001Please rise for the pledge of >> allegiance. >> A moment of silence for Bobin, retired bus driver. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisibley and justice for all. >> [clears throat] >> 4.01 Motion to open public hearing on the code of conduct and attendance policy. Resolve that the board of education does hereby open the public hearing on the code of conduct and attendance policy at this time. >> Mr. McFarland. Second. Mr. Lumia. All in favor? Unanimous. >> 4.02 is the presentation. He was there. >> Good evening. I'm sorry everyone about the uh the small screen. So much we can do with the state so full. Good evening everyone. This is the annual process for review for opening
002up the uh the draft code of conduct and any changes to our uh attendance policy as part of our annual process that we would do to have a public comment public hearing on these two documents ahead of next school year. Uh this these documents have been on online since May 17th. Uh so minimum required uh 30 days uh required to put any draft changes to review of next year's code and policy uh before it becomes uh board approved. Board approval will be scheduled for the next board meeting pending any changes we get from uh the from the public. Mr. Can you hear that? Okay. You're okay. I'm sorry. Okay. Okay. Um, so this year for our code of conduct committee focused heavily on trying to make our current code of conduct more user friendly, more
003readable, right, for for the for our parents and our students. Uh and so what we did was we decided to consolidate a lot of uh material looking for repet uh repetitive information and content and reorganizing it in a way that just sort of flowed a little bit better. So uh the draft document that is up with all the track changes in it looks like a bit of a mess because we moved a lot of stuff around uh to sort of give you a sense of what that was. uh just right from the very beginning we noticed that our policy started off with um the uh the identification of our non-discrimination uh officers and as opposed to just simply the introduction. So we kind of re we made the the non uh the non-discrimination policy documents
004and an appendix and put it to the end again. For example, uh we found that gas information was in multiple places. So we consolidated that. Uh there was um a very long repetitive list of responsibilities for various stakeholders, teachers, administrators, counselors, board of education members, etc. You know, they all said things like we'll do right by students, you know, whatever, right? So we we took all of those and combined it into one universal responsibilities for all uh you know and sort of consolidate sections like that. So we did um we did uh do that to again make the document a little bit more user friendly and to to update it to be more readable. Uh we made sure that the cell phone section of the code reflected the new language in our board policy which
005is 56.95. Uh we also uh had a section there that talked about respecting school property and it just talked about you know if you uh vandalize our schools we will throw the you know the law you know you know file two support and get you in big trouble. We kind of just changed it to to really just talk about m you know focus on the expectations of maintaining a safe clean and welcoming school environment. So it just made the language a lot not necessarily softer because we don't you know we don't take it seriously but just you know who's reading this document and what do we really want them to take away from it. We want them to respect all school property and let that be the focus of that section. Uh and administration asked
006uh to add a new infraction uh so for uh behavioral referrals now it's misuse of hall pass. So as you can imagine there are students who get a hall pass and they maybe don't see those students again for the rest of the class. Right? So uh we just put a simple definition on it as the unauthorized use, alteration or sharing of a pass including traveling to unassigned locations or remaining in the hallways longer than necessary to complete a task. So mis that would be considered a misuse of a hall pass. Then we did some minor grammatical updates and edits. So it there's a lot of changes in there but mostly because we were moving and consolidating uh information around. So that's all that basically encompasses the 2026.7 code of conduct draft for our attendance policy.
007The policy committee um made some changes to this a little bit very minor ones but really just focusing on attendance and notification to parents. So we had um we we it was pointed out it was suggested that we didn't have the clearest language when it came to attendance uh notification uh for students like we said okay parent notification for excessive unexcused absences and tardies uh would you know was the original language we said well we know that there's sometimes situations where administrators are dealing with you know an issue with student attendance and and and those that they want to focus on for you know like there's some that have you um reasons for exclusion right for for that over all encompassing language. So we just said okay for a parent notification for students who have
008been identified as having a pattern of excessive absences target. So very simple uh simple language change there. Uh and then we um talked about the impact on uh grading when it comes to student attendance. The language did not line up with our grading policy. So we kind of realigned language in our attendance policy to be more in line with our grading policy which makes sense. So basically um we took out the language that says each marking period a student's final grade may be based on classroom participation as well as student performance on homework, tests, papers, projects, etc. Um and uh and you know and and we that was connected to poor attendance. So, we kind of just took that piece out because we're not connecting poor attendance to bad grades. We allow students who miss
009school to make up work. And that's what our grading policy speaks to. So, taking out that consequence of direct connection between poor attendance and uh and low grades and and you know, each parking the student's grade may be affected by poor attendance. We took back to and that's that's pretty much it for the policy and the code of conduct. Uh, and if anyone has any questions, happy answer. >> Thank you, Mr. Loheim. Miss Vegas. >> Yes. I want to thank you for your hard work in clearing up a lot of the um excess language in the policy. There's still one thing and I can't think of an immediate way to remedy the understanding right now, but I first I want to compliment you on the chart that's in there for potential um sanctions for um
010disciplinary offenses. And I see that some of the more serious offenses start higher up in the progression. But I think we still have and we see this whenever we have parents who are writing to the board to um appeal their students discipline that the way it reads it seems as though the progressive discipline policy is we're if you are in this category we're always going to start at level one with a warning when it may be that it warrants a suspension or an ISS first. And I think somehow we have to work possibly for next year on a way to clean that up so that it's more understandable for parents. >> Yeah, that's fair. That that and we say well it's a range of disciplinary consequences that you can get for the various infractions in
