us to do was to have really efficient utilization of the human resources that we have and to maximize innovation in terms of course offerings for for our students. And the next step of that is the um grade reconfiguration so that the middle school could be a 58 middle school. The reconfiguration allows for proactive planning and a really purposeful restructuring towards towards our values rather than a reactionary um react you know a reactionary process for the declining enrollment. So um therefore you know the administration the the entire team um has worked toward implementing these following changes and this is just a reminder of what's already been done. So um in aligning the uh middle
022school and high school schedules, we maintained middle school team teaching structure and planning. We increased block scheduling to the afternoon because prior to having common schedule, the afternoon didn't have block scheduling at the middle school. So what that means is that the middle school classes were all 42 minute classes in the afternoon and now they're on a rotating schedule where there's 55 minute classes in the afternoon as well. So that's nice. um increased instructional blocks, improved space utilization, which of course is still at a premium, but you know, it's an improvement in space utilization um for a faculty schedule in K12. We're able to now share faculty to the school of which was something that was really difficult to do before. Um and it also eliminated the need for so many six period assignments. and
023we were able to increase elective offerings such as more sections of model UN and this year financial literacy and environmental science and we're hoping to continue on that um increase in innovative electives as we move forward. So, the next slide I'm going to show you is a story in numbers. And um you know, I think that it really helped to explain the why behind what what we're doing when I um showed this to middle school faculty. So, I hope it'll paint that same picture for you without causing any alarm because when when something's well planned for, there's no reason to be alarmist about it. So, um just taking these numbers. So when I started um nine years ago in the three grades we had about 220 students. This year we have 175 students in the
024three grades. So that's a big difference. Um with the reconfiguration next year we'll have 232 students across the four grades. But as we pull it out and you look to that last set of numbers, 2029 2030, we'll have 186 students with the four grades. >> So action has had to happen on this. Um and like I said, I'm very proud of the proactive action that we're taking. So um just something to something to think about, you know, a story of numbers. In February when we did an update, there were still a lot of questions around the feasibility of the schedule, how it's going to impact younger students. So, there's been um a lot of work behind the scenes and I thank Miss Jam and the administrative team because this is something that we all had
025to put our heads on and um we were able to resolve most of the issues that were presented in February. So, for example, a huge barrier to scheduling was inadequate space to accommodate lunch and recess. Um, however, the elementary school is able to shift two lunch periods, which will allow grades seven and eight to still have their lunch um with the high school at 10:30 and grades five and six have their own lunch block at 11:15, which I think is um just a win-win all around. It's a win for the cafeteria because they're not racing to serve it serve lunch to so many students all at once. It's a win for the younger kids because they have a full lunch and recess block of their own. Um, so, you know, I think that that will
026work. One of the things that Miss Jam and I discussed, obviously, if we have the happy in, you know, instance where there's a increase in enrollment and the elementary school swells in numbers, we'll have to go back to this because then the elementary school may not be able to accommodate only two uh lunch periods. But that's a bridge to cross when we come to it. And it's not um it looks like it's going to be fine for a few years. Um there were questions about contract considerations like if we were going to add an advisory or uh issues like that and those have largely been addressed and the faculty has been identified that's going to be um coming over with the fifth grade for next year. So all of that work has been done and
027those conversations have been had and um most importantly to me instructional uh concerns for younger children operating in a secondary schedule have been addressed. So, um I'm very happy that with the with what we've created, there's a five six schedule that's nested within the common schedule and that allows for less transitions for the younger students. It allows for home room. It allows for interdisciplinary instruction blocks because the core classes will be in the morning. So, all of that was very important, you know, for um what I think are the best practices for teaching, especially for younger students. and we were able to create that. So really excited that we were able to overcome those hurdles and now it's just full steam ahead. So again, thank you working with Miss Jam. There's been a lot of
028preparation um already in place um for the reconfiguration that's going to take place next year. So the fourth grade is departmentalized this year um with extra consideration being given to preparation for middle school with supports for organization and structure through the departmentalized model and teen teaching. Fourth and fifth grade will also have um moving up ceremonies, separate separate moving up ceremonies um and all of those like really special culminating activities that you would expect. So, activity nights, t-shirts, um, end of the year trips and yearbooks so that the current fourth grade is not going to miss out on any of that. That was really important to both Miss Javin and I. Um, there's going to be a parent night in the spring for both rising classes. And, um, additionally, there's a frequently asked question document
029that's already started based on questions that we've received and that will go up on the website. Um and teachers have already started meeting um the first meeting is October to plan and prepare for the reconfiguration. So that's really nice. So the the fifth grade teachers that are coming up to the middle school and sixth grade team teachers are meeting. The seventh and eighth grade are meeting as well because there are um you know other pieces with the alignment that they're interested in improving and driving forward and innovating with. So um it's nice to get all the teachers together to plan on that. So there's still pieces that need to be planned and they may not be resolved. These these pieces are ongoing conversations that may not be resolved by the time we reconfigure and that's
