001Um, it's nice to have a full house. Welcome to everybody to the Tuesday, September 16th, 2025 Heling Board of Education workshop meeting. I'm calling the meeting to order. Um, please stand for the pledge of allegiance. I allegiance to the flag of the United States of America and to the republic indivisible with liberty and justice for all. >> President Clemens >> here. >> Vice President Valentine >> here. >> Trusty McNall >> here. >> Trusty Cuper >> here. Trusty Clemenson >> here. >> I don't believe we have any changes to the agenda. So, may we have a recommended action to approve it, please? >> 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, please? >> So, moved. Second.
002>> All those in favor? >> I. >> Any opposed? So, the housing board of education's next meeting will be a business meeting on Tuesday, October 7th at 7 o'clock here in the middle school high school library. Um, and I just have a couple of very brief comments. We have a full meeting with a great agenda. Just I had the opportunity and good fortune to attend two events with Dr. Duffy last week. One was the uh the second regionalization meeting that P and Chester Boseis had right which is the state's request that Boseies think about collaborating with their con um component school districts to think about how to share services. It just reminded me Dr. Duffy's going to talk about this in more detail tonight, but it reminded me once again how fortunate we are to
003have PNW Boseies as our Boseies meal was so many things were discussed, so much engagement from the other superintendent. Um I mean really just so much expertise and I was again you know realizing how fortunate we are uh to be working with them and then also the curriculum the middle school high school curriculum night uh I got to go to which was really a lot of fun. It was nice to see people. Um and that's really all I have to say. >> You were a great tour guide. >> Oh that's right. >> So we had some family for the middle school trying to find I believe it was the band room. >> With the band room. Yes. >> Yes. Yes. Well we had new Yes. a handful of new families. And I'll admit though, I
004know one way to get to the band room in the front hall and I think there's more than one, but my way works, so that was enough. Yeah, it was nice to get to meet people. Yeah. >> Yeah. Thanks. >> Absolutely. I need my glasses because I can't see otherwise. Um, so it's been a great start to the school year. I do want to take a moment to acknowledge, as many of you know, there was a serious injury uh Friday night at our varsity boys basketball game in um Peaksville. >> Soccer. >> Sorry, soccer. I knew that. Thank you. Um, and so the studio from Peak Skill is recovering nicely, but I just want to take a moment to acknowledge our team and their coaches and the way they came together as a team. As
005a mom myself and I used to have soccer players, it's scary to hear about that type of injury, but our boys and their coaches really rose above it. I know it was an emotional weekend after. Um, myself and our high school principal and our athletic director had a chance to meet with the team yesterday. They're all doing okay. They had a game today. they uh took a picture to send to Peak Skill and they're also wearing armbands in honor of the student. And so, while it's an awful thing that happened, I'm just so proud of our boys. And thank you to everyone who's just ignited some emotional support during this trying time. And the boys played tonight. They played their hearts out from what I heard. So, I was just really happy to be able
006to share that. Um on some positive uh notes as well, um curriculum nights are underway. We already heard that. So, tomorrow night is high school and then next week is elementary. Um, I really enjoyed our senior day on Friday. I had every intention to go on kayaks with the kids, but didn't have a chance to do that. So, I did go up and watch impaired the impaired driving session, which is so important for our kids, especially seniors, just to remember when you have your license. It is something that is wonderful, but it can cause a lot of damage if you're not a safe driver. So I actually had a chance to put on the goggles and I think I had vertigo all weekend because after just experiencing what you would experience if you're impaired wonderful
007program. Then I walked down with that part of the senior class down to lunch. So down Main Street to the boat club and it was great just to hear from our high school principal and the student adviserss talking with the kids. It was really just a lovely day to celebrate our seniors and it's only the beginning of the school year which is great. We also had last week a studentled 911 um in memory of kind of celebration and that was just wonderful to watch our students lead the entire ceremony speak on behalf of either family members that experienced 911 firsthand or share um personal stories from those who have survived. So it was just very very touching and a beautiful example of all things held. And just a quick uh special thank you to all
008of our partners tonight who are going to be presenting here with us for capital projects. So we have people here from uh CS Arch, the Palumbo Group and Pasro Engineers. So thank you all for spending some time tonight with us. So um since we have some student recognitions, we're going to start with those so that those folks will be welcome to stay for the meeting but will also be welcome to the part of the meeting after they have their recognitions. So, uh, we want to start with that. So, we're going to start with, uh, uh, some recognitions from the National Merit Scholarship Program. So, of course, um, yet again, uh, this year, I'm honored to be able to present three students to you, um, who have received recognition on behalf of the National Merit Scholarship
009Committee. um two of our students scored in the top 3% um with eliminations and um while those students are not moving forward, it's important to recognize they are commended students by the National College Board. Um one of those students is Henry Shimming. Um Henry, if you want to just come on here. Um so Henry not only um is a national commended scholar. Uh Henry is a key member of the Blue Devils. Um we enjoy listening to him play his guitar. Um he has also restarted the philosophy club which I'm completely not surprised about. He's an active member of debate model UN. Um last year when the kids all came back from Yukon they all said Henry should have been the number one debater and he should have won the competition. So, I h wasn't there
010last year, but your your peers and your classmates definitely thought that. Um, beyond that, Henry is also a dedicated athlete who competes in both cross country and track. While he was complaining about cross country when he walked in here today, um, I know deep down he enjoys it. So, on behalf of myself, and I know we'll probably do a picture after um, the board, congratulations, Henry B. I do not. Those are the only ones I was given. >> Okay. Well, the next one's going to come up and get his certificate tomorrow, but I think you'll be okay with that knowing him as well as I do. Um, so Owen, um, >> so now he gets up in here. Um, but Owen, Dr. Duffy was just talking about how the soccer team um, came together and
011was united to support not only their own teammates, but to support the teammates at Peak Skill. And I really think that speaks to Owen and and who he is. Um, in addition to that, Owen is also very active in debate. Um, very active in model UN. Um, in addition, I got to learn so much about Owen and his science research this summer. Um, Owen's father and I went back and forth on the science research project that he was part of. Would you like to share because I don't want to mess it up. Um it was just it was like a environmental science research program with Columbia for uh high school students and undergrads. So >> and what did you do your research in? >> Um microlastics and in a marsh in in Puremont, New York.
012So >> um and obviously in addition to that he is uh the captain of the varsity boys. >> So So congratulations to Owen for scoring in the top 3% a national merit scholar. Um the final student is a semi- finalist. So he scored in the top 1% um of students who um took the PSATs as a junior. Um and that is Seth Lunan Pac. Um Seth is the founder and the captain of the Hal National Science Bowl team which I know we spoke about last year for the first time. They went down um to the city and they came in third place. Um and being a founding member third >> uh we were in the final eight but in the round before we got out we beat the team that ended up getting third in
013the whole thing. >> Oh way insisted that by the transit of property we got third. >> They got third because they beat the team that came in third. Like this is how my life functions as a high school. you can all see it's quite easy to keep up with all of them. Um, but in addition to that, he's also a member of the math and the logic interest group. Um, also partially responsible for the goats um that are in the back for the habitat revival club. He also is a contributor to the Heling School newspaper. Outside of his academics, um, Seth is also a passionate passionate musician who continues to be part of our jazz band here at Heling. So Seth, congratulations. Best of luck. Um Seth will continue um in the National Merit Scholarship
014Program and we'll see where that takes him. >> Um so finally I am going to try to do something very quickly and I promise if my phone works it will be very quick. But I don't know if you follow me on social media, but I'm going to get close to the speaker because it's just going to be a couple notes of singing. So, when you're the principal at Hen High School and you go karaokeing with a group of juniors and you're downstairs, like where kids are and you're having soda, you know, you're enjoying your time with the kids and upstairs is it's an open, you know, American pub for people. and the Haldian students get up to sing uh karaoke and they decide to sing My Way um by Frank Sinatra and they bring the
015room I mean you guys were there they basically bring the room to a screeching hall and the guy who is the karaoke like behind the scenes he's like this is like high school karaoke I'm like yeah this is high school karaoke from um so Lucky um who I believe received 100% and his voc vocal performance >> for the New York State solo. Um, let me get this right. The New York State School Music Association Allstate Performance Ensemble Mixed Chorus Ten or Two. He received 100%. Um, Lucky has had a lead role since he was a freshman and plays and musicals and anything he's done as it relates to theater. In addition to that, if you haven't heard him play the electric violin, you need to hear him play it. It is something spectacular. Um, he's
016a true true artist and um, blessed and lucky to have him here. Um, sad to say, Lucky will be making a choice, unfortunately, due to Helings having one theater and multiple concerts and multiple performances and trying to find dates to squeeze everything in in addition to athletics and cross country meets and football games and everything else. Of course, the NISMA and the play fall on the same weekend. Um, and I wish we could all do everything and I wish we could have you in both places at one time, but we can't. So, here we are today to congratulate you. Um, on behalf of all of us here at Cal, >> you want to take quick pictures? >> We should. Yes. >> I know there's a lot. But we >> um so we went straight into
017pictures, but Mrs. Sniffen, thanks for those great presentations. It's always so nice to get to see the students being recognized and all the all the great things they're doing. Um all right, so now this is exciting. Even though it's a business meeting, we have two presentations. Uh and the first is a a presentation from CS Arch, the Palumbo Group, Dr. Duffy and Pacero engineering which is an update on our capital project. So this is very exciting. >> All right. So I'm going to kick off and then pass to our partners. Um I'll start off with a joke because I think it's important to be human about these things. I've at least mentioned to one or two people in the room as partners that just hopefully respect the capital project. So after that, >> especially after
018that, but but I really do appreciate just the the personalized touch that you've each had as you're getting to know me as superintendent, but also the name of the district. So I do well, I'll ask you in like two years if this is your favorite district, right? I'm looking at you. This might be the best. >> All right. So to kick us off >> it's turned on. >> Okay. So just to bring us okay so project schedule you have seen the board and community a version of this really for the past year or so but we wanted to condense it all in one slide. And this is something similar that I'm sharing. and I share opening day with the faculty. I share it at the middle school curriculum night. I'll share it tomorrow night at
019high school and also elementary next week. So, we are moving along with the project. And as a reminder, as a community, you voted yes on this project almost a year ago, November. And so, there's been a lot of work behind the scenes that if you were not involved in a committee, you maybe did not know what was happening. So since November until now, we have been meeting twice a month with CS Arch and others to get a sense of how should the project be rolled out. What do we want to make sure the goals are? What needs to be included? And we are now really close to bringing the plans up to the state for review. So that's the first circle you see here, September through November. And I believe that we're a little ahead
020of schedule there. So we'll probably be submitting the plans to the state on the earlier side. Then we go into the out to bid um stage and that's really between December and January. So once we get an approval from the state we go out to bid hopefully to get the very best and the least um expensive cost for the different pieces of the work and then spring to summer. So this could be you know if I'm being really hopeful as early as April May but probably more likely summer. So July um let's say where we actually break ground and start on the high school edition. So this is a general project schedule. If and when things change, I will make sure in our updates that we are communicating that to the board and the school.