011that chart. Two years ago or three years ago, we we tried to because it's a it was it's a K to2 chart, right? So one type of infraction with the severity of someone trying, you know, that that is conducting it who's five years old looks totally different from someone who's 18 years old. And so we did separate a little bit and said, okay, we have a secondary two [clears throat] columns and we have an elementary now two columns. Uh and we talked about what we want those ranges to be, but it's not intended to say we always start from one. It's administrative discretion. And I I really want to applaud you on putting that together because that part is clear, but there's still something in the language that makes it sound like it's a checklist
012and we start here and we go down. >> Okay. Okay. >> Does anyone else have any questions? My members, Mr. Morgan, Mr. Cavaler. No. Okay. I think that's it. 4.04. 4 motion to >> Oh, 4.03. Sorry. I should probably put the glasses back on. >> Is there anything on 4.0? No. >> No comments on the board. >> Seeing no comments. 4.04. Motion to close public hearing. >> Resolve that the board of education does hereby close the public hearing and resume the board meeting. Motion, Miss Kellen. Second, Mr. Lumia. All those in favor? Unanimous. 5.01 public comments on agenda items only. >> Seeing none 5.02 communications and announcements by the board of education. Miss Kellen Let's see. I [clears throat] had the opportunity to see our projectbased learning uh work from our students both at the
013Mid Hudson Regional uh hospital uh where they did a number of games and toys for the children in the pediatric care in unit in the hospital. And today at Oak Grove where the sixth graders uh 68 students from three classes did a year-long project on water pollution in the Hudson River. And it was very impressive to see uh their displays and how articulate all the children were in explaining their work to us. And by the way, the project at the hospital involved over 700 students from a number of buildings. >> Thank you, Mr. Lumia. >> Sorry, I attended a curriculum meeting I think two weeks ago, whatever it was. I was quite impressed with the number of students who are in preK. The program started I think 80 students. Now we have 743 if I'm
014not mistaken. That's quite quite quite an accomplishment. I remember when we first uh approved the program the first year it was totally funded by the state. I don't think that's being done right now. I don't think so. Uh I hope the state picks up the tab in the future. Second thing, u this past Saturday I attended a a recital denser education recital and I was quite impressed with Emma. She was one of the dancers there with my my granddaughter. I mean they were really really I was I was shocked. I said that's Emma. [laughter] They really did a phenomenal job. I'll tell you [laughter] I can't put I tell you I don't know I don't know how these kids remember the steps. It's incredible. My granddaughter happened to be 10 dancers. She was about four
015or five that the steps I mean I I can't remember one step after another. I mean I'd be falling all over the place. Anyway, I was also impressed by apparently [clears throat] Emma is going to be attending Sunny Albany. He's going to major in actal science and minor in statistics. >> That's excellent. A math major. That's really really good. I wish you well. I don't want the rest of your course. This past Saturday, Dr. Miller's students at a competition to try establish the Guinness World Record at Fair Junior High. And uh the following students, if I'm not mistaken, Zachary Fury, a fourth grader from Fishkill Planes, did a 40 by 40 multiplication 7 minutes and 57 minutes 57 seconds. Uh then Isabella also also from Fisk sixth grader, she did the 40x 49.02 in 02
016minutes. Then Asen Zapanta, a sixth grader at Fishkill, did a 40 by 40, a 40 by 40 multiplication in 6 minutes, sus [snorts] 15 minutes and 49 seconds. I came to a 10 x 10 in that time. And last but not least, uh Ivon Zamp Zapanta, also a third grader from Fiskar Plans did a 40 by 40 in 7 minutes and 27 seconds. That's quite an accomplishment. Can you imagine multiplying 40 by 40 in that time? I don't think any of us on this board, I was a math teacher. I couldn't do it in that time. It did take me two days to do it without making a mistake. So congratulations to all those students and wish them well. Thank you. Thank you, Miss Megots. Yes, I'd like to I'd like to congratulate all of
017our spring athletic teams on um on strong seasons. I particularly um want to appreciate the Wallingers girls lacrosse team who for the third year in a row came in second to Suffren. I didn't go to the finals this year because I hoped that that might bring them luck since I had been going for the past three years. That was it. Dr. Bon went [clears throat] >> and unfortunately the result was the same but they had a great year and I was very proud of the way they played. >> I also attended the baseball playoff games for the catch and storm. Saw them win a magnificent game in their first game against Mamarin. um last weekend at North Rockland and I share in their heartbreak with the results of the game on Saturday. I also want
018to congratulate three John J athletes. I went to the second day of the track and field state qualifiers meet at Arlington and uh this is the first time we've had three athletes from John J all qualify for states in the same year. Kyle Kershaw. And then in the boys and girls uh pentathlon, Nate Johnson and Angie Schwar. I want to highlight these two athletes a little bit uh for their extraordinary accomplishments because going into the final event, the 800 run, Angie was down by 200 points in the totals. And with her performance in the 800s, she was able to make up that deficit and come out on top and qualify for states. And Nate, who we are used to seeing excel, exceeded his own marks. He had I I just can't come up with an
019adjective for this beyond incredible. For his long jump, 25 feet 4 in. and he obliterated a 30-ome year old state record and it is also the national record now in the U pentathlon the boys pentathlon by scoring 4,039 points. Um it is it's awesome. And then I know Mrs. Johnson is going to speak about this but I also had the opportunity for the third year in a row to go out to Limerock for Project Winter Circle. We were there for the performance testing day and then again for the presentation day and I just want to say how incredibly proud I am of all of the students that we have participating in that program at both Ketchum and John J high schools. >> Good evening. Last week I attended the RCK wind and string concerts. It
020was highlighted by a lot of Whitney seniors to be spotlighted. They played solos of their choice for winning for wind and string uh instrument. And I think the highlight of the evening on the the win night, the jazz band, they allowed alumni to come on stage. This time it wasn't just previous alumni college students, but they had some adults come on stage. And Mr. trainer. He he orchestrated a song that they didn't practice at all that sounded perfect. So, uh that was a great evening and next week we have the uh scholarship award night banquet here at RCK and at John J. Thank you. Yes, >> just thing I forgot. Last week I attended Rosi K High School the junior's award ceremony scholarship award ceremony. One kid received $160,000. Another one 60 significant money being
