001to come out of executive session. Please >> move it. >> Second. >> All in favor? >> I need a motion to adjourn the special meeting. >> Move it. >> Second. >> All in favor? >> It's adjourned. >> Okay. I'd like to welcome everybody to the regular meeting of the Udica City School District Board of Education. Um, I do want to note for uh the time that we are uh starting a little bit uh later than the designated 6:30 time. Uh, and I want to apologize for anyone at home that's been waiting um for the meeting to start. Okay. So, we have the color guard from Proctor. They're going to come in and present the colors, which is our uh standard here now. And then we will all stand and say the pledge of allegiance. My
002command turn up left face. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. [Music] Please. Oh, >> um, >> I just wanted Can you grab the Is it the Master Chief? Is it master chief? >> Just wanted to ask a question. We we uh >> um Chief Lane, I I understand that the uh team won an award. >> Yes, sir. >> Can you go up to the podium and tell us a little something about it? >> Can you just introduce do for for those met Chief Lane. So I'm the new obviously NJRC instructor at Proctor. So yes, recently we hosted our first PT meet. So if you guys didn't know in the area
003we compete with Mexico, they're Army AR or Mexico's Marine Corps ROTC unit. Carthage High School is an Army RTC unit and then we compete with another one, Buffalo. They have the Western Maritime School. They come out. So we have like four high schools come and there's a traveling trophy that they do. So we compete with like pull-ups. We do planks and we do like shuttle runs, stuff, all physical fitness. And then so Carthage High School for the last seven years has won that meet every time. So that's 20 I think we say it was like 23 PT meets in a row they've won and we won for the first time. So it was really exciting for the kids [Applause] and now we hold the traveling trophy until we do another PT meet. So hopefully sometime
004in December we'll kick back up and do more. Great, great job. >> Thank you. >> Thanks for all your support. [Applause] >> Okay. Um, my understanding is that the uh soccer team is here tonight. some of the soccer team. [Music] [Applause] >> Why don't you come up and tell us what's going on? Um, give everybody the uh the news. >> Good evening everyone. My name is Nick. For those who don't know me, I'm the boys soccer coach. >> Good now. >> All right. So to recap, I'm Nick Gillo, the boys soccer coach. I have representing our team tonight Adamus. He's our speedster lefty defender and Rico. He's our another speedster, another defender. Also plays a little bit of attack for us. Um this year we've been doing very well. We're 113 and two. We are
005looking at sectionals. We have a game on Thursday night. Hope to see everybody there playing against Rome in the quarterfinal game. If we're fortunate to win, we will move on to semis uh next week which will be on Syracuse. Um our we're senior heavy this year big. I mean our guys are big. Um big fast. So we've got a shot and um you know a senior heavy team is they they've been with us for like three years. So you know they're doing well and we're hoping to keep it going. >> Good luck you guys. >> Good luck. Is it true you're heading off to practice now? >> Yep. Heading there, guys. We got to go back to practice. [Applause] >> All right. Good luck. >> Good luck. >> Okay. Can the clerk call the role?
006>> Mr. Joseph Jr. >> Present. >> Mrs. Danielle Padulla here. Mr. Donald Daws >> here, >> Mrs. Talil Nuke >> here, >> Mr. James Paul >> here, >> Mr. Jason Cooper >> here, >> Mr. Braden Anna >> here, >> and our student representative Heather >> here. >> We do have a uh we do have a quorum. Um, sorry, we we do have a quorum. Um, I'm going to read some resolutions, but the first thing I'd like to do is uh call for the public comment. Is there anyone signed up for public comment tonight? Okay. I I need a a motion um to approve the following resolution um related to Helen C. Finelli. Move it. Second. >> The board of education of the Udica City School District records with sorrow the passing of former employee Helen
007C. Finelli. Mrs. Finelli was employed by the Udica City School District for approximately 36 years in the district as a teacher in science at Roosevelt School and Udica Free Academy. Mrs. Finelli's dedication left a lasting impact on everyone she met. She was loved by the students, their parents, and the teaching staff. Resolved that the board of education expressed its sincere sympathy to the family of Mrs. Finelli and that this resolution be saved upon the records of the district. Um, you want to adopt them all at once? Okay. And I need a motion re relative to adopting a resolution for Monnique Sorell. Second. >> The board of education of the Udica City School District records with sorrow the passing of former employee Monnique Sell. Mrs. Sell was employed by the Udica City School District for almost
00814 years as a seventh and eighth grade math teacher. Mrs. Sell's dedication left an lasting impact on everyone she met at Notre Dame and Kennedy where she touched countless lives. She shared a deep bond with many colleagues throughout her career, resolved that the board of education express its sincere sympathy to the family of Mrs. Sell and that this resolution be saved upon the records of the district. Need a motion to adopt the resolution for Peter B. Decker that >> the board of education of the Yuca City School District records with sorrow the passing of former employee Peter B. Decker. Mr. Decker was employed by the Yuca City School District for approximately 36 years as a special education teacher in General Herkimer, Kernan, and Jones Elementary Schools. Mr. Decker prioritized the well-being of his students and
009made a meaningful difference in the lives of countless children and their families. For a time, in addition to teaching, he also served as a PTA leader for all the schools in the district, a community role he found deeply fulfilling. resolved that the board of education express its sincere sympathy to the family of Mr. Decker and that this resolution be saved upon the records of the district. Uh I need a motion to adopt the resolution for Joanne E. Deland. >> Move it. >> Second. The board of education of the Yuca City School District records with sorrow the passing of former employee Joanne E. Deland. Miss Deland was employed by the Yuca City School District for approximately 24 years as a school media specialist, a library media specialist. Miss Deland dedicate dedication left a lasting impact on
010everyone she met. She believed that the library should be the hub of the school where students spent time enjoying reading or investigating research problems. She was loved by the students, their parents, and the teaching staff. Resolved that the board of education expresses its se sincere sympathy to the family of Mrs. Deland and that this resolution be saved upon the records of the district. Um, all in favor? >> Opposed? Motion carries. Okay. So, at this point, I'm going to take things a little out of the presented order and I'm going to ask our student representative, Heather Conpsion, to provide us with an update. >> Hello. Oh, thank you for the gift. I love it. Okay. So, I am going to voice a few concerns from the student body and what progress we're making on those. So,
011first concern is inappropriate behaviors in restrooms. There have been some reports of students engaging in inappropriate activities such as vaping in school restrooms. Additionally, there is a need for better restroom maintenance, including air refresheners due to the congestion in the bathroom. So we decided that students should report these inappropriate behaviors to their assistant principal so an investigation can be initiated. Another concern is security guard conduct and staffing follow-up. Since the last board meeting, this has been a great concern among the students regarding security guards befriending students in a general lack of security personnel. This shortage this shortage was evident during the recent fire drill where proper protocol could not be followed due to insufficient staffing at each door. There are also reports of security guards being inattentive due to phone usage. The principal is currently
012working with the team to improve security procedures and expectations. In addition, students are being reminded of procedures and expectations as some students are sometimes not as cooperative as they should be. After with after meeting with the student council officers October 19th, principal Paladino will include a student representative on her security committee to voice concerns, ask questions, etc. The last concern is that enforcement of protocols. The lack of adequate security personnel raises questions about the ability to enforce protocols effectively. If a serious incident were to occur, the confusion caused by insufficient staffing would create additional dangers for students. Their solutions are that there is a school safety plan in place and drills are conducted regularly per the New York State Education Department and additional security will be requested for the 2026 2027 school year. Positive events
013around the school are the senior sunrise on October 24th and the boys soccer team made n sectionals and there will be a haunted house post hosted in Proctor's auxiliary gym on Sunday October 26 from 12 to 3 p.m. And there will be regular meetings with student council officers so we could better uh we can better show the student body. And we are also currently holding a mascot contest to identify an animal that can dress up as a raider whose name starts with an R. Thank you. >> Nice job. [Applause] three. >> Oh, there's also for our seniors, there's also a Jo's representative who will be taking cap and gown orders. For more information regarding seniors, there has it's been sent on Parent Square and in the mail. Thank you. Well, Heather, I I have to
014say thank you for coming and sharing um the concerns that the students are having at Proctor and I'm certain that those concerns will be looked into and I am hopeful that they'll be addressed prior to the 2627 school year. So, thank you. Does anyone have any questions for Heather? >> Yes. So, I know at the I'm pretty sure if I remember correctly, at the last meeting, you talked about trying to reach out to the other school buildings to talk to their student councils and principles. Did you have any did anybody follow up to get you contact information for that? >> Um, unfortunately not, but I posted a like question in Google Classroom, so I got more input from students. So, next meeting I'll filter through and just provide that information. But yeah, I'll also try
015to reach out to other schools. >> Okay. Yeah, if we could have somebody get you the email addresses, too, so that we kind of have more collaboration between the different student councils so they I think our student reps do I think you're doing an amazing job bringing your concerns to us and being able to facilitate you being able to talk to the other schools that you can bring all of those concerns, I think would be a really positive uh role. And um uh like if she if um I don't know if the clerks could just send the student rep our email addresses too so that she has them. Um is there anything too that we could do to as during the meetings that would help you be able to voice uh your concerns and have
016input? You don't need to answer that now either, but like if you think of anything, let us let us know so that we can try to incorporate those things into the the meeting. >> Thank you. >> Anyone else? >> Will you be going to senior sunrise? Yes. >> We're hoping for good weather for you guys. >> It's this. >> Yes. Um, I just was curious because I saw the announcement for that and you had certain parameters that you had to meet in order to be able to participate. How did how did those come about if you don't mind me asking? Do you know? >> So, for an event like this, like it's going to be outdoors, so they would they don't want any like fights or anything like that going on. So they one of
017the requirements is that you have not skipped or haven't been in altercation recently or at all I think. >> Good. All right. That's a great standard. I'd like to see it applied throughout the entire school. Um is there anybody else that has any questions? >> Okay. We, you know, it's not school board recognition week anymore, but as an exofficial member of this board, happy school board recog belated schoolboard recognition week. Um, and thank you for all the work that you're putting in in keeping us informed on student concerns so that they can hopefully be addressed. >> Thank you for generally caring about our schools. >> Thanks. >> Thank you for caring about your school. Okay. >> Are you staying or do you want to go do your homework? >> Are you staying or do you
