BOE Meeting - August 26, 2025 BOE Meeting

001going to call the uh regular meeting of the board of education of the Udica City School District to order. Um can we please stand for the pledge of allegiance? I pledge allegiance to the flag United States of America to the republic for which it stands. One nation under God, indivisible with liberty and justice for all. >> Can the clerk call the role, please? >> Mr. Jason >> here. >> Mr. Donald >> here. >> Mr. Joseph Kovaka Jr. >> here. >> Mrs. Tundu >> here. >> Mr. Braden Banner >> here. >> Mrs. Danielle Padulla >> here. >> Mr. James Clark >> here. Okay, we have a quorum. Um, is there anyone here for public comment? Okay, there's no public comment today. Um, I'm sure we'll have some public comment. Is it tomorrow? >> Yes. What time

002is that? Uh what time is that? >> 6 pm tomorrow. Where >> tractor auditorium? >> Well, I just wanted to hear the announcement of where it's going to be. Okay. >> Absolutely. I'm I wouldn't miss it for the world. Um Okay. So, we have announcements reports, but I'm going to move that um cuz that's supposed to be down below a little bit. So, the first thing that we're going to do is hear from Ian Connley, our treasurer. Good evening everyone. Hope everyone's having a good good uh good summer. It's been a while since I've been here. Um so for this meeting I've uh provided the uh general fund budget status reports, cafeteria fund budget status reports and cash balance reports for all district bank accounts for the month ending May 31st, 2025. Um, also wanted

003to throw out a reminder uh for all our employees since we'll be returning back to work uh next week. Um, at the end of the school year, we launched um our electronic offering of payubs and W2s to all employees online as a added customer service uh from the payroll business office. Um so when you return to work uh you won't be receiving a physical payub. It will be available online. Um however um for individuals that do not have access to go online you can request to we still receive a paper payub uh and just reach out to the payroll department uh and they can set that up for you. So does anyone have any questions or >> um I have a couple. Yeah, Joe. >> So, where do we stand with our our uh investments

004>> with our investments? Um, so we had majority of our investments that we made last year matured um at the end of June. However, we've reinvested all that money um that was invested in early July. So, uh we currently have that invested and we have short-term uh investments that we've been doing like a month or three months. Uh we have a couple investments that are a lot more long-term six months. Um so we're doing pretty good on that. >> When you you mean in terms of making sure that things are invested? >> Yes. >> Very good. >> Yes. >> And uh do you have an do you have an idea as to what we might have generated in in interest from that last year? >> Yeah. Um, so at the end of the year we

005generated just over $4 million in interest. [Music] >> Yeah. >> Fantastic. >> And that was spread out between uh general fund money and as well as reserve money. So it was spread out between >> where where does that money go? >> Um well the majority of that was generated by investing our reserve money. So that gets brought back into the reserve accounts uh such as like our ERS TRS reserves. Um then there was a portion of that that was general fund money. So that just got um put back into the general fund um as revenue >> is that and used for >> revenue in 2025 26 or 202425? uh 24 25. >> And was that was that money that was generated um identified for a particular use or is it available for um use on

006things in the 2526 year? Um, >> if you know, if you don't know, that's okay. >> You want to answer that, Heather? >> Heather, are the fun about it? >> The funds encumbered have a that we brought in from the revenue from the >> They're not encumbered, per se. You had a budget of 500, I believe 500,000 was budgeted for revenue for interest income. Um, but you have a budget that you've approved that the that the district has approved. And so, um, it that money wasn't appropriated anywhere else. So, for when you say is it encumbered or is it appropriated? It just ends up going to our fund balance. >> So if we wanted to >> spend it on something, could we do it? >> You could do it within your budget. >> Can you

007explain that to me? >> Let me just say this. >> Wait, wait. I'm just want to understand the concept. >> Can I help a little? >> Yeah, sure. >> My man Joe. >> We can't go over the voters. The voters approve the budget. we cannot exceed the budget to which the voters approved. But Heather, could you provide some more context on the cranial? >> Yeah, because I'm trying to understand when when there's extra money, when I say extra money, how do we get to use that, >> you get to use it in the next budget year if you so choose. >> So in the 2627, >> yeah, if you but if you've appropriated for a particular purpose. So in the 2526 budget, the the board approved and districts the district voters approved some appropriation of