021awarded to juniors in high school. And as Mr. Thompson said, make sure that they apply to apply to those particular schools. If they don't apply, those apparently that kid I kill. Anyway, congratulations to those students with the significant scholarship rounds. >> Anyone else on this side? No. Okay. So, um along with Miss Kellen, Mr. Lumia, Miss Migs, Dr. Bon, um we were at the Mid Hudson Hospital for the presentation for the project-based learning. And as always, they outdid themselves with 733 between first and 12th grade students participating. Uh, this program started out, I believe, with 80 students in the first year and it has grown tremendously and Mid Hudson Hospital is just ecstatic with it. I also had the honor of attending the valadictorian saludiatoran dinner with Dr. Bon and our three principles. And we
022got to honor some very amazing young students from all three of our high schools. Meyer's Corner held their chalk run this past week and I was able to get out there and enjoy that. And this year they added the fire department with some water and a slippery slide that they were able to do. Breakerhoff play had Shrek Jr. and those kids were just phenomenal. Um, I want to thank those that are they're starting to get more headsets and so they're having more opportunities to have um, music and audio. Winter [clears throat] Circle Project at Limerock. Um, I don't know how to say it. It's my favorite time of the year. I love going out there and seeing all the kids. Yes, Ketchum took the grand prize this year. Um, John J put up a heck
023of a fight and I love the car. Um, Mr. Roose on the performance day was able to take me out on the practice track and I survived. I'm still here. I know it's it's amazing winter. I give it. Um, but these students were just so great for each other. And I want to congratulate not just John J and Ketchum, but when you sit through um and you watch all of these schools and the performances that they did and the presentations and just how much each school supports the this project is just really one of the better ones. I just I love it to death. We also had Sue Sereno's um Sereno Superstars event. Um John J. Science Honor Society, Bracy Ketchum Honor Society. Um, I was able to attend the Gate Head Rocket launch, and
024unfortunately, we did not make it to states this year for John uh for catching baseball, but I have to say I have never been prouder of those men out on those field because they really put their heart and soul into it. I want to congratulate the girls lacrosse team because they or you know lacrosse as they really put a lot of effort in this year and they just that that one stumbling block none of us are allowed to go next year. Um [clears throat] and um again congratulations to Nate, Angie, and Kyle. Um I wish we could make it but it's pretty far up there. It's almost by Buffalo this year. So, it's in Rochester, so it's a little far this year for us to be able to go up there. I wanted to go.
025Um, but Nate did obliviate that record for it was the same person that held New York State and also held the national record since 1995. So, we are very proud of him and we look forward to seeing what he does at Purdue next year. That being said, 5.03, Three, our student members. Who wants to go first? >> Ash, I feel like it's always me at this point, but that's okay. I can accept that. >> It's not always, >> is it not? >> Whenever we go alphabetically, my first name is always >> Oh, I see. Okay, you're keeping track. Good. Thank you. Um, so Orchard Fuse's valadictorian was honored at the distinguished graduation recognition breakfast and she was very happy to attend. And our school's field day will be held on June 12th. That's all I
026had. Very quick, breezy. Nothing to say. It's all good. Miss Emma, thank you Mr. Lumia for all the kind words about the dancers. I love dancing with Cali. She's an amazing dancer. Um, senior our seniors had their annual sunset on Monday, June 1st. It was our celebration of 26 days until graduation and we had a really fun time. We also had our annual senior trip to Great Adventure on Friday, June 5th. It was a great night. And then on Saturday, we had our catch and cares. We raised money for an Alzheimer's Foundation. And then we head back to the nest tomorrow. We are so excited to go back to our elementary schools. >> Thank you, Winter. Hello everyone. As always, an absolute honor to be here. Um, starting since the last board meeting, a variety
027of senior events have taken place. Uh, including but not limited to senior breakfast, prom, and back to the nest. Uh, that was today. Um I just want to say these events have been absolutely wonderful and the staff that put so much effort into these events um including Man to PTSA um Mr. Chacha, Miss Patch, the senior class advisors, just everyone has come together in such a wonderful way to really make this moment special for our seniors. So I really wanted to say thank you, not just because I'm a senior, but I can see just how happy these events make everyone else. All these events were absolutely excellent. Senior breakfast, absolutely excellent. Prom, absolutely excellent. At the Villa Grove this year, as it was last year, absolutely gorgeous scenery. And again, that effort that was put
028in, we had McDonald's in the end. Very, very nice. It was absolutely excellent. Great idea. [laughter] Back to the nest today. Again, gorgeous. Um, and field day is soon. and senior senior awards night which I will be in attendance for will be the 11th um at 7 p.m. Seniors show up on around 6:30. Show up if you can. It's an absolutely amazing event for those of us who earn scholarships and those of us who put a lot lot of work in. Pretty much all I have. Thank you guys very much. Thank you. Okay. Um 6.01 01 superintendence report. >> Good evening, board of education, Winger Central School District learning community. I echo everything that stated in regards to the congratulations that go out to all of our students and staff. As I always say, June
029is my favorite month of the year. And no, it's not because that's the month that school ends. It's because that is the month we get to celebrate all of the tremendous accomplishments of our students. We talk every week about the importance of providing opportunities. And when you listen to this segment of discussion that we have between the board members and myself, it's a celebration. It's a celebration of our students. It's a celebration of our district. It's a celebration of who we are and what we do. I need to thank the board of education for their continued support of these types of programs. I need to thank our community for continuing to support our district and support our budgets. You see the end result of that. So, in addition to what has already been stated and
030rightfully so, I had an opportunity to attend Fishkill 250 on Friday evening. And I'd like to thank town of Fishkill Supervisor Azie Albra and the Fishkill Town Board as the Winger Central School District was a part of this tremendous celebration of 250 years of the town of Fishkill. It was a phenomenal program uh held at Heritage Financial Field. I would like to thank Mr. Utter, Mrs. King, Miss Rafalo for their involvement. We had students um play music. We had students recite the Declaration of Independence. They did an absolutely phenomenal job. They did it with conviction and poise and heart. One of them is sitting at the table here and I would like you to please give her a round of applause. Winter Ross. Winter was one of six students who recited the Declaration of Independence.