018want to go do your homework? >> Okay. You feel free to leave whenever the mood strikes. >> Um, okay. I'm going to do the uh announcements and reports. So, PTO, PTA, shared decisionmaking, student councils, CSEA chairs, title one, UTA. >> Good evening. I'm Bonnie Daw. I am the vice president of special areas for the Udica Teachers Association. Um, you mentioned it was school board recognition was last week. The board of education has a vital role and responsibility in ensuring all students receive the best possible public education. And we thank you all for all your service to the Udica community. We also want to congratulate Denise Collins who is a speech language pathologist at Columbus Elementary School. She was selected to receive the Central New York Labor Council's annual Samuels Gumpers Distinguished Service Award. She received
019this honor for active union participation and commitment to improving the lives of fellow colleagues and community members. Um since it's October is National Bullying Prevention Month, I thought I would share a few thoughts. Kindness is not just about being nice. It is an active choice. It is the choice to use your words to build others up, not tear them down. And it's the choice to be an upstander, not a bystander, when you see something wrong. So be kind to yourself and be kind to others. And NIST is a longtime flagship sponsor of the American Cancer Society's Making Strides Against Breast Cancer. Last year, all our locals raised $773,358 at the Making Strides events. Our UTA building representatives and teachers, are donating and constructing baskets to be raffled at our leadership event. This will help to
020raise funds for breast cancer research, patient services, and education. And now we need an additional counselor at Donovan Middle School as we are down one. The two counselors are currently covering the entire building load of 733 students, putting them well over the suggested case load. And continuing, we are still receiving reports from our special education teachers that they are short of TAs in the classrooms. And to end, our negotiations team is looking forward to negotiations that are to start this month. And the air is crispier, the days are getting shorter, and the leaves are changing. However, the best part of the school year is still ahead of us. Thank you for your time. Thank you. [Applause] >> UAA, UTC, Teamster, Local 182, SEIU Local 200B, Mohawk Valley Buildings and Trades Council. Um, I was going
021to call next the uh treasurer Ian >> Connley. Good evening every >> I I wasn't >> well I the only reason I asked um was that I I wasn't sure when we were going into our second um executive session. I didn't know if we wanted to do that before or after this report. >> Go ahead. All right. Um good evening everyone. Uh so for this meeting I have the tax report. Um at the time the report was made I had received the tax um information from the city for tax payments received through September 28th 2025. Um with the remaining balance uh due for this school year of 21,197,963.78. um we received uh 23 uh% roughly of our tax revenue. Um since then the first due date has uh passed October 7th. Um so we've received
022more money and I will have that for uh next month's report. Um also going with taxes. Uh last meeting I mentioned uh pilots. We had received about twothirds of our uh pilot revenue. Uh we're now as of today uh we received 97% of our pilot revenue. So we just have a few more outstanding uh bills that we're hoping to get by the end of the month. Um so I've enclosed the general fund budget status report, uh cafeteria fund budget status report and cash balance reports for all district bank accounts for the month ending July 31st, 2025. Um just a little commentary on that. So July was a very busy month for uh myself, Heather, the entire business office and finance team. Uh we were working to prepare for the audit. Um also closing our books
023and opening uh preparing our opening uh entries for the new fiscal year. Um at earlier in the month you had the special meeting for the audit. So the audit went well. Um so yeah, it's very busy month. Uh since then we have officially closed the books for last fiscal year and we're now moving forward with a new uh does anyone have any questions or >> not at this time I don't think >> all right >> thank you very much >> um why don't we do the reports of the uh special committees >> okay so um >> pardon me going way out tonight. >> Yeah. >> Okay. Um >> and as far as Boseies is concerned, I attended the uh meeting um this month. Um and you know I think we there was some discussion about
024their uh their budget calendar and um you know at this point there wasn't much more to report on that wasn't just the nuts and bolts of uh their our uh our meeting. So that's all I have for that. Is there anything about the executive board? Uh Braden, >> nothing on the um schoolboard institute executive board, but there was a NISBA annual business meeting October 16th. It started at 4:00 and ended at 9:46. There was three bylaw amendments, all of them failed. Uh 34 proposed resolutions on advocacy. All but one of the recommended resolutions passed. and all but one of all but two of the non-recommended resolutions failed. And I will send a update on NISBA's advocacy resolutions to the rest of the board in full so as not to bore anyone else. >> Okay. Um
025audit and finance. I think we have a meeting scheduled. I just can't recall the date. Um, capital projects, anything to buildings and grounds, health? >> Building and grounds. I was thinking CT, sorry. Yeah, we start we started our building and grounds walk through last week. We went to three schools. We picked them up again Thursday. So, over the next couple weeks, we'll um bring all the final reports to the board and then we'll meet with the principles upon conclusion of all schools. >> I have a question. Sure. >> So for the building and grounds meetings when you're deciding what buildings they're going to who plans that schedule? >> Um Stephanie and Kathy traditionally um have been reach well now they're working with the schools directly to reach out to them. We are it's hard with
026um the times right now. So I think we only have two schools on Thursday but Stephanie's been providing us the update. Who provides the tour of what rooms you're going to? >> There's a team. So, there's security. Um, Mr. Ferrar's on there, the principal, us as a committee. Stephanie comes with us. >> So, are you going to any room that you want on these buildings and grounds and checking them out or are you going to the rooms that were already pre-chosen for you? >> Um, so it's more structural like I guess like the perimeter of the building, the playgrounds, the vestibules are our main concern. So, we went to the first three schools. We went to Jones Conling and General Hookmer first because they have started either the playgrounds and or the vestibules. And then
027there's stuff on our spring checklist that was going to get done over the summer. So, we're kind of evaluating that. And then for phase three of the capital grounds for any funds left over, we're looking at potential um projects. we kind of I don't want to say like we go into rooms and look at things, but it's um more structural stuff or cosmetic or things that need to be adjusted and then we look at any upgrades. So, if like we did recently have the cafeteria tables purchased and stuff like that. >> Yeah. So, there there's no typical space to go look at. We kind of tour the whole building, try to highlight what a capital project is and what we're doing, what the changes are going to be, and that's really how we stroll through
028the buildings. There's no predetermined what we're looking at, what we're what we're going to see for the most part. >> So, when you're visiting classrooms, >> we we don't really go into many classrooms unless >> So, we're not really looking at I'm just saying from the walkthroughs that kind of guide them. We're looking at the building as a whole and we're basically just strolling through the hallways and and showing what is going to be either um picked up in one of the phases of the project or or in house maintenance and things like that when we're doing the walkthroughs. >> Okay. >> So, we went to >> So, we're also looking at structural issues that are >> so we're looking at everything when we're when we're walking through and >> Okay. So, it was the
029consensus of the board. Was it well not the consensus of the board but of your committee that General Herkimer there is definite issues of overcrowding in certain rooms where we have multiple teachers in one area? >> Yeah. So we in general Herkimer we traditionally go into more classrooms because that that we like walls were temporary and now they were part of our checklist so they're permanent or they haven't been addressed yet and things like that. We traditionally don't go into classrooms just to not disrupt one the teaching but two um it the the schools are fairly large and it does take time and we try to go to all special areas so the gym the cafeteria everything like that. General Herkimer has been on our list um I would say the last two years or
030two school years because um there's like multiple teachers sharing a room special like AIS ENL targeted reading um so it it's been a concern of ours. believe two of the projects out of like two out of the four of the classrooms or one got a permanent wall so that helped but those are those are like we were at Hughes a couple years ago because they had construction going on in a room so that's been closed so those are the rooms that we're looking at to see what's been changed we're going back to General Herkimer on Thursday to to look at some of those other issues um they're also down staff there as well and there's targeted reading I believe and oneonone's going on in the hallway and we're trying to bring that to the attention
031of the administration to >> Wasn't this already brought to the attention of the administration last year from this school? >> Yeah. So, I think that they added a special education I know there up to 90 students that are receiving speech currently. So, there's a lot of services. two special education classrooms were added to that building in the last two years, which has complicated things. And also because of the number of IEP needs, the school received one full-time speech pathologist in addition to what they already had this year. And Mr. Smith is using he has his target assistance. That's what's that's where where kids are being taken out of the classrooms to facilitate the target assistance program. And I think one of the concerns from at least myself, but I'm sure that we all share the
032same concern is how schools are picked when extra classrooms are needed like special education in general Herkimer or preks inside buildings because I feel like how do how do we or you guys look at that because it's vastly different from each buildings. >> So I can say as far as special education programming when Dr. Davis was here. She took a holistic look at every single special ed program and classroom in the school. Noted the inequities and a plan was designed to even out the programs and the classrooms as best as possible. General Herkimer at one point was one of the schools with the fewest number of special education sections. So part of that plan reallocated special education classrooms at that school. But that was all part of the design to try and more equitably distribute
033special education class items. >> I just I wanted to just interject for a minute. A number of years ago, we did a building space analysis, >> right? >> And I'm sorry, >> space review. >> Yeah, space review. When was the last time we did one? >> So, I'm just asking. >> So, we're currently in the process of one now. So, we just met with I call it the VZDA office special ed uh came and walked the buildings with me looking at the spaces. >> When I'm talking about a space review, I'm talking about all of the spaces, not just special ed, right? We did that. >> So, part of the space review is the specialed portion has to be done first. >> Okay. >> So, we we did that about seven or eight months ago.