030okay. We may want to live with the reconfiguration for a year before making some additional decisions. So things like report cards because the elementary report card as you know is different than the middle school report card. grading skills, honor role, um curricular resource utilization. So, for example, the the current fifth grade math resource is different than the middle school resource. Same thing with ELA. So, questions about that. Um scheduling details. We basically have the schedule ironed out, but we're working with the teachers to get input to make sure that those that are going to live it, it makes sense to them and there's oftentimes good ideas that come out of those conversations. Um, and very I'm very excited about the fact that it looks like we'll be able to add a steam elective for the
031fifth and sixth grade right off the bat starting next year. Um, with the staff that we have and the schedule that we have. So, you know, we're really excited. Something that could be something that could be looked at as like, you know, a huge um threat to a district or, you know, a huge burden, this declining enrollment. I think that we really have put to bear the housing the best of the housing essentials and put our problem solving hats on and created a solution that's going to continue to drive innovation and be student centered for the future. So with that being said that's the update. Um we will have you know I anticipate several more updates as we move um toward the finalization of this project. And uh but if you have any questions, >>
032I was just wondering a little bit about um you know, what are we thinking in terms of communicating this to the parents? This definitely creates some a lot of questions, you know, a little bit of maybe stress for some people. So what's sort of the communication? >> So we're going to continue communicating at the grade level and then as we get nearer, I think that we'll discuss more district communications. So, you know, for example, at the fourth grade um curriculum night, the teachers fielded a lot of questions and um then there were conversations with Miss Jamon about those questions and then those questions became part of the frequently asked question document that we will post on the website and we will go over during those curriculum nights for the uh those parent nights for in
033the spring. Um, so there's there are going to be a multiple layers of communication because I think that I I believe that most fourth and fifth grade parents know that there's going to be a school reconfiguration. I don't know if like I don't know if like junior parents know that there's going to be a school reconfiguration or if first grade parents know that there's going to be a school reconfiguration. So, I think that's the piece that you might like >> that is still rolling out. >> Yeah, >> we'll also put it in our the district newsletter. We'll just identify which month we wanted to do the update first and then identify which month could it go to the healthy horizons. And then just to add, we'll do some parent nights, but if we need to
034increase communication in different ways, we're certainly open to that as questions come. >> So, I I I I agree that a lot of fourth grade parents, so that's certainly my impression. This is the kind of thing though where you can imagine that families have different capacities to be attending to a lot of different things. Even though I guess I've seen situations where an organization does a fabulous job of communicating really important information and it still doesn't make it to every single family and a single family or that's that's not great. I wonder and I would certainly leave it to up to you all as experts but there are opportunities where teachers encounter families one on- one and I don't know like at curriculum night do you have a handout to you get to everybody because
035I think what I think would be too bad is given how hard you all have worked on this and how carefully the district and the board has thought about this over time for there to be any unnecessary hiccups and anyway that's just that's That's just a thought. But then that also raises a really good point though about really making sure um uh and it's actually and you can imagine as families are new to the district, right? You know that that that that just sort of understanding the the grade configuration. It's not that it's not a super unusual grade configuration. Um and you know, but let me tell but yeah, anyway, that's just a thought. So, I just want to say I agree with you that this is definitely a strength-based very, you know, forward um
036thinking approach to this whole issue. Um I'm curious, how's the fourth grade doing with the departmentalization? What is it, what's the feedback there? Are they leveling up? Are they >> how are they doing the big step for them? >> So, first I would go so far as to say every fourth grade family is fully aware. Oh, that's great. Fantastic. >> Uh, an explanation of the changes and departmentalization and how all of that was rolling out. Went home with class placement letters this summer. >> So, because they weren't just getting a home room assignment, they were getting a home room and >> this is your home room teacher, but >> Miss Hartford is teaching math and Miss Casey is teaching writing and Miss Filibomb, Miss Newman is teaching reading. So, they got those letters with their
037home room assignment letter this summer. And then at curriculum night when they had their overview of like, "Hello, I'm your home room teacher." There was an explanation of like, "I'm your home room teacher, but this is how all of this is working." So, every fourth grade family is fully aware. >> Um, >> the, you know, the K1, 2, three, I would say, is aware and that we did talk about it at like the full meeting of curriculum night. Um, but you know, they're still living their K1, two, three lives of we're living in the moment of young elementary and we'll worry about those things later. So, you know, we'll but they'll also see that as their kids grow into it. So, um, and they'll also see I think that it wasn't so scary for those
038classes that came before them. So, that's a benefit for them. So, um, how they're doing with the departmentalization is, uh, you know, the parents had a lot of good feedback. I think it definitely was a little nerve-wracking as they grew into it, but um you know, the fourth grade team is they've always been a really strong team. They've always collaborated a lot. Uh worked together really well, but um they're doing really well with it. They, you know, like the fifth grade with departmentalization when you're first there, you know, you forget like, oh, I needed to bring my math book and I left it in the other room. But those are the anticipated struggles and that's why we're doing it in fourth grade so that then they get used to that and they get used to
039that organization because we want them to encounter that now so that then they're ready and they're practicing those skills for when they're needing a little bit more independence and that they're not um they're not doing it without supports. you know, they don't go to sixth grade and the sixth grade teachers say, "Well, you were supposed to have mastered that by now." You know, so they're not going to go to fifth grade in the middle school and be expected to have mastered it. Just like they're not supposed to have mastered it when they get to sixth grade, they they go and there's still supports there. And the benefit is that at least for the next few years until the capital project, the fifth grade is still going to live in the fifth grade rooms that are