031And again, it was an absolutely phenomenal program. I'd like to thank Fishkill Supervisor Azie Albra uh for uh involving uh the Winger Central DIS school district in this community event. And with that, thank you very much. >> Thank you, Dr. B. Next is special education annual report by Dr. Wilson. >> [clears throat] [snorts] >> Good evening everyone. It's a pleasure and an honor to be presenting today in the special education program. If you remember at the last board meeting, we um celebrated some of our students in in some of our special education programs. And today, we're going to go through sort of our program as a whole. So, who is uh the administration of the special education program? Um it's myself with nine dire assistant directors of special education. So, the group of us um
032oversee the programming within our school district and really help lead the charge on ensuring that our students are getting what they need uh to be successful. We want to be able to do this without our staff and it's quite a large staff. Um in the special education department we have 187 teachers, 245 special ed teaching assistants, 25 school sites, 25 speech teachers, 21 social workers, 13 OT's and four physical therapists. So like I said earlier, myself and the assistant directors oversee uh these staff members ensuring that these services are being done with fidelity for our students so they can can grow and learn at the level of our expectation here. So just some basic data. So the data chart on the on the left is the district student enrollment as of last school year. So,
033just for everyone to be aware, the state updates their uh school district report card. Um, it should really be any time now. Um, it has not happened yet. So, this is the exact data that came from the state for last school year about 11,600 overall students. And the chart on the right is [clears throat] our classification rate, which is uh once again end of last school year um but about 18 I believe it's 18.2% um 18.2%. And this this slide is really to help you see trends in that data. So if you look here sort of if you go back about 15 years ago, our district ran at about 13% special education students in our district. Um over the last few years, really [clears throat] after the pandemic, our numbers have continually increase at a
034very rapid pace. And that really shows us on this slide here where this current school year we had about 211 more special ed students um than we had last school year. So if you look at those trends since the pandemic how the level the number of the students that are classified within our school district has continued to increase basic math right our school population is decreasing our special education population is increasing so even though like I said earlier 18.2% 2% classification rate. I would say this year we're probably getting much closer to 20 and 20% is the state average at this time. So we're really at the cusp of the of the uh of the state average or classification rate of our students. How's this broken down between uh the different classifications? So if you
035look here uh the students that are classified most of them are other either other health impairment learning disabled speech or language or a student with a student with autism and we have a couple other students that fall within the other ages. So um for specialized students to be classified they need to fit into one of these categories. Um so going through the process so when you're looking at that other slide from earlier and you're talking about what are the related service providers that are providing these services right uh special education teachers and TAs right or our biggest numbers but then you also remember speech so we have a lot of speech therapy or speech teachers because of the the the amount of speech that is needed for our students not just our students that are
036only uh speech impaired but our other students within that c in those categories get those services as well. I think it's really important when we're talking about special ed to not forget about our preschool students. So, these are students that are um not of school age, so uh below 5 years old. And I think it's very important to show you that the preandemic numbers and where we're at now. So, that CPSC department has touched upon 643 students. So the positive is if you look at the chart, we're starting to balance out. So hopefully this is our plateau. Um hopefully this is not where we stand. But a very important data fact to share with everyone is central school district. We have 25% of all CPSC students is here in Walkers. So I met with the
037the county actually today um when we were discussing our numbers. So pre- pandemic to now the numbers of preschool [clears throat] students with a disability has stayed stagnant within our uh county but as a school district ours has increased right so sort of think about that I thought that was a very interesting fact so as other school as all school districts or most school districts in this county their populations are decreasing their special ed population is decreasing our numbers are increasing. So, it's sort of the concentration of where these students are are sort of falling more within our boundaries. And I can only assume, but I'm assuming it's because of some of the next slides I'm going to show you, which is how well our students are doing in our schools. So, because of the
038programs that we're putting into our schools and the work of our staff with our students, our graduation rate for special education students is 83%. So, 83% of our special education students are graduating high school, which is a great number. um which is above the state actors. So once again, this is just a breakdown, you know, no reason to get into the the the nuances of all the pieces here, but that piece of 83% of our special ed students are graduating um with a diploma is awesome and it's really shown off to the great work that our teams uh do with our kids. Next, going into some of the state reporting data about disproportionality. um we are not significantly right that's the key word not disproportionate in areas of race ethnicity in the suspension rate um
039of the identification for special education students or specific disability categories. So when the state looks at our numbers right and they compare us to the other areas we fall within within uh the range in which the state sacks. Like I said earlier though, looking at the identification for specialist students, we really have to keep an eye on that number because as we're getting closer to that state average, we might start falling into that category. So just something that we need to keep in our minds as the as we stay focused on the work that we're doing within our schools. Some other areas um in the state data in which we met which were these were the areas that I really want to highlight for the for this evening. Um the state set a target rate
040of 74% higher in respect to graduation rate. Like I said, we were well above that at 85 uh% graduation rate. So that target was met. Um our dropout rate for special education students, the state threshold was 18.5%. We were much well below that at 5.7%. Once again, talking about the great work that the staff is doing with the kiddos to make sure that they're getting across that stage. Um another the next one is really one that I want to highlight is uh this is in respect to students being placed in the most least restrictive least restrictive environment for more than 80% of the day. So those are usually students that are related service only and those are students that are in ICT settings. Our state threshold was 59.5% and we scored at 62.6%. So we're