034We're in the process of finalizing the complete space review for SEDD for facilities planning for review. So that's in the process now. Takes time. >> Yeah. And and I think we did one with Dr. Davis. I think the other concern of the committee is we're placing special education rooms but not the resources. So lacking washers and dryers, lacking full-time nurses. So that was a large concern and one of the reasons why we're going back to General Herkimer on Thursday is to if the space is there to accommodate that's great and wonderful but we need that full support of to provide for those rooms. So there's they currently don't have a washer and dryer and they are um they have a part-time nurse >> and I think that's fine like if we're looking clearly there's not
035space. So, if we've got teachers in a hallway, which is completely unacceptable, and what we saw, what the board saw were pictures of teachers in a room and they're literally separated by nursing room, hospital, like triage dividers. How if we have students who are getting special services and are getting services for speech, reading, and they can hear everything that's going on from a hospital divider. How is that effective for their education? I've got a I guess a different question. >> Can someone explain to us the process for increasing classroom space? >> So, I guess it's the space review that we're doing now. So, uh I guess we started about eight. Some of this predates me, but from a historical lens, was there the space study was to to examine whether or not there was a
036plan, a feasible plan to move the sixth grade tommies to the middle schools, which would allow for greater space. when when >> we had done for that >> when I I asked for it and this I'm not sure I think it might have been beforehand >> when >> but I want to say before you know m Mr. Karum was here. I think I think he was the superintendent. And I asked that well I asked for and I believe it was done. They went through every school and identified all of the spaces that were available >> and >> there were specials there were cuz you know remember back at one point there was art in a cart and all this other stuff. So that we were looking to see at least I was looking to see
037and I think the board was looking to see is there some reconfiguration adjustment that could be made you know to deliver the services in a in a you know more reasonable manner >> and I think I'm not sure what we're talking about but this was a conversation three years ago that we had that all of us had there's a structured plan there's blueprint for this possibility of the perspective of sixth grade was moving to the middle schools. We were going to build that, make it own its own edition. We have the blueprints and everything that was created waiting on SED's approval. Somehow we're still stuck in this realm and we have elementary schools bursting at the seams. But we also have other elementary schools that have space. So why are we adding different things and
038why are we not looking at that population and moving them to different schools? So I just >> Oh, go ahead. >> I just want to speak to the space study. So there is many concepts and ideas throughout the administrations I guess I would say. So this space study incorporates a lot of those ideas but until the space study is reviewed by facilities planning with movement of any grade level. It has to be finished by them first. >> Hold on. So what happened to the plan that we created with the blueprints and everything? This was two years ago. So those are those are part of the that's part of but not only what was going to be submitted or is in the in >> so actually there's sub it's in the works. So yes and I
039don't want to speak but there's uh an application that um was signed by I think Dr. Davis to submit the space review study that and it literally takes months to do. It's it's and I just want to go through the whole process with you. It's four or five visits from the VZDA office, the special education office, making sure that you have to fit all those needs first before they let you do any capital project or add anything onto any building. They have to make sure you're within the square footage spaces for all those classrooms. You have enough classroom space for all those and everything that goes along with special ed. So, that portion's done. That has been submitted. >> They've come and visited. >> Yeah. So, I walked the building with with the VZDA office
040three times. >> Okay. >> To go over each space. >> With what building? >> All buildings. >> How long ago? >> Probably like four months ago. >> Okay. Okay. Wait. Can we just back up really quick? When those blueprints were given to us like two or three years ago. >> Yeah. So, they were concepts. >> Yeah. Concepts. >> They So, those were written into the the facilities plan that we submitted to the state. >> Okay. >> So, I helped Dr. Davis. We wrote a facilities plan, long-term plan with had more than one concept in there. Sixth grade was one of them. Move. >> So that's what was submitted to SED. And for them to move forward, they have to evaluate all your current spaces, every every space in every building to make sure you're utilizing
041them >> right the the correct way and you're accommodating special ed. They're not going to allow you to put I'm just saying give you an example a six classroom addition on if you know you have special ed needs and your classrooms are not you know the right size doesn't have you know adequate like bathrooms or changing stations or whatever the needs are in those classrooms right >> so would we pass that right now >> so well I don't it's not a matter if you're passing right now what what they won't allow you to do is if you going into another capital project and you want to do something at building, they're going to tell you that you have to take care of this first. >> That's what I mean. So, would they at this point
042right now from the look of the building is that what Sedd would come back and say, "No, you have to take care of this. You special ed needs, we're at that. Are we at that point?" >> So, I guess I what I guess I would tell you is from the walkthroughs that we went through, most of the spaces that special education is now is is adequate under what the state calls their guidelines. like um I I don't know the exact numbers but I can give you close like a 151 classroom the minimum requirements are you know 920 square feet and you have to have a bathroom in it you know I'm just >> and we have that >> yes for most of the spaces >> most but not all >> so we could be like
04315 square feet under the under the requirement and it's not really going to put you in jeopardy we're not >> it's substantial compliance rather than right We're we're not we're not hundreds of square feet um under the the guidance. >> Okay. >> So, when we're saying most, is it that >> there's these minor square footage issues or is there like rooms that don't have a bathroom that need a bathroom? >> So, not all not all of them are required to have a bathroom. So, what I'm saying is that I would say 90% of them, 95% of them meet the needs for the uh section that's in the classroom. >> Okay. And then going back to the middle school plan concept, whatever it was, sub that was submitted to SEDR. >> That was part of the
044that was part of the facilities plan that we sent to SED. So that's there's this long facilities plan you have to send to them on, you know, what you're doing, why you want to do it. You have to have birth rates. >> Well, they're conceptual, right? >> Yeah, they're all conceptual. >> So we're not locked in. >> No, no, you're telling them what you think you want to do. That's all you >> Last November, we had a meeting It was right before Thanksgiving where I thought we were told by the state that like each classroom would be 700,000 or remember that. >> Yeah. So, putting a little bit the cart before the horse, I guess, is what I'm saying. you know, we have building aid for classrooms and once the space study, the review is
045done and figure out what you're moving where, then you can kind of come up with a concept of what it's going to cost you, what you're going to do. I mean, we could sit here and say, we're going to do this, do that, do this. You know, okay, we're going to build a sixth grade academy. You're going to have a gym, you're going to have a cafeteria, you're going to have, you know, there's a lot of things that go into that that change the numbers dramatically. >> So, where are we right now? So they've come, they've assessed the building, they've done those >> special letters reviewed the the the drawings in the buildings in person for every space. They're they finish up their I guess their final review. They send that to facilities planning and
046facilities planning then finishes up the space review for the rest of the rest of the buildings. M >> Mr. Fra, have you walked us through the steps that I asked about and this isn't about you. There's been a lot of stuff just kind of thrown around in this room >> and I asked a question. I just want to make sure that I get the answer that >> Can you just ask it again? I'm sorry. >> So, >> what's the process for increasing classroom space? >> So, >> and I don't want you because we got a lot of >> So, you mean increasing the square footage of the building or the >> So, if you need four more classrooms, >> school that has because our population, >> it's a space review. >> So, SED is going
047to tell you if they're going to give you money for the for that space. And again, the first part of that space review is special >> ed so vest. Okay. >> So they have again they have you have to make sure that's adequate because if you're going to do a capital project, increase the square footage of a building, you have to fit all those needs into that project first. >> Okay. >> To move to basically move on with the rest. >> Which is quick. I'm not done with this point. might want to return, but I just want to segue while we're on this for one minute because I think a lot of people get confused too because this was something originally we had talked about CTE. We had went in for this CTE high school.
