Mount Vernon Board of Education Work Session Meeting October 14 2025

001[Music] Good evening everyone. Welcome to the Mount Vernon City School District School Board meeting. Our work session today is October the 14th, 2025. Please stand for the pledge. Thank you. We have uh Trustee Wanda White joining us virtually. May we have a roll call, please? How are you? All right, just give me one minute. >> No, it popped out. It went in and popped out. Let's do it again. I don't have another key. >> Don't you specialize in tell me about your website. Did you get it? >> I didn't get to write. >> Oh, yeah. >> Okay. There's no audio on your >> It flickered, but Audio record was just going on. Grab >> flip side. >> Live screen won't have audio. >> Yeah, it it clicked in and it clicked out. Just give me

002one minute and then um YouTube channel. >> Okay. >> Um that key won't work. But >> okay, thank you for the information. I'll definitely >> we back. So give me >> We are back. >> Okay. President, >> we pardon the interruption. We did lose some uh audio. So, we had some technical difficulties. We are back online. So, thank you very much. We have begun our meeting and we have already done the pledge. We have Trustee White who will be joining us virtually. So, may we have roll call? Trusty Brown >> present. >> Trusty Kelly. Trusty McDonald >> present. >> Trusty Middleton. Trusty Peterson >> present. >> Trusty Scott >> present. >> Trusty White here. >> Trusty White. Who was on Zoom? >> Trusty White. >> Yes. >> Okay. VP Mitchell >> present. and President Marabel

003>> present. >> Okay, we have our quorum. >> Thank you. The first item on the agenda 2.1. May I have a motion to suspend the work session rules for this work session? >> Second. >> First and second. Are there any questions? May we have the vote? >> All in favor? >> Any oppose? Abstain. Motion carries. Thank you. In honor of school board recognition week, we are proud to showcase the dedicated and passionate trustees who help make informed decisions to provide the best for Mount Vernon scholars. Thank you for all that you do to help steward the success of our bright learners. [Music] in honor of school recognition uh school board recognition month. I just wanted to say thank you for your uh dynamic support uh this year. Uh we have been doing some great things

004and my wish is that it continues. Um I have a little token of some appreciation and it's a little nice letter and you know you probably can get you a a Timbit or not some donut holes uh you know because yeah that that one uh I forgot that's the Buffalo talking Tim bits. Um, but I did want to say thank you to you all. So, when you get the chance, just take an opportunity to read. But can the audience give our board a round of applause for >> Thank you, Dr. Strickland. Our gift cards are ours higher because we're leadership. As Dr. Strickland is handing out his uh tokens of appreciation. I would like for everyone to notice that our board is wearing our trustee shirts. We have taken some photos and and our cabinet

005members are wearing them as well. So, I just wanted to let you know we do have some new merch on representing the district. Since we have suspended the work session rules for this work session, we will be honoring public comments tonight. So, we will just make a general announcement um asking for anyone that would like to speak um that they will be given an opportunity to speak um at this session because we are suspending the rules. Thank you. We will now have a jewelbox presentation. Every week we open Mount Vernon's jewel box to see the wonderful work happening across our district and community. Take a look at this past week's jewel box, which you can also view on Facebook, Instagram, or YouTube. Proper nutrition is essential for every child's success. The Mount Vernon City School

006District is committed to the health and well-being of our students. We take pride in providing free, high quality, healthy meal options that students will enjoy. Thank you. Thank you for that presentation. We will move on to our presentation 3.1, Food and Nutrition in the Mount Vernon City School District by Donna Jackson. >> Well, happy National School Lunch Week. Woohoo! districts across New York State are um celebrating the importance of a healthy and nutritious school lunch along with all the rest of the other school meals. So, welcome to this first of many presentations from food and nutrition. Um this is food and nutrition in the Mount Vernon City School District from roots to radiance for every gem. And now I gota let's see. >> I got it. I got it. I got >> Thank you. Um,

007do the board members have a copy of my presentation in front of them? Can you follow along? Okay. Because I'm not going to read all of the slides. I have notes. Um, so good evening, Superintendent Strickland, President Marble, Vice President Mitchell, trustees, students, and families. My name is Donna Jackson, school food service manager for the Mount Vernon City School District. This will be the first of several presentations for the board and the community. Tonight's presentation will focus on the importance of eating school meals. We will review some school meal basics and discuss upcoming grant opportunities. I was advised against taking a full three hours to discuss every single aspect of food services. I was a little offended and the wellness policy. So, it'll only be two and a half hours. Um, just kidding. So, this

008will be a broad overview. Future presentations will be more of a deep dive into the science of nutrition, wellness, and physical activity in our Mount Vernon City School District policies. Next slide. So, this was my generation. Can you relate? I know I just aged myself with these photos. I was looking for the uh Strawberry Shortcake um you know, lunchbox, but um shout out to the 70s. A little bit of history. You'll see over time that there's been a repeat behavior, community support, government support, a decrease in funding, and back to community support. School lunch programs track their origins back a hundred years to scratchmade meals in the community, cooked and served by volunteers. It has historically had a female workforce. Um, school lunch evolved in the 1920s to school-based three cent meals of soup, bread,

009and milk, or whatever was locally available, like coffee and pickles, according to one nutrition website, which was probably not the most nutrient-dense or healthy meal. So, schools began to get a little more involved in school meals. But then the Great Depression hit, and most schools could not afford to provide lunches. Around this time, the federal government authorized the Department of Agriculture to buy excess food from farmers for school lunch programs. So, you begin to see more beef and pork and butter and other items on school menus in the 1930s and still mostly scratch-cooked. By the 1940s, every US state had a federally sponsored lunch program, but funding for them decreased due to World War II, and many kids and their families were left without food. Community soup kitchens and community victory gardens became a staple

010for survival. Federal policy and commercial industry began to shape food systems in 1946 when a national school lunch act became federal law under President Harry Truman providing free and lowcost lunches. But not everyone could pay for those meals and demographically not everyone had access to those meals. Around this time in the 1950s and60s, we begin to see school lunch access and quality improvement social movements by women like Emma Smmedley in Philadelphia and the Black Panthers in Oakland, California. There is a rarely amplified hero of school lunch, a woman named Gan Fairfax, who played a very critical role in 1966 because she, as a member of the NAACP, coordinated five national women's organizations, Church Women United, the YW.CA, CA and the National Counsel Council of Catholic Women, the National Council of Jewish Women, and the National

011Council of Negro Women to push for greater access to school meals for all children. Miss Fairfax stated, "Our individual consciences are pricricked at the knowledge that one child is hungry. We are aroused to collective action when we discover that a program designed for the nurture of children is failing to reach those who need it most." Gan Fairfax and the women's organizations testified before Congress and they were instrumental in making national school lunch programs more inclusive. The 1970s to early 2000s is when we begin to see fast foods and processed foods find their way into cafeterias, burgers, fried foods. Who remembers those gooey apple pies and butterc crunch cookies? By the 1980s, it's chicken nuggets, cheeseburgers, rectangle pizza, and chocolate pudding as a staple. Sugar addiction and obesity rates begin to rise. 2010 saw an overhaul

012of school lunch programs with an emphasis on fresh fruits and vegetables and a focus on physical fitness through former first lady Michelle Obama. Present day school food movements continue to advocate for better culturally relevant meals and equitable meal access. There is a push to incorporate more scratch cooking and unprocessed foods. And I just want to send a shout out to every single person on Facebook and here in the district who sent me that recent CBS evening news segment on Brigade and the scratch cooking movement taking place in New London, Connecticut. I must have received it 20 times if not more. And that's okay because that tells me something. It tells me that Mount Vernon wants better for its babies. and I hear you loud and clear. There are some challenges around aging kitchen equipment and

013many school kitchens in Mount Vernon and across America have been reduced to heat and serve production spaces for plastic wrapped commercially branded foods. I look forward to working with Sedexo, the wellness committee, students and parents to form an action plan to change that. School meals for all is a current grassroots social and state policy movement to ensure that all children regardless of finances or zip code have access to nutritious food. In New York, all school age children can eat for free. Thank you, Governor Hokll. Um, under the universal school meals program, providing almost 3 million New York students with free breakfast and free lunch. The goal is to save families money, reduce the stigma associated with receiving free meals, and improve student nutrition and well-being. I encourage anyone who is interested in school lunch and

014the history of care for the beloved community to dig down and read Dr. Jennifer Gatis's book called The Labor of Lunch. And if you email me, I will be glad to share any of the links associated with my research for this presentation. My email address is djackson, no period in between, at mtveroncsd.org. Next slide. So, why do school meals matter? You see this photo of our smiling scholar athletes at Mount Vernon High School. We have great hopes for them to soar academically and to bring home championship trophies, but poor nutrition can lead to negative outcomes that will derail those goals. For example, growth stunting, linear growth failure. We want smart, tall, healthy scholar athletes and dancers and football players and swimmers. But there are certain essential nutrients like amino acids, building blocks of pro proteins

015that our bodies cannot produce. We have to ingest and digest them to grow properly and to have our brain, our skin, our bones, and our immune system develop appropriately. It is critically important that our school meals are nutritious and accessible. To give a little deeper context, I'm pulling from a variety of New York State and medical health center reports. Here's some data. Some of it you know and some of it you might not. We are one of the most ethnically diverse communities in Westchester with populations from Jamaica, Dominican Republic, Brazil, Haiti, Guyana, Mexico and Italy, Trinidad and Tobago, the UK and Portugal. That information is important as I work with Sedexo to ensure that Amanda Plamer, who is a general manager there, and her team can prevent co present culturally relevant meals that our students

016will consume. The city also has high percentages of residents living below the poverty level. That's one in seven residents or approximately 14% of our community. Mount Vernon is also considered a primary care medically underserved area pursuant to a New York State Department of Health report from 2021. This is based on an index value that includes infant mortality, poverty, the percentage of elderly and primary care physician and and the primary care physician to population ratio. So in Mount Vernon, if something goes wrong, you may face challenges getting care. I know that the Mount Vernon Neighborhood Health Center, now the Westchester Health Center, and the Montafure Mount Vernon Hospital are working extremely hard to change that narrative. There are high incidences of premature death in Mount Vernon before the age of 65. High rates of asthma related

017ER visits, especially for youth zero to four years old. Almost 13% of adults in Mount Vernon are managing diabetes, and those are the ones we know who have reported it to a health care provider. Male colurectal, prostate and lung cancers are also prevalent. A pri a priority intervention against these statistics is evidencebased nutrition care and physical activity beginning at birth. The top three personal health priorities given in a Westchester County survey were food and nutrition, physical activity, and environments that promote well-being and active lifestyles. That kind of sounds like a school building. People are looking to heal and improve and to become well. Next slide. Go back one. Go to the next stop. All right. It's a little hard to see this circle, but inside the circle, it just describes all of the different >>

018Thank you. Thank you. Um, inside of the Thank you for that. Inside of the circle, it just describes all of the different programs associated with child nutrition, uh the national school lunch program, the school breakfast program, the afterchool snack program, but there are a couple and summer food services, which are four of the programs that Mount Vernon actually participates in. Um, we are exploring opportunities to bring a dinner program. And there's also a unique program, an educational one, um, that's kind of fun that's called the fresh fruit and vegetable program. And it allows you to, uh, partner with local purveyors and bring in samples of fruits and vegetables that the students might not necessarily get a chance to try. And, um, you know, and it's in between breakfast and lunch. Can't be served at the

019end of the day. There's all kinds of rules, but we're looking to try and launch that one as well. So, the last few data points I shared a couple of concerning statistics. The rest of the slides show a positive way forward. We know that nutrition programs can have lifelong beneficial impact on our students and the school community. We can create great health gains across the board if good nutrition is integrated with other wellness activities, mental health and physical health activities, and evaluated for impact. We must be active, vigilant, collaborative, consistent, and creative. So, how these school food programs work? The government is mandated to publish new dietary guidelines every 5 years. Those current guidelines are set to expire at the end of 2025. The new guidelines for 25 to 2030 will dictate federal, state, and