041we're getting very close to where we might not meet that target. So once again, this is the work that we're doing within our buildings to ensure that students are in the the least restrictive environment to get their needs. The next one is an area we did not meet and I want once again we did not meet this state target and this is with respect to least restrictive environment in a separate setting. So, this is students that are placed out of school districts in private schools. Um, the [clears throat] state target was 4.8%. Um, and we were at 6.6%. So, we're a little bit higher on that. But a piece that [clears throat] the reason I wanted to bring this up is I'm very hopeful that once the capital project is completed and it opens up
042space in our school buildings to open up more special ed programs that we can have more students in our schools instead of being sent out to where they have those opportunities for mainstreaming and integration within our community. So I want to highlight that yes we did not meet this. We know we didn't meet it. We know that the work that needs to be done, but space is an issue in our school district. And if we had more space, we'd be able to supply more programs to give students more opportunities to be in those uh mainstream uh opportunities um with their peers. Once again, these are just programming uh programs that we ran this school year. Not going to go through all of them. Um ones we wanted to highlight were some of the new programs
043for this school year. This was the first school year at Bass Road Elementary School. We had the self-contained languagebased one two classroom. Um it showed success, great growth of the students. Um kudos to the team in there. Um and we will be continuing that uh class program for next year and we also added this uh for this past school year that we're currently in the self-contained language based at Brinkerhoff and we're seeing similar results there. So, those are two programs that were added for this school year that has shown success that we'll be continuing on for next school year. Um, but you guys you guys have heard this time and time again. They're sister schools. So, the way the chart is set up is by sister schools. So, Evans and Chief Road are sister schools,
044which means that there's not there's only uh a specific special program in one of those schools and then they share students. So, students at Chief Road, there's no self-contained programs at Chief Road. assumes who need something they go to Evans. At Evans, [laughter] there is no ICT. If a Evans student needs ICT, they go to sheep. So, for the most part, that is how this chart is broken down, right? Oak and Vasser. Technically, it's Oakwood, Basser, McKenry, and Myers quarter. So, this is the middle of the school district and sort of splits the school district where about 50% of the kids go to W Junior, 50% to Van White. That's the splitting point. Um and then you have the gay head fiscal plains and then brick off. So that's the way that that's chart set
045up. Um but you know the needs of the district as shown on the other sides they're they're growing due to our special populations continuing to grow. So this is just another way of showing that chart for a couple of the other areas in our elementary schools which is resource room. Um we have resource room in only a couple buildings Fishkville and Chief Road. Next school year there will not be she uh resource room at sheo just due to there's no students at she that need resource room. So right now the projection show no students at she that need resource room. of that program will be going away [clears throat] at Chief Road. And the same thing, like I said, there's no when it comes down to the programming, there are no changes for next school
046year. um until I get to the next slide and there's there's one um addition for the actual programming. We make sure that there's the same on the north side of the district and the south side of the district so that we can ensure our students stay within their communities as they go through our system and then maximize our resources. So areas that we're looking to improve upon for next school year is number one is opening up a third self-contained kindergarten classroom. So projected already for next school year based on the enrollment study that the district had done, we were looking at an increased student enrollment for next school year. So we knew that in planning for next school year. So with that being said, we adjusted our seats for uh for kindergarten self-contained to increase
047the seating by about 30%. Those seats have already filled up and there's an overflow right now of approximately seven students. So these are seven students that the team has identified should be within our school district but there is no current place for them. Um just due to some enrollments in one of the elementary schools there is actually a classroom space. So the proposal of opening up the third self-contained kindergarten classroom is where that is coming from. So we have the space for our students to stay within our district which would in the in the large picture thing will save the district money. Um because sending out, you know, six to seven kids at a district cost you anywhere between just on educational expenses anywhere from 50 to almost $100,000 per student. So do the simple
048math. Um it'll be saving the district money as well as keeping the students in our schools. The next piece was a really a more of a proactive strategy within our self-contained kindergarten classrooms. So currently our our all our self-contained classrooms are structured as a 1511 except for our communications class which is a a 121. So what we are looking at doing is shifting those classrooms to 1513. What that means is 15 students with one special ed teacher and three teaching assistants. So what what happens in a in a typical school year is in our model currently, right? You have a 1511. So that's 15 students, one teacher with a TA kids coming from kindergarten, they end up uh starting the school year, then all of a sudden, you know, you have a kid with they
049they need an extra layer of support. So they end up going through the process of conducting an FBA and conducting a PIP. And then after you get the data from the PIP, then the CC is recommending an additional one to one aid or a shared aid to help support um that student in as they're making that transition into kindergarten. This happens every school year. If you look at the numbers in our classroom, in our classrooms, there's about three to four teaching assistants in there um already. So why don't we just change our model to a 1513? That's really what our classrooms are. So that we start class we start the school year that way and give the students the support they need at the beginning of the school year so that they those first two
050months instead of having to go through the process of FBA, VIP, either a onetoone or a shared aid, shared teaching assistant, they start to school off as a team and that classroom team can provide supports needed um for those students to be successful right from the jump start. The next area is expanding our integrated co-eing as I as I shared this school year there's 211 more special ed students um this year than there was last school year and with that being said and as the scheduling process has happened in our secondary schools we do need additional IC settings just so we can use our students and then the last piece is adding four school psychologist positions so as everyone knows and I know Dr. Box spoke about a lot during the budget process, the loss