048We wanted to do an additional high school, >> but it was SED that came back and said no. So, I think people also had this idea like we we can't do a second high school. We want to so bad, but because we years ago they made the poor decision to consolidate into one, SCB has come back and said, "You've not shown growth where you now have this overwhelming population coming in. So until you see that, they will not allow us another high school." Correct. >> Correct. >> So that's an addition. >> And there and there was not available space. >> Yeah. There there's so many requirements with the land. >> The land require the land requirements prevented us from doing it in the first place. this and >> but I don't think >> no it
049was review well it was sed it was sed but we we didn't >> land if you go student square foot >> right >> okay >> no it was like a 45 acre parcel or some enormous >> number and there there's not land inside the city that fulfills that but >> we did speak to SED and SED said no >> right so that we're not I mean by the concept of land doesn't m yes we could do that but >> I think we should go up there and >> take it by having a domain >> in general is an sedd it's part of the sedd function >> and we have to cl because >> yeah we can't just say we're going to go put four classrooms on there you got to make sure that the student
050population >> that's kind of why I asked the question because people have this misconception that we can just do what we want because there's a need >> they tell you what the >> per pupil square footages for a school. And >> but I'd like for people to hear that >> we understand that there's a need. We want to do what we can to fulfill that need, >> but there's a process that we go through and that it doesn't always work out in our favor to get there, but how can we, you know, where can we find an area to work through those challenges? >> So, the space review is the first is the first function of that. So once we get that back, we'll have a better understanding of what what we can do. >>
051But I'm just going to give you an example and I'll say it. Everybody says proctor's overcrowded. I understand it. But from an SED standpoint and square footage per student, it's not >> right. >> Which is still >> and that's that's really where it comes from. >> That's so that so that's the reality of it. So you know what we say and think we understand but not in the state's eyes. So I guess I guess the question that I have is now that we've addressed the issue that we're we're basically prevented from doing a lot of things um from by state ed depending on where we are in a process or what their evaluation is. There are things we can do to improve how the the schools and the classrooms and the extras and the all
052of the little needs, you know, we we can do things to address them. But >> but >> the the reality is that if for example in order to accommodate something you have to move >> classes, services, something else to another school. >> Okay. >> Yeah. >> Okay. I'm just saying >> you have a school right now that is overrun with teachers in the hallway. Doesn't it make sense to look at okay what's Jefferson doing that's close? what are these schools and looking to moving places where >> I don't disagree with you. I don't disagree with you. I think that that's something that that we can look at. But I mean the the reality is when did we, you know, like when are we going to do something? When are we going to look at it?
053When are we going to evaluate it? When are we going to try to do something? >> I I just want to just make one more comment. So back in 22 23 when you were talking about getting art into a classroom, getting getting music into a classroom, we Mike and I went through all those buildings with a fine tooth comb. Spaces were reconfigured, walls were put up, additional classrooms were built, and the schools to the best of their ability were where we kind of wanted them at that point in time. But I just want to remind people since then, and a lot of it has to do with special ed because we were not meeting the needs of our special education students. This district has added 16 special education classes in the last three years. Most
054of them have gone to the elementary. We've increased our speech pathologists by nine full-time FTEEs, eight occupational therapists, three physical therapists, six social workers, four guidance counselors, and that's a lot of that has gone to the elementary schools to better support them and to ensure that we're actually placing our kids based on their IEP needs, not by numbers or where there was an opening in a program. And that's that's strained the elementary schools. There's no question about it. Can I ask you a question? And you may not have this off the top of your head. How because I feel like we're seeing a lot more preks >> in our building and ground stores and I make no mistake, I love that. My concern is some of the schools and I'll use like Kernan for example,
055I believe has two that is currently in my eyes overpop populated. I know the state may say something else. How is a placement of prek evaluated? So, we've actually moved a couple pre preK classrooms out of our schools to make room for some of these special education classrooms. Current was one of those schools where um you know in our evaluation it was it it need needed to be there at the time. >> Um but we can definitely look at that again. >> But I just want I just want to let you know you guys did accomplish what you were setting out to accomplish back in 22 23. Now, over the last three years, this district has made a significant investment through the leadership of the people here to support the special education department and ensure
056that our kids are getting placed again based on need, not numbers or available openings, >> which is good for the kids, but it's again it's placed a strain on our teachers because we have teachers a teacher assistant shortage. Um, it's placed a strain on >> um the schools, especially at the elementary level. And I don't see so much the classrooms being an issue like you know if you take a sixth grade or fifth grade. The concern for me walking those buildings is to see some of the AIS and ENL. You have three special services going on. You have kids who are English learners and other children like and then a divider and now children learning math on the other side and then reading on the other side. It is I I'm not the quality to
057me is being jeopardized. So I never I don't want to say like see overcrowding like 35 kids in a classroom and I'm walking through those rooms and saying oh my god how our classrooms are beautiful top of the line. I truly believe that my concern is in these smaller areas or we're walking into libraries that have three or four services going on at a table like that is the quality of it >> and those are absolute valid concerns and I did meet with Mr. Smith today and we'll be meeting again to try and troubleshoot some of the issues that he's facing there. >> And I do want to say like this is I think Mr. Smith has done a great job and he has done a great job and this is on no fault that
058there are teachers in the hallway because he doesn't really have >> at this time >> and to teach at General Herkimer like that amazing. The kids were obviously like so well behaved. This building was immaculate, but to it was very disheartening to see stuff in the halls when it's not traditionally what we see at most of our schools. And I don't I don't even have a solution. So, I feel like I'm excited to see what after the the building tour takes place again on Thursday if there's any immediate solutions to better serve the staff and the students in that building. For sure. >> I just want to clarify one thing. So, when we talk about SED and approvals, that's really for state aid. You could build whatever you want, but it's going to be on
059the it's going to be on the levy. So, it's going to be either 100% on the taxpayer or 2% on the taxpayer. So, that's where Sceed comes into play. Just want to make sure everybody's aware of that. So, that's a big, you know, comes to a big decision maker. You could build another high school if you had the land you wanted to. It's a matter if it's 100% on the levy or not. >> So, I just wanted to make sure we, you know, >> we need to hear, we need to hear that. >> Clarify that. >> We need to hear that, >> right? So I guess then what are the action steps that we're taking regarding this next things building the ground have it they've got a walk through on Thursday what are the action
060steps >> so what we'll do and what the administration will do is they'll continue like we do with everything we'll continue to study this and look at it there's an issue with space there's some tweaks that we can make to free up some of that and we'll provide a report at the next scheduled board meeting but I want to give them time to fully think through this and we'll provide an update >> and we'll share the minutes with you Kathy just off this. Oh, no. You have Stephanie has the minutes. It's the PAC. No, sorry. You did send me those. >> Okay. Anything else on that? >> Good. >> Excellent. PA committee. >> You're the chair. >> No, we'll let James. Sorry. >> PAC, we met last week. Uh we actually got some things accomplished.
061We wanted to uh to look at providing additional equipment to uh to some of our or not to some all of our sports. Uh we want a wish list to be brought about again a second wish list for all the coaches and what they need, what they're looking for, uh some of their expectations. Uh we're going to invite our coaches to our next meeting so that we can get their input. We just wanted to kind of get the lay of the land this this first meeting for the school year. Um, what else did we do? >> It kind of went into building and grounds because with that comes a space for storage >> and where are we going to put all the equipment. So, we did >> pretty healthy wish list and we asked um
062>> Dr. Spence and Mr. Patterson to kind of go back and see if this is really the final wish list and extend that till the next meeting. >> Well, there's a wish. Hang on a second. Okay. There's a wish list and then there is what each of the teams should start out with. >> Standard baseline equipment, >> right? >> Yeah. Standard operating equipment. We're moving away from the wish list, especially as we're moving away from Esser. We are it's standard operated equipment is what we're looking at so that we can build that in the budget and factor that in year-over-year because it's what they need to be successful. >> Okay. So, I have a question for PAK. Do you guys have a list of active coaches? Do you have a list of how many coaches
063are coaching what sport, how many we hire, how many Okay. >> Yes. And that changes because we're still don't hire and we just had the winter sports for now. Paul's falling. >> They put last year's on there just so that for um I think last year was on there for the last so they went to those coaches. >> So, we had standardized that. Who's in charge of that? >> It's the ad. >> Yeah. Okay. So, can we as the board please receive a copy of all of the coaching positions that we have? So, I'd like to know everything through throughout the year of all sports that we have, how many coaching positions that we hire, how many volunteer opportunities we also allow, and then I also like to get a report from five years ago
064so that we can do a comparison and see where we were five years ago and where we are now. >> I can make a motion if I need >> that. There was a >> I don't think I don't think we need to I don't think we need a motion. We just need to make >> I like it before the next meeting. Do I need to I can happily make it a motion. >> I'm more concerned that 5 years ago was co. So I was going to ask you if you could say like 2018 2019. >> So say 2018. >> 2018 2019. I'd like to make a motion that before before the next the next board meeting, the entire board is provided with a list of all coaching positions that we have, including volunteer. How many
065coaches do we have for football? How many volunteer positions are they receiving? I'd like to see the pay scale with that as well. Then I'd also like to make a motion to that we also receive something from 2019 or sorry, let's do 2018. 2018 that's going to show us everything so that we can do a full comparison. >> All in favor? >> Wait, wait. That was real. >> Hang on. We got to have a discussion. >> Okay. So, I'm I I guess my question is how is it decided whether somebody is a volunteer coach or somebody is a paid assistant? How does that work? To my knowledge, it's usually through the application process. People apply to be the head coach or an assistant coach and then we get applications for people who want to volunteer.