040in existence now. So even, you know, the mo the majority of their classrooms are still going to be in the wing that exists in the moment. Once the construction moves down into the main building, the classrooms will shift a bit, but I imagine they're still going to be in proximity or in a place where there's some nurturing, cohesive spot for them. So it'll be a different spot or slightly down the hall spot, but they'll still be a space. So for the next few years in the first few years while we're ironing out the kinks, it's still going to be a a very familiar space for them. >> Yeah. I love that we've minimized the number of changes. >> Yeah. >> Oh, go ahead. >> Just uh anecdotically, right? Like so my my guy is a
041fourth grader, right? >> Uh he's been enjoying it, right? Uh moving around uh >> pretty pretty successful, I think. Uh and then the great parents have been you know they've been talking about uh grandparents been talking about this for a while right so not just this year but you know and the planning for the you know for the moving up ceremony and all that type of stuff. So they've been very well attuned right at the grandparent level for you know kind of what's happening. So, you're right. I kind of I it would be weird at some level for us to miss somebody along the run who said, "I don't know what's going on, >> right? >> But it's possible." >> But it's possible me. >> It's gonna be somebody. >> I feel like in my
042life there's a that happens all the time, but it sounds like it's not happening. So, that's >> small. It's a small. >> A minor logistical question. Does it make sense to have just the 56 together for lunch and then 7 through 12? I guess like instead of putting the seventh grade with the 5, six, seven. I guess a lot of high schoolers leave campus anyway. So, okay. I was just thinking spreading it out a little bit more, but this is what makes most sense. >> Yeah. >> Cool. >> Have the have the parents been I'm just curious about there are certain milestone programs that happen in fourth fifth grade. So, for instance, will the fifth grade musical be shipped back and forth? Will the fifth graders now be in the middle school? You know, just
043those different kinds of programs. >> That's one that's tricky that we'll we're still going to have to figure out. So, right this year, it's still four or five. Um the middle school has their musical production, so will it be a 3, four musical? We haven't fully figured that out. Or will it be a fourth grade musical? You know, the skills and production needed. There'll still be an elementary musical, but what will what will that look like? Right. Will >> there will still be something and what the grade level configuration will be or that that one is still one we have to >> Yeah. And it feels like the importance of it is the culmination feels like you're moving towards it. That sort of >> and with the I remember talking to a middle school student
044on our tour last year and she was concerned that only having one middle school play with the fifth grade would mean that not that many kids would get parts. So, she was funding about doing two plays, >> but that's, you know, >> everything's on the table. >> So, it's interesting. I mean, I think back to when we first started seeing these smaller kindergarten cohorts and it caught the district by surprise, right? It did not the even though nationally we know and we hear about there being uh declining enrollment, it wasn't something that we really expected here at How Dayane. In my memory, Christine, you remember better than I do. Like >> the enrollment study did not the enrollment study said that we should have had classes of our typical 60 to 65 for the next
045>> four or five years and >> then it didn't happen and we >> can't figure out why. Well, I mean, the only thing is that those are based on county birth rates and >> the county birth rate might be solid, but it may or more may be more towards the other side of the county and that they didn't have solid information on what the spread across the county is. But that's pure speculation and I'm not a vertebrae specialist. >> It's just not the housing stock. You know, it's like you think like all these like young families moved up during COVID, but there's no houses for them to move into. I remember asking Christine last time we were talking about this when we were talking about like finding kids. Where are the kids? And she said,
046"No, no, I I counted the kids." It's not that they're in the other school. >> They're not that, you know, they're not. It's not like they're enrolled at Manu or the other like we we called >> we called them too. you know, like I know like I know in our kindergarten numbers there are a couple that, you know, are still enrolled at Foundry for kindergarten and I anticipate they'll come to us for first grade and there's a couple of families that have kept their children at Manatu and they may join when they come up at uh after 8th grade. Um but it's it's not as if those are huge numbers. I mean there may be somebody who's you know at a complete private school and we don't >> don't know but >> right >> um
047it's not >> yes but the high school enrollment has stayed pretty steady and it does seem like it increases and we have we you know housing continues to attract you know a lot of students so it's a lot of there's a lot of moving >> just Julia the just got our best numbers for from New York State athletic association and we're We're 252. >> Yes. >> That's a that's a a formula, but I can tell you >> it's a it's a very it's a complicated picture. And so one of the things for very good reasons this presentation has been framed around declining enrollment in the primary and early secondary grades. Right? But I think it's really important for anybody paying attention that declining enrollment is not the only story happening at H, you know, h
048happening at Haldane, you know, because we do continue to see these pretty big high school classes, kids coming in, children coming in after Manitu or and coming in from Garrison. Um, and so that's one thing I just want to want to put on the table, right? It's not like, you know, that enrollment of housing is is falling off a cliff by any, you know, means. Um, but instead these smaller class sizes, I think, you know, it was actually Dr. Bante that really got us on this road really did present some opportunities and as Maryanne presented so nicely in her, you know, spoke about so nicely in her presentation is it really affords opportunities for the kinds of increased electives um more uh uh you know innovative scheduling, you know, but more more electives for kids
049in the in the middle school grades but more electives for students in the high school grades too, right? >> Ultimately. >> Yeah. Ultimately, yes. So, I wanted to make sure I wasn't speaking. So, there's a there are a lot there are a lot of opportunities. So, I really liked how this was framed. >> And I would say the consistent small class size doesn't start until the current third grade, right? >> The current third, second, first kindergarten is where up until then we we bounce, right? The eighth grade is small, the seventh grade is large, the sixth grade is medium, >> the fifth grade is medium, the fourth grade is medium. Right? So like and then from third on we're we hover around, >> right? >> 50, 45, 30s, 27, >> right? So yeah, >> that