020local nutrition programs and policies. Registered dieticians, medical professionals, and nutritionists will rely on these to create menus and health guidance. Those dietary guideline recommendations are then pushed out to the state governments. The New York State Department of Education's Child Nutrition Division is the body that monitors school districts compliance across the state with these federal rules and regulations. They conduct audits every 3 to four years. However, they can choose to drop in at any given time to any school district to review a program. Therefore, it is imperative that Mount Vernon is always audit ready, which is the mantra that guides my daily leadership. School nutrition programs are operated by school districts. Some districts are what's called self-operating and others like Mount Vernon have received bids and partnered with a food service management company like Sedexo to

021take on the task of planning menus that meet state and federal guidelines, hiring staff, and producing the meals. Okay. So, each one of these meals, breakfast, lunch, snack, after school, whatever, summer, they are highly regulated. Um, each of us has a role to play to ensure the success of those programs. Food service management company has an obligation to abide by federal and state rules of nutrition. The district has an obligation to keep the facilities and equipment operational and to administer the nutrition program and support and improve the evaluate and evaluate the district's wellness policies. Principles set the tone for wellness in their building, encourage students to eat the meals, and ensure children have appropriate time to eat during the day and time for recess. Teachers can help reinforce healthy eating by integrating nutrition topics into

022lesson plans and modeling healthy habits themselves. Parents can assist by supporting healthy eating at home and encouraging their children to eat the free free free nutritious meals provided at school which frees up household dollars and by supporting the program through constructive feedback and engagement with the food service and wellness committee. Students have a voice and a choice. Eat the entire school breakfast and school lunch meal that is offered. I know sometimes that's a little easier said than done when you have to walk a mile or more to school in the morning and you pass all the bodeas and all the fast food places along the way. Save your money. Eat at school. Give us feedback. Give me your positive feedback, your room for improvement feedback and constructive suggestions. Do you have a favorite recipe at

023home? I can almost guarantee that there is a child nutrition version of it. And if not, Sedexo has chefs and resources to create it. Students, PTAs, and the greater community can get involved in serving on and supporting the board's wellness committee. Okay. So, the Healthy Hunger-Free Kids Act did a couple of things, but one of the one of the results of that act was the community eligibility provision, C. It's a national school lunch program and school breakfast program meal service option that allows schools and school districts in high poverty areas to offer meals at no cost to all enrolled students without collecting household applications which was a major administrative burden. Rather than collecting the school meal applications to make individual students eligibility determinations, schools that adopt C are reimbursed using a formula mathematical. It's the

024number of identified students times 100 divided by the number of enrolled students. Mount Vernon is at a is at a 67.6% identified student percentage. That's pretty high. I'm going to talk a little bit about competitive foods in schools. A very touchy subject. I know I have a couple of uh former principles in the room. um there is specific language about foods that are sold during the school day and um like a school fundraiser for cupcakes and stuff like that, but it also extends to foods in vending machines which should be smart snacks with reduced salt and sugars and alternate foods not prepared by the food service management company but are made available to students during the day. They should not be. The food service management company, Sedexo, goes to great lengths to ensure meals are

025prepared in sanitary conditions, held and served at appropriate temperatures, and they follow strict guidelines on what meal ingredients are. The administrative paperwork behind this with production records and formulation statements is tremendous. That said, no district wants to be on News12 for food poisoning or an allergic reaction with competitive foods that are served outside of the planned meals. No administrator wants to lose their professional license for allowing it. So, what does that mean for birthday parties? Let's get creative with non-food items to share with classmates. Eventually, down the road, Sedexo and I will put together some birthday kits that parents can purchase that have smart snacks for classroom parties. Please be patient with me. We will get there. School administrators, if you are having a cultural celebration, give me advanced notice. at minimum two to three

026weeks so I can work with Sedexo on menuing. I know I have opened Pandora's box with this and I'm glad to round table at a later point. So meal pattern requirements. I'm just going to go over this really briefly. There are five food groups. Um think of them as large buckets. Um milk, meat, meat alternates, grains, vegetables, fruits. Then there are food items that fit in those buckets. So for your fruit, it could be an apple or a banana or an orange. For your grain, it could be toast or a muffin. Um milk, it could be your yogurt, it could be not your yogurt, it could be milk. It's going to be 1% lowfat. um sometimes flavored but there is a movement a foot to take flavored milks out of schools because they do have

027additional sugar. So building a power fueled breakfast there are usually four options that are available for students to take at breakfast. They can take at least three. One of them must be a fruit or a vegetable. They can take all four. We encourage that. At the high school level, sometimes we have a little more of a complex breakfast offering. So, there might be a fruit or and or a vegetable that's offered. One of those must be taken at minimum three items, maximum four for the breakfast. Um, weekly requirements are based on a five-day school week. They must meet dietary specifications for calories, saturated fat, sodium. Each school must produce enough food to provide all students with a reimburseable meal. That last sentence, each school site must produce enough food to provide all students with a

028reimburseable meal is important. And I'm going to pause here. Every student in the Mount Vernon City School District can eat nutritionally sound, lovingly prepared breakfast and lunch for free every day for free. There are multiple food items that your child can select to eat, including fresh fruits and vegetables. If the students do not eat the meals, our nutr nutrition program does not receive the reimbursement. Without the reimbursement, we cannot improve the program offerings and replace equipment. If the students do not eat the meals and we prepare enough for every student, it is a waste of costly resources and labor hours. I'm sending a high five and a shout out to all of the Sedexo staff in our kitchens. These are your friends, your neighbors. They are up at oark 30 in the morning coming into

029these kitchens. They pray over my refrigerators and freezers every day. They receive the deliveries. They ensure nothing is damaged. They lovingly prepare each meal. They deliver them safely with our drivers. And they really do care about these children. So, I'm just taking a moment to say thank you to my Sedexo team. So, next steps. I'm trying to stay within my allotted two and a half hours. I officially began my position as food service manager on September 8th, 2025. My counterpart on the Sedexo side, Amanda Plamer, began her position as general manager just a few days prior. I hope you can understand the challenges with being in a new school district after the school year has begun. But we strive and we do. All schools are staffed and Sedexo is onboarding the few remaining vacant positions.

030Standard operating procedures are being fine-tuned. A principal's guide to food service will be released in the coming days. There have been significant challenges with aging equipment. Freezers and refrigerators are failing. I am monitoring repair calls. Thank you to Miss Erlene, to Miss Sharice Bailey, to Mike Regusa, Matt Deora, and Al um for always answering my calls, my frantic calls. If we are placing calls for service on the same piece of equipment, then it's time to replace and upgrade it. I'm examining digital monitoring systems for the refrigeration equipment and an equipment inventory software so that we can track the location of all food service assets. Enrollment is slightly down. Sedexo created its bid based on an enrollment of over 7,000. Current enrollment is just slightly over 6,700. A percentage of those students attend school every day

031and a percentage of those students partake in school meals. The reduced participation percentage will have an impact on the revenue generated for the food service program. Please encourage all students to eat the free meals. Opportunities and partnerships. So, I'm a self-labeled research nerd. I understand that school lunch is far more complex than just fresh salad and livable wages for employees. It is also policy and law. I'm a voracious reader and a follower of some exceptional podcasts and websites which I'm happy to share. I'm grateful to Mayor Sean Patterson Howard who had me as her guest for the food research and action center benefit breakfast in Washington DC on October 8th. That event allowed me to connect with government affairs and community impact leaders for food companies and farm-to-table advocates. The panelists discussed the impacts of

032SNAP and Medicaid cuts to families, which is a majority of our families in Mount Vernon. And the work they discussed the work being done to ensure communities can sustain themselves under the compounding local pressures on food, housing, health, public safety, and infrastructure. Persistent demand on food pantries and rising costs are affecting broader populations. In DC, I learned about a grant opportunity for farm-to-table and wellness that I will apply for. That deadline is October 30th. My goal for those funds is to support the public activities, mission, and vision of the wellness committee with a focus on farm-totable wellness committee student feedback survey. Speaking of the wellness committee encoded in district policy 5660 and 5661, I have submitted a six-month activity plan to Trusty Brown and Vice President Mitchell. We will get dates on the calendar and

033put out a call for student and community participants. Anyone under the sound of my voice, again, if you are interested in participating, please email me directly djackson mtveroncsd.org. We will release an evergreen student feedback survey survey to evaluate the meals and programs of the food service department. Please look for that on the food service department website web page in the coming days. There is also a USDA farm-to-school grant with a deadline of December 5th. A narrative has been created and we're going to solicit community partners to support farm-toschool projects that increase local foods in school meals and connect children with agriculture and the environment. They are encouraging applicants to propose largecale and ambitious projects and we will do that. Mount Vernon has a success rate with implementing the farm to community projects with the success

034of the growback project in at Mount Vernon High School that my sorority Alpha Cappa Alpha brought to the district a few years back. We set the bar high for environmental and gardening education, student engagement, and community engagement that inspired backyard farming and gardening across Mount Vernon and beyond its borders. Considering the looming impacts to SNAP and WICK, we want to dream big with this grant proposal. The current budget is 400,000 with 133,000 match funds and that can be in the form of community currency and volunteering. Um, and we're still working on that. If you're interested, I'm glad to share. I think I've held everyone captive for long enough. My next presentation will discuss the wellness committee launch, the status of the two grants I discussed, and a deeper fiscal look at our food services program.

035Also, we are examining a financial platform called My School Bucks for students and staff who want to eat second meals and for staff who would like to eat a school lunch meal. Again, if students and the public have questions or would like more information on upcoming projects, please email me, djackson mtveroncsd.org. Thank you, Miss Jackson. Do we have any questions from our board members? Tr I'll start on my right. Trusty Scott. >> Nothing hard now. Go ahead. >> Nothing hard. >> I'm just playing. No, I I definitely appreciate um your presentation in terms of the information that you shared. One of the things that really I guess catches my eye based on my other profession is the snap um >> the impacts >> impacts right because that's something that currently I'm working on myself in

036regards to that. So my thing is two things. One, the communication about that about the snap cuts and how you're getting that message out to um the families, especially noting that you said that there's a lot of um families in the district that rely on SNAP. >> How you getting the message out to them to start preparing now for what could possibly happen, right? And then second, I I definitely love the fact that you're going and getting um additional funding to I guess to assist with that and doing things of that nature. But what's probably going to happen when this SNAP situation comes to our front door is that a lot of parents are going to rely more heavily on your program. >> I hope so. >> Right. And how are you preparing for that

037when you get the waves of those that don't usually do it because now they can't go to the bodeas and the stores because they don't have the the money to do so. So now they're going to come to your front door and want that food. So how are you going to how are you preparing for that? >> Okay. So I'm going to give you my um socially acceptable answer for that because I too am very very worried about cuts to the school lunch program. That's also a reality. Um, I'm grateful to have working relationships with city hall, but we shouldn't rely just on city hall. I'm grateful to be forming relationships with Feeding Westchester, but we shouldn't just rely on feeding Westchester. Mount Vernon will have to start to create a network and it comes

038back to community, which is one of the things that I pointed out. It starts with community and it always comes back to community. What can we do a little bit? I went to a meeting. I'm not going to get off track. I promise, Doc. I went to a um a meeting the other day and I had a friend of mine that brought vegetables from her garden that she was going to give to a neighbor. It's going to get back to that. It's going to get back to sharing, helping, checking in. It might be a great thing for our community, but these cuts are going to be horrendous. There are major major major organizations like the food and research um center that are that is their daily grind is to push back. They have the um

039policy advocates that are on Capitol Hill having those conversations. How can we share that? If the district will allow, I'll gladly add, you know, frack research um links to the food service page. We have to tread carefully so that it doesn't become political one way or the other. But sharing research and sharing those data points, absolutely. Absolutely. >> What one um piece of advice I would love to give is um I know that the Department of Social Services is preparing a lot of information and possibly services, right? I would definitely advise that you connect with someone up there who oversees the division of SNAP and all these other pantries and so on so that you can I guess have information that you could put on your web page which could then um feed the community

040in terms of their knowledge of what they can do with respect to what happens when >> and I'd love to um connect with the think tank that is here to figure out because not everybody's gonna like I'm a nerd. I this is 20 doc doc looked at this and was like really cuz you know can you do it in 10 minutes? I like no. >> Um but not everybody's going to pick up something and deep dive and read. So what is the language that we can put together around empowering you or your neighbor to have that conversation? Here's this resource. Here's this listing. Where where should that database reside? Should it be a shared thing amongst social service agencies like you know the school district and the city hall and the churches and stuff like