051of the recups grant and sort of what that looked like in the loss of recup grant. So looking at our school programs and looking at what we need >> Dr. Dan, one second, please. Can I get a motion to extend time for 10 minutes? Miss Mig second, Mr. Morgan. All in favor? Unanimous. Thank you. thought I was going to get. >> Yeah. >> Uh force was a challenge. So with the loss of the big grant um you know the the needs of the students they haven't gotten away right. So how are we how [clears throat] can we continue to support the needs of our students um with the loss of those positions. So um the bigger picture is we really can't in some in some ways we could in some ways we can't. So very
052strategically looking at adding four school psychologists and some people might ask why school psychologists, school psychologists can do things like behavior plans for students, functional behavior assessments for students. So they can go in um because not only are we losing school psychologists, we're losing a couple social workers and a couple behavioralists through uh the recup grant. >> So Dr. Excuse me. I would like to just comment further um when we had this discussion during the budget process. I reiterated that our top priority is the health, safety, and welfare of our students and our staff. And we knew that we were going to lose this grant. And at that time I stated that we would try to find a way between now and July dependent upon finances and potential additional monies which did come through as
053I had anticipated to re-examine this and find a way to bring similar positions back to ensure that those students receive the same services that they have. Dr. Dan, you and your team have done that and I want to thank you. >> Absolutely. So, those are what we're looking at and that's really So, any questions? I know I went through a lot. I tried to do it in my 15 minutes. Any questions? >> Mr. Lomia, I already see you warming up. >> Just one comment. When I started teaching 1974 at Roy Catch in my school, a total of four special ed teachers, two at Ketchum and two at J. It's amazing over the years at that time there were 13,000 students. Now we have 10,600. It's unfortunate that so many kids require special ed teachers which
054is really that's a lot. I mean there's no question about it. we provide the service. >> If I if I can comment on that, I think since 1974 evaluations and science has changed in terms of identifying potential issues and ways to rectify them. So even though the population of the district has gone down and the amount of teachers have increased, I'm glad that it's happened because it's much needed and I have all the confidence in the world in this department and our staff that they will do the proper evaluations and again our students whatever needs they they have it's our responsibility as an educational institution to provide that. So yes, I know the numbers have risen as Dr. Dan indicated they're continuing to rise. We expected that after the pandemic. We've been talking about it
055for the last three years. We have to respond to it and make sure that we have the proper innovative program programs available. That's exactly what Dr. Dan is doing and beginning to do through some of the restructuring within that department based on the current need. Thank you, >> M. Kellen. Uh I realize that a uh a lot of a great part of the increase in need for special education services and mental health are due to the um unfortunate pandemic shutdown. Are you seeing that any of these students who are coming in with special needs are recovering from the shutdown or is this pretty much a a situation that they'll have to deal with throughout the 12th grade? >> No, I think there's always growth. I think the big slide was that the CPSC slide where
056it shows that massive increase now preschoolers, right? The the preschoolers coming in. So that's what our plans for and that's going to trickle through. We plateau now hopefully over the last three years. We'll see the next year number. But if those numbers either plateau or continue to go down um hopefully go down or plateau that's going to be our new normal. Um but you know the piece to remember is for preschool special education student only has to be six six months lagging in the skill. So that bar is set very low which you know big fan of early intervention getting that intervention earlier so we can help those kids grow. So hopefully they will need it when they come through because you got to remember the kids in that age group they're born during the
057pandmic right they were born after the ripple effect of the society and how that shifted. >> Yeah I wasn't referring so much to the uh pre kindergarteners but to the children in high school now or in junior high. Uh did have you seen recovery from uh the various age cohorts who are moving >> to recovery? We had to give a lot of that to the recup grant. It was extra mental health that we were able to provide in the school buildings as well as the partnerships that the district has created um with having clinics such as the one that's in junior middle school. So not just the student but the family support. >> Thank you >> Dan. If I could just comment, um, you indicated that the special education graduation rate is 85%. Do you
058know how much that's increased within the last two or three years? >> I do not know. >> Okay. >> So, thank you. So, you believe we had a 10% increase in one year. I think that speaks to the success that we've made and that we're beginning to work through the recovery that it has been successful, but it's going to take time. Thank you. Thank you, Mr. Zip, for that information. >> Miss Maggots. >> Yes. I have a question about your staffing plan for the self-contained kindergarten classes next year. And first I want to preface this by saying in no way am I questioning that there's a need for the students to have the additional support in the classroom and I support that. I'm just asking is the 1613 considered a more restrictive environment than excuse
059me the the 1513 than the 1511 and is that going to impact our um trying to meet state standards for next year? >> So is it considered more restrictive? The answer is yes because it's a smaller ratio. So any smaller ratio then it's considered more of a strict environment. The reason why it won't match our numbers is because even though our program currently is a 1511 when you actually do the ratio based on the number of students that had one to1 or share TAS it's it's about the same. So when they run those numbers they pull those numbers separately. So when they pull the numbers, they they see that anyway because the students who have those one pull out number. >> Thank you for clarifying that. >> Anyone else? Mr. Morgan, >> just to clarify
060your last um comment, Dr. G. Um, you you're basically saying in terms of the counting and the the statistical implications, it's it's whether you've got your boost change in the left pocket, your right pocket, or some. Okay. Um, focusing on the um least restrictive environment. Um so we are close to but but exceeded the state target for um having students in general education set that's not the state with respect to restricted environment in um in a separate setting. So that's students that we send out of district just to clarify in my mind. students that we send out district school. So a lot of the programs that we send out district are self programs. Let's say they go to Salt Point Center, right? They don't have opportunities to mainstream because there is no mainstream. Okay. But