008fund balance. >> Okay. So that that that was taking into account the 23 24 year. So you've already got some of that money that you've appropriated for 2526. >> Okay. So the in the 2627 year if we had I'm going to call it unanticipated >> revenue >> we could then use that for something. >> We appropriate those funds. We appropriate those funds. Correct. And those are not the ones that go into the reserves. That's additional. >> Yeah. And then and then for clarity, when we say we're appropriating funds, you have to look at it like a savings account. If you have money in your savings account, $5 here and you appropriate, the money is gone. So when we're talking about usage, we're not talking about legacy costs. We're talking about one shot. >> Yeah. One

009shot. >> Yep. >> Yeah. >> Got it. >> Anybody else have any questions? >> Sorry. >> I have One question, it might not be directly for Ian. >> Yeah. >> The two meetings ago, I know we had budget transfers that were proposed in the superintendent report. Those were pulled. What's going on with those budget transfers and then the few other budget transfers that were being talked about? >> So, they're going to be presented at the September meeting. Um, as we've gone through gone through the audit procedures over the past two or three months, we've identified things that not need to be fixed, but need to be adjusted. Um, and so I prepared those. Dr. Spence has reviewed them. Um, but as we're working through the audit, if there was anything else identified, we didn't want

010to come to you two or three times. We wanted to come to you once. The majority of them deal with the things we've talked about all year long. The majority of them deal with payroll and the coding issues um that we think we've from what I understand, you know, we've cured. Um, and then number two, some of the Boseies going back and forth. So, you're not going to see huge contractual changes. You're not going to see electric bills or anything like that. We do those throughout the year. >> Okay. >> Anyone else have any questions? >> All right. >> Thanks, Ian. >> Thank you guys. Have a good night. >> Okay, you too. >> Always nice to see your smiling face, Ian. >> Bye, >> sigh of relief. Good to go. Okay. Um, I guess

011we should get a presentation from Michelle Hall on the CTE. >> Welcome back. Thank you for having me. Am I on here? >> No, >> the red light's got me on. There you go. >> There we go. Okay. Thank you for having me. Um, very excited to provide a CTE update. I was in the building earlier today. It's coming along nicely. It's ready September 2nd. Um, really exciting to see what's going on there. The space that students will have the opportunity to learn in. Very, very exciting. Um, as you know, our work in CTE, it focuses on really bridging education to the world of work and it aligns with the mission and vision of our district, which is to really provide an education for all and to make sure as they move on to postsecary,

012they've had exposure and they can make an informed decision on their own. Um it also aligns with our priorities and smart goals um to increase attendance and we do that by student engagement and the hope is that as students are placed in these programs um they become engaged and find meaning in school and their place and so they um we hope to increase attendance that way. Teacher retention. We want to build a beautiful onboarding program. And when you do that, you have teachers who are confident um and are comfortable in their space and hopefully will remain here in the district. And then as far as curriculum and feedback and instructional best practices, um we have career ready practices, project-based learning, we have um researchbased strategies that we're implementing in all of the curriculum as well.

013So if you look at the portrait of a graduate, um we are perfectly aligning with what's happening there. Um this is just a reminder of the systematic approach that we use. So we have K through six, we have the middle school modules which you've all heard about. We have the 9th grade exploratory and then um the 10 through 12 CTE pathways. They perfectly align with what's going on with the blue ribbon commission um as far as critical thinking, communicating, becoming a global citizen and so on. Um, I'm not sure if everybody understands that once a student is in high school and and working towards a CTE pathway, they can either get they have to get a technical endorsement on their diploma, they can have a regular regions diploma, they can get an advanced regions diploma,

014they can follow the 4 plus one pathway. Um, so when a student wants to receive technical endorsement on their certificate, they have to have 22 credits, um, pass at least four regent exams, get 3.5 credits of CTE hours, pass three-part technical assessment, and have 54 hours of work-based learning. So, when we say CTE pathway, we mean all of those things. And that's the criteria for a student to receive that on their diploma. Okay. Um, we are very proud to say that all of our teachers have been hired. Um, that's amazing because I know administrators in CTE buildings that have been looking for teachers for quite some time. So, we're really proud to say they're hired. We're proud of the experience and expertise that they can bring to this building. Um they're very enthusiastic, very excited