041that? That might be a project maybe of the wellness committee that would >> I have some contacts at the department of social services. So we could talk later. >> Yes, sir. Thank you. >> Okay. Yeah, Dr. Strickland. So, really quick, uh, Trustee Scott, I've been, uh, actually attending quite a few events with my Westchester County colleagues, and one of the things that is often brought up is the possibilities of drastic cuts to SNAP and Medicaid. We're thinking that school districts actually will not see the increases that we need because the state may chip in and make sure that that those programs are still filled. So, we have to be extremely cautious about what information we put out there. >> Yes. If city uh Washington DC decides to cut our funds, then that's going to have

042to come from somewhere that being the state because they know how much the communities, especially in our large uh cities, how much we depend on those services. So, just wanted to uh give you that. We're going to have to start some advocacy. Um, this is a bipartisan situation and um, there's going to be some things that we talk about as we move on that we need to do as a collective so that we really make our voices heard about the the detrimental cuts to the community. >> Appreciate that. >> Thank you, Trusty Brown. Um, I want to say thank you u, Miss Jackson for uh, a really great presentation. I want to let the community know that um I'm going to be championing uh this as one of my hats that I'm going to wear

043as a new trustee. Um and so we will definitely need community input and community feedback. So please, please take this opportunity to email Miss Jackson, give her your contact information because we are going to want to bring you along. This is one of the reasons why I ran because we want to keep the community in the district. We want to make sure that we are touching all avenues and that we are reaching out to all of our community partners. Um there are open spaces that we can possibly start some gardening projects or you know I'm trying to think outside the box and working for New York City. We we've done that tons of times in the parks department. Um we've just taken over some dead lots and made them green lots and green spaces and

044green rules. And so I'm excited um about this. Miss Jackson has shared a lot of information with you guys and she's also shared with us. We she's given us a huge amount of uh reading opportunities. So, uh I have some uh weekend reading that I'm been doing since I've been doing my own dive. Um and so I'm excited. But again, I want to just encourage everyone in the community to please this is your opportunity. You want a voice, you want a seat at the table, this is it. This is the time. The time is now. And I'm excited that we are going to be able to offer this to our students and to our community. This is just not for the district. This is for everyone and let's do it collectively. So, thank you. >>

045Thank you, >> Trusty Peterson. >> Thank you so much, Miss Jackson, for that presentation from one nerd to another. And yes, I did send you the link to for that CVS um because you know, our school food programs are very important and I'm also very worried about what's going to come down the pipeline with cuts and everything. Um now you said that when students don't eat the the breakfast and the lunch that affects our funding. >> Yes. >> All right. So that's that's we definitely you know and parents and everyone grandparents who who are watching we have a new food um um >> vendor sedexo and I have definitely heard from my daughter that the lunches are looking great breakfast is looking good. So, we really have to encourage our parents, like parents, encourage your

046kids to eat at school. It saves you money, trust me. So, and especially if it affects our funding, we really have to encourage our our students to to eat while at school, you know, for breakfast and lunch. So, thank you for letting us know about that. >> Thank you. >> I'm going to start with um going to look at our stu our ex official member if you have anything you'd like to comment. >> Okay. Um I'd like to say this. Um I love the detailed um explanation that you gave and I also like to go towards uh trustee um >> Peterson um sorry about that. Um it's not only the parents that are um how to say it's not only the parents that are mostly the reason for students not eating. It's always because of

047the students that are you can't force someone to eat. And also there's a stigma behind this. For example, you know the cool kids are eating uh the school lunch. They call it schooloolie blah blah ya. You probably have heard that before. Um so that is the reason why most of the students um don't really eat school lunch. So it's not really focused on the parents more of the students and we should stop the stigma. That's what I would say. >> Thank you Trusty Mcdana. >> Thank you and thanks for the for the literature and that's a really interesting point that you just made trustee about the the social uh aspect of eating. That's something I think over time maybe we we could work on that. You you can lead the way by eating your breakfast

048at school. I think that would be good. Um and and Trusty Brown, I what you said resonates with me. Every time I drive by Pennington, I I'm like, "Wow, I see crops." That's what I see there. I'm like, "Look at all the light here. This would be great." Um we've converted our property so it's rich in lots of colored vegetables. Um and I eat from it every day. So if we have to go there, let's do it. Let's all get together and do it. Uh, a couple questions about your presentation and I don't know if I have the right terminology here, but what uh is the uptake? So, what percentage of the student body is currently eating uh the lunch? And if you don't know specifically, >> I will get back to you about that.

049We're about to I'm about to pull down my information for September and file the claim. I'll be able I'll be able to tell you. Absolutely. >> Yeah. And that'll be good to get that baseline to know uh you know where we can grow. Also, do you have any idea what the status of the cafeteria fund is right now? Uh, with respect to equipment that's broken, I believe we had we had talked about this last year, being able to tap into that that money, put it to use, >> I'd love to have an offline conversation about that. >> All right. Thank you. >> Yeah. >> U Vice President Mitchell. >> So, Miss Jackson, thank you for this presentation. This is we and we recently had some rendition of a presentation and I want to thank you

050for bringing actual information to us, not just pictures of a meal that never existed in our schools and things like that. You just basically gave us a breakdown of a lot of the different factors that are involved. And I know that even though you you shortened it to the amount of time that you did, um I was also one of the ones I've said I'm the email bandit, but you have now shown that you can you have great skill because trusty uh Brown and I als I was one of the ones all I could do was send back an emoji and said I'm going to have to digest this. But um I just want to um really thank you um for giving us this top down version because this is understandable. It's not, you know,

051it's just it's totally understandable and it's um what's the word for it? It's it's uh it's easily it's like crayons. You brought crayons and and construction paper. I appreciate it. Two questions I have. Um with the looming dismantling of the state education department, will that affect the state nutritional uh schematic for 25 through 30? Do you foresee that? >> Yes. So, one of the things that happened is the new dietary guidelines that were um released months ago are on hold. Um so, we're waiting for, you know, what's going to come of it. We understand that there will be some changes to nutrition policy. We're just not sure what they are. So, I'm holding on for the roller coaster ride, you know, as they say. But um whatever it is, Mount Vernon's always been a resilient

052community and we'll figure out a way to move past it. >> Thank you. And um I mean in shadowing uh Trusty Mcdana's statement about the seed and cafeteria funding the broken equipment. It's been more than a year that I know I've been involved and Trusty White uh who has been involved in chasing the broken equipment that just seem to never go away. We've got freezers and refrigerators and heaters and combos and all. they're they're not working right. They go down today. We've got broken equipment that have been sitting in schools for over 10 years and are still there. If I walk in the building now, they're still there. Um so I'm looking forward to, you know, Sedexo, well, first of all, you holding Sedexo accountable for once. We're going to have someone who's going to

053hold that food service vendor accountable. And I'm looking forward to Sedexo working directly, taking direction from you. >> Thank you. >> To make sure that we get where we need to be. I think that the disconnect has been nobody knows who to talk to, but now they know who they should be talking to, so we should see things happen. And I don't I hope you reach out and let us know if that doesn't happen because that's going to be the road towards the disconnect that we went through for the past near 10 years. >> Thank you. >> Again, thank you, Miss Jackson, for that presentation. I have a couple of questions. One of them is from some of the facilities that we did close. Were we able to salvage any of that equipment in order

054to um I guess um help with the some of the broken equipment that might have been in other facilities? >> Yes. Um I'm struggling with whether or not to say this. There was some equipment that was missing. >> So, there's a chase. there's an investigation that needs to take place to see where things are. Um, and for the three closed schools, I came to work in my jeans and sneakers and, uh, you know, went over with Mr. Deura and, um, Al to see what was left in the kitchens because it kind of looked like the rapture. Everybody just disappeared and everything was just still, you know, in the kitchen. So, some of that equipment has been reallocated to different schools and, you know, a push cart to Lincoln and, you know, uh, uh, the working

055steamer at, uh, Parker going over to Ben Turner. Um, but there's a there's a we're having a conversation. So, we need an a real true inventory. Things have stickers on them. Nobody knows who put the sticker there. Nobody knows where the list is. So, there is a digital um inventory that I'm going to look into um to bring to the board to see if it'll be approved for, you know, because I'm sure there's a cost in a purchase. There's also a digital platform called My School Bucks. Again, that will help us. I don't like cash handling, you know, so we'll be bringing in that platform. Um there is also another digital platform that will allow me to put um uh thermometers and meters in the refrigerators because July, August, we have people in the buildings.

056August, September, there's nobody in the buildings to check the temperatures to see if these refrigerators and freezers have gone down. And last weekend, I lost $1,000 worth of food because of a freezer went down. So we need to kind of grab on to new technology so that we can start to get the alerts when it happens when what as soon as the temperature drops below a certain you know somebody should be getting an alert myself whoever the new facilities director might be um the business official but we need to not necessarily rely on Let me pull that back before the union comes. We will sorry sorry um we ought not necessarily reply rely solely on the custodians to check on these freezers and refrigerators because that may not be their primary duty in the building

057that weekend. However, it is a part of facilities. That's another conversation we can have. Um, but we do need to bring things into the 21st century and start to use the technology that's available so that we don't lose food and equipment and stuff like that. Okay. Um, it's my understanding that technology was looking into a fixed asset inventory uh program. Is that something that you've discussed with technology so that you could collaborate on that particular process and maybe that is something that can work in tandem with the uh food service inventory? That's the first I'm hearing of it. I will reach out with to Mr. Ramirez >> sitting right back there. >> Thank you. >> Hi, friend. >> Okay. >> All right. Thank you. >> Thank you. Any other questions or comments? Thank you so

058very much. We will move on to a presentation from our in-house council Russell on immigration. This is uh agenda item 3.2. What happened to the beautiful shirt? Oh, >> I know it's a little chilly in here. >> Well, okay. So, first let me just start by saying that this is a presentation that was given to our uh staff, our principles, folks that work for the district. I say that because we're sharing this with the community so the community has an understanding that we are investing in the people that work for the district and giving them guidance on how to deal with uh the challenging times. Now, having done presentations in the past and have done presentations uh for a variety of audiences, I must tell everyone out there that I am not giving you individual

059legal advice. This is a presentation so you are informed as to what we have told in the guidance that we have given to our staff. Does not create a retainer between myself or the district and the parents. The reason why I say that is because we want to prevent parents from calling the district to ask for legal advice given a particular situation. That is not our role. So with that being said, this presentation is the adaptation of uh other presentations that I have given around uh unlawful police stops. And as you see, as president Dr. Marabu said, what happened to your shirt? The shirt that I have on basically sends the message, think calm. And if you look, we're going to go through these slides. We're not going to spend enormous amount of time, but

060we want to hit the picture. So, we have some takeaways. So, think calm. Click the next slide, please. Thank you. What does that stand for? That stands for stay composed, be aware, listen, and make a call. Now, let's put that asterisk on make a call because that's the last, but it's also the first. Next slide. So when we think about immigration and law enforcement coming to a school, sometimes the model or the thinking is is a us against them type of position. We are here to protect the students and make sure that immigration or law enforcement is not invading our premises. But that's not really your job and that's not your mission. Your mission is to make every effort to limit the use of restraints, visibility, and the impact of the actions on individuals in

061question and on the school community. So, you're not there to prevent, you're there to you're there to make sure that it's done the right way. What is part of the right way? Don't dis don't have a disruption to the school day. If law enforcement shows up, immigration or otherwise, you talk to them and say, "Well, we need to do this later on. We need to do this after the bell rings. Give me some more information." You can only do that if you follow the first prompt of stay composed. If you're not composed and you're emotionally involved, you will miss a lot of things. All right. The above may include working with law enforcement regarding appropriate timing and location and putting the school on hold while actions occur. Next slide. Stay composed. So what is the

062benefit of staying composed? The ability to retain information such as names, badges, shields of law enforcement officers and immigrations. Immigration officers keep your emotions in check. Note that we all have a job to do. It's not us against them. The reason why staying stay composed is so important because at the end of the day when you engage with me, I will ask you for names, badges, information, and if you're not composed and you can't give it, then you are useless. If it's not on a report, then it didn't happen. So, I need folks to stay composed. Next slide. Be aware. So what does be aware really means? The benefit and benefit of being aware is the ability to authenticate purpose probable cause for the detention and the arrest. So be aware whether or not the

063person before you is actually serving or showing you an arrest warrant or are they showing you a court order. How would you know that? You have to look for things and if you're not aware, you won't know what to look for. So you need to look for a raised seal that feels like something from a court. You need to look at something that says so ordered. So you know it comes from a judge. So that's be aware. Next, next slide. Listen. So now listen is not necessarily for you to be subservient but listen is for you to listen to what is being said around you. Why is the person being detained? Right? Why is the person being arrested? And the reason why that's important is because information is power. That information we will need. And

064as I said the last which is make a call, make a video. The first shall be last and the last shall be first. Making videos or taking a video of any public official is a first amendment right. You can do it freely. You don't have to worry about any repercussions. And it also sets the groundwork for having an understanding to be able to explain to parents to be able to explain to the superintendent to be able to explain to anybody what took place on a given time and what was your actions. Next slide. All right. Right? So, when we deal with immigration, we really need to know who we're talking about, what departments, what means what. So, you see a list of different adjectives and definitions and abbreviations. You can read that on your own.