061each of those students that we're that we're sending to something that could be less restrictive are in an appropriate educational program and setting. So, we're we're doing the right thing to the best of our ability, but the state target is lower for something even even better, more aspirational. Is that is that one way to say they want the kids? So, if student has an opportunity to go to let's say um PE with their typical peers, then they should have that opportunity. But when you're in that self program, you don't have that opportunity. Our programs here in district, they do an amazing job or some programs, but main opportunities. It might be in specials. It might be one course English or science. Um, so our team does a great job, but we have >> Can I
062get an extension for five more minutes? Miss Miss Kellen, all in favor? Unanimous. >> I I just like to follow up on that if I may. One one of the things that we've discussed over the past few few years is bringing more of those out of district programs in district. We've done that to a great extent. Unfortunately, we don't have any space right now. So, we have no choice. Um, we're going to need to wait until the project's done. And until that time, we're going to work very diligently to crunch the numbers and evaluate the needs of the students and look at our spacing and see what we can finagle to to attempt to bring as many students for special education services within districts so that we do not need to send them out. I
063have countless calls from parents who want their special education students to go to their neighborhood school or at least the school in their district so they can be with their peers. They can stay in their community. They're not on a bus for a long period of time. It's very very important to them. So I'm glad to see we're moving in that direction, but it's going to take some time. So I ask for your patience in that regard. So I ask the families for their patience and I've asked the staff as Dr. Dan has done and Mr. Zip has done before to examine what we offer inhouse and try to expand that. We will continue to do that as best that we can based upon space accommodations. Not only is it typically the wish of the
064parents and the students, it's a cost savings as well. >> Thank you. Just might ask your comment or question or combination thereof. Um I I think people that have sat around this table uh since when we weren't sitting around the table when we were meeting via Zoom uh recall at least um at at some point um Assistant Superintendent Zip talking about these numbers would would be coming sort of down the down the pipe. Um, and I think that we've done a good job of recognizing that that was coming and creating the position that that you currently feel to really focus on what you predicted was coming so that we could deal with it as as best as possible. Um, so I know some of you already said, but thank you very much to you, your
065team, and the entire department. >> Thank you. Anybody else have any questions? >> Thank you. 7.0 consent agenda resolution. Does anybody wish to pull anything from the consent agenda? Seeing none resolved, the board of education is hereby approved following consent agenda items as stated. 7.02 7.03 7.04 7.05 7.06 7.07 07 7.08 7.09 7.10 7.11 7.12 and 7.13 motion Miss Kellen second Mr. All in favor unanimous 8.01 approval of type 2 Squa Bano Jr. Oh, one moment please. Sorry. >> I would like to make special mention. I don't know why my microphone is so loud. Maybe I should be a little more quiet. Don't answer that. You should have this microphone. Um, we had an appointment uh within our transportation department and as I've said many times, we have the largest districtowned and operated transportation department
066for school districts in the state of New York. any of the districts that are larger than us, they subcontract the services. We are very happy that we have our own staff driving the majority of our students to and from school. And within that department, it takes a lot of work, a lot of attention to detail, a lot of diligence, and a lot of adjusting to situations as they develop. We have an absolutely phenomenal staff and we will be adding to that administrative te staff as the voice of Buster the bus. Kathy Trapaso will be moving into a position of assistant supervisor of transportation as Eileen TR will be retiring. So I want to congratulate Kathy and I want to thank Eileen. Could we give them a round of applause please? [applause] I see that we
067have members of the transportation team here. Thank you again for all you do on behalf of our students. And I will stand up with everybody else. >> CONGRATULATIONS. >> Thank you. Thank you, Miss TR for all your time and welcome Kathy. Next 8.01 approval of type 2 sequ Junior High School audiovisisial visual system upgrade whereas the board of education of the Wentry Central School District. The board is considering a capital project to upgrade the auditorium visual and sound system at Van White Junior High School. the project. And whereas the board has reviewed the anticipated components, phases, and aspects of the project. And whereas the project consists of upgrades involving a replacement, rehabilitation, or reconstruction of a structure or facility in kind on the same site and/or routine activities of educational institutions, which may include expansion
068of existing facilities by less than 10,000 square feet of gross floor area. And whereas the project qualifies as a type two action as defined in the regulations promagated by the state by the New York State Department of Environmental Conservation and known as the state environmental quality review. Now therefore be it resolved that the board hereby determines that the proposed project as described above is a type two action pursuant to six NYCRR 617.5C2 andor 10 and that no further environmental review is required. Motion Miss Kellen second Mr. Papalari. Uh just so everyone is aware, this is something that um the capital committee has been um in discussions with trying to get the plans together for three years now. I believe we started talking about this. So we're finally getting to the stage of it. All those
069in favor? Unanimous. 8.02 approval of tax anticipation note 2627. Be it resolved by the board of education of the Winger Central School District, Duchess and Putnham counties, New York, as follows. Section one, subject to the provisions of the local finance law, the power to authorize the issuance of and to sell not to exceed 14,500,000 tax anticipation notes of the Winger Central School District, Duchess and Putinham counties, New York, including renewals thereof in anticipation of the collection of taxes taxes levied or to be levied for the fiscal year of said school district commencing July 1st, 2026. 6 and is is hereby delegated to the president of the board of education. Such notes shall be in such terms, form, and contents and shall be sold in such manner as may be prescribed by said president of the
070board of education consistent with the provisions of the local finance law section two. This resolution shall take effect immediately. Motion, Mr. Mort, Mr. Lumia, second, Mr. Copalari. Um, just so everyone understands, this is something we do every year. Um, because taxes, school taxes are paid in the fall and this is just to go from July 1st to then and then it gets paid back. So, it's something we do every year. All in favor? Unanimous. 8.03 approval of contract with DC Boseies installment purchase agreement. resolved that the Winger Central School District approve a contract with the Duchess County Boseies for the acquisition of computer technology hardware, software, and related equipment through a 4-year installment purchase agreement IPA commencing in the 2026 27 year with a maximum total principal cost of $675,000 plus related borrowing costs finalized