015about their space, their team Udica for sure, and um we're really excited to get that started. So our phase in as we prepare to get the building up and running, um we are working to have that building full and this is our roll out. So for the 25 26th year, we will have the 9th grade exploratory classes in that part of the building. We have three teachers that will be teaching those courses. Um, and right now we have 569 students registered for those CTE exploratory courses. Um, these are the three categories that will expose them to four pathways within each of those categories and the roll out here is on the right as well. At the end of 9th grade, students have the opportunity to apply for a CTE pathway. Um the application process isn't

016fully complete yet, but there will be an interview involved. Um and we will use lotto software to make sure that we're addressing all demographics and including all students. Um in my opinion, when you're talking about placing students and this roll out, knowledge is power. We want guidance counselors. We want teachers. We want parents. We want everybody involved to truly understand what's happening in the district. And then those are the people that tap students, right? They are the the people who know who may benefit from these programs, who are appropriate from these for these programs and so on. Um so this is our roll out. We're looking very forward to having the ninth graders in this year um in that space working using everything there. So looking forward to that. To date um this is the

017data that we've built over the last two years. Um, I don't know. This isn't really presenting. Mike, do I not have this open all the way? >> I don't know. Is it not open right? Oh, Joe's doing it. >> Okay. >> Yeah. >> Okay. Sorry about that. Um, this is our data. I'll just read it off to you. We have 210 business partners over the last two years. We have 154 students who have gone through pre-apprenticeship programs here in the district. We have CTE teachers. We have trained 287 teachers in the district on our CTE programs. And we have work-based learning hours have been offered to one, 1582 work-based learning hours have been offered. So if you look at that, um, we do that because that's what's good for students, right? and we want them

018to have the best experiences. We also do that because it's part of the approval process in New York State. So, in order to have these CTE pathways in the high school, there's a New York State approval process. And throughout that process, um these programs, you have to have an initial proc um initial approval and then every 5 years you're up for reapproval. Well, in doing that, part of that is a high quality curriculum, certified faculty, the technical assessment, a postsecary articulation agreement, and the workbased learning. Um, a self-evaluation is included in that external review, and then your consideration from the New York State Education Department. So, all of the data we provide you and all of this information, it's all part of that review process. Um, what I'm going to do is stagger that because

019we don't want all 12 pathways up for approval at the same time because it's it's a very lengthy process. So, we're starting with four. Um, we're starting with the business pathways and then we'll introduce the other others as we go on. So, how are we creating um how are we raising the bar for students? We're really providing a thorough onboarding for the CTE teachers. Um, these teachers will be shadowing, they will be teaching, they will be pushing into the ninth grade exploratory. They will be onboarded and trained throughout the year. Um, there are researchbased teaching strategies they will focus on that are really tailored to CTE. They will be um taught effective learning environments, safety. Um, they will be allocating for supplies. They will be certified on their equipment. They will take the curriculums for

020the equipment and combine that with the current framework that exists. They will be creating lesson plans for all of the framework that exists. They will get OSHA certified, create a safety plan for the building. Um there's a great amount of work that goes into this onboarding. They'll be creating their advisory committee, um working with business and industry, um and creating those kinds of partnerships. Michelle, can I just interrupt you for one second? Sure. I'm I'm told that the live stream went down. >> So, we're gonna Can is that correct? >> Yeah. So, the the cloud base where it is is down. So, >> we're able to we're able to record >> recording it. It'll be >> but it's just not being live streamed. >> Okay. Are we sure we're going to be able to rec?

021You know, do you need like five or 10 minutes? >> No. So, we are recording it. That won't stop. It'll be a full version when we post it, but we're just working with Vimeo now to see why uh what's wrong with the service. >> What I'm saying is do you want to take a recess for five or 10 minutes to see if you can >> I not really sure how long it's going to take to be honest with you. >> Does anyone have an objection to taking 10 minutes to see if >> are you okay with that? >> Sure. >> Just in case people are listening and >> I hope so. >> Yeah. I'm uh need a motion to come out of recess. >> Move it. >> Second. >> All in favor? >> Okay. Motion