065Most of the times we hear things as a green card. What does that mean? That means a legal permanent resident. Someone that at some point they can apply to become a citizen. How do you become a citizen? You'll see on the bullet points become a citizen by way of naturalization. There's a process. You may have heard of this term called EWI, what we call EWI, which is a person that entered without inspection. That means they came in illegally. They have no documentation. And then there's more than one way to be here illegally. You can overstay. You can come in as a tourist and overstay beyond 6 months. You come in as a student and then graduate and then you have to leave. But you don't leave. What is my basis of knowing all this? I

066used to work for Department of Justice. I used to be a trial attorney for immigration. I used to be at airports and stop people that had criminal conduct from coming into the United States, terrorists and you name it. So this information is factual. It's not fictional. So you have it on the slide. So you need to know what you're talking about and who you're talking about. We hear this word deportation. H it still exists. It's really called removal. So if you hear the word removal, you're talking about one of the same things. Next slide. So there are many divisions within immigration. You have the department of homeland security that that deals with custo uh customs and boards and protection and border patrol. You have department of state that deals with visas. That's different entry ways

067you can enter the United States. And then you have the department of justice that deals with immigration court. And that's the entity that determines whether or not you stay or you leave the United States. Next slide. So, Department of Homeland Security policies have changed over the years. Previously, uh, back in 1993, you had certain areas that were called safe havens. You had schools, you had places of work, uh, worship, you had funerals. Um, places like that was you can't touch and the case law on the slide provides support to that. But now in 2025, uh, there's been a recision of that. previously non- enforcable areas are now enforcable. So the way it is couched is that ICE immigration now has a discretion to enter these areas. So there's no hard and fast rule is a

068discretionary. Well, if you know the discretion is to enter and or you have the discretion to enter, then you're likely to do just that. So please have that understanding. Um definition of protected areas are usually schools, med medical facilities, uh places where children gather, funerals, uh parades, social service, uh locations. Next slide. So what are we really talking about when we talk about uh immigration ICE officers coming onto the school and wanting to either arrest, detain, or make inquiry about students? We're really talking about fourth amendment rights. And that's the right to be secure in your own person, your own home, your own place of business sometimes. And to be secure from unreasonable search and seizure. So what is unreasonable? That means not having a warrant. That means not having the proper documentation to conduct

069your business. So as a general rule, the fourth amendment prohibits police, in this case, immigration officials, from making warrantless and non-consentual entry into uh the school. And so that's what we really want to look at. And it says you're home, but it has been expanded upon. Next slide. So how do we combat this? First of all, we need to ask for proper paperwork. Uh immigration officer may not enter into a non-public areas of business such as a school, a residence, including the curtage of such residence. That means your yard or farm area. Um this case law and statute supports that. You could read that underneath. But that is the basis. Next slide. Can school refuse immigration custom enforcement ICE entry into the building? Their answer is yes and no. Yes, if they don't have a

070warrant and they don't have a court order from a magistrate or from a federal court, a federal judge or administrative judge such as a immigration judge that rendered an order. They cannot. If they do, then you get a chance to dictate how that is executed. And that's where the real power play is. How is something executed once they have dotted their eyes and cross their tees? Next slide. So, how does that relate to school related events? If you have an event and it's open to the public, so let's say a teacher decides to have class in the parking lot or decide to have class in the park across the street. Well, that is a open area. It doesn't matter whether the teacher's there. It is an open area. Therefore, there is no prohibition for law

071enforcement, ICE agent, or whomever to approach and detain, make an arrest and ask a question. Sometimes libraries can be victimized by the same thing. A library is open to the public. Open means open. Now a library within the school is not open because it's within the school. So what can we do to beat that? Next slide. One of the ways we do and then one of the ways we get around that is is that we ensure that for events that we have, we have some type of signage that says for Mount Vernon students only, steam students only, uh, parents of steam students, parents of Mount Vernon students, parents of Pennington, parents of, or you do that and you charge a nominal fee and have something that says school event. That's the way you try to

072get around it. This is not open. This is actually a closed event and unless you have the proper documentation to enter, you cannot enter. So, New York State executive order authorized civil arrest by federal immigration officers, I mean officials on state property only when accompanied by a judicial warrant or court order except in limited in facilities uh facility proceedings. Right. Students over 18, they're considered legal. We have to know that they are considered an an adult. A legal adult. And that's something to keep in mind because even though they may be a student of the if they are an adult, then different rules apply. All right. Um when you look at 2025 joint uh New York State and NIST guidance require schools personnel to always consult their superintendent and legal counsel. You should do that

073immediately. Next slide. New York endorses schools as safe havens. So New York has never changed its position as to what is a safe haven and the support around it. But immigration is a federal government and a federal mandate. So there are times where the two are in conflict. So when you have marijuana such as marijuana is legal to smoke marijuana and have marijuana in the state. However, federally is not. So, there is a distinction there. However, you should recognize the New York supports schools as safe havens. Uh, last little paragraph there says state education department issued a memo that allows district to offer remote learning alternatives for students afraid to attend in person due to immigration anxieties. So that is a may that is a discretion is not a requirement and it also depends upon

074the geographical location that you're located. Some states are higher higher tick and higher risk than others and some communities are. Next slide. So employees on campus. So when immigration officials come, if they ever come to your school, it doesn't necessarily mean that they may be there to detain or arrest a student. They might be there to make sure that your records are correct. Maybe they heard that somebody was working in the kitchen or working as a teacher that overstayed their visa or were here illegally and they want to do what they call a I9 audit. that should occur at the district. Any officials come and they want to see who works where in what school, you refer them to the district. The district will have that information to be able to tell that official or

075that officer who's what, when, and where. But we may have someone that works for the district that has just completed a F1. They just completed grad school somewhere and they're doing their practicals or they're doing an externship. And you may not know that as quote unquote the teacher in the classroom. We may have someone that's an F1 uh holder, which is a student that's here visiting. You may not know that necessarily in the classroom. You might think you know, but you may not know. Um and in the offshoot that you have an exchange visitor, you may have that as well. So we need to be mindful of that. Next slide. So these are obligations under the law that just says basically that you have to have a warrant, you have to have subpoenas, you have

076to present that and once they present that then the advice is to one contact the superintendent, contact legal. However, you need to still abide by furpa. You're not to give information away. You need to make sure that that's your guidance. Next slide. All right. As we get to the end, remember the mission. The mission is to make every effort to limit the use of restraints, visibility, and impact of action on individuals in question on the on the school community. Always remember to next slide. Think calm, stay composed, be aware, listen, and make a call. Thank you. >> Thank you, Mr. Russell. Do we have um questions? I'm going to start on my left. Uh, I'll start with Vice President Mitchell. >> Uh, thank Hello. Thank you, Mr. Russell, for this presentation. It was very helpful.

077We've heard from the from the um public since certain point last school year. Um, the uh what's the word I'm looking for right now? uh anxiety from our uh from our parents especially in different parts of the district that have been fearful to either send their children to school or come pick their children up or whatever. Um my question for this is this presentation going to be on our district page in more than one language. >> We in discussions on that. Um Dr. Strictly. >> So, so coming >> Can we increase the volume on these mics, please? >> Thank you. >> So, coming from a a fellow sanctuary city, we're going to have to be very, very careful with what we post. we have to sort of be covert around this issue because it almost

078exposes us to having these federal agents try to come into our buildings. So, while I am very um understanding of us wanting to share information, we have to find a different way for this topic in order to keep our families safe because they will target districts. >> Yeah. Yeah. >> Because of this. >> I get it's like putting your hazards on while you're double parked in front of a hydrant. I get it. >> Well, let me uh um Trusty Trusty Mitchell and and Dr. Strickling, what is a alternative possibility? If a parent has a question, you could refer them to a certain board meeting, maybe they can tune in, something like that, >> right? But that would mean that our this board meeting was transmitt, and I don't think that's the case. But can our

079PTA our PTAs share the information that you just shared here to their parents that some of our PTAs are mainly Spanish speaking and our parent leaison as well. Will they be able to share what was shared here today to the parents that are inquiring? I would discuss that further with Dr. Strickland, but in in an abundance of caution that if the PTA president or the PTA personnel can control the documentation >> Yeah. >> in the translation of it, the information is still given out, but it's not out, right? Because as I do these presentations about illegal stops, I don't mind if the person that stopped, the officer sees a book or sees a card or sees a a wristband. I don't mind that because that may stop them from doing what they think that they

080were going to do illegally because they may say, "Oh, that person knows a little bit more, so let me stop." This has different ramifications. They see that, they see a logo, they say, "All right, well, now we're going to go full-fledged ahead to do more rather than less." So, that would be my, you know, safe warning on that. >> Just a comment in terms of translation, I believe. Are we on YouTube? Can someone tell me if we're on YouTube? on Facebook. >> We're on Facebook. Okay. Because there is a translation on YouTube if we were on YouTube. So, we need to we need to look into making sure that we are available on all platforms that will um assist our parents in receiving all types of information. Um any other questions? And also uh our

081parent liaison are they also able to disseminate information to our parents in different um languages or or to if they want if they need the information they can go to those parent leaison as well and receive some of that information. we could look into the job specs uh for the parent leaison and see how they can uh be another resource for us to support um you know with translation and things that they sort of already do. They're they're helping to bridge the gap and try to explain that you know we're going to keep our students safe when they're with us and you know it's just knowing exactly what we want from them. You know, we just have to be careful. Trusty Mcdana, do you have any questions? Um, Trusty Leonard, do you have any? Okay.