021So project goals, I really wanted to ground us in this is work that started well before me as part of my research and getting to know how. I've really been so impressed with the number of committees and conversations that you've had back from 2020 to now. So this is a long time coming. The improvements that are included in this plan are really right for kids. And they also focus on these six goals. So, educational space. We wanted to as a school community improve and enhance the educational spaces that our students learn and our teachers teach in safety and security. That'll be a theme tonight that you'll see. Um, I love our district and when I watch drop off and pickup, I'm not going to lie, I have some wonderings like I'm in awe that our
022kids are as safe as they are because we have students moving in between buses and cars and everyone is really good about situational awareness, but this project does help promote safety and security across the district in a much needed way. Uh, supporting the uh the focus on student wellness. You know, we have some wellness centers or wellness suites that we're going to be including within the project. So that does support that goal. Having more social gathering and a cafeteria space for our high school students specifically. We'll see some updated slides tonight on that. Definitely a focus on enhancing our spaces for art and then instructional technology. So looking at our different spaces that are connected to that. So these are the project goals and we always try to ground ourselves in them as we're looking
023at different aspects. But I'll highlight again, safety and security of everything is my utmost. Everything's important, but as your new superintendent, I'm really looking at everything through that lens. And I know that our team here tonight has the same lens as well. Okay. So, who is speaking from CSR? Do you got the the small scent? Is that what happens? >> I'm privileged. >> They're very good. >> Hello. Uh, my name is Greg Diggins. some project architect with CIA starch by uh we're going to be showing and sharing these project updates for the high school specifically today. So we'll kind of see a quick overview of uh some of the design updates. We're really excited to share a lot of the development that's happened over the past several months. Um so we'll see some floor plans
024and more specifically we're going to see a lot more of the uh kind of more exciting interesting renderings on the inside. So I'll give you a quick um overview of the floor plans itself. You're seeing here on the left the first floor plan and on the right the second floor plan for the addition that's going to be added to the high school. So starting up on the second floor, you're seeing that there are four general classrooms that are added, one art classroom and mechanical room to support the entire addition. And then on the first floor there is the in the orange the student support suite filled with several offices and support spaces. the uh lighter blue in the upper left corner steam innovation lab and the associated wood shop storage space and then the big
025green square is the new student center. It's a story and a half high space that'll primarily serve as the new cafeteria for the space. Uh we're going to be seeing a lot of that today including a lot of its kind of flexible functions and opportunities that will present to the district. So, uh, just starting on the outside here is standing right in front of the existing high school main entrance. You're looking, um, on the left side is the existing building with three windows where the building kind of juts out. Right in the middle of the image is the brand new high school edition. And that's where you're seeing twotory um, um, edition that we just kind of looked at in floor plan. And then off to the right side is the student center. Um you
026can see kind of the student center itself is lower compared to the rest of the addition, but um that's because it's kind of dropping down into the site itself. Uh the finished floor of that addition is about six feet lower than the rest of the addition, but the rest of the addition is level with the first floor and second floor as well. Uh if we kind of walk a little further down and kind this is the approach to the building, you can see the existing high school context on the left and student center on the right. You'll kind of quickly see that a lot of the intentionality here with the material selection is we're going to be trying to match a lot of the same materiality of the existing building. So that red brick that
027is on the high school, we're going to be trying to maintain that same color for exact context size of the brick as well. And you'll also kind of see the um actual splitface masonry that's kind of in that ashler um accent that's along a lot of the first floor and some of the existing stair towers that finds its way into the addition as well. Um take one more kind of look forward. This is what the addition kind of looks at it at nighttime potentially. Um obviously one of the kind of big kind of features of the space here that you're looking at is the big glass wall in front of the student center. Now, when we kind of uh were looking at the opportunities of how to kind of design the student center, one of
028the main things, the way the kind of addition set up in on site was really kind of trying to take advantage of all the great views down toward the river toward the mountains landscape. And that kind of was the idea and concept as far as really trying to maximize that view from the student center. So that is kind of oriented to look kind of straight down into the kind of best view possible from within the student center. And we'll kind of take a look on the inside of that. And actually before we get there, here's just a quick uh look at the floor plan itself of the student center. So it's the same floor plan left and right. The main difference you're kind of seeing between these two floor plans is the different potential furniture
029configurations within on a, you know, daily basis of a given school day. The student center is going to primarily serve, of course, as the uh cafeteria for the space. Uh you're seeing kind of a more typical cafeteria setup on the left where it's kind of incorporates a variety of different student seating options. Um furniture, something that'll be kind of finalized later, but um what you're seeing here is um loose chairs, more traditional cafeteria tables that can kind of fold up and kind of be stored. you're seeing uh more booth type seating and you'll see a lot of this in kind of 3D in a few minutes as well, but um really flexibility is kind of the key and you're going to honestly hear that word a lot throughout the presentation. Um and then on the
030right, the seating is a lot of the same furniture just set up and organized more for when the space kind of gets set up for an assembly or gathering. Um in both floor plans, there's kind of that wood shaded tan on the top and bottom. So on the bottom end of the floor plan, that is a 12-in high stage platform. It's not traditional stage, let's say, several feet up, but it's just a 12-in platform off the ground. Intent being that it can kind of serve as a focal point for any presenter, any ensemble group that might be presenting, any really any kind of use for an individual user space being used for a performance of any kind. Um during cafeteria period, it will serve just as an extra space for additional cafeteria seating. Uh on
031the top end of the floor plan is the learning stair. So that's the transition from the first floor level down to the cafeteria level. I mentioned um earlier the cafeteria level on the student center. It's about a six foot drop from the first floor in the rest of the building. When you come up um entering into the space from the main corridor, you're coming in through here and come up on this top level where then you can kind of transition down. The learning stair is set up into different platforms and tiers where it can give students the opportunity formal gatherings whether it's different lunch period or of course just opportunities for seating in a given assembly or gathering. So here is kind of that view standing at the top of the learning stair not far
032from the entrance from the corridor. So you're kind of seeing that context of uh the learning stair itself right in the foreground but uh looking out you know you're kind of seeing that great big glass wall in this case you're literally looking straight ahead from this angle kind of with the main building straight ahead and a little toward the left you're seeing some of that existing context of some of the hills directly outside. But um in this particular view, you're seeing this set up um in a given lunch period. You'll see kind of all the different seating options that we're kind of looking at and exploring at the moment. Um not finalized yet, but stuff that we'll kind of get into in the coming months as the furniture kind of develops. Uh if we kind
033of take one look, you know, one slide forward, this is what the space could look like in assembly format. You're seeing all those loose chairs set up at the front of this space in typical traditional rows. And then some of that same cafeteria furniture can be organized kind of however ideal for a given uh setup. In this case, some of those booth setups, some of those booth seats get set up with tables in front of them for, you know, extra seating. One more angle kind of further down on the ground itself. Here is again kind of the lunch setup and a closer look at some of those uh different layouts. You'll see beyond now kind of where we were standing before looking straight ahead. There's that kind of blue graphic wall. You'll you get a
034sense of some of the finishes we're beginning color scheme that we're beginning to kind of explore and incorporate. But, you know, we're looking at trying to kind of really make blue and white of course a big focal point of the space itself. Um in the far in the far kind of straight ahead area behind the uh masonry wall there's that other blue area that is um a small little concession stand where we'll incorporate um some serving equipment for snacks and uh different food options grab and go equipment during a given lunch period. And if the space gets used say in the evening for events can also be flexible use to serve any snacks. And again, same thing for seeing this kind of in assembly from the same standpoint. Seeing again the different uh seating options,
035seeing how the space kind of changes at night time. If in this case you want to actually kind of have that backdrop of um you know the nighttime sky to kind of presenter or if um there is something needed, you can always just pull these black studio curtain back and have really kind of that flat, you know, black background if you need it. Um there are operable shades on this space as well. Um so there will be kind of the option if you don't want just all the black. There will be options to just bring the motorized shades down for light filtering. Um this is kind of a quick opportunity to kind of see some of the different materials you just kind of saw within the renderings. I won't go detail by detail, but again
036kind of gives you an overview of the uh color scheme itself. We're looking at materials that are going to be kind of uh, you know, extra durable and appropriate for a space that's going to get foot traffic day in day out for a cafeteria. Um, we're going to be looking at kind of woods that are not necessarily the exact wood that's in the rest of the building, but are complimentary to the materials in the building and also kind of appropriate for some of the finishes that we are looking at. So, we'll actually take a quick look at it. Says we need access for this one. I saw this in the preview earlier, but >> who am I requesting access? Oh, it's me. >> So, as this as getting set up, we're going to take a
037quick uh video walk through tour through the student center real quick. Um, it's going to be a lot of the same images we just saw. I'll kind of give you perspective and get you a little more familiar with the space. >> There we go. >> So, this is standing right at the corridor coming from the existing first floor coming through and kind of being on top of the learning stair taking a walk down. And yeah, one of the things I didn't mention before with some of the renderings, you're seeing kind of the open ceiling design up top. It's, you know, intended to be kind of open structure, painted out all black with the intent that, you know, all the duct work, sprinkler piping, everything that's going to be above there is painted out black and
038essentially becomes invisible, but it lets everything below it kind of really be highlight of the space. Seeing acoustical treatments on the left wall with all the blue paint and different sound panels. Um, heads up on caf on various cafeteria furniture. Again, fabrics are something that will be looked at and material selections reviewed. Um, but again, blue and white is kind of the starting point. Stage platform on the left that I was talking about earlier. And you can be see also just some of the masonry from the existing building that we're going to try to kind of incorporate in sort of key areas on the inside space. Um, looking straight ahead, there's a flexible group room that overlooks there. There's the concession space that uh serves food out of. There's a few associated storage closets below.