050that's where we start to get consistently smaller, but still we'll have, you know, hopefully the 20s that come in from Garrison and you'll still have even if you have a class of 45, if you get 20 kids from Garrison, that's still a a healthy >> size high school class, but it's still smaller than anticipate than than current, >> right? >> Yeah. Yeah. Um Yeah, that is great. Thanks. Thank you so much. >> On top of our administrators are already very busy lives. This is a big change and I you know as Marian said she gave the presentation but I know it's been a collaborative effort and everybody's having to think about solutions and ways forward and I actually really like the idea not that it matters if I like it or not but like we're
051making a lot of changes but we might not make every change for the first year you know and see I think it's very it's clearly that it's been very thoughtful. All right. So, we are now at uh the first opportunity for communication from the public. The housing board of education desires and values inputs from the entire school community. The first public comment session is reserved for comments on special presentations and active agenda items. For those who wish to address the board, please sign in and state your name for the record. We'd ask you to keep your remarks to three minutes or less and to avoid disparaging remarks or the discussion of district personnel. um the uh superintendent or I would be in touch with you afterwards. All right. Um next is the um administrator uh
052information reports. >> Wait, sorry. You want to go ahead? >> Oh, you did. Oh, >> yes. Yes. >> Okay. >> Sign in. >> Not really. I'm so sorry, Jeff. I I put you in the bucket of people who have come to the meeting time in >> um thank you guys. So, uh for the record, Jeff Sniffen, uh school teacher for 26 years here at Heling. Uh teacher in middle school for many, many years, social studies teacher for the last 17 years, team leader as well. Uh member of u countless committees. I'm also involved obviously with the screen for the 56. Um wasn't actually planning on talking necessarily was but I I felt like the need to speak uh largely first off I apologize for my parents to keep football practice on a little out of
053out of sorts and I apologize for that. Um I want to uh just applaud the efforts that put forth in this. I know this is a really challenging thing as a taxpayer and community member. Now, um it's also, you know, we we have all have to try to strike that balance between trying to find what makes sense fiscally for our district, but also trying to do the right thing for our kids. Um and it's definitely a challenge. Um we have a really good thing like to believe in the many years that I've been at the middle school. Um you know, we've worked very hard at that level because we know that the middle school child is unique situation. Uh and it it presents challenges that are unique than just numbers. Um the idea of trying
054to foster what is going through a a student in the middle school level uh is is a challenge that doesn't necessarily get graded. It's not something that we have measure and use measuring sticks for that we are going to have quantitative data on. So I just want to make sure that as we move forward which we of course have to move forward. I just want to make sure that we recognize that we don't want to decimate what works well. Um, we want to try to try to celebrate the best practices that we have at the district. Um, and some of the great work that we've done. Um, I also want us to obviously be thinking forward um, not just in Chris this is this I know I know the number of projections under projections, but
055I also want us to be thinking about what this means longterm on long term. I mean that what I mean that by that is um, I would love to see us be proactive about celebrating what we do so well here at Hal. um because not to make this like a private school situation where there's a recruiting component where we are celebrating what works but we do need numbers at this school. We we want to reach out to more kids. We want to do what we do well with more kids. And um I would love to see how we can be more proactive in that process. Get in those kids who, you know, have an option to come to helping be here at Haly. Um and I just want to leave it at that. So thank
056you guys. That's great. Thank you. Um, next we have the administrator information reports. Is there anything? Thanks very much. The administrators report this. >> I guess I'll note that was good to see in addition to reading the PPS report. Um, and they came to speak at the learning differences committee meeting a couple weeks ago, which was great. But it's good to see that our relationship with the Garrison school is going continues and it's growing and that we have new students being referred and coming in program. You know, I just happy to see that. was just going to make uh two quick comments and since I don't think Tom's on the agenda somewhere else regarding our tennis team >> uh which Tom pointed out in his his report uh of um we had several all league
057players um and they won leagues. Yeah. >> Right. and then >> and then had you know went went on to sections which is fantastic. So and and that team had significant numbers >> and no seniors >> and two nine courts >> and two courts. So, uh, testament to, uh, coach Dudar for, uh, creating a really positive program, uh, that has not only been a good recruit. He's done a good job recruiting players, uh, but has seen success. >> So, that's fantastic. And then I noticed in um Julie's report uh for the high school that November 5th, if I if I have it right, uh that is um somewhat maybe to what Chess point is, that's the going out to talk about uh to incoming students. Uh >> yeah, >> which uh is kind of what
058we actually have to do, >> Mhm. >> which is selling, you know, >> selling housing. Uh I think we really do have great product and Julia did a great job last time. Um but I think we have a lot to offer uh our surrounding community and uh you know and good luck. Kudos to you, you know, for for doing that. Okay. Appreciate it. Oh yeah. Oh that's right. So last year actually Garrison invited the board to come for your presentation at very good. Um >> and after November 5th I should put on my calendar. >> So November 5th is actually um the presentation here. >> Oh they're here. That's right. They all the parents >> and then meeting with the board. They haven't reached out yet for a date. That's right. >> Last year it
059felt like it was something that hadn't we haven't been doing a long time. So, it's just a renewal. >> Yeah. >> But we could I could reach out if that's something of interest. We could set up another visit. >> I think Julie needs to have a second presentation, but and it was so good and so thorough last year. So, but that's that's Thanks for clarifying that. I had forgotten that. I just remembered that. That's >> We got a private concert, too. >> That's right. >> Oh, yeah. It was great. Yes, >> that was actually pretty good. >> It was great. >> Entertain me. I'll show up. >> Sure. >> So, how the instruments can smoke, too. >> Um, >> yeah. Actually, before we go on, and I don't mean to I'm gonna actually do something