082Trustee Peterson, Trusty Brown, Trustee Scott. Okay. >> Thank you for the opportunity. >> We'll be moving on to section four of Oh, I'm sorry. We have um I apologize. We have 3.3 Superintendent Goals um from Dr. Strickland. >> Just Are you you're going to be able to flick for me? Thank you, sir. Uh, absolutely. So, um, I only have seven slides. I just need to make that very clear. Uh, I've been doing this, uh, a lot and yeah, uh, I want the information to really just get in and and let it be done. So, great evening, President Marbell, Vice President Mitchell, Board of Education trustees, students, staff, and the city of Mount Vernon. Here's my presentation on my goals for the 2025 2026 school year. This year, you can go back. This year, we have

083declared it the year of transformational leadership. When we talk about transformation, we're not simply referring to change. We're talking about meaningful, sustainable improvement that reshapes culture, systems, and outcomes. Transformation happens when leadership is intentional, when teams are aligned, and when every action ties back to our shared vision for student success. Tonight's work session focuses on connecting that vision to concrete structures that hold us accountable, particularly through our district and superintendent's goals and the superintendent's evaluation model. The goal is simple to ensure that transformational leadership is not a theme but a practice that moves us forward together. Next slide. So for this presentation I just um gave you the overview the year of transformational leadership. I am going to briefly review the uh 2025 2026 goals. Uh talk to you about the superintendent evaluation tool um

084and then uh really dive deep with the council's superintendent model evaluation which is from the New York State Department uh New York State Council of School Superintendent. Next slide. To guide this transformational work, we are drawing from the work of Chip and Dan Heath in their book Switch. Um I have ordered a book uh for every school leader. Um it's how to change things when change is hard. Their framework helps us to understand to create lasting change within or within an organization. They describe three essential components. First, direct the writer. This means giving people clarity, showing them exactly where they're going, and mapping out critical moves to get there. Second, motivate motivate the elephant because people don't move by logic alone. Change happens when there is purpose, emotion, and belief that the work matters. And

085finally, shape the path, which means building systems and structures that make success easier and more natural. When the rider, the elephant, and the path align, change is not just possible, it becomes inevitable. This is the framework that will guide our district leadership work this year. Next slide. Uh I always bring into every presentation that I have my core beliefs. Every child has unlimited potential. Uh, literacy is the key to unlocking a child's future. The quality of teaching determines the quality of learning. Strong relationships create strong outcomes. And a child's zip code should not determine their future. They remind us, these remind us that this work is transformational above all else. And it's it's a moral obligation for me. Next slide. Our goals for the 2025 school year reflect uh 2025 2026 school year reflect both

086ambition and focus. We are setting targets that are measurable, attainable, and deeply connected to student outcomes. We will increase proficiency in ELA and math by five percentage points, ensuring that our students are gaining the foundational skills they need for lifelong success. We are paying particular attention to our third and fifth grade benchmarks where literacy and numeracy take root. At the secondary level, we are strengthening systems around credit accumulation for 9th graders to ensure they start high school strong. And we are setting clear, measurable goals for graduation to move from 79%. So, I just want to uh put that out there. That is an update. Um we're at 79% not 76% as previously thought. Yes. But with that being said, that's the whole district. But with that being said, the new benchmark is now 84%. students

087um th these numbers represent students students who walk across that stage ready for college career and life. Every percentage point represents a story of success. I will not just stop and say, you know, 84% because that means 16% of our students are lost somewhere. However, we do have to just keep chipping away at the goals so that we're able to see student success for all for all of our students in Mount Vernon. Next slide. To ensure that our leadership remains accountable and aligned to district priorities, we are using the council superintendent evaluation model. This process is not about evaluation for the sake of evaluation. It's about continuous improvement and reflection. There will be two key milestones. the midyear evaluation in January which will serve as a pro progress check for me a moment for me

088to pause reflect and recalibrate as needed. The end ofear evaluation in July or August will provide a comprehensive review of outcomes and leadership impact. What's important to note is that this model is also being mirrored for our cabinet team. We are creating a culture of shared accountability where every leader is not is where every leader is evaluated not by what they do but by the results they help produce. Next slide. And then finally the superintendent evaluation is organized by five domains. The first is the relationship with the board of education which ensures clear communication, trust, transparency between governance and leadership. The second is community relations, emphasizing how well we engage our families, partners, and the broader community in our mission. The third is staff relationships, focusing on cultivating a supportive culture that develops and retains

089excellent educators. The fourth is business and finance, ensuring fiscal responsibility, efficiency, and alignment of resources with priorities. And the fifth is instructional leadership which is the heart of the work leading teaching and learning to improve student outcomes. Each of these areas is weighted equally because true leadership is holistic. Strong instruction cannot exist without strong relationships and fiscal responsibility must always serve student learning. Next slide. And as we close, I want to open the floor for questions uh under the opices of President Marbo, reflections and feedback. Um this session was not only about sharing information. It's about building a shared understanding and alignment. Transformational leadership requires collaboration, trust, and clarity. The plans and structures we've reviewed tonight represent our commitment to those values. Together, we are building a district that moves with purpose, one that is

090transparent, accountable, and relentlessly focused on student success. The work ahead will not always be easy, but it will be meaningful because at the end of the day, transformation doesn't happen by accident. It happens through leadership, partnership, and belief that every child in Mount Vernon deserves our very best. Thank you. Thank you, Dr. Peterson. >> Dr. Strickland, >> I mean, Dr. H, Dr. Strickland, Lord have mercy. >> Thank you, President. Right. Hey, that's right. Prophetic word right there. Prophetic word. >> Do we have any questions from our trustees to my right? Any questions from our trustees from on my left? Dr. Mcdana. >> Hi. Thanks. So just in the presentation uh that we have um in the board docs so um you see there multiple pages with a lot of boxes ineffective developing effective highly effective

091so we will we'll be using that rubric. >> Yes. So um I actually have copies somewhere in this building. I don't you know I've been moving a mile a minute and I'm all over the place. I printed out uh the actual evaluation tool for you all to actually review, but I also did the hyperlink onboard docs. So, you can click on the document and the link and it'll show you exactly how I'm being evaluated and it's a very similar format, the heady format that's used for teachers and um for our principles. >> Thank you. >> You're welcome. Vice President >> Vice Pre Vice President Mitchell, what is going on? >> Not Vice President Peterson. We're not No. So, I'm just going to say thank you, Dr. uh Strickland. You're Dr. Strickland, right? >> Yes. Okay.

092>> Yes. Still Strickland. >> Now, I just want to say thank you for the presentation because I've seen a lot of uh years passed by. Um I don't think we've ever had a superintendent that told us at in this fashion as robustly as you just did what the process is. Um, I want to say definitely a kudos to our district, our people, Dr. Dogit and the teachers who are part of that 3% uh increase, that 79% that's part of that hard work, that bread and butter that we've been hearing about for so many uh months now. But um, thank you Dr. Strickland for putting this together for us so that we can share with the public how it works. >> Absolutely. And and I want this to be out there in the open because again,

093I'm not looking at this as a punitive process, but a process that's going to help me grow. You know, of course, I am type A and I need you to give me all highly effectives. However, the reality is I know I'm not going to be there in all areas. I'm going to be developing in some areas. There's a lot of things going on in this district. I told you 15 things a day. So it is hard to prioritize what should come first, what is urgent. Um everything seems urgent. It it's just it's a lot. So I do know that I will falter at some items, but do know that I'm always thinking about how I'm going to get better um so that we have a district that's moving with change. >> I would just like

094to say I appreciate the transparency. we did discuss this um that this was the tool that uh we agreed that you you you presented to us and that we agreed that we would use. So uh we will be discussing it in executive session as well. So just to let you know we we value your transparency and your leadership Dr. Strickland. We're glad I'm glad you're here. So >> um >> yeah so we will be moving on to human resources uh section. This is a standard um section that we have every meeting. So I'm going to do something a little different. Um I'd like to know on items 4.1 through 4.8 8 you have received >> Oh, they changed. >> Okay. 4.1 through 4.8. You've had these um this information for a while. Are there any

095questions? >> Is there anything on any particular resolution that you would like to discuss? See, I have my question. >> If you give us a title, then we can work with it. >> Um, so are there any >> instruction? >> Okay. So, okay, got it. Any questions from anyone to my left? Any questions on anyone to my right? So, I will assume that at this point that 4.1 through 4.8 there are no questions. So, we will move on to section five. Curriculum and instruction. Are there any questions on anything from 5.1 through 5.5? Asking any trustee to my right. Are there any questions from 5.1 through 5.5? Trusty Brown. I I promise I'll be fast. Um when I was looking at theou >> identified the >> Oh, I'm sorry. Give me one second. It is

096>> 5.5 um the um >> so let me let to make it easier for people to follow along. So since there are questions on this particular one I'll go through each one. >> Okay that's okay. 5.1 authorization for Mount Vernee Academy students to participate in ACE mentoring program at Manhattanville College. Are there any questions? 5.2 Two, authorization to pay Mount Vernon Steam Academy teachers to participate in online training for engineering courses and computer courses. Are there any questions? >> We good. 5.3 Authorization to hire staff for the 2025 2026 K through8 MTSS team. President I'm vice president Mitchell. >> So there are in one of these instances I see that the administrator is on here for as an administrator and for MTSS leadership and then they're also on here for as a I'm sorry as

097a as part of the as at the building level as well for their particular building when I saw it earlier. Is it changed? talking see here. So here she's there. >> So so from my understanding um just to be very clear we have a district level MTSS team. This PR principal in particular is really helping with the training of the other individuals at the schools and as it pertains to MTSS, but also leads their own MTSS team at um at at their school. So there's a district team which is um from my understanding very very truncated this year uh from what it used to be and uh same thing with the with the actual schools. So that's that's why there's um one for uh this one particular school leader. Um Dr. Dogget, do you have

098anything to add? >> Um yes, just to echo everything he said. Um we that person has two distinct jobs. They help out their leadership team. This the leadership team. We work together. They report to me. We plan out and then they go execute with the school leadership teams. However, they still have to lead their team as well. I'm not quite sure if you remember when I did the PBIS from the principal seat. I also did the same thing. I was part of the leadership team and then I also was part of the school team as well. And also this resolution has been significantly reduced. Um, if you look at last year's resolution, we had I think I think six MTSS members, we um brought it down to two because that team will work with the

099school-based team. So, we basically reduce the resolution amount by $30,000. >> That's that's I appreciate that the explanation and the comparison, especially the reduction. The only other thing I really I'm going to call out is the name here says one thing and then when the name appears down here this this has to it should probably be the same. >> That is that that will be correct at that point. >> That's cool. The only other question I have is what is the term split when you see it for administrators is that mean that the amount but the total amount is split. >> Correct. >> Okay. Thank you. That's it. >> We'll get that. Any other questions on 5.3? Okay. 5.4. Authorization to hire staff for the 2025 2026 together against hate teams. >> I have a

100I have a question for it. >> Okay. Go ahead. We'll go back to 5.2. So 5.4. Vice President Mitchell. >> You want to do you want to go back? >> No, we'll go back after. >> All right. So, um, this is more of a question of where we landed. Is this um is this renaming from where it was? Um we I know we had heard that there was the statements were made against that other organization that were unfounded. So does that mean we are still engaged with that organization with that had that underneath the other name the ADL? >> Yes, we're still engaged with them. But this is we're we're trans we're phasing out. So we're using what we have. We're continuing what we have. to change the name and we're going to phase phase

101them out to start our own for the following year. >> Okay, that sounds I appreciate that. I think that there was members of the public that would like that did come out and speak. They'd like to be aware of that update. >> I'll contact him. >> Thank you. Oh, I think this was good. >> Okay, we're going to finish out five and then we'll go back into five. If there are other questions that we missed. 5.5 Authorization to accept a memorandum of understanding between Iona Preparatory Upper School Varsity Swim Team and the Mount Vernon City School District for pool usage at the Mount Vernon High School school high school aquatic facility. Trusty Brown. >> So my only thing, you know how I am. I will I'm a stickler for dates and because it says October

1026th and we're past the 6th I'm always just really concerned that we are keeping a good cadence when it comes to the dates. So just >> so no I was just so remember uh there are there's some signing that has to happen because the program starts however because of our requirements with the SAMs and the COIs. It it is delayed. We have to make sure they have the insurance and once they have the insurance it's it's it's being executed in a sense. So, we're just doing our our duty by making sure yes, you see this and we're just being upfront and transparent about it. >> Okay. >> So, they don't want the authorization to take place before they've ma made all of the necessary requirements on the contracts. >> Okay. Thank you. >> Thank you.