022carries. Um we are we have switched platforms I understand. So, will will this still be recorded as one meeting, just two different streaming platforms? >> So, we're on >> Excuse me. >> Oh, >> sorry, Mr. Technology. Sorry, Mr. Technology. >> So, our current streaming platform, Vimeo, is down. So, we switched to the YouTube channel. So, the link is there. the the meeting as a whole when we post it will be the whole entire meeting from one platform to the other combined. >> Okay, >> that makes sense. >> Okay, very good. >> Thank you. >> Excellent job. >> Um Okay, >> Joe Lynch, thank you very much for your uh your service there. Okay, I'm ready. >> Okay, >> if you are. >> Sure. Some highlights um from the summer. We had our STEM circuit 4

023camps. Those were through Griffith Institute. Um they were really they were held at Albany school and they were oneweek c camps for four weeks. Um they used to be offered at Griffith and there was they were very coveted camps. So I think they filled up within less than a minute. So the mom that or dad that was on the computer got their student in. So to take away those barriers, they offered it here and wrote Udica City School District into the grant. Um, we had biology, chemistry, drones, and coding. The students really enjoyed it. Here's some pictures on the bottom. Um, I frequently visited those, and I I think they went over very well. Uh, the MCN's annual magazine, you do have a copy of that. I believe you all have a copy. On page

02432, the advanced manufacturing program here that will be offered in the district is highlighted under future future proofing the workforce. and it talks about school and business alignment for manufacturing. We also had a NIPA and DOT pre-apprenticeship second and third cohort offered this summer. Um the students are really you can see the picture on the left. That's a department or the DOT. Um they're offering to give us this house if we care to pick it up, Mr. Ferraro. Um but the students built a mini house there. We hired teachers. We filled our building with furniture, equipment, supplies. We also had the CTE summer PD that we offer. It was the third time, so it was cohort 3. We introduced teachers to AI, computer science, digital fluency standards, project-based learning, career connected learning, all things CTE.

025Um, on the data page, I think it's been 287 teachers who have gone through that um professional development that we offer. We created more industry connections. Um, we've aligned with New York State certified apprenticeships. We offer pre-apprenticeships all the that align with our pathways in New York State. Some businesses have certified apprenticeships and some have kind of like a mentoring shadowing experience, but we're aligning with um the New York State apprenticeships that are certified. That was our summer. and we have our ribbon cutting September 18th at 4 o'clock. The building will be open to everyone who's invited. We have our vendors who will be there. They'll be demonstrating some of the equipment. The teachers will be there. We'll have some of the nth grade students there. So, we're very very excited to showcase the building.

026Um and and it's really a beautiful space for learning. Um it's a it's a labor of love. I did get tearary walking through that building for many reasons and very all of that hard work. Um, and I'm hoping that it does affect children in a very positive way and really impact the community. And here's some more pictures of the students at the camp and our pre-apprenticeships. Any questions? Yes, I do. Wait, I printed some. Um, do you have an approximate enrollment number of ninth graders that would be entering the CTE wing >> the this fall? >> Yeah. >> Yes. So, it is 569 that are scheduled for this fall. >> Okay. >> And if a student does not get into the nth grade exploratory, it's due to scheduling. Ninth graders have a really heavy schedule.

027Um, and and like I said before, it's really the education of everyone in the building. We'll make sure those students have an opportunity to get in there, see the pathways, and make sure they have exposure. They've really had the K through8 exposure all the way up. This is just the one course that may not fit into their schedule, but we will accommodate them and make sure that they have the opportunity to to go over there and see that. >> And they just it's one class, right? That or is it two? Yeah, I know. >> It's one teacher and there's four CTE pathways within that class. >> So, they're getting exposure to four pathways. >> Okay. >> I think you answered all my other questions. >> What did you say? >> You answered all my other

028questions presentation. >> All right. Anybody else? >> So, is that then that's a halfyear class? >> It's a halfyear course. Y >> So, the 569 is basically the full year, not just 569 for the fall. >> So, it's the that's the total number of students throughout the full year. >> Okay. >> Yeah. So, semester 1, there's 309. Semester 2, there's 260. >> And that's only 9th graders. >> Only 9th graders. >> I' I'd like to commend you for all of the work that you and the rest of the CTE staff have done, you know, over the past several years. It's very exciting for us to see this come to fruition. Um, and uh, I think your vote a round of applause. >> Thank you. >> I'm just going to back that up too and I