039We're kind of trying to deemphasize those bit by painting the same color as the wall. But, um, just in general, you can kind of see the different platforms and the way this the learning st kind of wraps the space. It really kind of is intended to try to get as much gathering and flexibility as possible. We need to exit or something. Oh, actually technically we're not PowerPoint anymore. So after the student center a quick just view of a few the other spaces in the kitchen. Um sounds like there's going to be some additional information and on the steam spaces itself just a quick overview. Here is the uh steam innovation lab and the floor plan left uh the wood shop on the right. So those are right off the main corridor and they do actually
040have some interconnectivity between them. There is a shared door between the two spaces. Um, and there is in Woodshop's case a dedicated storage room. I'll show you a few quick 3D renderings of the space. So, here is the seam innovation lab. Uh, what you're kind of seeing throughout is just uh different workbench tables with storage options incorporated. You're seeing u power cord reels from the ceilings that will give kind of full flexibility on different power options. 3D printers on the rear wall and in the teaching walls case straight ahead there's kind of a sliding whiteboard panels that'll kind of allow of course as much whiteboard space as possible but also kind of the ability to slide open the panels for additional storage. Standing on the other side of the room here is kind of looking
041straight ahead toward the wood shop on the other side. There is a glass wall kind of between the spaces and again kind of really encourages collaboration depending on how the spaces get used during or between periods. And walking straight into the space. Here is the wood shop itself. Uh this is where the kind of more heavy machinery equipment is with the drill presses, the table saw, uh spindle sanders kind of the opposite ends. Um the blue duct work you're kind of seeing in both spaces. In the other ca in the other space it really is just the mechanical duct work that serves and conditions the space here. You're seeing some of that as well. But this is where we have a dust collection system that is going to serve the equipment itself. Um so right
042now it's kind of at least our concept to really highlight that help bring in some of the uh you know just additional accent colors into the space. Um you are also seeing a big overhead door that'll kind of allow access out back to a work area. And then finally, uh this is uh just one of the general classrooms that are upstairs in the addition. Um furniture at the end of the day again is going to be something that'll be further developed and discuss with kind of stakeholders of spaces to find the best fit. Um ultimately what we're kind of looking at is, you know, furniture trying to determine what's going to be best for the space as far as you're seeing really kind of just the simple uh single person desks that can be of
043course, you know, arranged. However, the layout is preferred, but uh there are many options of course that can be kind of had and reviewed. Um there will be additional storage furniture options that will be part of the discussion as well. Um the main component you're kind of seeing here in this rendering now is each classroom. We're currently planning for a full whiteboard panel wall, which you can see page right. Uh it's got one central display monitor that'll be the primary teaching component. But uh the whiteboard panel themselves are magnetic and allow you really kind of as much writing space as possible. Um rear wall where also provide two um standard whiteboards and you kind of again kind of just get a concept of the way some of the uh interior finishes are applying themselves into
044the spaces. And that is, you know, >> yeah, like I said, really excited to be able to show you guys and share these updates. It's, you know, been really great kind of working on it over the last few months. >> Great. >> Thank you. >> Okay. So, the next part that we wanted to talk a little bit more tonight about is site work update. And thinking through again what our goals have been when you are doing a capital project you're budgeting for the actual building of different items renovating with inside buildings but then you also have to think about what modifications or adjustments might need to be made to the site work itself. And so these are some of the things that we're working through. So one of our goals main goals really is to
045separate and improve flow of bus car and pedestrian traffic for safety. definitely a need here in Haldane and also looking at our paving and sidewalk repair. And so some of the proposed changes that you'll see in a couple of the slides coming up is relocation and complete separation of bus traffic from parent drop off and pickup traffic. Um this also may evolve a little bit with our transportation audit. So Paul from Hamilton exis saying it wrong. Thank you. Franklin Boseies and I probably messed up the order of that, but Paul is our partner in the transportation study and he's been here now twice and he's looking at drop off pickup how our flow is going. He actually sat in on a meeting today when we were talking about site work. So he is going to
046be giving his good thinking as we move forward with this. Um we are trying to reduce the number of uh people and children and adults walking the traffic. So really taking students from Mabel Merit building once this project is completed which will be great and then improving sidewalks and crosswalks for safety and for ADA compliance. We're also looking to make sure that we have access for emergency vehicles. Um so improving our roadways for that uh our turns and also just how the campus is connected. We want to increase parking capacity where we can. So looking for additional parking for cars and for bus staging areas. So you'll see a picture on that in a little bit. We also have uh working through some new bus drop off zones and relocating some of the bus load
047and unload areas. So little bit of shift in how we do things but all definitely needed and then connecting the upper and lower campus. So having oneway traffic connecting between [Music] >> all right you are up my friends. >> Thank you Dr. My name is Rahul Verma. I'm the senior site civil engineer with Pastor Associates. So we've been working with Dr. Duffiner team uh to really understand the flow of traffic, the flow of people, etc. across this campus and then figure out how the site work revisions that we're making to address some of the you brought up can be accommodated into um this this new site with this wonderful new addition. So we've got a two slides here. On the left you'll see what the existing condition is like what your traffic flow is now
048and then on the right with the proposed site changes and uh some of the connectivity etc. Um you can see what the traffic flow becomes. So to walk you through this in the blue line here is the bus route. So currently buses come in through the neighborhoods on the north side I believe uh loop around back by the bus garage and then come out the other one way with drop off near the playground area um while the parents come up off of uh um 9D and loop around in front of the building and go back out that way. So good separation there. Um what we will what we discussed with the team is that with the proposed site layout there'll be a slight change almost flip-flopping those traffic flows. So now the buses will come
049in from below off of 9D, come up in front of the building, the U elementary school, and be able to drop there with a dedicated staging area, queuing area, and then be able to continue up the hill through a new part. Oops, the laser doesn't work through a new road that's connecting now the upper and lower campus and be able to stop in front of the high school and pick up and drop off from there. while now the parents will go through the neighborhood, loop around where you see that purple line and be able to pick up and drop off with a uh dedicated uh as Megan put it ballet parking area um above the uh above the playground there. >> Right. So again, switching the traffic flows, keeping the buses out of the neighborhood
050and focusing more of their traffic into Route 9D and just the one road up in and out. um and then you know allowing cars etc to come through the neighborhood and to the uh the campus and exit very quickly through those oneways that's at the elementary school then we have the high school and middle school so similar scenario um right buses currently come in on the high side here loop around same pattern drop off somewhere in this area um and the kids walk to where they need to go and and uh parents etc will come around uh this way. Uh now when we go to the proposed site layout again that's going to be flip-flopped right pretty much similar to what we had uh with that previous slide. So again keeping that separation. Uh what
051we do have is a new connector road between upper and lower campus which does allow now traffic to flow. It's going to be a oneway downhill so from uh right to left. Um, but that does allow access from upper campus to lower campus. Um, and even though it's signed as a oneway, in the case of emergency vehicle access, they will be able to come up from the lower side and go up the wrong way through the oneway for emergency vehicles to be able to get up there. Um, that does afford you multiple routes in and out of the campus uh for a variety of of vehicles. Hi, >> I have a question. What what's what's the proposed phasing for the site work in relationship to the work on the high school and the main building?