060not completely according to the agenda. Luke, I want to be mindful with their presentations. I don't want to put you on the spot, but I also having you here is new to me. I'm not. So, I'm not going to ask you to say anything, but don't worry. He's not putting on you on the spot. >> I don't want to put you on the spot, but I I also want to I'm also saying that I'm we're not used to having a student member here at our meetings. And so, if there are spaces where you have things that you want to add, be be assertive, you know, be feel infranchised. I want you to be, you know, like again, I feel like I'm still getting used to it, but I really want to communicate directly to you
061and I'll try to do the same thing with Max that you should feel infranchiseed. If there's a comment you want to make, it has to be a question. You know, we're here for your perspective, but I also don't want to put a math pressure on you either. So, anyway, that's where we are. So, do you have anything to say? >> It's okay. Max is only Max is a sophomore. By the time Max is a senior, sorry. Sorry. Luke Luke is a sophomore. By the time Luke is a senior, I'm sure we may have lots of things to say to it. So, I apologize for the name mixed up. Okay. So, now we're moving into the committee minutes. So, we have committee minutes from the districtwide safety team. I don't if anybody wants to speak about
062that. Uh, one of the main conversations we had as we were walking up the door had to do with ongoing concerns with traffic and the speed at which certain uh, parents drive and, you know, visitors to the campus do come to Craig's side and, >> you know, seems recently like there's always a major vehicle on Craig's side that's mucking things up as people are trying to do drop off and everything. So, as we continue to have conversations about where the buses go versus where, you know, the personal vehicles go, I think it's it's wise to just keep that in mind. It's a big deal. >> It's on our top of mind. Absolutely. >> Yes. >> Um and then the policy committee, you know, we have a policy later on. >> Oh, yeah. We uh were
063required to have a universal prek policy to community program. So, that was um Megan pulled together um policy for everyone to take a look at. Good. And then we we spoke about a couple other things um but I don't think anything pressing a little bit about student attendance, >> school safety, and district. >> Yeah. Great. Right. Um Okay. So, now moving into um consent agenda starting with consent agenda minutes. May we have a motion, please? >> So moved. Second. >> All those in favor? >> I. Any opposed? >> Thanks. Um, consent agenda personnel. May we have a motion, please? >> So, move second. >> I don't think there's anything looking at this again. Well, regular things. >> Yes. >> So, um, all those in favor? >> I I Any opposed? Um, and then new business,
064we have the CSSE, the CSSE, so the committee for special education and the committee for preschool special education recommendations. May we have the recommended action, please? Be it resolved that upon the recommendation of the superintendent of schools. The board of education hereby approves the recommendations of the committees on special education and preschool special education as presented. May we have a motion, please? >> So moved. Second. >> Um, all those in favor? >> I I. >> Any opposed? Next on the agenda is the policy review. This is the first reading. It's a brand new policy, so this certainly makes sense. We'll have a first reading and a second reading and next time. But um, uh, this is right, the policy. We needed to have the policy and then we also needed to clarify uh the age
065of entrance right now that we have a a prek. >> Yeah, it's really straightforward. It's basically like repeating the language that we use for kindergarten, you know, like for the age for uh prek which has to be age four by December 1st and then really um how the registration process happens that it's a random lottery rate. You're not guaranteed a seat just because you live in the district that those sorts of things. Excellent. Thank you. Um, so next actually is also a discussion item. So we as a board don't tend to go to these kinds of events, but this is actually kind of a nice event and I wanted to draw people's attention to it. So this is a meeting that draws from a lot of different areas. Um, and it's a it's like so
066what it says, the regional superintendent board dinner and symposium. Um, I went with Phil a couple of years ago and we saw a presentation on um the uh it was related to the portrait of a graduate, the change in the high school um graduation requirements, not directly, but it's a night. It's at Tilly Foster Farm. The food's really good. It starts with like a little, you know, like orurves. You see, you know, other people in the in the in the district. It's a it's a nice dinner. And then this year the talk is going to be on um the to play up here in Helain and when we're thinking about trying to continue to build our numbers for a high school. Um I think you'll hear from Tom in a little bit. He'll go over
067the process of what the board needs to follow. First our board would agree to it and then if that was a go then Garrison's board would agree to it and then there's a process we have to follow. But just in the spirit of what we heard from Jeff and just talking again about declining enrollment and continuing to build our numbers, this is an exciting opportunity for the board to consider. >> So Tom, I'll turn it over to you. >> Okay. Uh thanks. I pretty much gave a nice uh beginning to that. But um I don't know if everybody had a First of all, thank you for the opportunity. Uh has any has everybody had an opportunity to look at the policy? Okay. So, just I highlight a couple things, just a brief history at the
068top. Um, this came into effect in July of 2017. So, just some history. I was here from 2010 to 2015. This was not part of the process. It was asked about, but it was not part of the process. Wasn't allowed by New York State Education Department. So then um it changed obviously in that you know we have a K8 situation and we may as a district work with the K8 which is Garrison to follow the athletic placement protocol which allows the opportunity the key word here is for exceptional student athletes. Right? So we were given a recommendation of a particular player that is a current eighth grader at Garrison who is an exceptional athlete and that recommendation came from our coach. So we're in that beginning phases of okay our next steps as Dr. Duffy
069mentioned are we come to you as a board and say hey is this something we're we are interested in doing you give us the okay on that and we go back to Garrison and then we start the process of working with Garrison and starting because A is a physical fitness test there's a medical piece so there's a whole breakdown and we would just start that process so right now we're in the beginning phases we do start the season uh November 17th so we're kind of on a tight timeline with that um the process you know doesn't we haven't started our A process yet for winter but we are in strong discussions of getting it started soon so we have a few kids that we are going to be looking at to also you know again