029just wanted to reiterate like this was a huge undertaking and to watch the growth that's happened. Um, Mr. Mr. Cooper, myself and D and M. Badulla have been on the CTE committee and it's just been a pleasure to watch you work, to watch the team work and to continually educate us on the process of everything that is happening and just to watch us be on the cusp of this big transformation at such an important time where we're starting to see education switch and what we're bringing to these students. I'm just so excited. The building looks beautiful. I've already seen it. I drive by it constant. It looks great. I got to watch it, you know, every day as I took the kids to Proctor from the ground up and I just can't wait to see

030what's going to happen. I think I always joke like with my two oldests that my biggest regret is that this wasn't here sooner when they were here because I know that they would have loved this. So, I'm really excited to see what's going to come out of this for for our new students that are coming in. So, again, kudos to you. Thank you guys and your entire team. This is beautiful. Thank you. >> Yeah. Thank you for everyone's support, too. We really appreciate it and you've allowed us to come up with ideas, think outside the box and then implement that here in the district. So, I appreciate that as well. >> Thank you. >> Okay. >> Thank you very much. Okay. Up next, the director of physical education and athletics, Eric Patterson. Good afternoon, Dr.

031Spence, Mr. Fauci, the Utica City uh school district board of education, and the district cabinet members. My name is Eric Patterson, and I am the director of physical education, health, and athletics for the Utica City School District. I am very honored, privileged, and it is a pleasure to be here tonight to speak to you about our district priorities as it relates to the department of physical education, health, and athletics for the Udica City School District. The first area I would like to start off with is our district mission. As you know, this is our district mission. This mission is tied into all the different academic areas where we want our students to be physically, mentally, spiritually, emotionally, and academically prepared for the world when they leave uh the Udica City School District. Out of all

032my years of education, I've been in education for 33 years, 29 years in the Syracuse City School District, three years at Boseis, and now I'm back home here as a proud 1988 graduate of Udica Proctor. It is an honor for me to talk about this today with you. When I look at all the different things as an athletic director, I'm always looking to ensure equity and distribution of resources at all times. In addition, if we look at the mission, students will attain knowledge, skills, and character necessary to become productive members of society. Physical education, health, and athletics. When I was an athlete here, it was always important for me to be involved with sports. One of my specific sports was martial arts. But, however, it was always important. I always had great mentors and leaders.

033Miss Bertha Whiteside was a great uh leader pertaining to physical education. Mr. Penicia as my uh track and field and cross country coach. Um Miss Cheney who was my seventh and eighth grade teacher. She was a very very important person. All these individuals are important for me to get involved with education. So as I am coming back to the Utica City School District as a uh coming back from all these years, it is always and for me to be an implement way way of making sure that our scholars that I do the best to support our scholars, my coaching staff and all my teachers and the students and the faculty of Utica City School District. So as you are asking, well, how does physical education relate and work into that? Well, for physical education, my

034job is to develop physically individuals that are able to develop lifelong wellness and health skills so they're able to carry that outside of school when they leave. In addition to empower competence and diverse physical activities, develop personal fitness, motor skills, and specific sport activities, develop self-confidence, teamwork, and respect for others, and recognize that physical activity is a role in enjoyment and self-exression and cultural understanding. We ensure that these are all equitable access to all of our students, whether they have a disability or what have you. and also continually and ultimately evaluating the program at all times. So this t ties into our district mission and vision. So what I'm looking for, the ultimate goal is to develop individuals that are prepared, have a high level of participation and are wellrounded scholar athletes. not just athletes,

035but scholar athletes because we're looking to develop individuals that are being able to be competent so when they go into the workforce, if they go to college or what have you, that they are well competent individuals that can move throughout society in the United States or the world or and also be able to come back and give to the Udica community. The smart goals, when I look at our smart goals of how we can enable and help our students, these are the tools that I'm focusing on. The first one, the smart goal during the 2005-26 school year, increase average daily attendance. The next one is reduce chronic absenteeism. Now, you're probably wondering, well, how does physical education do that? Well, if we develop programs that allow our students to be actively involved, if they are

036able to say, if we have an intramural program that offers specific sports that kindles that interest, that will allow our students to be able to think, hey, I can come to school and do what I need to do. I this is what is offered to me and I will be able to come to school and do what I need to do. If we have what we know effective teachers that bring that the individuals that I had the mentors that I had that will bring our students to school to do what they need to do. So that's how we combat and help and produce with the chronic absenteeism and also with an increase in average of daily attendance. When I first went to Proctor um and first went around, I went around to all of the