103Uh, so section five, 5.2, I believe. Trusty Scott, you'd like to go back to 5.2. Authorization to pay Mount Vernon Steam Academy teachers to participate in online training for engineering courses and computer courses. Yes, thank you very much. I just wanted to get some clarity on um the numbers here. Um mostly the second one. Is the cost of that class the same as the first one? And if are the hours correct? Should it be 7 to 10 as well or is it is 8 to 10? >> Those two distinct courses. Uh the first one is introduction to engineering. The second one is uh PLTW computer science principles. Uh but want to make sure uh I'll make sure that we get you the exact information as that. Um >> yeah, because you said the first one

104at least, but the second one doesn't. So I just wanted to know >> what you're talking about. >> Okay. >> Should be upper >> in the total. It should be upper but also the cost of the class is not there from what I'm seeing unless my screen is not the accurate most accurate one. >> Okay. So I just wanted to know what the cost of that class was. It's the same amount, >> but the hours are because one is three hours and one is two, but they cause the same amount. Okay. Just want to >> Yeah. >> Okay. We'll just have that corrected for >> Yeah. >> Okay. >> I I just I I really want to um make it uh clear we're we're making some good strides each board meeting to make sure that

105uh people are being diligent about their tabs or resolutions. um because it becomes a lot for us to all, you know, try to nickel and dime uh each of these resolutions. But I'm putting this plea out there to the staff. Uh all this u chatter is not good. So we have to make sure we get it right. And um that's, you know, I I'm just going to double down on that. So for all the staff watching, come on. Let's let's get it together. >> Love y'all. >> Okay. I just have a >> Okay. Trusty Brown, >> the the date of it says September 29th. So, this this person has already started this course. Or is that a error? Cuz up here at the top it says I mean I guess the intro to engineering and

106then you have the computer. >> Please use your microphone. >> I'm sorry. >> Thank you. um the dates I'm concerned um did this um teacher start the intro to engineering introduction to engineering because I see at the the second part computer science principles or is he taking them like right after each other >> conc concurrently because I see November 18th to through April but then this is September through December. So just >> so that that's another uh area where it looks like they've already started. Okay. Um, one of the things that I I just want to be transparent again and tell you, um, this week, um, after receiving like many late resolutions and and things of that nature, I could not take it. We now have a board calendar that tells everyone when everything is

107due and anything that comes to the work session will have to go through me. It'll have to be an exception form. that information was um sent out to all of the individuals that have access to board docs. These are things that I'm not playing about it. It it it becomes embarrassing. It becomes, you know, we're holding things up. Um and we just have to be very much more tight uh as it be as it pertains to this work. So, do know that even though I'm up here and I feel bad that I'm making excuses, the the staff now has tools to ensure that we are doing this work the way we should be. >> Okay. Thank you. Okay. Any other questions or comments on section five? should be amended. >> Doesang. >> Okay, we'll Okay,

108we'll talk offline after. Okay, no problem. Section six, Student Personnel Services 6.1, Approval of Student Personnel Services Memorandum number 05, dated October 28, 2025. Any questions? 6.2 Authorization to approve the youth leadership institute and chip program at Lincoln School. Any questions? Section 7, Business Office. 7.1, approves the settlement of tax proceedings for Fulton Miller LLC. Any questions? 7.2 two authorization to pay the American Arbitration Association. Any questions? >> Just one question. This is a normal >> Vice President Mitchell. >> Sorry. This is just a normal payout every is this yearly? No. Is this related to some specific thing? Okay. And all right, that's what I needed to understand. Um I see the I saw the uh backup. I just wanted to know if it's something yearly. Thank you. Just for information, we have a list

109of arbitrators that we approve annually and then when we actually need to pull from that list and and specifically then we have a a a resolution that actually is presented to us. Correct. >> Okay. 7.3 11 >> Okay. 7.3 which is 11.2 to amendment approval for cheerleading team to travel to Wilsbar Township, Pennsylvania to compete in the regional competition. Questions on my right. Any questions? >> No, but I do Scott. >> No, but I do thank because I think this is something that I brought up last time. So, I I thank you for the amendment. >> Okay. Trustee Vice President Mitchell. >> Yeah. You brought up the missing name, I think, and the missing name is now here. So, I just want to say thank you for adding the missing name that trusty Trusty Scott

110called out last last time. Thank you. >> Okay, we're good. Okay. Okay. Section 8, Board of Education. We need to vote on these now. Okay. 8.1 approves an amendment to the board of education meeting schedule for the 2025 2026 school year. Any questions? 8.2 Authorization to adopt the retention and disposition schedule for New York local government records LGS-1. Any questions? Section 9, items to consent agenda 9.1, authorization to send items to consent agenda. Any questions on that? Okay, we're going to have a motion. May I I'll entertain a motion. >> Can I have a second, please? >> Second. >> Okay, it's been moved and properly seconded that we have authorized items to be sent to a consent agenda. >> All in favor? >> Any opposed? Abstain. Motion carries. Okay, we will be voting on items

111in res on section 10 >> 10.1 authorization and employment agreement with Ed Joseph as assistant superintendent for business. May I have a motion? >> Motion. Madam President. >> Oh, I did not. But we I got her. >> Trusty White, can you hear us? >> Can you hear us? >> Yes. >> Okay. Just to clarify for 9.1, can we have your vote for 9.1, authorization to send items to consent agenda? >> Muted, but I said yes. >> Thank you. >> Resolution 10.1, authorize an employment agreement with Ed Joseph as assistant superintendent for business. May >> I had a from um Trusty Brown. I need a second. >> Second. >> Questions, concerns, discussions? All in favor? >> I >> Thank you. Any oppose? Abstain. Motion carries. >> Okay. We currently is um right is Mr. Ed Joseph

112currently with us. Yes, if you are, we would like to meet you. Hello. How are you? And if you wouldn't mind, if you would coming to the uh podium and if you wouldn't mind um just saying a few words. Yes. Uh good evening uh madame uh Dr. Super uh excuse me, Madame President and the uh the fellow trustees and uh Mr. Dr. Strickland and um the member of the board who's not present here at home and as well as the um public. What such honor that it is for me to be here to uh return to Westchester uh Man Vernon that um um this is almost like a home to me that um I've have some years of um um delivering technology here. So um it is a privilege to be at this level to

113be with the superintendent who is supported by this board that um there's a very strong leader here that um I'm really excited about this opportunity. I know it's going to be it's a tough road. There's a lot of work here unequivocally. There's a lot of work here and um I'm not afraid of this work. Um there's competency here. There's competence here. So um I'm just honored. I'm just honored. And one thing that's one key thing that the superintendent brought up again that a zip code should not define the the foundational education that a student received. So I know much about different zip codes and I want to make sure I'm going to do my best that to make sure that the the student here in Man Vernon under the leadership of the superintendent with the

114support from the board that we make sure that district becomes an exemplar district. It's a tough road. I know it can happen. I believe it. So, thank you again for this opportunity to serve you. >> Thank you. Thank you. >> We going to have to get you a shirt, too. >> 10.2, human resources number 133A, Certified Probationary Administrative Appointment. May I have a motion? >> Motion. >> Second. Okay, first and seconded. Are there any questions? >> All in favor? >> I. >> Any oppose? Abstain? Motion carries. >> Thank you. >> Okay. Do we have Dana Marie Gardner here with us? Welcome. Please come forward so we may meet you. So, good evening, distinguished members of the board, superintendent of schools, Dr. Strickland, and his cabinet members. I am deeply humbled and honored to accept this

115position of director of student services and data quality compliance. I am grateful for this opportunity and look forward to continuing to serve the students and families of the Mount Vernon City School District in this role. So, thank you very much. >> Thank you very much for accepting the challenge. Uh, Mr. Joseph, I'd like to invite you to the cabinet table. >> You might as well get baptized by fire tonight. >> Do you like Ed or Eddie? >> Okay. 10.3 Appointment of an impartial hearing officer case number 664505. Are there any questions? I'm sorry. We I need a motion. >> Motion. >> Second. Okay. First and second. Are there any questions? >> Hearing none. I'll take a vote. >> All in favor? >> Any oppose? Abstain. Motion carries. Section 11, discussion legislative priorities. Discussion of legislative

116priorities. Dr. Strickland. >> So, good evening again, trustees and also to the um students and the Mount Vernon uh community. uh here before us there are about 10 priorities uh that I've been sort of researching about um thinking about um some of the needs of our district and actually wanting to begin a conversation with you all on this day as as to what is it that's going to be so comprehensive that when it's time to lobby in Albany uh I want to be extremely ly clear as to the things that I um that we need for our district. I had a fantastic meeting today with um Assemblyman Prelo and Senator Bailey. Um they thanked me for sharing these priorities with them ahead of time and also started talking about how it is that they can

117support the district because they have this information. And so for instance, I'm thinking I mean today it was I'm thinking about bullet aid and not the not the negative bullet aid um bullet but bullet aid is just funding that can be come to the city you know for certain programming. Um, Senator Bailey really talked a lot about capital. Um, how that can that can come to us at almost any time if we have some issues in our schools and things of that nature that need to be corrected. We actually can go ahead and start trying to find out how we can get funding for our schools to make a longstanding improvements. But in other words, these are the other priorities that's may need to get siphoned down. Um, but I I just this is again

118based off of my needs assessment. This is where I feel we should really look um and lay our head um as we advocate with different lawmakers in Albany. So, it is around special education concerned again about you know the federal government and the prek. Um, we currently have uh uh we currently have a wait list for our threes our three-year-olds. And when we are in a a a city where the students are already starting behind their peers around us and we need to, you know, we we need more funding so that we can actually run a robust program for all of our students. and um because we don't have the funds in a fund to actually support um what it is that we need to do. Um definitely with our facilities and infrastructure um we

119we really need some major upgrades uh in our buildings. Um, we have schools that I'm concerned about u just safety pieces um and and not safety in in regards to you know things falling and things of that nature. I'm talking about basics, um, locked doors and, um, you know, how do we what do we do if if something happens and and we really need some improvements, even badge access, swiping in the buildings. You can't do that at every school. Um, we really have to make improvements in that area. Bilingual education. So, I was a an administrator of a bilingual school and when I visited the school that is 49% bilingual or Spanish speaking and we are not offering a comprehensive bilingual program. That is extremely problematic. Um, I am going to be talking with the

120associate commissioner, Alicia, Lisa Alvarez, who I had the pleasure of working with uh through a corrective action plan in Rochester where we were able to remove three out of four different areas of non-compliance during my year um uh as a as superintendent. and I know she's going to come with one down here because we are not providing uh an equitable uh education to our bilingual learners and u many of our we we want to move towards uh bi literacy and bilingualism or multilingualism um and we're not currently doing that. So that's going to require more funds. our title three funds is not enough to support our students um that speak languages other than English. Career and technical education um we're really trying to make drastic improvements to the spaces and this is actually where um

121Senator Bailey said they might be able to help because that can fall under capital. So, um, we definitely want to improve the spaces, make sure that the equipment is state-of-the-art, up to-date, so our students are not just, uh, college ready, but they're also career ready. Transportation and pedestrian safety, always trying to look for more aid on the transportation. Um, we spent I mean our budget for transportation 17 million in this small of a district. It's just yikes. Uh, it it it's yikes. Finally, equity and achie not finally, equity and achievement gap reduction. Um, our students again are behind from their suburban peers uh in Westchester County and we need to continue to invest in their success in whatever way shape we can. Um that being extended learning time which is after school before school programs.

122um providing small groupoup instruction for meaning we need more teaching staff to help support this intervention specialists to help bring up students or close the gaps and want we want to provide more more highlevel coursework AP international balorate um I would love to see us start looking for an international balorate program. One school in the south starting with PYP which is a primary years program and then one student in the north one school in the north that would then feed into a comprehensive international baloran program which we know that is at currently at Mount Vernon High School. uh so that we have one um we're building a high quality program at that school that people can just filter into technology and digital equity. Um our students not having access to things like Wi-Fi uh at

123home. We really need to enhance uh some of those structures. It would be great if we gave hotspots and things of that nature. This would just help us keep up with the everchanging technical landscape. And then uh finally, community engagement and partnerships. Um how are we supporting our families in house? Um you know, moving towards community school models. Every single one of these schools should be a community school in this district considering we are a walking school district. How do we set up these schools to be these beacons of hope that you know are just open often places for our students and families to go get services. Uh we we I want to see I want to see that we begin to invest in those um items. So with that being said, I don't know

124if I left out anything. Um, when I go to Albany, I I advocate hard. Um, and I'm going to be advocating uh just as I did last year when I was at that um whatever we were sitting at advocating for all of us. I'm like, look, we need we need money and uh we're we're just I'm not going to stop until we're successful and financially solving. Thanks. >> Thank you. Any questions? Trusty Mcdana. Uh, >> I I want to thank you. It looks like you left no stone unturned here. I was thinking what's not a priority. I don't think anything's This covers pretty much everything. Um, so I like to hear the funding strategies. I I'm glad we have Dr. Joseph here with us now. That's going to be very very useful. Yes. >> Um,

125so we can dig in um to these funding strategies. Capex is important and the idea of bonding in addition to getting um our local senate, state senators uh and assemblymen on board. Absolutely. Um that can help a lot. You can see areas throughout even like something like sidewalks can be can be capex things like that. That's great. >> Um efficiency measures. Yes. What about a bond for uh instructional >> as well? >> For you said >> for to expand some of your instructional goals here. So that's again, so that's where maybe the bullet aid may come in. Um I I've just learned about that today. Um I'm all ears, you know what I mean? As it pertains to what is it that we need to do to uh make make sure that we have money.