066>> Well, the reason why I'm asking is like for example, if just somebody thought we should have eight assist paid assistant tennis coaches and a head coach. How does that how does that number get arrived at? >> Who determines that? >> Yeah. >> Guided by contractual language >> in what? >> So, the teachers contract determines how many coaches we can pay >> for a season. >> Yes. I'd like to see a I'd like to see a copy of that because like for example, >> depending on when those that language was put in, it may negatively impact or positively impact our our ability to coach our teams. >> You never have you always have the ability not to fill them in at any given year or season. And you have the ability to expand on that
067as well. >> Oh, really? >> Through a formal process. >> Okay. if population states and it may well be a recommendation coming forward uh in the near future maybe even for spring sport season this year and it depends on student interest you know and and athlete interest. So year to year that could change. Also things factors that are considered a lot of times are age appropriateness. So if you've got a lot of kids at a modified level where they need a lot of oversight and special attention, you might add a coach and sometimes the following year, retract that based on enrollment. So >> yeah, I feel like that was a but that was >> No, no, you were in the meeting. I was saying because we talked about that at the modified, we feel that
068we're >> maybe lacking some assistance and or something like that. And then you look at track that has 185 and we have the same amount of coaches as we do for like a softball. So yeah, I think it I think the ratio needs we had last year's numbers >> just to clarify. So you are saying so the UTIP contract you guys have an actual number of coaching positions in the contract. >> We have we have a like how much like a like a head coach and how much an assistant. >> So yours is just pay. It's not how many we can hire. title. >> My title. >> You have to pay the title. You have to pay the title. Yeah. The title has to be there and you pay the title. >> So, there's a
069list of coaching titles and then what index they're tied to. >> So, if we said we wanted four assistant coaches on track and four head coaches. I'm just throwing >> We're not saying that before we get phone calls and text panics. We're not saying that >> eight coaches. I don't know if we find that many coaches, but um >> we'd like to. Can the the UTA the contract just states a stipen, correct? It's not. We only have the ability to hire two. >> It has to be a job title, >> right? >> So, you have to add, but there's no >> that's going to be an MOA. >> Well, I guess that was just a concern, right? >> That's I think that's the clarity that we're trying to figure out right now. >> Yeah, there
070has to be. >> You can create the position, an additional position based on health and safety, based on, you know, the needs of the students, right? Student athletes. So, and fill it that particular year. If the following year we have 30 less kids at that level, you can use choose not to fill one of those positions. You work through the athletic director would would work in concert with human resources. The um assistant superintendent make recommendations superintendent. Otherwise, >> I guess my my question though is does the UTA contract state a maximum amount of coaching coaches that we could have? They have identified positions based on the title. So that's the only thing that we're authorized to bring forward to recommend to the superintendent and not to expand that unless we make the recommendation to go
071to the board to say we need an expanded position for >> what I'm saying it right. >> So you have head coach like all notes from the background. >> No. Yeah. head head coach, assistant head coach, assistant coach. >> Correct. >> My understanding is like the contract would say it doesn't say you can have five assistant head coaches and three head coaches and four assistant coaches. It says if you're if you're filling a position that's the head coach, this is the stipen range. If you're filling a position that is an assistant head coach, this is the stip end range. If you're filling u an assistant coach, this is the stipend range. >> Correct. >> It doesn't say like, okay, >> you can only have two. >> The the chess team can only have one assistant
072coach and one head coach. It there's no limitation on that. It's really a function of what >> the pay. No, not what the pay, but what the somebody feels that there should be that many coaches for a particular sport. I I'm going to contend that I've never seen an assistant superintendent, human resource officer, a superintendent recommend anything additional than the titles that are in the contract without specific board authorization resolution to increase that title position for that particular school year. I've never seen it without >> Yeah. Oh, no. No. We're just asking the question >> how to get there. That's okay. >> Good. Can I do Do we need to take a vote on that? >> Yes, please. >> Okay. Uh, all in favor? >> I >> opposed. Motion carries. >> Thank you. >> You
073just like how many >> list? Okay. Just make this up. >> Policy committee. >> The policy committee met earlier in the month. We're recommending three policy amendments, a policy reaffirmation, two regulation amendments, and a regulation to be repealed, which are all in new business. >> And that's in the new business. Yes, >> that was very uh a very nice policy committ. >> Do we have a Yes. Do we have a motion? >> Do you >> to what? >> To do what? >> Are they adopt them now? >> Oh, do you want to do them now? Why not? >> Do you want to do them separately or all together? I'd be happy to do them all together if you want. >> Did everybody read them? >> I did. >> Some are old. Um, oh, just to
074be I just wanted to specify something just in case there's any uh interested uh public watching. The only real substantive change to any of the policies was uh 8600 which had a more ownorous appeals process than was necessary by law. that more ownorous appeals process has been eliminated. And that's why the appeals process is being deleted from that policy. So that it's actually easier if in the strange case there was a denial to make an appeal. And that's really the only substantive change. Everything else is typographical. >> I like seeing them. I'll make a motion to adop adopt policies 8110, 820, 8600, and 862. Do the policies first. >> I'll second. >> Okay. Any discussion? >> Great job. Great job. Policies. >> Yes. >> You want to get a round of applause? No. Sorry. >>
075I can't. Okay. Any uh any further discussion? All in favor? >> Opposed? >> Motion carries. >> I'll make a motion to adopt regulation 8202.1 and 8600.1 as amended. >> Okay. >> Second. >> Any discussion? >> All in favor? >> I opposed. Motion carries. >> And I'll make a motion to repeal regulation 8600.2. >> Move it. >> Second. >> Any discussion? All in favor? >> I. >> Okay. Those resolutions, those regulations, and those policies have been adopted. >> Code of conduct. Anything to report? >> No. We're going to schedule something for the month of December. >> Communications, equity, and outreach. anything to report? >> Well, we met last month. We have another meeting coming up next week just hitting um all of the points that we need for this year, our goals and everything that we
076would like to see in the school. So, laying the groundwork for that and then we'll be bringing in our AV coordinators and everything to discuss um what we need. One of our big pushes this year was um for right now in the athletics with Huddle working on our streaming services. Still have a lot of work to do, but it's great to see it started. It's great to see that we're able to stream those games and watch. it's really important um for our students, but working on those equity pieces so that we're aligning with all the schools. So, we've got some big goals and some big shoes to fill this year. We're going to be diving into that again next week. >> Has there been any uh progress on the Proctor morning show? >> No, I
077don't think it's started yet. I think November was the goal, but we've been getting some elementary morning school >> um videos which have been really nice to see them. But I think November for Proctor, we heard >> is the goal. Yeah. >> Yep. >> Okay. So, I believe >> CTE. >> Do we Oh, did we do CTE? >> Well, CT we just had the ribbon cutting ceremony in September. So, right now everybody's digesting. They're in the schools. They're in the building. So that was our month for September and then I think are we meeting >> every other month I think right now. >> So we're meeting in November >> and I think we're going to do meet with the new curriculum. >> Yeah. >> And go that way. >> Okay. So now that we've accomplished
078all of that, would you like to make a motion to go into executive session? >> No. Why don't we do the presentations first? Why are we going to go in executive? >> Well, let's let's let's do a let's approve the minutes while we're there. >> Here >> need a motion to approve them. the September 2125 September 21-25 special and regular meeting and the October 725 special meeting. I'll I'll I'll approve them collectively. Is there any need a motion >> and second? >> Second. >> Any amendments, deletions, corrections? Hearing none. All in favor? >> Okay, it passes. So the only thing I think we have left is the superintendent's presentation and report. >> Yeah. Why don't can can >> I We'll take a five minute recess. >> Wait, can he do his presentation before we go
079into executive? >> Yeah, >> we're just back. >> Yeah, that's fine. I just want >> I just want to do the presentation before executive. I'm going to call us back in off of the recess. It is now time for the superintendants presentation and report. Okay, here we go. First of all, good evening everyone. Thank you all for coming out today. We are coming on the heels of schoolboard recognition week. So, it's a very special week. On behalf of the district, want to thank you all for your countless hours of service and dedication to this community. It's a thankless job. Leadership is not easy and you have dedicated your time to this community. So, I want to thank you on behalf of the district. again and and you'll see this with every report that I have
080is we really focus on the uh achieving our district's mission and vision. And those two words accountability and continuous improvement is really rooted in the work that we do because in order to transform a district the progression has to be incremental and it has to be sustainable long term. So we are looking year after year to make demonstrable progress in different areas of the organization with the understanding that over time we will get to where we're we're trying to achieve which is perfection and we'll always chase that. Again we everything we do is again centered with our district mission and vision. You know we want to get to that graduation line 100% graduation rate. That's one of our goals and again we're centering our work around that. I want to call the attention to um
081just a couple of notable achievements in our shared government structure working with the board. You know, as administrators, we work to carry out that vision, but it's the board that provides us with the resources so that we could be successful in our work. And some of those things just noted here is one funding our Raiders's extended learning day program, which we've seen a um a really a significant impact in on the student achievement as a result of that programming effort. We've also and and the board's also continued to fund a system of care by providing our students with wraparound services because we understand that the uh the schools are being asked to do a lot more and we are trying to make sure our students have every opportunity to be successful within our walls. And
082then we've also funded the the board's also funded the student device replacement uh plan to make sure that again our students have the tools necessary to do their work. Also part of 24 25 year is transitional leadership. It's always um entering a community is never an easy thing. It's a lot to learn, a lot of cultural and historic practices to learn and the board's doing a good job at keeping me a breast in regards to that aspect. Um also working having last year been able to pass a budget $291 million budget that provides us with the tools and resources that we need to do within this current fiscal cycle. again our career in technical education component we've we built it but we also needed the faculty and staff to support that that work so our
083students can enjoy the myriad of pathways that we've had. So we thank you for the work that we've done there and then again you know to the capital uh the $120 million bond referendum to make sure our debt levels is stabilized but also making sure that we have the quality facilities here within the district. also working to um through committee work to ensure that we have a not only a timely but a good audit some of the best ratings that you can get and then the completion of our fabulous CTE program which is you know um looked at as more and more as a model for the state and what we were able to build there together. So this again is the aspect of shared governance. This is the fruits of your work working on
084the board to ensure that the district has the resources necessary to be successful and we thank you for that. >> I just had a question. Yep. >> Sorry, it just dawned on me. >> Has our bond rating where's our bond rating at the present time? >> It hasn't changed. Um, normally what has to happen, you go out for a huge debt issuance. Um, then they'll come in and rerate you. Um, we went out for a couple of bands this year. So, they took a look at it and there was no change to it, which we had a two-step upgrade a little over a year ago. >> Oh, we did? >> Yeah. Yes, we did. >> Excellent. >> A year from August. Yeah. >> Oh, that's great. >> So, it's stabilized. It's not Nothing's changed. >>
085Good. Glad to hear that. Thank you. >> And and in doing that, there's a lot of momentum that is really um uh starting we're gaining traction as an organization. the district being recognized on a Forbes list number 98 the only school district in the state of New York to hold this distinction we've seen um progress in our I already results from 2425 year that showed significant growth we're also seeing academic gains particularly in our 3 through 8 core academic instruction and so what you're seeing again when we talk about sustainable and incremental growth is that we see the organization growing academically we see the proficiency increasing we have over 10,000 we about 10,000 kids approximately. So when you see those percentage numbers 9 11% that's a good bulk of children that have now demonstrated proficiency.