052Is it the third phase? Is it simultaneous? >> Oh, sorry. >> Yeah, I'm gonna I'll answer quick. So, the the site work is going to be the last piece of the pot. We want to build the addition um and get all of the messy work done. We don't want to be putting new uh work in place and having uh construction traffic going over right >> uh new work. That'll be the final touch is circulation and we actually look at bidding that at a separate time so we get a good number. >> It won't be bid with the additional. It'll probably be bid in the fall of 2026. for an install 2027. >> And are you bidding the high school and the main building at the same time or is there a separate phasing with bidding
053as well? >> We haven't talked about that internally. I think there's some strategies there where we talk about the high school maybe it's all going to be submitted to SED as one hole. Yeah. >> How we bid it. >> Uh we get creative on that. Yeah. >> Thank you. >> And I had a question about the the traffic flows that we just saw. Is that is this permanent or is this just during the construction phase? This is anticipated to be the permanent traffic close. Now obviously these are roadways. So you know as it if it doesn't work as as you know this gets built. You can certainly change signage u lane striping etc to you know figure out something else and you know maybe your partner at posties you know can help as we kind
054of develop this further. I think the other thing I would say about this right now, I do want to point out that it says proposed, right? And there's a slide that says that there's still a lot of communication to happen about this, right? And I what I I'd like to say it's proposed. This is a proposal made by experts to address what we know are significant security concerns with the campus. We recognize that the geography of the neighborhoods is very complicated. Nothing is going to be perfect, but this addresses concerns going back to I remember sitting in this room after the um after the shooting in Parkland and hearing many first responders talk explicitly and at length about their concerns about their ability for first responders to access campus in an emergency. Right? So, this
055addresses that in some ways. um as well as again we've said this plenty of times but needing to get Dr. Duffy's already spoken about this but really needing to make sure that we're separating out pedestrians from from vehicles. So again, proposed to address these issues, something that just that that's not finalized yet, but again, really addressing what we know are really some very significant concerns about how people and cars move around the campus. >> Yeah, I recall the I believe it was the end of last year that the similar question was posed and we were sort of put at ease by knowing that like you said, you can change you can change your mind. and the roads will be there and if you want cars and buses, buses are cars that so you know it's
056not quite that simple but what I mean to say is that >> throughout the process throughout the process at any moment you know. >> Yeah. I think what I'm trying to do in my comments is really recognize the important work that Dr. Duffy and other people at the district have been doing with CSR Jen Pacero, right? like really working hard but also recognizing that this would be a big shift for how people access uh the campus and it would be something um that um we would want to make sure that we're communicating really thoroughly about with the community. >> Yeah. >> And so to that point we just have two other slides that tie nicely to this conversation. So next steps with site work specifically we are continuing to refine the budget allocation looking at
057what's being proposed with roadways walls landscaping etc. Uh we are considering and will continue to consider what we learn from a transportation audit and as I said at the beginning Paul is involved in these discussions with us and he shares his good thinking every time he's here he's like what about this what about this so it's very good to have him as a partner and that'll help us fine-tune the traffic flows and then I do need to continue to communicate with the village of Cold Spring on new campus traffic patterns because this will be a shift for the community and um I am aware of that and again I'm 150% committed to safety and security first and so that is something I will continue to have conversations on. >> Yeah. >> As it as we
058need to. >> Yeah. >> And then community updates. So as I'm sharing with um each parent group as I get to know everyone we are going to have frequent short communications about the capital project moving forward. So we have our September newsletter that'll be coming out. We'll have a piece in there about capital projects. Um website will update as well. I will continue to do some short videos and I really want to get our students and faculty involved in talking about their excitement with the project that things are looking forward to and also addressing other things as we need to. And then we're talking about maybe the next uh budget presentation we have on the capital project. We also encourage the community to attend. So maybe we put an ad in a newspaper. Um, we
059did, you know, I did a a message out to the school community mentioning that we have this meeting tonight and we did have some new people show which is wonderful, but I know we need to figure out other avenues to talk with uh community members that maybe don't have students who attend Helane but are still part of we're moving forward. So, these are just some of the ideas and I'm certainly open to other thoughts from the board in terms of how we make sure we get the word out. And then again, just a reminder where we project schedule. So, we are right on on schedule, maybe a little ahead of schedule to get everything up to the state for approval. And then we will communicate out if there's any changes with this timeline as the
060year unfolds. >> Okay. So, questions. have a question about um since we didn't see any updates on the main building um is it safe to assume that there haven't been any adjustments to the main building since the end of last year or will we see any changes or adjustments are made before it's sent out for approval at the state >> so I don't think we have any major updates to the main bill unless I'm say April was a nice update that >> yeah we got Yeah. You can get spend time, but >> nothing really. >> So, no programmatic shifts or nothing's been eliminated. >> But Sean, what I will make sure I do, so we created a one page or poster that I'm sharing at each curriculum night that really highlights some of the slides
061we saw tonight, high school specific, but it gives a summary of all of the work. I envision making one for the main building where it makes sense and then that can also be shared out. I really appreciate that you started out your presentation being really very clear that you're going to put student safety and security primarily, you know, first that that really is that that's a real guy. I mean, I think um I'm assuming it it it has been one of the guiding principles, but it's actually really I think to me personally, I I don't know about the the rest of the board, but to hear you say like that really is how you approach this, understanding that some of these decisions may be more or less difficult to make, but that this that the
062safety and security of of students is really going to drive your leadership of this project. Thank you. Yeah, absolutely. And while we're doing thank yous, I want to thank the finest administrative team I've had the honor to work with so far. They have been amazing with just giving me history on what's been discussed, really thoughtful and not shy about ideas that you might have, and they too are committed to the student and staff are securing. So, we are in a great spot to continue to move the work forward. like the cast of so many >> and are we like your favorite district with that put his hands up right >> wonderful >> all right so we'll switch then to steam >> oh actually there's one more thing very quick thing that I want to say
063so Dr. Duffy started with a slide about the community priorities which made me think back that that comes out of the first work that CSR did for us three years ago. Three years ago of coming in and doing such a thorough job in engaging with the community and getting feedback and holding focus groups and having the the survey and it it just reminded me of you know where we started and my appreciation for CSR for for being with us and sort of leading this through through this. So yeah, >> thank you. >> Okay, >> so you're welcome to hear Steam updates if you like. I know some of you have a drive home, so leave it up to you if you choose to stay. >> I won't take it personal. >> You're still our favorite
064to that. >> Thank you very much, guys. Appreciate it. >> Thank you everybody. That was a great presentation. Thank you so much. >> Thank you very much. >> Great partnership. Thank you. You know, Cam, I feel like we should have asked them more questions, but then they just would have stayed longer. >> Yeah. >> Question. >> Yeah. >> Okay. >> I thought the same. I thought the same. >> What? >> Like you you feel like you got to ask more questions. Yeah. Like it came all this way. >> It was a great presentation. They've done they've done a huge amount of work. And but I say they but I've been to some of the OACM meetings. I mean and the entire the entire administrative team is there like weighing in and >> it looks good.
065>> I mean it looks great. It's going to connect you know the the learning aspect to the to you know the geography of this space. I mean that's you can't beat our spot. >> Comes down to location. You know it's the three rules right? location, location, location. It does a good job with connecting the the kids to this product. I think it's great. >> All right, that's a perfect segue, Ezra. Thank you. So, we're going to have a steam update tonight and I just want to take a moment to acknowledge the administrative team, but really Julia for putting together the slides and some of the vision pieces and Josh as well. Um, this is partly why I came to Halane was because of Stephen. So, I'm I'm so excited to be able to be part
066of one of the adult learners as we are continuing to develop what steam is going to look like, what our spaces are going to look like, and what types of experiences that our students are going to engage in. So, really a very exciting time. So, this is a steam update to give the board and community a sense of where we're at with our thinking now that we know the capital project. We saw some of the slides tonight. That's moving forward. We have to make sure that when we have these amazing learning spaces that we have content and curriculum that will tie point in terms of pieces in the community but then also what is that authentic type of learning that our students will engage. >> So Josh I'm add to you >> so much. Okay.