070the exceptional athletes to be at the JV definitely the JV level um again this is grades seven and eight uh and one of the key things I don't know if you noticed I think it's the second paragraph so person comes over to play that's from from Garrison. All right. If they choose, say at the end of their eighth grade year to attend a different high school with which, you know, if they say they come here and they're not going to go to hell, they need to go to one of the other two schools, they would be ineligible to participate in that sport in their first year of high school. So that's something I think that we would I would educate the the parents on that obviously say hey look you know >> like red shirted
071>> so no it means that they're not eligible like their season would be done. So if they had played basketball for us and went to one of the other two schools in their freshman year they would not be able to play that sport >> at all. So it counts as a year. So then they can only play penalty >> like a transfer. >> Right. Exactly. So, I just wanted to make sure I mentioned that in here because that is an important piece of the clause. Um, >> all the other stuff I think you've read through. I don't know if I'm basically here to answer any questions you may have. So, >> I guess and maybe people but the one I want to make clear, right? So, it's a that the my understanding of the steps
072is >> there's a request from a coach. >> It goes to the athletic director. the athletic director brings it to the board. This board has to decide if it's something that we would want to do. This is the one thing I think I'm not clear on. And then at actually at that point then the Garrison board takes it up and my >> um I I did have a conver a communication with the Garrison school board president and I think they started to take it up but they decided to not fully take it up until there was a sense of how they at least had a sense of how how they wanted to >> go. But I guess the one question is does it happen? Do is is this a process for every single student or
073is it more that's one of the things that you got >> just around this student or would it be a >> or would we be sort of adopting this pilot? I guess it would be every single student. >> It's a case by case basis based on a case by case >> it is >> you know that's and it's the same for our own students. It's a case by case for >> but I mean in terms of the board's involvement right so when it's a housing eighth grader >> the board had nothing to do with it right but in terms of like this I this notion >> a non-district student it the board would be involved every time >> yes >> but we usually have but it so the way that I understand it is it's
074like test which we do >> and a merger >> right >> which we do >> with with garrison >> yeah merger but it's a merger for you know this for modified sports >> merger merger right kind of sense modified sports only but this is not for a modified >> this would be >> so but but in my mind the the mechanism right the similar mechanism is like the merger so it has to be approved by other approved by it has to There's a resolution by both both have to accept. Yeah, it's the same. That's exactly right. Same process. >> Do we not have to provide transportation? >> Exactly. >> No. >> So we right now we do shared transportation. >> Right. Right. Right. >> Um but in this situation it it if we have a
075later practice it's just like any of our kids you know you know it's >> it's similar but the only transportation would be like we do for Garrison now. They would come to us when we merge. would travel >> because they they they bring a bus to us every day at 3:20 >> and then so it'd be the similar type thing but anything beyond that transportation be parent driving to practice and so on. I mean, of course, it does. It will open the door to more parents and students potentially wanting this. And I know this particular athlete is exceptional. But if they're only needing to reach the same standards as say a held eighth grader in terms of testing up, might we end up seeing more garrison seventh and eighth graders wanting to kind of come
076and compete for those positions because they think they can pass that >> don't pass what? >> The what's it called? The AP. Yeah, but again you have to have a coach's recommendation. You have to have a coaches recogn this this basically the way I understand this started with a howling coach >> recognizment process. >> I think that's the key right um because did this start from a Garrison parent or did it start from a coach? I think you know moving forward as Michelle said we can anticipate um you know more more parents from Garrison wanting their kids to sort of try out for these JV and and and varsity sports. Um, and I just, you know, again, I I like the idea that it's a case- by case basis, but, you know, if there's a
077way to somehow create a protocol, right, that we go through where it's not coming from a garrison parent, right? It's coming from the coach. And I don't know if the coach is recruiting or the coach is at least in tune to what's going on because obviously this is a non-district student that doesn't pay taxes. They're not paying tuition. um and there's a chance that they're taking a roster spot or they're taking playing time away from a Halloween high school student, right? Um and so much of that is subjective and the last thing that the board needs to do is to be embroiled in a in a subjective um student athlete, you know, situation or answering to district parents um who are upset, right? So, um, I just, you know, as long as there's faith in
078that, the the coaches really have a say in this and it's not, you know, and mass inviting non-district students to try out for for housing teams. >> Is that not the policy for test? Yes, it is >> to begin with, right? >> Test up, you have to be invited by a varsity coach in order to test up, >> right? >> You cannot just say, I want to test up. Right. >> Right. But, you know, there's >> Yeah, I know. That's the process that we follow. >> So, so, so Tom, I would assume even if it, you know, ideally originates with a coach that you're part of those conversations about whether or not to bring it to the board. >> Absolutely. And so I guess I think and I I guess what I would want to
079know is that like last week or LA last meeting we had a conversation or we've been having conversations about wanting to really build our teams and really build I think uh create opportunities for all of our students to be on winning successful teams. Right? So that's that's one goal. But I do also know that part of athletics is just giving our our students right the opportunity to have to to be on teams and participate in athletic endeavors. So anyway, I guess I would want there to be some consideration about the h, you know, how students like the students who are at Howen who are, you know, sophomores, juniors, seniors on the varsity teams and what the impact of having a student play up would be on them, not just for their individual experiences, but for