086So the work of the organization is moving along. It's a collective effort. As I said you guys give us the resources to do our job and we work with us as an organization to implement the will of the board. So we appreciate you for that work. And it's also good to highlight growth. In an organization this big and this complex, there's always something that you can pick apart. You go to Pepsi Cola and look at that multinational corporation. You can find the mop bucket and anywhere that hasn't been changed. The truth of the matter is we look at the aggregate performance of the system and you look at the performance year overyear because Rome was not built in one day. And I cannot stress that enough. But again, thank you for those resources and tools
087because we could not do that without board action. So I appreciate that. We appreciate that. And so now I want to talk a little bit about the um 3 through 8 ELA testing results. And I'm again I'm I'm pleased to talk about this um amazing faculty and staff, amazing administrators here in the Udica City School District really working to educate our students. And so what you'll see here is I'll give you a highle overview and I've also have slides thereafter that really illustrate what I'm talking about here. But we have ELA proficiency increased 9% overall from the 23 24 uh uh year and to the 24 25 year. The ELA proficiency across New York State increased by 7% overall from the from the 23 24 year. But the district actually outperformed the state average by
088two points. So, this is really good information to have when you're talking about a district our size and a large complex urban institution with students that have the the the intensity of needs that we have. So, I couldn't be prouder to stand here before you all today. Um, ELA proficiency met or exceeded the state growth average in 2425 for five out of six grade levels. ELA proficiency increased in 2425 by 11% or more in four out of the six grade levels. So this is really a testament to the work that's happening within this district every day within our walls within our classrooms. And here what I what I have and won't just go through all of these but you'll see I got to get a microphone I can move around that we'll add that to
089next year's budget. But uh that's a it's a joke before I get a foil. But so you'll see here what what you want to see is you want to see incremental growth over time. So when you see 3 through eight proficiency rates for all students in the district versus New York State, we're looking to see here are we moving in the right direction year after year. And if we're going up, that's a good sign. And so you'll see the blue line is the state average and this denotes where we were. So in 23 24 you see for third grade in ELA we're at 21% proficiency. We move that needle to 35%. It's not exactly where we want to be but the level of growth is amazing to see and I couldn't be proud of the
090work that our educators are doing every day in the classrooms as well as the support system. So when I say that the board provides the resources, we're being good stewards of those resources because we are delivering gains to show that we are moving the system forward. And this is why I I I couldn't be more appreciative on behalf of the district because you helped us to realize the red program which we also look at as a key factor as well. Again, you'll see this this trend for the uh you see grades four and five and you'll see the growth in these particular areas and then you can also see where it it was flat in in one year but then we see the growth has rebounded. So this is um what our growth also look
091like for the eighth grade and part of the work that we do as an administration is we look at the highlevel trends because that helps us to key point where we need to allocate resources or where we need to shore up things or or and sometimes we also ask is this a a trend with the state which is why we look at the state line because we want to see how did the state perform as well. Now I'll move uh to the math proficiency. So again math proficiency as measured by New York State assessment in grades 3 through 8 increased by 5% overall over overall from the 23 24 to the 2425 uh school years. Math proficiency as measured across New York state increased by 3% from 23 to 2425 uh demonstrating a 2% higher
092increase as the in the district as compared to the state average. So again, we've exceeded the overall state average in regards to growth by 2%. Math proficiency met or exceeded the state growth score on average in 2425 for four out of six grade levels. Math proficiency increased by 6% or more in four out of six grade levels. And this is Conklin school for those. Shout out to Heather Golinsky. And so again what you'll see in this presentation and this is available on the website is you're just look we're looking at the trends and we're looking to see where we are making growth. Any growth is a good growth because we're going in the right direction. Again colleagues does any district have problems. Could we do things better? Yes. But overall from a systems level perspective,
093the district is performing better in the subsequent year than it did previously, which is a testament to our faculty and staff, the leadership of the board, as well as the work of the administration. So we want to make sure that we acknowledge that work because that's a positive thing. And again, we you look at these trends and you'll see the growth from the 23. You'll see the four-year look back. Same thing. We have a a dip here and then we we see a rebound in eighth grade. So, this is the the big picture outlook for math. Now, we'll look at science. And so, the New York State grade four science test was last administered in 2022. The New York State grade five science test, which replaced the grade four test, was administered in 24. So
094there's a there's a changing of the grade bands. Science proficiency, as measured by the New York State Assessment in grades 3 through 8, increased by 11% overall from 23 uh 24 to the 2425 year in the district. Science proficiency as measured across New York state increased by nine percentage points from the 23 24 25 year demonstrating a 2% higher increase in a district as compared to the state average. And so again, you're looking at the four-year look back and you can see how we're performing as even as the grades bands changed and when the in regards to when the test was administered. And this is our grade eight performance. And in a look back over time, it follows the same trajectory as students uh the pre-EST which was the beginning of the year. Students performing
095better at on the post test. Then we will look at the stateisssued barometer which is the state examination. There is evidence that suggests that students have learned last year and as an organization that is what you want to see. So when I talk about this, I'm talking about this in concert with the board's work of providing us the resources so that we can do our very critical and important work. And we thank you for that. Now I transition to just this year um I've been coming around the schools hosting town halls speaking with children um and speaking with educators just to you know let the children hear directly from the superintendent. I just want to say >> when you're talking about town halls, you're actually talking about assemblies with students in them, right? >> Oh,
096yes. Thank you for clarification. >> We should we should try to use that. >> Yes. Assemblies >> that instead of that $50,000 word. Thanks. >> Okay. Yes. Assemblies with students. Um going out there really to talk to students about um you know the behavior expect expectations for the district. >> GIS. We've got to do some really um critical work here. you know just doing this toward just speaking truly from the heart and I asked the students you know how many of you believe that you can be successful or possess what it takes to be successful and that the students raised their hand you'll see it there but the amount of students that did not raise their hand that possess that believe that they can be successful or have what it takes we've as a system
097we have to make sure that we are wrapping around arms around these kids and giving them the the confidence that they can succeed and so when I asked that question. I asked all the educators in the room to take note of who didn't have their hand up. And so that was one of the things that I that I got from that. And I know that we have people in our community partners and we're we're working to to provide that that social emotional support to our students, but we've got to get them there. And that was that I was surprised to see that. >> So what's the long-term plan for remedial action for that? >> For for what? for remedial action for the number of students who don't feel that they can be successful. >> So
098part of that is getting our students connected to the school. So when we rely on our school uh data from last year, school culture and climate survey, the amount of students that said that they felt disconnected from the organization from any one particular reason or another is really getting kids into the fabric of school. And it's a it's a comprehensive plan. We look at the curriculum. Is the curriculum um culturally responsive, culturally and linguistically responsive to students? Do students see themselves in the curriculum or are we still learning that as an African-American, you get huckleberry fin, you were a slave and that was your greatest contribution to American society? It's also thinking about the ways in which we empower our young people to um and breathe life into them when we're working with them. So,
099it's a comprehensive view uh of this and to really go after it. We're trying to get our kids more immediately engaged with the system. >> Has the administration done another school culture this year? >> No, not yet. We're going to issue that in November. >> Okay. And then the last time that it was done, were the those statistics disagregated by different? >> They were and provided to the board. Um so in terms of system of care, >> have we seen an upward trajectory based upon those services of students believing that they do have a space in the school? >> We we'd have to issue out a survey particularly around that you know South Africa to see Matt uh and things like that and liker skill. We have not issued that instrument yet widely. This is
100something that as of two weeks ago it we was brought to my attention and just really being there with the kids. So it's a it's one of our goals. We're looking at social emotional learning right now. We're looking as an administration to um develop a committee to help lead that work within the organization that's in the works. But this is all in real time. Doc >> Dr. Spence, I I know I'm a broken record on this and I'm I'm sorry, but the obviously the goal we we've had a reduction in altercations and other types of events that have taken place. >> We're trending lower >> at Proctor. That's right. We've had a reduction. We're trending lower. >> Mhm. And the goal is zero. >> And we're spending $10 million to support, you know, with social
101with our our uh system of care. And I know that I'm a broken record, but I think the most effective piece for the system of care will be having probation in the school to supervise the kids um and that need it, especially the ones that are committing altercations in the school. And I and and that's not intended to be punitive in any way because generally it's just um a diversion program where they get a chance to talk to people and their their their progress is monitored, their attendance is monitored by people who are responsible to monitor it. And the hope would be that some of the kids that would normally be disciplined out of the school would be able to remain in the school and attached to the system because there would be um more
102uh concentrated monitoring and services in some of the the homes that need them. Right. So, I'm just wondering, you know, when you talked to the kids and you went to do the assemblies, you know, was there any discussion about the expectation level from and and again, I'm assuming that the rest of the board um supports this that we we don't want um altercations and incidents of I'm I don't want to use the word violence. It's not fair. But, you know, aggressive behavior >> in the schools and that we want that completely stopped as best we can. >> Mhm. >> What did you say to the kids? >> You were you going to say something? >> I was just going to say I don't support probation being in the school. >> Okay. So the um so