067>> Good evening everybody. >> Good evening. Um so I think one of the very exciting things that's happening is um while the construction aspect is moving forward we are simultaneously thinking around the curriculum and the learning opportunities and experiences that are going to be available to our students once these spaces are built. Um, and I think with long before it's really a great opportunity where you're getting design and space are converging together to think about conceptual philosophy and ideas and about learning experiences and I think that's where you see the excitement come early on and so steam really just is standing for just as a reminder right science technology engineering art and mathematics um and it's not that these you know obviously in any school district these disciplines are happening um in every one of
068them but what steam really talks about is the collaboration among these disciplines um to really maximize student experience, student interest um phrases like innovative thinking, collaboration, communication, critical thinking. Um Steam has obviously created an atmosphere that is really taking project-based learning to that level and giving it lots of names to it. So um the exciting part here as we get moving forward is this is happening here in Haldane already, right? We we this is happening in in pockets in places. Um I think when we talk about it, it's really about making this bringing this forward a little bit more and being a lot more intentional around the level of collaboration that happens amongst these disciplines. Right. Um so our outline tonight just talks a little bit about our draft vision um and mission statement. Uh
069get into some of the work that's happened over the last year as an update around some of the class visits, class visits, excuse me, we did see classrooms, school visits uh and space visits. um the creation of the spaces uh the equipment selection um and then the curriculum planning the staffing and some timeline right again um going to I think Peggy said it very nicely proposed right I think part of this is uh the analogy of building the plane while it's flying right and so um we know this space is happening and we are planning for that and we are moving forward in it and we're having to make decisions and doing things sometimes um as we're kind of figuring those spaces out So, a draft vision and mission. So, I'll give you a moment
070just to kind of read through this on your own. >> DK prek. Yes, we can. So simply our vision is to inspire generation of creative problem solvers by integrating science, technology, engineering, arts, and mathematics into dynamic hands-on learning experiences. We aim to cultivate curiosity, innovation, and collaboration, empowering all learners to thrive in a rapidly evolving world. Our mission is to provide prek students with an inclusive interdisciplinary steam education that fosters critical thinking, creativity, and real world problem solving skills. Uh through experimental learning and collaborative projects, we empower students to become innovative thinkers and lifelong learners prepared for future academic and career success. Question is anyone see some uh terminology we've seen before? Maybe say it out loud. I think the idea here is obviously um we talk about the housing essentials we've been working through
071for the past years plus a lot of the um work that's happened prior to my arrival in project-based learning um one of the things that I think we talk about a lot is that steam or is is a natural extension of the hell curriculum right now um it's not something we're trying to create brand new it's a just a thinking about where we are and I think we're really well poised to take advantage of the situation right there's a lot of foundational work that has been uh put there around how our teachers think about their discipline and being interdisciplinary. Um as we go out and we're looking at hiring new teachers, you know, 20 odd some over the last three or four years. Um these are questions and things that we're thinking about as we
072bring them on board. Um so I think we've done a really nice job to a spot where we have a tremendous amount of capacity to really capitalize on a draft vision like we have here. Um so as we move forward with some of this I think um the idea is that it's a natural extension of what we're kind of already doing amped up a little bit more. >> Dr. Duffy. >> Okay. Thank you. >> One of the things I love to talk about is our connections between the housing essentials and the New York State for kindergart. So the board has already seen this but maybe not this particular slide. So we are really trying to lean into the really great thinking of the heling essentials that was created as part of this couple years ago
073and then seeing where it aligns to the portrait of a graduate. So for those who are not familiar really the portrait of a graduate and I would also say the held essentials is identifying when a student graduates high school. So graduate when a student graduates high school across the state. These are some of the skills that we feel as a state all students should have. When we look at a held essentials, critical thinking, problem solving, communication, growth mindset, emotional intelligence, and wellness, these are the areas that we are already teaching into to make sure our students have capacity in these different areas. And so when I think about steam in particular, it will and can have opportunities to encompass all six of these areas. So with the housing essentials, this will be something that we
074will continue to reintroduce to the community and any new parent that's here, this might feel and sound new. I'll be doing a learning session with parents probably during a PTA meeting just to unpack this with families. And then as a parent at home, how can you continue to encourage critical thinking? So maybe a student is coming home after having experienced a steam lesson. How can us as family members at home continue those conversations with our students? So, kind of more to come on with that, but I definitely wanted to take an opportunity to continue to ground the board's thinking and our thinking in the Halloween essentials as we're talking about all things steam. So, I think I think you've heard us talk a little bit um about the pedagogical approach of backwards design over the
075years, right? Like you start with the end goal in mind and then you work backwards. That naturally happened with this project because we get a bond passed and they're like, "Okay, now you have this room. You have I don't It's probably like 1500 square feet. How are you going to fill it?" And we're like, "All right, well, we have to sit down and think and how how are we going to fill it?" But what's the end product that we want? What is it we want in there for the teachers and the students to be able to do? And steam isn't something that you just go to the New York State website and you look up Steam curriculum and you look up standards. That's not how steam works. Steam is fully embedded. It's ubiquitous within the
076math, the science, the English, and the social studies. So you have to look for those key words. Problem solving, communication, all the essentials that you were just talking about. Like that's where you find the steam curriculum. It's embedded within. Right. So with that, we get our information and um we know we have to fill a space and you go back and forth on what do you want your space to look like and we're a small group. Um but we are in a tremendous area and region where we can go out and we can pick the brains of other people. Um so immediately we did head down to Chaffqua. This is last September. Um the administrative team went down to Chapagua following that visit and that was focused on steam space primarily. Um we did look
077at the auditorium. We looked at some of their um guidance areas and and construction that they had done. But they built these beautiful spaces and some of them were empty. >> They didn't have equipment in it. They even said like students aren't using it yet. Our teachers don't know how to teach in it yet. and they had this like billion dollar project that looked great. Um then in February we started to pull in more people and this wasn't again focused just on steam. This visit focused on a lot of the other parts of the project that were going on in addition to steam and Marboro facilities wise was similar to what we had but we recognized on that visit. Josh and I had had some follow-up conversations um even though he wasn't on the visit
078about the space is similar to our space, but the philosophy that we I think and I think Josh agreed after the visit at Chapaqua and others that we were talking to most aligned with one of the teachers at Chapua. Um and I have to mention his name, not that I'll ever watch this. Um but his name was Paul Rodstein and he was the middle school teacher in seven bridges um in Chapo school district and when he spoke you listened. Um he was amazing at how you connect to real life experiences and how you connect the curriculum, how you make problem or project um learning come to life. So once we had that conversation, it was like let's get our teachers back to Chadqua. So we then targeted a few teachers and we said we want
079you to go just spend a day with this guy have lunch after talk through what are the things that you think we can connect the curriculum through our spaces and when they went to visit they looked at the multiple centers some of the high school that's a learning staircase similar like to what we're going to have in our um student learning center, but some of the spaces really weren't used used all that well. You can see they have gradually built in the curriculum K12. Of course, that's our goal. You'll see it in the timeline. We then, as I said, we're at Marorrow. Their spaces seem similar to our spaces. You can see a clean side. You can see a dirty side. This is a wall that breaks up the two spaces even though it's two
080miniatures. Um, and then you see some of the equipment that they had. Then we started thinking about, okay, now we have our space and we had multiple ESR about our own space and what it would look like more on this than we did the student learning center. Um, so what you see here, I'm going to go quickly because a lot of this has already been seen. This is the high school clean side. They talked about it before. One simple thing I'll say is if you take a look, these are 3D printers on the clean side. Originally, they have the 3D printers all the way across the back wall like taking up that counter space. You don't need that. Like you can put those up. The kids, the high school kids can reach those in that
081stack. So now you have more counter space. There were little things that we learned through our visits um that were important. It allows for more storage. Um, this is the side where your projects are actually developed, where you're planning them. Um, then that's another clean side. Um, here we are on the dirty side. And when we talk about the dirty side, um, we needed to give CSR a list of materials and larger uh, equipment that we wanted to order and we needed to give that to them by April of last year. So there wasn't a lot of this like moving around and you didn't want to order too much. So we tried to keep it simple. So on this side we ordered scroll saws. Um I think I have I'm going to skip that and
082go back. You have scroll saws, you have oscillating saws, you have drill presses, you have table saws for straight cuts, you have sanders. Um obviously you need dust collectors. So even in the high school space, they're building in dust collectors within the venting system, but there still will need to be one portable dust collector because there's too much equipment for all of it to filter into that one collection system. So we don't we do know we need to have two vortex cones, I'm sorry, one vortex cone up in the high school. The other three actually need to be down in the middle school because they can't put in all new duck work down there because it's an already existing space. So the numbers you see here are not just high school. This is split. Half
083of this is for the space down in this building and half of it is up for the high schools. Um the table saw was for the high school. This came from our teachers that have been using project-based learning for a while now in their classrooms. >> Go back. Ju Julia. >> Yeah. >> Just real quick, it's gonna sound like a stupid question and I'm I'm good at stupid questions. Um why not just compound couple compound miter saws? Like you're just going to it's the easiest thing. It doesn't take up much space table saw you need, but I don't see anything for just easy easy cross cuts. >> I'm sure there will be some form of an easy cross cut, but you're not going to be able to rip a board >> on a No, you
084don't. So, you're still going to need >> you're still going to need your table saw depending on what you're building. >> You need that, but I'm saying in addition to what you have there, there's just no >> We do have a compound. >> We do have compound saws already. >> Yeah. >> So, I have to look at it and say >> I did nothing. >> That was my question. Why'd you do that? >> Question. >> I have I want to say we definitely have one. We might have two. um already. >> Yeah. >> Um within the district and again you can get those for like $425. >> Yeah. >> So we were looking at the things that like up against those walls. We're thinking about dust collection. We're thinking about what is it that we
085exactly need. >> Gotcha. >> Um >> that's not really a complete list. It's like things that you got to go out to be able to film >> that we needed to tell them. >> I got on April, >> right? first first space >> first glance at it. Yeah. >> Gotcha. Thank you. >> So, the next slides, if we don't come back up, are the walkthroughs like you just saw of the cafeteria or the student learning center. >> It's the walkthroughs of both spaces. It's the walkthrough of the high school space and it's the walkthrough of the middle school space so that you can actually see both sides. You'd see the clean side and you would see the dirty side of both. Um, while Megan's pulling that up, um, Josh mentioned some of this is already
086going on. Um, our engineering class, for example, is in the process of building picnic dining and building picnic tables, >> um, for outside. Um, so we do have some of these saws and some of the material already that will be used in these areas. Um, but the project launch just happened last week. So, it's a project that's happening. Where is it happening? It's happening in science classrooms. That it's not near the chemistry room with the chemistry chemicals. We have to make sure that safety guards are put in place because the safety guards are ha hazard because it's not built to do what it is that we want it to do. The room's not built for it. So, yes, we are doing some of these things, but we need the space to do them effectively and
087safely, which we don't have right now. Megan, if you just want to go all the way to slide um I think it's 10 or 11. We can skip right over to Actually, it's 12. There you go. >> So, yep. This is the high school. Student walks in. You're down on the clean side. Actually, this is middle school side. Sorry. This is the middle school. >> No. >> Right. >> No, that's the high school, >> I think. >> Hold on. I'll tell you. >> That's the high school. >> Yeah, >> they do look similar. The blue entrance is what's gifted away. This one did not have the blue entrance. So, that's the clean side. Lots of storage, water. These were things we learned and we talked about. >> Yeah. >> Um, you know, you walk into
088the chap while they have no water. It's like it's a disaster. They're all running to the bathroom and they're making a mess everywhere and somebody's then yelling at us. >> So, lots of things that we learned. >> Storage. You can never have enough storage. You can see in the back there. Um, there's a lot of large area for wood and for metal. There's the garage door that opens up. So, if the projects are bigger, the projects go outside. And that goes to the back. >> The back of the high school building. >> Back of the high school building. >> I'm gonna just in an effort of time, here's the middle school. There's the blue wall. So, as soon as you walk in, you're walking into the clean side. This wall has moved three, four times.