037schools, the two middle schools and all the elementary schools and also Proctor. And what I did was I called Lifepace interviews, which are informal interviews. And I went around and I interviewed and asked staff some major questions. How, as I as a director of physical education, health, and legs, how can we help your department? One of the major things people talk about was attendance, especially at the high school, kids arriving late. What can we do? I said we can look at the code of conduct which is something that we're going to be looking forward towards this school year and stuff. So with that being said, these are some of the things that I when I look at trying to improve with our department and we can help improve and motivate our students. So how do

038we do that? Well, the first thing exposure visibility of scholar athletes first by starting with a monthly newsletter. So in the second week of September, we will be starting with a monthly newsletter that will highlight our mission and vision as a physical education department aligned to the district mission and vision. In addition, we will also make sure that we start every month highlighting our athletes. basically rebranding them. rebranding and looking at how our athletes how we can get them more sustained because guess if we can get our students, younger students in K through uh 8th to look and see well hey at the high school level we have these athletes going here or we're doing certain programs let's say the Raider rally that we did in May with our uh students with disabilities or if

039we do our uh fifth and eighth grade um track and field invitationals with our students and we do the Phoenicia company general run which will be coming up in October that and putting that and aligning that that will help develop our students and that will get our students to be more participation and more prepared for what they need to do when they go to the next level. Also, uh live stream athletic events. I'm working with Chief Ferraro and we're making sure that we have all of our events being modified. JV varsity are televised with the huddle. So, we're going to be looking we're going to have a meeting this week related to that with uh Mr. Ferraro and then we're going to work on trying to develop things with our coaches so we can get

040that out. The more exposure we give our programs, the better it is because many times I know being a parent, being an educator, many of our parents work two and three jobs. Sometimes they're not able to be able to reach different venues and look at different types of things. And so this allows them at some point in time they are able to look at their scholar, their child out there performing. Sometimes our parents, I know, are not able to make all of our events, but this is one way that we can help that. And again, with our students, little our little scholars, if they see that their bigger brother or sister, hey, they're on TV. Hey, that little small inclination that can help drive our athletic programs. And lastly, equity and sports and athletics relating

041to Title N and students with disabilities. So, in April, and hopefully it gets passed tonight, I am hoping that we are able to take our girls softball and boys baseball teams during April break are able to go to the KSA training event for baseball and softball. I've already gotten it cleared through uh NISA and section 3 related to that. So, that is one way how we do the equity and inclusion of everyone that's involved with our students with disabilities. again work with my director of special education again offer um our raider rally that we did before uh this spring which was an awesome and excellent event related to that next enhancing student uh athlete branding and preparation. So apparel of our student athletes in conjunction with Mr. uh uh Mr. Fouchy and Superintendent Spence. We

042are working on developing and also with Miss Moad and Miss Mandal, we are working on developing a uh apparel. I know that we've been looking at the blazers. That's been kind of a difficult option based off of the price. But I think that related to that with the apparel, if we have a warm-up that every athlete has, that is going to help promote our program and it's going to help promote our students. Because being a former track and field coach, I remember being a track and field coach at Fowler High School and I had a girls track and field team of 20 athletes. We had um uniforms that were from four or five years old and we had no warm-ups. And I remember going to many um schools and they had professional warm-ups. I had

043to fight to make sure that we got those athletes because I knew when you look good, you feel good, you dress good, that is going to bring out that extra spirit. The following year, we got warm-ups. We started to win. We also started the athletes started developing con confidence because guess what? Now, everyone looks the same. They have the same items on and now everybody feels the same and is looking towards the same goal, which is to be the best that they can be. Also the last thing intramural development and imple implementation. So one of the things that I've been working on since I came here March 3rd is trying to develop an intramural program based off of 10 sports based off of the falling fall winter spring. Our fall sports would be flag football