126I did find out from the assemblymen uh Prello and Senator Bailey that we cannot use capital money, you know, for um for instructional items and but we can use it for the spaces. So, you know, when we're talking about how do we make sure that our students with disabilities have access since we have growing numbers of self-contained classrooms, we need to make sure that our classrooms are ADA compliant and those are some of the many things that we can do. It's it's just a knowing how to pair it down. The instruction hasn't necessarily been the issue in the district. it is the finances and then it's starting to be the crumbling infrastructure. So, you know, I I'll continue to look into that and thankfully we have our business official now because I was the superintendent

127for business. Um, and he can help me fill in those other gaps on how we can improve. >> Just a quick followup, the preschool is a is a real headscratcher. Um because unless we absorb it locally and we and we as a community decide to take that cost on and somehow build that into our tax base >> in a substantial way then we are dependent on the uncertain kindness of uh the wider world but we can't be I mean we it's it is we have to do this yes >> it is not a want to two and three year olds is essential it's essential >> I I just want to great uh comment one of the uh So, Mount Vernon was one of the original um cities that was able to offer a pre kindergarten

128program. What is happening now is that schools that are now coming in offering UPK programs, they are actually getting a higher aotment than cities like Buffalo, Mount Vernon, um Rochester, Syracuse, so on and so forth. So, we are not able to pay uh for the amount of classes that we need um with that funding. So, when I use that in there, I'm saying yes, I want more money, but two, it's also a reminder that lawmakers, we need you to really fix the funding formula so that we are getting the same amounts of funds as if we were to start UPK this year because we're not. Okay, questions. Any other questions or comments? Okay, we are at uh this is maybe a little long. >> 12.1 policies uh first reading for policy 011 sexual harassment grievances

129under title 9 policy 011 non-discrimination and equal opportunity policy 2245 exofficial student member and nepotism. So, just to help you out, um, Royce, if you would like assistance, I could ask BP Mitchell to read one. I can read one. So, >> no, it's the first uh, so >> you want me to. >> Absolutely. Okay. So, >> for you. >> Okay. So, Vice President Mitchell, would you like to read the first for us, please? And this is this is 121. >> Yes. >> Hold on. Just wait for it to open up here. >> Just for uh just for the trustees that will be reading uh and just for the public in general there are areas that are in red and as you know we have discussions beyond you know what is read here so that it's

130just a point of emphasis so you'll know all right something that when I write them up I say oh this is an area that we probably need to talk about and everything else I may be comfortable with but once again it's up to the board so just so you know that okay thank you Okay. Policies and bylaws section series 000000 NISBA titled non-discrimination and equal opportunity code 0100 status active. Are we reading what's in red also? >> Okay. Just wanted to make sure. >> Okay. The Mount Vernon City School District is committed to the principles of non-discrimination and equal employment opportunity and to compliance with all federal, state, and local laws concerning discrimination. To this end, the District Board of Education, its officers and employees will not discriminate in its programs, activities, or employment practices

131on the basis of legally protected characteristics and classes including but not limited to race including traits, history associated with race, color, creed, religion including sincere sincerely held practices, national origin, citizenship, immigration status, marital stat, status, familial status, sex, including pregnancy, sexual orientation. Went too far. Hold on. Sorry about that. I clicked too far. Okay. Uh, sexual orientation, gender, identity, and expression, age, disability, mental, physical, or otherwise. Use of guse of guide or service or hearing dog. Genetic predisposition status as a victim of domestic violence, military work, or status or lawful source of income. The policy of non-discrimination and equal opportunity applies to all educational courses and programs, curricular and extracurricular activities, and student services. This policy also applies to all employment practices including but not limited to hiring including failure or refusal to hire, contract

132renewal, tenure awards, training, job assignment, promotion, layoff, transfer, discipline, termination, compensation, benefits, working conditions, and other obligations and privileges of employment. The district and board of education specifically prohibits prohibits all forms of illegal discrimination by employees. school volunteers, students, and non-emp employees such as contractors and vendors as well as visitors and other third parties who are participating in, observing, present at, or otherwise engaging in activities subject to the supervision and control of the district. The superintendent of the schools shall designate one or more employees as compliance officers whose responsibility will be to ensure compliance with the various federal and state statutes and regulations prohibiting illegal discrimination and educational programs including title 9 of the educational amendments of 1972, section 504 of the rehabilitation act of 1973 and the Americans with Disabilities Act. Specific protections for

133students under the dignity for all students act are addressed in policies to be filled in. The district endeavors to create a safe, supportive, and affirming school environment for all, including transgender and gender expansive students. Nothing in this policy is meant to be nor will be construed to prohibit the denial of admission into or exclusion from a course of instruction or activity based on the person's gender that would be permissible under the law or to prohibit as discrimination based on disability actions that would be permissible under the law. Are we reading what's in italics? Italicize equal opportunity and non-discrimination are not only consistent with good business and educational practice, but more importantly, they are moral concerns and obligations for each member of the district's community and for the district as a whole. A finding that in

134an individual has engaged in conduct in violation of this policy may result in disciplinary action and or other consequences consistent with the district's code of conduct, the applicable collective bargaining agreement or contract and the law policy adopted. >> Thank you. Uh who's reading sexual harassment grievances title nine? Trusty Brown >> policies microphone. Apologies. Let me get comfortable here. It's a long one. A little too comfortable. All right. Book policy. Section policies. Title sexual harassment grievances under title 9 code 0111 status active. The district's notice of non-discrimination will be posted on its website and in each handbook, catalog, announcement, bulletin, and application form which are available to people who are entitled to to notice or otherwise use in connection with the recruitment of employees. However, due to the size of format of those publications, the district

135may instead include a statement that the district prohibits sex discrimination in its educational programs and activities, that individuals may report concerns or questions to the Title 9 coordinator, and the location of the full notice on the district's website. Employment employee requirements. All employees except those designated as confidential under Title 9. And those who have been personally subjected to conduct which may constitute sex discrimination under Title 9 are required to notify the Title 9 coordinator if they have information about conduct that reasonably may constitute sexual discrimination under Title 9 and its regulations. Um supportive measures. The district will offer supportive measures to complaints to complaint to complaints or respondents in cases alleging sex discrimination and sex-based harassment as required by title 9 regulations. Supportive measures may include but not limited to counseling, extension of deadlines and

136other course related adjustment, escort while on school grounds or activities. Four, increased security and monitoring of certain areas of the district. Five, restrictions on conflict applied to one or more parties. Six, leave of absence. Seven, change in class, work, or extracurricular or any other activity, regardless of whether there is or not a comparable alternative. And eight, training and education programs related to sex-based harassment. Emergency removals, administrative leave. The district may remove a respondent from the district's educational program or activity on an emergency basis. To do so, the district must perform an individualized safety and risk analysis, determine that an imminent and serious threat to the health or safety of a complaintant or any student, employee or other person justifies removal, and provides the respondent with notice and opportunity to challenge the decision immediately following the

137removal. Any such removal will be in accordance with the district's responsibilities under the Individuals with Disabilities Education Act, section 504 of the Rehabilitation Act, the American with Disabilities Act, and the State Educational Law Section 3214. The district may also place an employee respondent or administrative leave while the Title 9 grievance process is pending. Any such leave will be in accordance with the district's responsibilities under the Individuals Disability Education Act, section 504 of the Rehabilitation Act, the Americans with Disability Act, state education law, section 3020 A, and state civil service law section 75, pregnancy and related conditions. Under the title nine regulations, pregnancy or related conditions means one, pregnancy, childirth, termination of pregnancy or lactation. Two, medical conditions related to pregnancy, child birth, termination of pregnancy or lactation. Or three, recovery from pregnancy, child birth, termination

138of pregnancy, lactation, or related medical conditions. The district will not discriminate against students, employees, or applicants for employment based on their current, potential, or past pregnancy or related conditions. Under the Title 9 regulations, the district has specific responsibilities regarding students who are pregnant or have related conditions. Providing the students with the contact information of the Title 9 coordinator required of all employees who are informed by the student or their legal representative of their pregnancy or related condition. In for two, informing the student and if applicable, their legal representative who informed the title N coordinator of the pregnancy or related conditions of their rights under the sexual under the title 9 regulations in the district's non-discrimination notice, making reasonable modifications based on the students needs and in consultation with the student as long as they do

139not have fundamentally altered the district's education program or activity, including but not limited to health or lactation breaks, absence, online homewoodbound instruction, time extensions, sitting standing, access to water, counseling, physical space or supply changes, elevator access, or changes to policies, practices, or procedures. Four, allowing the student to voluntarily access separate programs and activities which are comparable to those offered to students who are not pregnant or have related conditions. Five, allowing the students to voluntarily take a leave of absence if they are not of compulsory school age and to be reinstated to their academic and extracurricular if possible status when they return. Providing access to a lactation space other than a bathroom which is clean, shielded from view, and free from intrusion from others to express to express breast milk or breastfed if students are permitted

140to bring their children to the district's program or activity. Seven, only requiring supporting documentation that is necessary and reasonable for the district to determine the reasonable modification to make. Eight, providing medical service comparable to what the district would provide for others temporary medical conditions and only requiring certification from a healthcare provider that the student is physically able to participate in the district's education program or activity if a a certain level of physical ability or health is necessary for participation. B, all students participating in the class, program, or activity are required to provide such certification. And C, the information is not used as a basis for prohibited discrimination. The Title 9 regulations require the district to provide reasonable break time and access to a lactation space for employees to express breast milk or breastfed if employees

141are permitted to bring their children to the district's program or activity as needed. Employees have specific rights to express breast milk under federal and state laws. Training. The district will ensure that all employees receive training related to their duties under Title 9 promptly upon hiring or change of position and annually thereafter. Such training will include the district's obligation to address sex discrimination, the scope of conduct that constitutes sex discrimination and sex-based harassment, and employee notification requirements under Title 9. Personnel in positions with additional responsibilities under Title 9 will receive training specific to those responsibilities. Those positions include investigation, decision makers, person with implement persons who implement the district's grievance pro procedures or can modify or terminate supportive measures. Informal res resolution facilitators if the district offers informal resolution and title 9 coordinators and designates. students

142with disabilities. For students with disabilities who are either a compliant or complaintant or respondent for the Title 9 complaint and the Title 9 coordinator will consult with members of a student's IEP or placement team to determine how to comply with the Individuals with Disabilities Education Act and or section 504 of the Rehabilitation Act of 1973. Recordkeeping. The district will maintain the following record in accordance with the retention and disposition schedule IGS-1 for New York local government records. All records documenting the information resolution or grievance procedure for all complaints of sex discrimination and the resulting outcome. Two, all records documenting the action the district took in response to notification received by the Title 9 coordinator about conduct that reasonably may constitute sex discrimination. and three, all materials used to provide training under Title 9, which must

143be made available to members of the public upon request. >> Thank you. Do we have a volunteer to read the exeicio student member of the board policy? >> Thank you, Trusty Peterson. >> Uhuh. Everybody spilling. What's going on today? Good. Great. you know. >> Okay. Book policies and bylaws section series 2000-299 [Music] governance and operations title exopicio student member of the board code 2245 status active exopicio student member of the board. The board of education believes that it is important to include students voices in its deliberations. Pursuant to law, the board will designate at least one ex official student member of the board for the purpose of providing regular and direct communication between the board and the student body. Good faith actions, mutual respect, and cooperative effort of all parties are essential to a positive