089I think we've decided to move that wall throughout talking about this. So, the clean side is definitely smaller. We needed to give more space to the working side. But again, you still see a sink which is not in there right now. Those are 3D printers. Glass door and windows to see through to the other side. There's your sander. Here's some of your drill presses. is in the back. Circular saws, sander. There's one of your vents, your portable vent to collect your sawdust. You notice the hanging electrical. And you notice the door to the outside um as well. There's a second. >> Does this not have wood storage in it or did I just miss it? >> Um >> I don't think >> it doesn't have the same amount of storage. There was the tunnel tunnel.
090There was conversation like this does not take over the whole space in terms of where our ENL teachers are right now for fear of losing that classroom space as well. It just goes >> um one of the ENL spaces. So you leave the other one over there. So not nearly as much storage space right now for sure. for use of those um the 3D printers are are is the plan to purchase some new um laptops and computers for the clean side of both. >> Yeah, so they will need and they run off different programs. So depending on what 3D printers you purchase, we already um have spent some of the district budget as it last year at the end of the year as it related to equipment and we were able to purchase a laser
091cutter. So, right now we have an X1 laser cutter um that we are using and learning and playing and practicing and getting ourselves ready. Um and our teachers are getting ready to how do I use this laser cutter? What's the best way to use it? It cuts I mean it cuts everything. So, you design what it is on the computer. You put in your material. I mean it's wood, it could be metal, it could be plastic, it could be rubber, it could be anything. And the laser cutter is cutting out what it is that you have. Um the different types of projects you can do with that are are endless. Um and just go online and look up and see the projects that students are doing right now with laser cutters. It's pretty unbelievable. I
092did have one embedded in here, but it was 10 minutes long. Like that's too long to watch. >> It sounds amazing. I'm just curious though, are students going to be bringing like their own Chromebooks that they walk around with all day into that room, or is there going to be like an area set up with? There's definitely going to need to be some equipment in that room and it's going to depend upon what projects that the students are working on. Some of these um devices are school-based or some of the laser cutters or the 3D printers are they're built for schools like they're not built for industry. They're built for this. So, they're programming is on Chromebooks. And then some of the projects are obviously a little bit more intense. you know they are going
093to require different platforms or different software to be able to develop right to then on your 3D printer make your prototype to then take your prototype and actually on the dirty side make it whether you're making it out of metal >> with lasers that would be on the clean side or you're using the saws and the sanders and everything else on the dirty side. >> Does that make sense? >> Yes. Okay, this is just one that we're we've just started on September 8th, a project um at the high school. Here's one of the laser printers. Um again, right now we already have one of these um that's being used right now. And we have how many laser um 3D printers do we have in the district right now, Leah? >> Like 10. >> 10. So
094we do have some of this and we are working with them. You're back up. >> I was just wondering I remember a discussion about a kiln. Is that in the art classroom that's separate from the scene? Okay. >> Yes. >> Great. Which way to go? Don't go too far. >> Um, so to kind of I think Julia alluded to it earlier. It really fits, you know, the backwards design process, right? where we know the space is going to be there and we're kind of uh filling it with things and uh that would help it out and we're working our way from that thinking about what we want students to be able to do and then start building it from that. Um I just alluded to it earlier just saying how well facil uh positioned we
095are here in Helang with this um you know problem and project based learning is not new conversations here um by any means and over the last couple of years we've really been having conversations with our staff around universal design as kind of our framework for thinking about how we plan where design matters and we want to be as inclusive as possible and um while we have lots of great things happening um at opportunities through our districts. I think what we're talking about here is a really um embedded curricular programming that is open to all students at a very early age and continues to be open through them all um within their schedule. So they're you're not getting it based upon availability in spots, but it's actually an intentional programming to walk students through this process,
096right? And obviously, you know, the analogies with universal design are just so many when we're talking about designing spaces and thinking about it and commend all of my colleagues who helped me go down there. Uh the joke is I don't know anything about saws or anything like that, right? So, uh I went down there and was like whatever y'all think, right? Like it sounds good to me. Um but uh the level of intentionality that has to be there around thinking around well what could we actually get that we don't even know what we want to make yet but design's the most possibilities we probably could and it's where we are right now right it's not where we're going to be ultimately but it is where we are right now and positions us in in a
097very good spot. Um, so I think one of the key things around this, you know, as I'm listening to questions around what types of computers you need or programs and stuff like this, I mean, we know this about any program you have, but the teacher or teachers are just probably the biggest resource we haven't really talked about right now. Um, it's really talking about getting dynamic individuals to come in here. And when Julia speaks about the individual we saw in Chapa, it's that type of impact person where you're just like, "Wow, somebody walked right on in, owns that program, and just runs with it, uh, with that passion that they that they have and just it takes off." Um, and so as we think about moving forward, um, these are going to be big focal
098parts of what we of what we concentrate on is trying to find these dynamic individuals that are going to really come together, um, and lead this program. um and tell us what we need moving forward as we go through with this, right? Um and so along those lines, you know, certifications has changed drastically in these areas within the last 10 years, right? Um steam is now a certification area that you can get and and obviously a CTE uh has been one. Um and when you're talking secondary, uh you're looking for those certification areas, right? Obviously, because you need that in order to teach certain classes. Um and it also allows you to make sure that these courses um can count for certain graduation requirements or certain pathways that are available for students moving forward. Um
099so obviously the certification is going to be extremely important uh within the 712 role. The elementary same thing is available. The flexibility allies where you can still have a K6 generalist individual um be a steam teacher, right? So the certification uh allows for a little bit of flexibility within that or we can go out and look for somebody who's uh the steam certification I believe is K12 anyways right so um it's not limited in that way but provides ourselves with a little bit of flexibility there right and so I think some of the the ongoing conversations we're having is obviously you look at this in conjunction with enrollment studies and all the work we've already done in aligning schedules and u moving the fifth grade up to be 5'6 and positioning um we're really positioned
100ourselves again to be able to maximize the staffing opportunities that may arise themselves should they move forward, right? Uh it's an opportunity. It's a place to be. Um it's a good place to be in that. Um so these are areas that we're looking at obviously in some of our next steps. Proposed timelines I like to throw out there, well we can't change 202425 that happens, right? That's not proposed. >> Remember we were supposed to give this presentation right at the end of next year. >> We did do those things. Um and as we think about this layered on top of the um capital project and building phases, right? Um you know, this current year is obviously continuing to work off our vision and mission and get that solidified. Uh engaging in those K12 conversations with
101students and faculty, uh professional development, things like the discovery conference, um program planning, preK12, and program alignment, right? So, uh, it's really a continued learning phase, um, a lot more than it was last year. Really, really moving into the programmatic pieces of it. As we think about the following year, uh, we're looking at hiring individuals. Um, elect of course is offered at the secondary level. Um obviously curriculum writing in summer institutes that we're talking around thinking about uh rebringing bringing back re reimagining coming back around steam education prek12 for for our teachers um and then obviously in the 2027 2028 um we're talking around hiring for the lower level obviously continue with curriculum and summer institutions around that time that we're thinking we're having a working lab up here at the high school side right
102at that I got a question, John. >> Yeah. >> Um, so you know, a few years ago it was very hard to find shop teachers because um there weren't a lot graduating from the programs. So, uh, you know, some of the upstate schools that, you know, do this, right? The colleges, they, um, they didn't have a lot of, they just didn't have a lot of graduates. So, it became hard to fill a position. Something, you know, think like, yeah, I mean, you know, like, >> you know, like foreign language, tough one to fill, right? And to hold on to and >> and then shops actually, you know, steam, whatever you want to call it. It's it's um it's a tough it's a tough position to fill. >> Um what makes you think that we have
103the draw where we're going to be able to get like some some of those schools they they graduate like six guys, six six people >> with with the course. >> So what what's going to what's going to make them come here? um a $2 million room, state-of-the-art equipment, and um if you really love this and you want to build your own and you want to develop, I think that's very attractive for somebody. Um, and there are people that I've had many conversations with, not that they're going to come here, but people who recognize what what we're doing and what we're we're about to embark in. And, you know, a lot of people are retrofitting now. You know, they're not building because enrollment again, we know enrollment isn't going up, right? When we talk about hiring,
104like we're talking about attrition, we're talking about those types of things. People aren't building right now. So, they're trying to retrofit their spaces. like we're pretty fortunate at the high school, this isn't a retro. Like this is this is brand new. Um and so I do think that being a district like we are, we've had really good success in hiring. Um I'm hopeful that that will continue and I think we have to be proactive in the process of hiring. Like when the timeline, when do you advertise, what do you advertise for? You know, we say here hire secondary educator for 26 27. Does that mean that person's in place for 26 27 if we have multiple retirements this year, do we hire that person so that next year, you know, maybe the teacher right now
105at the high school who's teaching six and a half is only teaching five. The engineering course already goes to the person. The room might not be ready yet, but they're building the momentum with those freshman and those sophomores to be like energized and enthusiastic about what's next. And so that the base is built right at a high school level when you come in and you just start an elective right away. Like they don't just come right you've got to build it and you've got to sell it and then they want it. >> So I I think we have to be really thoughtful in that when is the right time for the hire. You know, if there is multiple people retiring through attrition, is that the right time to give them the year of planning and
106preparation and then to cut the ribbon and be the person who now has it all in front of you? >> Sounds pretty sexy to me. >> Yeah, there is on there you have program planning for K12. So then we want to see >> we want to see this beyond just electives though. So then this >> this individual, you know, that's the other thing. It's like We we do know that it's ultimately the teachers in the program that make it work, right? The space is uh it enables it. It makes it, like you said, safer. It makes it more doable, but is you know, imagine that space not being used for an elective. How is it being used? Right? Does that make sense? So, if it's not being used for an elective at any given moment,
107how do you see it being used either with that individual who came in and isn't teaching but is maybe guiding other classes and other staff or how do you see that kind of play out? >> I think I think that space can be used the art teacher, right? Like you see the arts, you see her developing and building and doing different things. I do see different courses in but I actually see more of not elective but for science credit courses being offered in there that this project-based learning is part of it like >> we'll talk next month about changes in regions and all of that kind of stuff and the opening the doors of like I feel like there's freedoms now that are happening um in terms of coursework and things that can be offered
108Not just electives, >> right? >> These are these are courses that >> it could be a math class >> that's in there for credit through programming that they're actually then developing and building off of what they've programmed in that space. So I don't see it as just elective and if I said that I really should have >> like I'm looking at program planning K through 12 and electives. Yeah. >> So it makes me think, you know, I grew up in Jersey, right? And so in sixth grade we had to drop eggs off the roof, right? That's everybody dropped eggs off the roof. You had to build your little thing, right? But drop it. In ninth grade, we don't have we didn't have regions, right? So you had to build in geograph in geometry class your