080the health of that particular program. Right? And I I think I'm sort of saying the answer I want, but I didn't know how to ask the question. Sorry. And so, you know, I don't know. I mean, that's and I guess that Dr. Duffy, that goes to you as well. >> To me, you know, I feel like we need to offer an opportunity for someone to be successful, right? The student athlete. And this is an exceptional student athlete. And I would say the same about our own >> seventh or eighth grader. Um, that's just how I do it personally. Again, that's a decision as a board. I I hope that we give the information that can have you make a decision that you feel is best for our our community as well. So, I'm just, you
081know what I'm saying? So, me personally, I feel like this is a great opportunity >> to not only for this particular athlete, but maybe for for our for our programs. >> And that's the other thing. We're putting our faith in you to sort of know by as a case by case basis like this is you know we're talking about you know a program that doesn't have a very deep bench right there's not a lot of bodies this is great for that even though the rule says it's not to fill roster >> but coming down the pike this particular program there are more you know it's going to be hopefully a little bit more robust so hopefully that will weigh in >> and this is as it is with with the regular merger it's it's a
082it's a case by case year to situation, >> right? I mean, it feels like at some point and maybe this is something I you know, it it feels like there should be some sort of checklist about the things to consider, right? So, there's there's and and and what's the hierarchy of those needs, right? So there's there's this there's the health of the program, but then there's also really wanting to make sure that the the students who live in the district, who've been playing on the team, that their educational and personal experience of being on the team will be enhanced, not harmed by and I I can imagine it's tricky. I guess that's you know so I guess the question I should have asked were what are the criteria that the athletic department would go through
083>> before making a recommendation like this you know like what what what are I think that's something that we just want spelled out like what are the considerations that I think I think Maggie mentions that you know right now it's it for our program okay >> it would benefit that's my personal that's that's how I feel >> yeah and and the experience of the girls Not just the team will win, but that the girls will have good experience. >> Exactly. >> Yeah. >> And then I think it's also, as we currently do, being mindful with our coaches of how we are supporting all of our students, whether they start >> or they're on the bench, how are they continuing being given feedback, giving guidance on their skills, how to improve. So that's like part of
084my entry plan. I'm meeting with all the fall coaches right now just to get a better sense of how each uh team is um coached and what our strengths and areas of growth are. And that is one area like how can we continue to provide support for students who aren't getting that playtime? What type of feedback support uh skill development might they need? This kind of ties into that. So if we're adding additional skills on a team, you want to be mindful of the impact of the entire team. Yeah. >> There's one other point I think and it's common in small schools is that uh we don't always feel G JV teams. We don't have the numbers. If you look down our run right now, we don't have numbers for JV. That can be problematic,
085right? Bec especially depending if you have high rate of seniors and you don't have enough number of players to fill a JV team >> and we're have right. So, but that's not that's not a uniquely howling problem. That's a small issue that pops up all the time. There are times where a small school's varsity team is lights out really, really good because the kids have been playing varsity since seventh and eighth grade and they've been constantly, you know, and there's a cohort of them and they never had a JV team, but they but there was never enough kids for a JV team. Then there's, you know, so I I worry about the n like at times I worry about that that number conversation like do we have enough spots? But then also we're also not
086even running JV teams, right? So like we we should have more spots. We want >> like we we should want a JV and that's how we determine our case by case what our numbers are right now. You know, I go right down the list. you know, where are our higher numbers right now in the fall? Boys soccer's got high numbers. >> You know, our girls soccer doesn't only has modified and varsity, >> right? >> You know, volleyball has solid numbers. They have all three levels. So, you know, so that's what that's what has to be taken into account when you when when this situation arises, >> Right. Which you'll know. >> Yeah. >> Tennis needs about five more courts. >> We can stagger them, right? Get you can feel something lost. part of our work
087like Tom and I have had a lot of conversations in terms of again looking at the strength of athletics currently but then where are those pockets of growth and some of that is when is it we have a handful of teams that go from modified to varsity so for those students they're missing that JV foundational time so how can we continue to strengthen what we offer and so that's definitely a topic of discussion and Tom will have some updates for the board in a couple weeks about some of the plans that he's working through but it's an opportunity growth I think for athletics um and also to still capture and build upon the great success of how our teams have been doing, our great coaches and continuing to provide those experiences for students. >> I
088was Garrison. I wouldn't want to let these kids go though. I find that that's not our question. That's what they have to stop their bum. >> Their board's gonna say no. >> All right. Anyway, >> David, >> um so what does the board What do you need next from the board? like do we need to act on this >> at this point? We need to know if this is something that the board would consider and if you would consider then I can call Garrison tomorrow and let them know that and then we'll come back together probably the next board meeting with some type of resolution. >> Okay. So we would need to have a sense and I think my my sense is meet all the deadlines and for Garrison more to also have we'd need
089it would be important to know now if if there seems to be we're moving towards a consensus towards saying yes and that's the feeling that I get. >> I'm a yes. >> Yeah. Okay. All right. >> Thank you. All right. Thank you. >> Um you had did you have a question at one point? No, >> Luke. Luke had a question, but I think we maybe we got Ask it again. >> Ask if Garrison kids can play varsity sports at other schools like O'Neal or >> So they'd have to go through the same process. They have that opportunity. >> And is the merger the foundation like does the merger have to be in place for that particular sport or no? >> No. This is just a resolution. >> It's a resolution on a merger. >> Yeah.