103it sounds like that's a conversation for the full board to gain some more perspective there seeing that there's differing opinions. >> Well, we'll have probation come in and make a presentation on what it's going to look like and then we can decide. >> Yeah. So I I did meet with the um I did meet with uh Judge Caldwell who was an intimate part of that pro process as well as Jimmy Soldier talking about the um the uh services that they offer and that the program that they have is designed for the so >> that is not accurate. >> So the information that we received so in life we assume everything follows the normal distribution curve. You got your percentage in the middle. So the kids that probation is looking for is at the tail end
104of that distribution curve in terms of the offenses. So there are students that may need a more um uh more um intensive uh uh intensive support system and we're not shying away from that. We had the meeting. However, for the incidents that we're seeing, I I don't know if those rise to that level, but again, we take it on a case- by case basis. But to answer your question fully, we let the students know that this is our expectation for their behavior and there will be consequences. We've spoken to the students and I think overall we we're we're going to continue trending lower as we are right now. This this is not what somebody knock on wood who's close to wood. All right. Last month, um, our student representative brought forward a suggestion or concern
105to the board about the possibility of holding studentled meetings in the school so that they can get a better understanding of perspectives and concerns in the student body. It seems like something like that would help track the student culture within the schools. Where is the administration on following up with that suggestion? >> I will follow up with the building principal and and ask the building principle that question. I'll report back to the board. >> Okay. Okay. And then so I just want to transition I think into just talk about transportation because we have seen an uptick in utilization from our from our um our students. So what you see is the overall um allotted amount for transportation for 25 26 year and then we sort of break it up between leasing contracts and then our
106industry costs which is which represent our people and then I also just wanted to provide a just to break that up a little further to talk about the um what the red program cost the 28 runs we've budgeted for about $575,000 for 100 days. we have um 10 new routes and then we had the you know the regular um uh consumer price index adjustment on on the contracts. So, every time we add an additional route or we move the kids here and we didn't budget for it, that that cost Mike, I don't know if you want to just get off a little bit about that. Two things, Mike. One, the increase in students that were transporting. I think it's about 8,600 now as opposed to 7,000. Please confirm. And then just talk about, you know,
107us managing additional routes and and because we'll probably end up needing a um a budget transfer based on the uptick in participation in transportation. >> Yeah. So we are transporting about a thousand more kids than we did last year. And when we say a thousand kids, it's not like a thousand new kids. There are kids that were able or had access to transportation last year but didn't choose to take it and now taking it this year. And there's a lot of factors I'm sure uh you know especially with the cost of everything that's going up. So they're taking advantage of the busing. So that's where we're seeing a lot of those those students come from. And those cost monies, right? It's price per run uh to get those kids to school. Uh you can, you
108know, say whatever you want when it comes to budgeting, but when it comes to transportation, it's it's hard to to get that number nailed down just because of the increase or de decrease in runs. So that's really the what you're seeing this year. So um 10 routes is accurate right now. That and that could increase or decrease it as the year goes. typically it won't go down by much or up by much now that we're into the you know couple months into the school year and um yeah like >> okay >> so how did we end up we we ended up getting an increase of how many >> 10 right now >> I'm sorry how many how many students are >> so we we were you know it's not an increase in students it's increase
109of students we were transporting so last year last year the average was you know 72, >> you know, 7,200, 7,400 fluctuates here and there, but that's like the average. Right now, we're, you know, 82, 83, 84, uh, significantly higher than last year. >> When did that come when did we come to realize that that was >> within the first couple weeks? You know, we make we try to make adjustments. We try to make adjustments to the routes. We look at them every day, talk about it all the time. we see what we could do to limit the increase in the budget, but we got to be realistic. We got to get these school the kids to school on time. So, I mean, that's what we look at first, >> how long it's going to take
110if we consolidate a route. If we >> you know, speaking about our busing and our routes. >> Did you ever get that app fixed? We had that parent come in and was complaining that the app wasn't >> there was nothing wrong with the app. >> What happened? >> So, we did try to contact the parent a couple times. We didn't get a phone call back. Uh I did talk to the parent in the hallway here after the meeting just to to see what the issues were so we could try to resolve them quickly. Um so, um yeah, we never heard back from the parent to to help resolve that issue. >> Okay. So the app is working. >> Yeah, there there's nothing wrong with the app. You can I guess >> it >> doesn't matter
111what kind of phone you have. Even a Don's flip phone. >> Well, I don't know about Don phone work on that. >> There's no way. >> Well, we don't have any issues or no other reported issues. And like any other platform, there's going to be operator error or there's going to be glitches. Um like you know, Amazon's web services went down. whether there's going to be things that happen, but for the most part, we don't have too many complaints and we do try to work with the people uh when they do have them to try to get them uh fixed. >> Okay. Okay. >> And so, um we are pleased to state that we will be starting the RED program November 10th. It'll be run Monday through Thursday from 3:15 to 6:00 p.m. There has
112been a lot of um uh demand, I would say. And and Steve, are there any other comments that I'm missing besides this general update? >> Sure. The program is structured the same as it was last year. The priority is an academic power hour, the first hour. Um I can is in the process of recruiting our teachers for at least that portion of the program. Um >> wait, Steve, hold on one second. See, let me just >> Yep, that is the one significant shift. The program will go through I can. The reason why the program is going to go through I can is because we're going to convert the monies into an expense driven aid. We started the program partly using our fund balance, our savings account. In order to make sure that the program is
113sustainable, we want to make sure that we're getting the I believe it's 98% Bosey's aid or maybe anywhere between 88 to 98 cents on a dollar. So it will be a renewable revenue so that the program can last in perpetuity. So this is why we are funding the program through the ICAN service. >> So red. So any teachers that are working any faculty that's working they're getting paid through us or they're getting paid through ICAM? >> Through ICAM. They'll get paid through ICAM. >> So how are we monitoring what is happening? How is that being balanced then between? So are they working then for IAN or are they working for us? >> They're working for ICAN. It's we we had um discussed this conversation uh previously. It would be no different than a teacher working
114at YMCA for after school or coaching at another another uh place that's disconnected from the school. So >> I can isn't certified to teach, right? They're not do we have a large volume of teachers teaching? >> Let me get to that. So they're using So to be clear, let me put this on formal record. We built the program. We created the demand. And I mean we I mean the district I can is servicing it, but it's still our teachers, our people. It's our administrators. We will be working to monitor that in con concert with ICAN. They are helping us with in terms of the structure of the program for sustainability purposes. >> So would it would it be fair to say that our teachers will be in the CL because I see they're posting for
115I see that I think safe school is it just I can because >> it's just I can. >> Okay. So I can has postings that they're now hiring for after school red program. What are they? >> What are those positions? >> So, what so what what we did and and Steve, I'll let you into this, but what we did is we sent out a survey to our faculty, staff, and administrators to gauge interest to see how many people would like to be employed and we took that same list and those data points and gave it to IAN so that they could reach out to our people so that they can work within the program. >> So, they're doing the hiring then obviously as well. >> Uh was the pay rate comparable? The pay rate pay
116rate is comparable if not the same. I believe it's the same Steve. >> So I I can is paying the teachers $50 an hour. >> They can choose to work one hour, two hours, three hours. That encompasses any planning time as well. Um and uh the the other unit members that get higher teacher assistance, I think the rate of pay is 25 per hour. So >> and they're looking but the priority is to get our teachers. So like Dr. Spence said, a survey went out. There were 174 staff members, teachers, TAs, secretaries who were willing to work at the program like so that information was shared with Ian and now they're recruiting. They're reaching out to those people. Student enrollment started this week. So there have been blasts out to the parents. >> Yeah. >>
117For enrollment. >> And last year we had a weight list in several schools. What is the I know it'll we always say MLK had almost 100% participation other schools that face on demand. Is there a minimum or a maximum amount of students that are eligible for this program based on their school? >> So as the program kicks off, I can's goal is to enroll 70 students per building for a total of 700. >> No, no, no. That's doesn't >> But then they're looking to up that to a thousand. >> That's correct. >> Yeah. So the ultimate goal is to service a thousand students, >> but that's only 100 per building. >> Yes. >> So when you say they're hiring our teachers first, does this mean there's possibilities of other districts coming in and working in
118the red program now? >> That question I can't answer. >> Go ahead, Dr. >> Yeah. If we have anyone else that's qualified to provide instruction to our children, we will hire them. and and that the expectation is that we are servicing our neediest students. So yes, but you know, our students, our faculty and staff have first dibs on it, so to speak, of course. But yeah, we want to make sure we get these kids educated with high quality programming. >> So we're spending how much money on this program this year? >> It's around four approximately 4 million. >> So that that money is going to be paid to I can. Correct. >> Correct. >> Okay. And do we have anou with IAN? >> No, no needed. We just it's a we create a a contract
119for the program. >> Yeah. Contract. >> Yeah. Yeah. >> Okay. And that's been >> signed. >> Okay. And who is overseeing the I can performance? >> Our administrators. >> Well, I mean is there a particular person designated or is it a multi- >> faceted? >> It's going to be right. It's it's it's going to be a multiaceted approach. We're going to have a couple administrators looking at it until I can get the person hired that's going to specifically do that. That was Fos's right. That was the thinking behind the family and community engagement department to have a person at that level that can do that work. >> Sorry to interject for a second and forgive me if my memory is lapsing. I didn't have enough coffee today. But did did the contract for I can
120for this program ever get presented to the board? >> No, it did not. Goes through both. We're just adjusting the terms of service. Yes. >> But I can is using our buildings. >> They are. >> So >> they're currently using it. >> Okay. >> That's the wonderful world of >> co >> Yeah. >> Okay. The question that I have is what are the metrics that we're measuring the actual attention paid by I can and the recruiting levels and performance for the people that are going to be rendering these services. What are we measuring? What what is you know who's designed the program that's going to be delivered to our students? I understand it's through I can I understand it's through both but who decides how and what is going to be delivered to our students.