109own uh putt putt, right? That was part of your final exam. So you had to build a putt putt thing out of wood. >> Right. Build a mouse trap. >> Right. So which in my estimate was a very valuable use of time, energy and you know now we call it steam but it's just like you know is that what you did in New Jersey. So that's what I would imagine the space for, right? And when we talk about curriculum and and putting people there, it's like that that process is key because we know that we have, you know, our teachers do a lot, right? And they're pulled in a lot of different directions. So how does this how do we keep this momentum going the whole time? So I would just add quickly that's where
110the healthy essentials comes in like that connection back to when we think about critical thinking problem solving. I think like years ago when I was in school people used to say everyone's a special educator or everyone should be ENL teacher. I would bring that forward to 2025. Every teacher every educator should be thinking of education in that projectbased learning problem based learning lens. And this ties to me when I think about our vision and mission. Josh introduced it. That will evolve a little bit. I think about the professional development that is not only going to be used for these teachers we're identifying, but for all teachers. So I see this really growing and tying to Heling essentials. We had mentioned earlier Leah's here and I don't want to put her on the spot but we
111had um a summer institute for many many years here and it was around environmental um education and we had tons of teachers coming every summer for I don't know how many days it was a week a week and a half like we were we were doing environmental projects with our teachers to then have them turnkey some of those things in their classrooms Right. And that went on for years. That was Marsy and it was a summer program. Like I envision that same type of thing happening around this internally with our people who know how to do this because there are people here who do it and do it really well. >> Well, I want to say I really appreciated that the presentation started out with the the side by side. I think it was this
112presentation of the housing essentials and the portrait of the graduate, right? Like there's this really nice synergy, right, that talks about that by by design in terms of what we want but also by need because what the state's requiring with the portrait of graduate we want to be developing different pathways towards graduation and different opportunities and I think it came through in you know getting ready for the superintendent search and certainly as the board was conducting the superintendent search like the board really recognizing with the new Portrait of a Graduate and the new graduation requirements that we really needed to have even though we're going to stay, you know, X many teachers without, you know, like that we wanted to continue to diversify what we we are offering. Um, yeah. So, it's it's a it's
113a it's a it's a cool time for this to be happening. >> I had a question about the hiring hiring the educators. Is there an opportunity for um teachers or current housing teachers if somebody wanted to go out and do some professional development or or get that course you know if they wanted to come and be that that person? Yeah, the I think certification wise um it's about 18 additional credits for a different um um supplemental certificate based upon if you already have one, right? Um so that is a pathway um that teachers who are interested can uh obviously partake and go through. It's not just as much as like a course or two um and the states actually come down from that, but our current understanding is it's around 18 credit hours um that
114teachers have to go through. It's interesting because some of the teachers that we had listed on that that that you had listed on um was going on to some site visits, you know, they there's people who are really into that and who are really good at what they do. So, I was just wondering if you know that was something they had mentioned that may be interesting. >> But like we said, if their certification is one6 or K6 or preK6, like technically they're certified to do it already in those grades. they wouldn't be certified to be able to do it in grades 7 through 12. That's where that CTE or STEAM is necessary. >> I really appreciate Maggie's point and the fact that there may be somebody internal, but when you look at a program like
115this, there's a huge amount of expertise which actually some of our teachers may have in terms of because we're really it's a big it's a big lift. is program development and curriculums development as well as really understanding you know engineering and all these different it's a it's a big it's a big um it's a lot >> but very exciting for sure oh I have one more question so when you say hir in 26 27 is the idea that we're expecting that person that that person would start in 26 27 or >> that would be my hope >> that would be the right because it's just behind your back in terms of I mean you know it's not too soon to be thinking about right where where that's going to happen because I I heard Josh
116>> say and I I mean anyway it's certainly something to be figured >> I don't want to be opening up the doors to this brand new space and having a teacher on the first day walk. >> That makes that makes perfect. >> You need to build the capacity to sell and we really think that high school is could be ready for 2017. >> That is crazy. >> Don't officially quote me on it about the direction we're going. I'll just offer quickly with staffing and Vash is aware of this as well. So there's a pipeline when people are thinking about seam and this new certification. And so we are very fortunate to live in the region we do in terms of all the admins myself and maybe some members of the board. We're we're highly connected
117to educators in the community. And so at Boseies there's a steam um circle. I don't know if what they officially call it but like a group of steam educators come together monthly to learn about best practices and things like that. And so I mean I'll be honest, I have two people that are kind of waiting in the wings who I've worked with previously that would love to talk at how they right talk when the the time is right. So I understand the the it's a great question to ask. I'm not as worried about not finding the right person for all these factors and also we're on it already. Like we're talking about 26 27 if we can find this person and the budget supports it and we'll work with Katherine all those good things. the
118budget was >> right like this person will teach and help a teacher who's maybe teaching six and a half so we'll reduce a period a sixth period but then some of the day will be doing I would envision some of the vision work some of the identifying what will our summer institute look like what type of curriculum do we need to do should I go visit other schools while we're waiting for the the space to be built so it's really this person if they are able to come and start with us let's say who whoever it is they'll have a pretty cool job next year but also really help us make sure our vision and mission matches, you know, the space as it comes. >> Thank you. exciting. >> Yeah. I mean again say again
119like just a a lot of people working on this and with some people leading as a huge effort so much appreciate it. Very exciting. All right. So we're now I don't have my reading back now the opportunity for communication from the public. The housing board of education desiring the values input from the entire school community. This first public comment session is reserved for comments on special presentations and active agenda items. Anyone who'd wish to address the board would ask you to sign in and state your name for the record. Uh and um the superintendent or I would get back in touch with you. All right. Next on the agenda are the administrator information reports. So much good stuff in those reports. Thank you so much. Really great. Um did anybody want have anything they wanted
120to >> I just want to ask I was super Oh, I was excited to see that the JCK Foundation came in already to the middle school. Could you tell tell us a little bit about what they talked about? >> We spoke with the parents during our curriculum night yesterday's day to give the parent the three parents a overview of what they're going to discuss at the assembly. Um so they shared a little bit about their own story. They shared a little bit about their previous work with how they um and then they'll be back on the 22nd to do an assembly for the eighth grade and some followup with the ninth grade. And then they'll be back again on October 6 to do small bridge work with the eighth grade and some followup with the
121upper class. >> So yeah, >> a lot of you are seniors. >> Um, so there was so much in the reports. I one the one thing I really wanted to call out was I was relieved to hear that for the prek that all the people who had got who had applied to the original lottery were able to ultimately get a seat because some parents made a decision. Yeah, I was so glad >> you had a few um who ended up uh withdrawing for a variety of reasons. That meant >> of the original group that applied, >> everyone got in. >> I was I was so gratified. >> So, we have a little bit of a wait list for people who applied in like May, June, July. >> Um but the original lottery >> Yeah. That
122was that was great. And just another exciting reminder to So, um, next on the agenda is approving the minutes from our last meeting. May we have a, uh, may we have a motion, please? >> So, moved. >> Second. >> All those in favor? >> I. >> Any opposed? Next is consent agenda financial. May we have a motion, please? >> So moved. >> Second. >> Don't think there's anything in particular to call out here. So all those in favor. >> Any opposed? Next is consent agenda personnel. May we have a motion please? >> Second. >> Uh lot of people coming on to be substitutes and lots of good things. Um I have a motion and second. All those in favor? >> I. >> Any oppose? Um unfinished business is we just want to um formally approve
123uh the shared goals of the board and the district that we discussed at our last meeting. Uh may we have a motion, please? So moved. >> Second. >> Yep. >> Oh, wait. Sorry. We have to have the recommended action first. Yes. >> Oh, wow. >> Thanks. May we have the recommended action, please? Be it resolved that upon the recommendation of the superintendent of schools, the board of education hereby adopts the shared district and board of education goals for the 2025 2026 school year as presented. >> May we have a motion, please? >> Second. >> So, yeah, very exciting. And it was actually another thing to thank actually all the administrators about is people laying out their goals for the year and sort of seeing how they tie in with the district and board goals. Um
124all those in favor >> I we oppose. And next is new business and it's an action CP. >> You want to do regional? >> Oh yes we do. Sorry. Yes. >> Yeah. Quick update on that. >> Okay. So as Peggy mentioned, the two of us attended a meeting last week at Putnham Boseies and really to hear the community loot plans on this topic. And so the thought is Boseies is going to be offering lots of different ways to support districts regardless of um where districts stand and what type of support they need. That's really their role as Boseies is to look at needs across the region and how can they partner and provide support within districts. And so I did put in the board update on Friday a couple of slides. sums. We have an
125opportunity to continue to partner with Boseies in a couple of different areas. We are not if we agree to continue to partner. We are not providing any funding, giving any money. I promise this is just a conversation, continued conversation. So all four activities would really benefit I think most schools. The first is regional mental health services expansion. And so Boseies is looking to continue to establish a regional uh behavioral health support network through shared services. This will include mo a mobile crisis support, partial day programs, some of the things they actually already offer. Um urgent care expansion for grades K through six and regional social emotional training. So that's one area. The second is cooperative prek and CPSSE services. So that is really an opportunity for Boseies to coordinate at the regional prek seats and
126CPSC uh provider services through BOSIES. So let's say we happen to have 30 kids that wanted to attend preK and we didn't have the spaces here in Haldane. That could be an opportunity for Haldane or other districts to partner. Uh the third is transportation coordination. I'm really interested in this one. Um this is helping districts across the region look at out of district routes. So if you have a student that maybe is from your home district but is attending a school attending Boseies or attending another school, Boseies would help coordinate transportation. So that's definitely an area that I would be interested in partnering with Boseies on. And then the fourth is also timely and interesting regional workbased learning coordination. So building upon what Haldane already does for the internship program but developing a centralized system
127to provide internship uh opportunities for students and work-based learning across the region. So these are the four different areas. Um what I need to do is let Boseies know by October 1st which if any of the activities we would like to continue to partner with Boseies on. They're doing the work regardless if districts sign up to partner with them. But we do have an opportunity to be have a seat at the table and kind of talk through what type of partnership could benefit from. >> I don't know if you want to add anything there. No, I mean I would just say like it is really clear that you know they that that that PNW Boseies is with the collaboration and input from all the component district uh uh superintendent had really worked to identify you
128know a handful of areas where there are needs across the board right so uh the the internship and work bait I might not say them all right internship and workbased learning uh uh prek and CPA SE uh transportation and you know and mental health really a recognition especially when you have small districts um a district on its own may not have the resources to really support families with children in crisis. Um they all sounded and made sense to me. And again to reiterate, you know, um uh Neil Bole, the PNW Bose superintendent, you know, made very clear that like Dr. Dy just said, we're not really committing to anything right now except continuing to be part of a conversation about these potentially, you know, really quite valuable services. And it was, you know, to Dr.