071by the superintendent subject to the approval of the Commissioner of Education for a period of four years 2026 27 2027 28 202829 and 202930 be it further resolved that the Winger Central School District will pay the Duchess County Boseies through its regular monthly billing cycle over the 4-year period to commence to commence during the 202627 school year. This IPA will include the replacement of 200 student Chromebooks, 200 desktop computers, and the replacement of 120 student iPads, upgrades to our security infrastructure, and the purchase of networking equipment through motion. Mr. McFarland, second, Miss Kellen. All any questions? No. All in favor? Unanimous. 8.04 04 approval of professional learning plan. Resolve the board of education hereby approves the list of professional learning plan committee members as detailed on pages one and three of the plan. And be
072it further resolved that upon the recommendation of the superintendent, the board of education is hereby approve the Winger Central School District [laughter] professional learning plan PL as mandated by commissioners regulation 102.2 DD motion Miss Kellen second Mr. McFarland. All those in favor unanimous 8.05 5 approval to attend Chamber of Commerce June contact scholarship breakfast. Resolved. The Board of Education is hereby approved the following board members to attend the Duchess County Regional Chamber of Commerce June Scholarship Contact Breakfast Awards to honor RCK student. a recipient of the culinary scholarship on Wednesday, June 24th, 2026 at 7:30 a.m. at the Double Tree by Hilton in Mikipsy, New York at the member rate of $35 registration fee per person and reimbursement of mileage per board policy. Board members Marie Johnson, John S. Morgan, Peggy Kelland, John Lian. >>
073Motion M. McFarland second. >> Get a second. Can I add >> a second on the motion? >> Yeah. Can I get a second on the motion first? >> Can I get a second on the motion to Mr. ODMS? So, you would like to Miss Pedro, can we still add Mr. Copalari to that? Okay. >> I'd like to I'd like to move that we amend the motion to add virtual capital >> to the >> Okay. Motion by Mr. Morgan, second by Miss Miggots. All those in favor of the motion as amended, unanimous. Thank you. 8.06 approval to attend NISBO leadership and education event. Resolve that the board of education is hereby approved newly elected board members Ellen me and Steve Shupac to attend the 2026 NISBO leadership and education event on July 24th and July 25th
074at the Crown Plaza at the Desmond Hotel in Albany at the cost of $105 registration fee member rate and any reimbursement for hotel accommodations, mileage, travel, tolls, parking and meals as per board policy. Note board members will be sharing rooms when possible. Additional rooms will not need to be booked. Do I have a motion? Miss Kellen second, Mr. Copileri. Just so everyone is aware, um, Trusty Maggots, myself, and Miss Mandisando were already pre-registered. Um, and we were able to get the rooms at the appropriate hotel. Um, and we're just adding them now that Miss Me and Mr. Shukat have been elected. All those in favor? Unanimous. Thank you. 8.07 first reading of policies. Um below are some policies. If you have any questions, please reach out to Miss Kellen as the chairperson of the policy
075committee. Um Miss Kellen, I just want to state that is merely bringing these policies in accordance with recent changes in state law and regulations. Thank you. Uh 9.01 motion to amend the agenda. Miss Migz, I would like Okay. Resolve. I would like to u make a motion to amend the agenda to add a resolution regarding an appeal from a parent. >> Second, Mr. Lumia. All in favor of unanimous. uh 9.03 out of feeder appeal. Resolve that the board of education of the Wenture Central School District does hereby deny the out of feeder request for student ID number 060826 for the 2026 2027 school year. Motion Mr. Lumia, second, Miss Kellen. All in favor? unanimous. Oh, I'm sorry. Mr. Cavalaryi, Miss Mr. Morgan, Marie Johnson, Miss Migs, Mr. ODMS, Miss Kellen, Miss Lumia, and Mr. McFarland
076are yes. All abstaining. Miss Montisando, sorry. Uh 10.01. Comments from the public. Ladies and gentlemen, we're about to listen to public comment. Although state law does not require us to hold a public comment period, we have chosen to do so because we believe it is crucial for us to hear from our community members about their concerns and issues. The board is here to listen. The public comment period is not designed to be a debate or dialogue. Please do not expect the board to respond to your concerns and questions tonight. We take your concerns and questions seriously and want to have sufficient time to process and research issues if need be. Any questions from the public should be submitted through the use of the public comment form which may be obtained online or at the desk
077with the district clerk. We will have the proper staff member to get back to you as appropriate. I also want to point out that under state and federal privacy laws, we are unable to address any comments or questions about specific students or school personnel. We would ask you to go through the appropriate administrative channels. Compliments or complaints about student discipline. Issues involving specific students or personnel named or implied must not be addressed during public comment. A total of 30 minutes at the end of each board meeting is set aside to allow for public comments on items relating to our school district that are not on tonight's agenda. Signup sheet for the non-aggenda items is located at the desk of the district clerk. Individual comments are limited to three minutes and are welcome if the in
078the interest of stability and respect for different points of view. Clapping, booing, and any disturbance or disruption during either public comment period is not permitted. At this time, comments are related to nond district is welcome. We have Craig Russo. Good evening. report. [clears throat] My name is Kevin. >> Um, thank you for granting me the time to speak tonight. My name is Craig Russo. This is Karen Sabotto. She's going to be continuing my speech. Sorry, you just said that. I am proud 2009 graduate of John Jake Senior [clears throat] High School. I am standing before you today because looking back over the years, I realized how much this district has shaped my life. I felt compelled to come here and say two simple words that we did not say often enough. Thank you. Education is
079much more than building textbooks and state exams. It is about human connection. Growing up is tough and every student needs someone they can rely on. For me and for thousands of other John J patriots, these reliable pillars were found right inside our school walls. I want to thank our teachers from the bottom of my heart. Thank you for doing the everyday work to of making sure kids these days are in good spirits. You absorb the stress of the world so your classrooms can be a safe haven. You do not just teach curriculum, but you build resilient, positive human beings. To you on the school board, thank you for your leadership. I know your roles are often thankless and filled with difficult decisions. Yet, your dedication over the years creates the environment where our teachers can
080teach and our students can grow. It has been 17 years since I walked the stage at graduation. Yet, the impact of John J stays with me every single day. The commitment to excellent I excellence I witnessed here taught me how to be a better of a citizen and a better person. Thank you all for your hard work over the years, your sacrifices, and your unwavering belief in our community's youth. You are deeply appreciated. >> Thank you very much. >> 11.01 01 >> resolve that the board of education is hereby adjourned the June 8th 2026 board of education meeting. The time is 8:54. >> Motion Mr. Lumia. Second, Mr. McFarland. All those in favor? Unanimous.