144and meaningful partnership and bringing about meaningful changes. To that end, the board believes that an exopicio student member will provide students with an opportunity to express their voices, take ownership of their education, and impact board decisions. Provide for the board and students a vehicle through which they may exchange information and learn from one another. Provide an opportunity for students to gain experience with governance and leadership. Broaden the base of information available to those ultimately responsible for educational decision-making and develop an environment that encourages inclusion, understanding, trust, and respect. Position of exeicio student member of the board. As required by law, the board will have at least one exeicio student member. The exopicio student member will be entitled to sit with board members at all public meetings and hearings and may participate in other board activities

145and responsibilities at the discretion of the board. The exopicio student member will not be required to participate in mandatory training for elected or appointed board members and may be excused to lead meetings early upon the approval of the board president. The exo official student member will not be allowed to vote, be allowed to attend executive sessions or other meetings, hearings, not open to the public, be entitled to receive compensation of any form for participating at board meetings, have the uh the you might want to add an s after that at board meetings. um have the authority to call a special and/or emergency meeting of the board, be considered a member of the board for the purpose of establishing a quorum for conducting business, or be allowed to see or discuss documents or information regarding individual

146district personnel, collective bargaining negotiations, individual student records, or any other confidential matters. The exeicio student member will serve for a term of one year commencing on July 1st and ending on the succeeding June 30th. Attendance at board meetings is optional for the exeicio student member during July and August. Specifically, the exophysicio student member of the board is expected to bring a student perspective to the board's discussions, bring student concerns to the board's attention, represent the student body on the board, report back to the student body on the board's actions, and solicit input from students on matters impacting the district at the direction of the board. Qualifications and selection of the exophysicio student member of the board. All qualified students interested in serving as the exopicio student member of the board are encouraged to apply in

147the manner established by the administration. The district will advertise the position of exopicio student member of the board to high school students as well as a method of applying for the position well in advance of the deadline for doing so. To qualify, the student must have attended high school in the district for at least one year prior to selection and be a member of the district student government. All qualified students interested in serving as exopicio student member are encouraged to apply. Additionally, the student must be a junior or senior during the year in which they would serve on the board. The rotational high school principal will make the first selection. The selection process will take place at the end of the school year preceding the next term. Additional provisions. The exeicio student member represents the

148student body and acts as an example for the students of the district. Such students are expected to abide by all applicable board policies including the code of conduct. Violations may result in removal from the position as determined by the board. The exeicio student member may resign in writing to the district clerk. The board may also declare the seat vacant if the exeicio student member fails to attend three consecutive board meetings without sufficient excuse. If there is a vacancy due to resignation or removal, the board will decide if there is enough time to select another student as exeicio student member in accordance with this policy and if there is not will leave the position vacant until the next term begins. The superintendent or designate is responsible for arr arranging for an orientation and training program for

149the exopicio student member. The superintendent will establish procedures for the exeicial student member of the with the board of education if necessary to implement this policy. Thank you. Trustee Peterson, do we have a volunteer to read the nepotism policy? >> How long is it? Let me see. >> If No, >> that's okay. Trusty Scott, are you volunteering? >> Yes, >> it sounds like I'm being voluntto. >> I want to be like the superintendent. He came for you a little bit. >> Serves as a tie. I get it. I get it. All righty. We ready? >> Nepotism one. Purpose. The policy promotes transparency, impartiality, and public trust in actions and decisions of Mount Vernon School District Board of Trustees. The board. It ensures compliance in the New York State general municipal law article 18 education law

150and public officers law 74 and establishes ethical standards to prevent nepotism and conflicts conflicts of interest in all board related matters. Two, let me just set this up. Two, scope. The policy applies to all current and future Mount Vernon School District Board of Trustee members in both their official and personal capacities as they relate to district business. Three definitions. Family member includes but not limited to a trustee spouse, domestic partner, child, parent, sibling, grandparent, grandchild, in-law, step relative, or any person residing in the same household as a trustee. Conflict of interest as defined in general mun municipal law 800 parentheses 3. A conflict of interest arises when a trustee has a direct or indirect financial or personal interest in any decision or action before the board that may impair the trustes objectivity or independence of

151judgment. Nepotism. The act of using one's position to benefit a family member in employment, contracting, or any official matter regardless of merit. Four, prohibited conduct. A, hiring supervision, hiring and supervision of family members. In accordance with education law 3016 and re relevant case law, no trustee shall recommend, advocate for, participate in deliberations, or vote on any family member's hiring, appointment, promotion, evaluation, demotion, or termination. Trustees shall not use their influence directly or indirectly to effect employment decisions involving family members or any employee. B. Vote on matters involving family or financial interests pursuant to general municipal law 801. Trustees shall recuse themselves from any discussion or vote where they or a family member have a direct or indirect financial interest. A trustee with such interest must publicly disclose the nature and extent of the interest in

152the board minutes and refrain from participating. C. accepting of gifts. Consistent with public offices laws 743D and F. Trustee shall not solicit or accept gifts of gratitudes exceeding $75 in value, whether in the form of money, services, foods, or favors from any individual, entity, vendor, or contractor doing or seeking to do business with the district. This prohibit prohibition includes indirect gifts of favors or favors to family members or others that may reasonably be interpreted as attempting to influence the trustes actions. Five. Disclosure requirements. A annual disclosures as required under general municipal law 812. Each trustee shall an annually file a disclosure statement listing any actual or potential conflicts including family members employed by the district or involved in district contracts. B. Ongoing disclosure. Trustees must promptly report in writing to the board president and superintendent

153any new or evolving circumstances that may present a conflict of interest or the appearance thereof. Six, ethics and conduct standards. Trustees shall adhere to the standards of conduct set forth in public offices law 74 which include acting in the public's best interest and avoiding any appearance of impority imporiety that word um refraining from actions that may impair their independence of judgment or use of confidential information for personal gain or otherwise. maintaining transparency and fairness in all board dealings. Seven, enforcement and consequences. Violations of this policy may result in public censure by the board, letter of admonishment or note to a file. The board shall vote in to initiate an investigation into alleged violation. If the violation is substantiated, the board member in question will be pre presented with formal charges followed by a removal hearing.

154referral to the New York State Education Department or the Commissioner of Education under Educational Law 306. Eight, policy administration. The board president in consultation with district council shall be responsible for overseeing compliance with this policy. Trustees are strongly encouraged to consult legal counsel when questions arise about potential conflicts. Thank you. >> Thank you. Okay. So, there are a couple of uh just open items that we have. We did say that we would open the meeting to public comment. If there's anyone in the audience that has um that would like to address the board, we give you an opportunity to do that at this time. Go once, twice, three times. Okay. Hearing none. Public comment is closed. Um I would like to know if there um board members would like to have any final comments before

155we close out. Um I will start with my left and I will give the opportunity to our exopicio student trustee and after if he has any comments um given an opportunity if he needs to leave because I know it's getting late but if you um have any comments that you would like to address we'll hear them at this time. Well, um, honestly, there isn't really that much to say. I already told you um the president already in our in the meeting room. Um, mostly generalizing over uh students uh well-being in the district. Um, if you want me to go over it again. Okay, >> please. >> Okay. Um so recently I had um meetings with um the principles and also students uh of the district and um there are some concerns as which we already

156might know. For example, one is devices um issues. SATs is coming up soon and we do need the devices to be able to take the SATs and you know SATs are kind of important in the college process and without these devices no college is okay. Um next one would be um uh counselors switching places. Well, we one counselor from Steam Academy went to um the high and um that means less students. Sorry, that means less counselors for more uh students. No. Yes. Academic sense. Yeah. Um that is kind of a bad thing for the students in which most of the counselors are kind of packed with all the students and um and they can't really do that much about it and especially with college especially with seniors um college applications they normally need uh regular

157meetings and going back to the meeting that I had with uh the principles of the high school um they are also packed with student uh student uh packed with no the counselors are packed with a lot of students in which um if I got that clearly uh they had more students for each and in each counselors um and also going back to uh the phone band honestly I've gotten so much uh reviews on it and surprisingly it's on the good side especially from parents and uh teachers and even few students. I mean there has been a decrease in cyber bullying and uh uh more class engagements and honestly um my parents are loving it. So I that's what I would do say that other than that um other than some teachers I mentioned last board

158meeting that board meeting that some teachers have left and uh that has caused some problems in students in which uh we can ask for a letter of recommendations and stuff. Um there isn't really that much stuff other than devices and other small minor problems which I already discussed with the pre uh president. >> Okay. Thank you so very much. Trusty Mcdana. >> Just a procedural question. We had the first reading of those policies tonight. Are we going to ra wave the the subsequent readings? Um >> not that I didn't like listening to your tone and cadence or anything. That was lovely. But that that would be um a that would have to be a vote from from the board. But um >> Royce Mr. Russell Royce Russell >> Mr. Russell would like to um address

159the board. >> So one to the fact that there is some discussion as to what was in red, right? If we have any inquiries as to that, I can lead that in the executive session whenever. If we decide that there's none, then the board can make a choice to wave second and third and we can move from there. Just some format things, you know. >> Yeah. >> You know, format that could be taken care of, but that's back office. >> Okay. We can address that at the business meeting. Um, Vice President Mitchell. >> So, the um I have a I have a childhood steam building. We had the parent town hall meeting last week. I was glad to see uh fellow trustees and Miss White was there. Um I do want to there was a

160point of concern that was raised from the uh from a parent and it speaks to what our uh uh our student trustee mentioned about the shifting and loss of teachers and counselors and um because so in the steam school and I'll share this there's different pathways right at the steam school I'm only going to talk about the steam school uh students are in a pathway and there are several different ones. So for instance if a student is on for instance I'll say the biomed pathway and the biomed pathway says from 9th 10th 11th and 12th grade they're on that pathway which leads them is supposed to uh direct them into what they're going to uh follow up with for college and then ultimately career path right. Um the parent voiced that well one parent actually

161voiced that they had a student who had two pathways which was seemingly uh it perplexed this the uh the room uh the leadership of the building and the folks that were there. But what was a little bit more alarming was to hear that because of the amount of teachers that left um certain students had no pathway this school year and and my son is one of them. I was going to say it, but um what I what was more disturbing was the fact that I would just find out about that last week and then hear about it uh today for the first time ever that my son has no pathway because of just because of two teachers that left. And I'm like, how is it possible? And I'm thinking I can't be the only parent

162in that building right now. So, um I just wanted to bring that to the conversation place uh for Dr. Strickland as well. We're going to um we should look for conversation with parents. We should even expect some public comment. Um but at least communication from the um from parents about this. Uh I would be concerned any other pathways that were affected and ultimately how these counselor changes loss of teachers are impacting uh our students that are in their graduation years and just walking into high school for the first time. >> Uh Trusty Peterson. >> Uh no I have I have nothing. >> Okay. Trusty Brown. >> Not >> Trusty Scott. Okay, hearing none. Um, I want to just acknowledge this is breast cancer awareness month. We didn't wear pink, but um, we have pink in

163our hearts. So, and Hispanic >> Next meeting. Next meeting. Pink. Pink. Pink. The board goes pink. Okay. Hispanic. We wanted to acknowledge Hispanic Heritage Month and all those other individuals that are celebrating this month. Um, I just wanted to let the board know that I am the the uh voting delegate for NISPA's advocacy um conference which is which will be held on October the 16th which is a list of issues that every district brings to the state and they bring them to NISBA. NISBA they vote on them and then they bring them to the legislators so they can advocate for us. That's part of what our dues um use. we use our dues for and NISBA is the New York State School Board Association. We are a member of that. There's also the NISBA convention

164that's will that will be held in New York City and I'll be attending that. I believe um Trusty McDonald will also be attending. Um that's from October 23rd to October 26th. And are there any other items or any other announcements before we move into executive session? Hearing none. Um, district clerk James. >> Hi. So, can I have a motion, please, to enter into executive session for the purpose of discussing pending litigation, the financial history of a particular person or corporation or matters leading to the appointment, employment, demotion, discipline, suspension, dismissal, or removal of a particular person or corporation and to receive legal advice on a pending matter? Motion. >> Second. All in favor? >> I. >> Any oppose? Motion carries. >> Thank you. So, >> thank you so very much for attending tonight and we

165will not be returning back to this room. So, everyone have a fabulous evening.