129Duffy to look across the floor and think about the the floor that that she thought made sense for us to continue to part of the conversation for. >> Yeah. >> And with a transportation coordination, is that like a a ride share essentially the two districts that are neighboring or both taking a student out of district to the same destination? >> That it very well could be. Yes. >> Yeah. Yeah. >> So you don't have three cars going, but you can have a couple. >> Yeah. Mhm. Yeah. >> But all of it, anything that we decided to do, of course, the board at the time would >> be able to >> approve or not approve. >> Um, so that's Do people have any objections with being >> They all sound like they make a lot of
130sense. I love the idea of the I mean the mental health opportunities of course, but also the internship and work based learning. Like that's so great. I mean that just makes sense that it should be shared resources and having that communication regionally. >> All right. So now moving on into new business the cse oh stop. Thanks for thanks very much for I mean Dr. Duffy you know she just started she jumps right into PNWC's and gets up to speed with it. Sorry really. Uh so uh cseps recommendations recommended action please. 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. >> All those
131in favor? >> I. Any opposed? Um and by policy and actually I think because it's a law um every year the board is receive an update on uh uh our student attendance reports and so those are in executive uh content but we have them um at different levels for the past couple of years and I think is there anything it's been a long meeting but I One of the things is there anything you wanted to say about them today. Yeah. So I just again I am in awe of our principles and all all that they do on a daily basis but I did ask them to share on Friday a general sense of how they track and support students with attendance. And so we do have a policy in place I would like to that's
132a good one to look at when we do come together as policy committee but each principal has a system to track attendance provide support to families. Attendance letters go out at different times and not every family or student is motivated by an attendance letter, but if you're getting a phone call and a letter and perhaps a visit if that's necessary, that does help a little bit. There's a lot of support with our support staff talking with families about perhap perhaps barriers to getting students to school. So, there's a lot in place that I was pretty impressed with so far. And I'm sure with the principal's guidance and support, if we need to add things or revise what we do, they would let me know that. But I was really happy to see all that we
133do currently. >> That's great. >> Yeah, that's great. Um I mean I know attendance across the country is, you know, is a is an issue. Um, and I think one of the things going into this conversation, I think I speak for myself as a board member, like if there were like particular initiatives that the that the, you know, that the leadership team thought that, you know, would be interesting to try or or support that they need. I think that's important. You know, if you look closely at those reports, there are understandably more some more vulnerable groups uh that have um little challenges with being to school on a regular basis. And yet those are the students who might really benefit the most. And I have no doubt that our principles are doing, you know, a
134lot to try and get those students, not just the principles, but all the support staff. So, I just don't know like if there's ever a time for us to try, you know, something different or if there's something that the leadership team needs from the board about that. >> I don't know if we have anything right now to offer, but we certainly can talk through it as a team. actually so the last couple of times we've worked on the attendance policy I don't know I don't remember the extent to which I think the superintendent probably took it to the leadership team to sort of talk about what was going on but that might be a time to think about are there are there something some new and different things to do with that policy >> all
135right thank you for those Um so next is approval of members of the district committees. May we have the recommended action please? It resolved that upon the recommendation of the superintendent of schools the board of education hereby approves the memberships for the following district committees for the 2025 2026 school year. Code of conduct technology and wellness. Uh may we have a motion please? >> So moved. Second. >> All those in favor? I I >> any opposed? Uh thanks everybody for working on those committees and I think by policy we approve the district-wide safety team membership separately. Um so may we have the recommended action for approving that team membership. Be it resolved that upon the recommendation of the superintendent of schools, the board of education hereby approves the individuals listed below as members of the
136district-wide safety team for the 2025 2026 school year. >> May we have recommended action, please? Sorry. May we have May we have a motion, please? >> So moved. Second. >> All those in favor? >> I. >> Any opposed? >> I'm feeling a little tired. I apologize. It's >> been two hours >> and I don't have my reading glasses on so I feel like I'm in a fog. Okay, so next is the approval of an intermunicipal Oh, thank you so much. agreement between Oh, that Oh, that's >> between the Hing Central School District and the village of Cold Spring for village residents use of Route 90 parking lot during weather and emergencies. May we have the recommended action? Be it resolved that upon the recommendation of the superintendent of schools, the board of education hereby approves
137the intermunicipal agreement between the Haldane Central School District and the village of Cold Spring for village resident use of the district's route 9D parking lot during village declared weather emergencies and authorizes the superintendent to sign the agreement on behalf of the district. >> May we have a motion, please? >> So moved. Second. For people who haven't followed this, do you want to just give a little bit of an update about this? >> Sure. So, this is my understanding a very long time coming. >> Um, and so it's something that I think I would say would have been kind of a layover from last school year. So, I'm happy that it's still September and we're finalizing it. But it it kind of for lack of a better description, it kind of formalizes what we're hoping to
138do and what we're currently doing and as exciting to put some signage up. So we know there's a lot of signs in housing, a lot of signs on district site, but really reminding those who go parking lot when it can be used and when it shouldn't be used. Um, but I will also defer to Megan and Julia because I know the two of you have had maybe some more conversations in past regarding this. If you want to add anything to No, I'm not sure. Okay, >> I think that's accurate. I think there's been a longstanding >> unwritten relationship with the village that that lot is used by village residents when they cannot park on the street during >> um snow during snowstorms. Um, but we have so many community groups uh who use those lower
139fields in addition to our own teams. And I think we've heard some feedback that some parents attending those events have had challenges and parking there. So, we'd also like to be able to put up signage to indicate that it is a district lot. >> That's great. >> Um, and that that's the priority for the lot. >> Right. >> I I think that I think that's great. And we all realize that, you know, parking is really an issue and without being able to have those signs there, there's really not that there's necessarily a lot of recourse, but at least there's information. So, appreciate you this. >> Anything anybody else wants to say that exciting? >> Um, >> it is exciting. Um, all those in favor? >> I Any opposed? >> All right. a second opportunity for
140communication from the public. >> Yeah, I don't know if I need to sign in, but I just as it relates to the parking down there. Um, I think it's important to recognize that and the signage needs to be specific because I also think what's happening is on the weekends, um, we have home games, whether it be soccer games or home football games, and that's parking that on a big football game day, >> there's no parking. And it's people that aren't even community members coming to the game that are parking and then walking down nine to >> Sandy Beach or to hike or to do whatever. And our people are parking all over the grass >> and places that are not safe. Um and so I just hope that those signs are specific to school and
141town, you know, field. >> I think we need to be very careful on how we >> I think we need to be specific that it's every day of the week, too. It's it's not just Monday through Friday that if the district >> Yes. There are games and community >> community approve or district approved community use of those fields that >> takes priority, >> right? >> Um thank you. >> Um so any board reflections? just say a brief um well done to the Helane representatives on the um Putnham Youth Bureau for putting together a really beautiful uh 911 ceremony. It was completely organized and led by students and it was just really um very moving. you probably saw in the in the um the Highlands current Pat Shields uh uh junior here uh spoke about um
142he wrote an essay about um his personal take on 911 and he wrote about his dad's experience and it really I think brought it home for his generation because you think about it like when we were in school it was sort of like people reflecting on the Vietnam War you know it's like this is a thing that happened before they were born and I feel like him like really speaking very emotionally about his um connection to it kind of brought at home for the students. So, it's just really, really well done. Very moving. >> Looking forward to homecoming. We'll have had homecoming by the time the board meets again. That's really exciting. Exciting weeks. Dr. Duffy, >> I again just want to thank my amazing administrative team. I know it's almost 9, so I'd like
143you to scoot so you can get home, get some beauty sleep. Thank you all for your hard work on all things capital project in steam. >> Yeah. >> All right. So, um I move to adjourn the meeting. May I have a second, please? Second. >> Favor. I