121>> So >> this year >> it'll have the same format. I also provided this to the board the outline the format the power hour hour the level of customization the types of programming that the that the buildings will have. What we can do is at our next board meeting, Steve and I will provide an update, but again, there's an academic power hour. It's a non-negotiable. We're working on uh uh targeted skills that students need help with, and then we're also building in other enrichment opportunities to help students with their social emotional learning. >> I I just have a question. If we're only going to service 70 kids per building with the goal up to 100 and it's to target our neediest population, what about all those people that tech like I I don't know. I
122feel like it it's a false hope for a lot of families who they may feel that they need it or the parent may feel that the child needs it. Like I still don't think servicing a hundred kids per building is a big number. You know what? I I I I would love to have more kids and I I what I'm happy to say is that I'm happy that we created a product that has the level of demand that it has that people find the value. And so last year I think it might have been 70. We pushed it to um 100 and part of it comes from the staffing ratios that I has to have if if you're considered an after school. So, we're working through that with the hopes of scaling up and it'd
123be probably great discussion for our 2627 budget too to talk about if the board has interest in making this scaling this up, what that looks like. >> Okay. And then um are principles present? Do principles have to stay in their buildings? >> No, principles do not have to stay. No. >> Okay. I I just wanted to add to that that the principles though really want to be a part of the program to ensure that the academics are being carried out the way that we as a district want them carried out. So we did get a commitment from the building >> and if the power hour is that 3:15 to 4:15 I believe contractually they're still there right so or so so they will be involved in the curriculum piece so to speak or providing that
124to the teachers >> that do stay. Well, there's different levels of commitment, right? There's different levels of commitment at the various schools when it comes to delivering educational services during that >> RED program, >> different levels of availability. The way they're looking at it now is we're looking to hire people specifically for the program and then I believe they're going to be deployed, you know, throughout the district to show that we have parity in regards to staffing because the goal is to get to a 100 gits in each building. Okay. So, I'm just, you know, we're gonna I don't even want to open that can of worms, so never mind. >> Okay. Okay. Um, just want to just provide an update. So, on October 1st, had the opportunity of attending the Udica Royals royalties parent
125night. Just another great opportunity to engage with parents and and uh students and our broader community that's committed to this work. Well, I've taken a position since I've entered into the district of really making the um district, you know, the hub and the center and being a welcoming place for our community partners that are critically engaged in the work of educating young people. So, it's part of the UDICA United Framework and it was a great opportunity to attend. We also had the opportunity to um when I say we um the director of CTE Michelle Hall, chief of operations Mike Ferraro, we had the opportunity to um attend the state assembly standing committee on economic development and the committee on small businesses to discuss the impact and effectiveness of the economic development programs funded and enacted
126in the 2526 budget. And what we really did on our state floor was really talk about the ways in which our CTE model is increasing not only educational attainment by way of providing a more credentialed citizenry post-secary outcomes, but we're also expanding occupational attainment because of the amount of local and small businesses that are saying that we want your graduates before they even graduate. So we're going to have a direct impact on the immediate community here in Udica by doing the work of the school district. And it was a pleasurable experience to speak to that work. And one of the um one of the uh uh uh chief of staff reached out on behalf of the assembly woman to say this should be a model for the state and they're very interested in learning more
127about it. So again, I can't say this enough. The district's not gloom and doom, you know, my bucket theory. There's so many good things happening in regards to what we're doing with the district and other people outside the area are taking note. So I I want to just I can't convey enough that pride in the Udica City School District and being happy to be on this journey as we are building momentum and moving forward. Uh Mike, you were there. You want to provide some words on the experience? Yeah, it was nice to hear from the chair in the assembly that you know to be a model for other school districts and we tried to show how the investment in the school district from the state aid or monies from the taxpayers to build the CTE
128how that's going to go back into the system and how it did go into the system building it maintaining it supplying and then hopefully reap those rewards down the road with getting high quality trained you know uh professions that we we need just in our district. We need let alone all the other small businesses and some of these people will go on to start their own small businesses which will in turn you know maybe provide uh services for us because we do rely on a lot of the small businesses in our surroundings. >> Thank you and thank you for accompanying me on that journey Mike. Um >> I just want to chime in here. I think what what's great about the whole thing is having the community engagement, the businesses that are engaged in being
129a part of this from the ground level from, you know, really saying that I see what you guys want to do. We want to be a part of it because we know that we want to give those folks or those kids a place to be when they come out, you know, once they graduate, they've got a trade and we're going to put them to work with us. I think is a really big part of what's happening here with the >> CTE. And you know, I'll even add to that because I I think there's a a s a source of personal pride for me to be able to speak to the work that's happening here. A lot of times when you know, it's just in passing, we get compared to systems that are nothing like us.
130You have to compare the district to a comparable complex urban district because we have a unique set of challenges and a unique set of gifts. So to be compared to other urban districts and be looked at as a model in the state to receive the email that also shared with you all as a board was just a personal point of pride because that means people are recognizing the work that we all are doing together in our shared governance structure. So I couldn't be any more proud at that moment. I know Mike was proud, I was proud. It was a good moment. Okay. Um just want to just talk about um on the um I had the opportunity uh couple of Sundays ago to um attend the uh the commissioner and board of regents uh dinner
131with other educators from the uh fifth judicial district at Syracuse University. Um had the privilege of speaking with and hearing from the chancellor and commissioner Betty Roser. And it's always great when I get a chance to connect with um leaders in the state and really talk about the good work that's happening uh here in the district. And so when I think about um as we're ending on the heels of the schoolboard recognition week and we're going into another year, I'm thinking about the momentum that we're building. Only district on the Forbes list 3 through 8 uh academic achievement is trending in core content areas. This is irrefutable. It's coming from the states quantifiable metrics. You talk about the CTE program that we built under budget, on time, fully staffed, and to hear people on the
132state floor say that that work should be replicated. It really is a testament to everyone, board's leadership, faculty, and staff, but also administration and everyone in this community as we're working to provide our students with the best outcomes. So, as I always say, our progress will be incremental over time, and it will be sustained growth over time. and we've got a good start and we'll continue the uh the progress and that concludes my presentation. Thank you. >> I do want to circle back to one item quickly. the probation talks have been ongoing for a little while now and I really do feel like in order to move forward at all with that uh this board really does need to hear from the probation department and I think judge Caldwell would also be much appreciated. So
133I would like to >> make a motion that the board clerks reach out to the pro Onita County Probation Department and Judge Caldwell to see that they're see their availability for coming to the next meeting or calling a special meeting. >> I think I think that's great except um you know I think it's the board's purview as to whether or not we want to include something as a presentation. Um, I was contacted by probation as well as Judge Caldwell about it. They weren't ready for today, so they just asked if they could have some time. Um, as you know, I am a proponent of having some type of service for the children that need it. and um you know I will endeavor to try to get that set for the next meeting. >> Okay. >>
134So I don't think we need I I mean I I think I I appreciate the there being a motion but um I don't think the board clerks are going to be calling the probation and the judge. We'll just if you want to make a motion that it be included as a uh presentation subject to the availability of u you know the probation department and >> yeah I'm fine with amending the motion to that but I would also include figuring out their availability so if it doesn't work out for a regular meeting we just have a special meeting. >> Yep. Absolutely. >> Okay. >> Then yes I'll amend the motion for that. Okay. To that >> so I need a second. >> Second. >> Okay. Any discussion? All in favor? Opposed? Motion carries. You're opposed. >>
135Okay. Motion carries. Uh 6 to1. Okay. So, next is superintendence report. So, we're going to have um >> pages. Who needs pages? >> I would ask for a motion for executive session before that. >> Before we pull the pages and add pages. >> Yes. >> Okay. Got a motion for executive session to discuss what? >> Personnel matters and legal opinion. >> Okay. Uh, need a second. >> Second. >> All in favor? >> Okay, we're going to executive session.