090>> But Luke, why would they want to? >> No, but it's It's a it's a good good question and I don't know what the philosophies of those schools are. I mean I would say you know one of the things we we talk about is historically there is more of a collaboration I think between Garrison Hing because we're we're we're close together and so >> what >> we're Philip town >> we're all Phips Town. Yeah. we're in the same town, you know, and and you know, kids play on the same wreck teams and things like that. And so, um, but that's a really that's a really good question. Yes, >> thank you for asking it. >> See, got to be looking all around. Okay. So, um I think that it um uh second opportunity for communication
091from the public. >> This time I noticed again >> we need to hear more often. >> Do you do you really want me involved in stress out this these the lengths of these? Jeff sniffing again uh not just school teacher you also coach uh coached football and I coached baseball coach softball here in the community um I have a little bit of insight about this particular issue uh personally because u my daughter had this similar circumstance and but from a unique perspective um my daughter um we started our softball program up when my daughter became a freshman here uh when we moved into the community uh it was lie dormant after after COVID um so we had to build a team and build rebuild a program which we had about 11 players to play softball
092with uh she being one of them. Um we had we had a foundational year uh and we were able to kind of rebuild our program from from the ground up but it was pretty clear that during that year we wondered my wife and I wondered uh whether or not she fit because she was one of those kind of exceptional players. We pushed forward with it anyways only to have a lot of coaches give me feedback throughout the year that we were competing against saying why is she here she should be playing varsity to which my response was I didn't know um I didn't know what what kind of options I had kind of thinking about our merger merger relationship we had with Pman Valley uh we had another player who was playing up there who
093was a senior or a junior at the time so when the second year came through we were able to build our program uh to get more sustainable numbers. Uh we started to have a lot more success with the kids at that were coming from the lower ranks. Kids, by the way, we tested up from Howane to be uh from middle school to become part of the of the JB team. Uh while we also had to make a decision as parents because we were fortunate enough to have this relationship with Puck Valley for my daughter to go and play at the P Valley team. She didn't have a varsity option, so this was the only option she had at that time. And it turned out to be the right decision for her. She had a very
094successful year. She got a chance to forge these lifelong relationships with these kids that were over there. Uh she had a lot of success. Did qu interesting questions that came up at the conversation and I we thought about it. Are we taking a spot away from another kid? Is that right for the valley community? It seemed like the families all there wholeheartedly endorsed our kid and her presence and the success that they were able to have together. It was pretty awesome experience. In fact, quite frankly, I don't know my daughter playing college softball today if it wasn't for that experience that she had on that first team. Couple of thoughts that came to mind. The reason why we made the decision, safety was one. You know, she was she was just a bigger, stronger kid
095than a lot of the other kids at the lower level. It was a safety issue. The other thing, the appropriate level of play. I mean, she not only did she go to PT Valley, she wanted to become the league MVP that year. She had over 500, set a record for home runs both in PT Valley and healthy as a sophomore. So, like clearly she was appropriately placed there. Uh the third thing um it was the appropriate option at the time because we had a local partnership with a local district much like what we have here at Garrison. Um you know for us something that again we just talked about and it's only why this clicked for me to speak was we were just talking about enrollment numbers and here we are another opportunity to sell
096what we do well and here's an opportunity to bring people in and like to Tom's point if this if this particular student is coming in soon after is coming in you know she's going to commit here. Uh that's that's a win for us I would think. Um, and then you know, um, this is a unique option situation because this poor kid doesn't have any other options, right? She can't play varsity sports because there's no varsity sports to play on other than housing or the other school options. And again, this is a case- by case basis. So, um, you know, obviously you guys are going to figure this out, make the right decision. Sounds like you guys are pursuing it. But just wanted to offer my feedback and insight as from a parent of a student
097on Halloween who had to go to another place. It was a pretty reward experience. So, thank you very much. >> Thank you. I thought you were gonna come and say, "Why didn't you call me out for being taking over debating?" >> Notice that on the live. >> Okay. Um board reflections. Uh just super quick, I had the opportunity to sit on the um code of conduct committee and was really impressed by the uh admin team and uh the student uh member as well as the parent or as well as the uh teacher member there and uh was just really creative uh conversations uh to deal with lasting problems which I I I think was really impressive. Great. >> Great. So, anybody else? >> Yeah. Any fun? >> I'm just hearing some noises and I'm like
098wearing out in the hallway. >> Probably practice. I'm like I'm hearing I'm like looking around. >> Maybe there's um I just I want to highlight Luke. I really appreciate having you here and just offering that perspective. And it's even a nice reminder for me as we're thinking through the topics looking over at you thinking I wonder what he's thinking. So I'm going to try to also do a better job of engaging you a bit more. But it's a pleasure to have you here with us and looking forward to having you at more meetings. >> Yeah. Thank you very much. >> Um and yeah, absolutely. And for me it's going to be finding the right spot between welcoming us and not spot. So anyway, got got to learn. Um, all right. No more. Okay. So, the
099board is going to convene into executive session for for the purposes of discussing a legal matter. Uh, I'm going to we will adjourn from the that that meeting. Um, I am going to move to go into executive session. May we have a second, please? Second. >> All those in favor? I. Any opposed?