044soccer. Our um winter sports would be cheering which is Rhythm Raiders which I started this year. basketball. We also would have for the middle schools, martial arts, walking club, and then for the um springtime, we would have baseball, softball, track and field. So those would be the different areas that we work on. Due to time constraints, I think this year what we're going to be trying to work on in October and December is working on developing our basketball program. Now, when I talk about all these different programs, we're looking at a few things. time frame would be that 4:15 to 6 p.m. time frame during red program. Next thing we would be looking at 8week programs. 8week programs that would deal with four weeks of fundamental skills, four weeks of gameplay. So for example, if

045we started with basketball, which is a winter sport, we would start with boys first. They would go from October to January, four weeks of fundamental skills and then four weeks of gameplay. Same thing with the girls. They would go from the end of January to the beginning of March. This would happen at all of our 10 elementary schools. We'd have to hire 10 coaches. And with that being said, also related to that, once we would do the four weeks of in uh fundamental skills, then we would work on the gameplay. The game play would be between different schools. So, for example, Albany school against Columbus, Columbus against Kernan, and so on and so forth. there'd be a roundroin tournament related to that where we would have a championship sort of like a little sections in

046the championship related to that. So that's how that would work. Um I am working with the Waters Foundation. I would know in November if I got a game changer uh grant related to that inclusive programs. So for this fall, we are working on we already have a boys combined wrestling program that is combined with Sequoite and also New Harford. In addition, we're also now are going to introduce a girls combined wrestling program which is going to be housed at Proctor. It's going to have our girls and we're going to be doing that program. We've already have a boys combined golf program that is with Notre Dame and ourselves. And then also we are looking at doing a sports performance uh program at the high school which would be quote unquote I know look at it

047as weight training but originally the plan was we were going to look at um for our student athletes scholar athletes that are on athletic teams that they would be part of this program where we would have a physical education teacher would do as a physical education credit would work uh with scholar athletes on our sports teams in checking with New York State Education Department we're not able to do. It has to be across the board. So, some things that we are looking at, I'm working with Miss Paladino. It's been busy, but we're going to meet and we're going to talk about offering some type of credit course where our physical education teachers would do uh one would work with based off of a AB schedule that they would work with our high school athletes related

048to um this particular type of program. The reason why this program would be instituted was first of all getting kids again towards that lifelong fitness module. We know that um I'm 56 years on young but however I'm getting older. I can't do the things that I used to do when it comes athletically but we're trying to develop with them also with that that area of lifelong fitness. So we spend a lot of time I think in our in in our country on hiring personal trainers which is nothing wrong with that but we should also be trying to work to help our scholar athletes and show them different ways that they can attain and work their fitness for a lifetime. Considering that I'm also an individual that with sports I've been involved with martial arts for

04945 years. So it's always a lifelong experience of learning and of course will develop their strength and conditioning and skills. [Applause] Thank you. I like to like to say one thing um and then I if you want to ask questions um I believe in this adage without struggle there is no progress. I know coming into this job it was going to be a lot of different things that um are going to be put upon me but I'm up for that challenge because I always remember this words by Dr. Martin Luther King. The ultimate measure of a man is not where they stand in times of comfort and convenience but where they stand in times of challenge and controversy. And I'm saying this as an alum. I'm here for these kids. I'm here for the staff.

050I'm here for the to do the greater good to do the best that we can to help our students. I come from a time when I remember my siblings being on the when you heard about UFA, Proctor, and JFK. That's where your athletes came from. That's what I would like to bring back. That's what I like to bring back to our kids. We have over 3,000 kids at uh school student scholars at uh Proctor. We have athletes. I see it every single day. I talk to the kids. The kids are very respectful. I've been to most of the elementary, all the elementary schools, by the way, and I've seen the talent, the track and field. I've got some kids 6'2 taller than me sitting up in sixth grade. You can see that we have the

051talent is trying to nurture that and work with that. I have a great team of physical education teachers, health teachers, coaches, people that want to help our kids and I'm here to do the best that I can. >> Thank you. You said the magic words to me. Udica Free Academy. >> Does anybody have any questions? >> Okay. Who wants to start? >> I had a I just had one question. You were talking about intramural and elementary basketball in the time frame. Will that conflict with Dick Miller? >> Well, I spoke with uh a gentleman from Dick Miller. Chad, it would not um they wouldn't be two separate programs. >> Well, I understand two separate programs, but are we pulling the same? >> No. No, because we'll be looking at I'll be looking at third uh

052fourth, fifth, and sixth graders. >> But those are our Dick Miller kids. That's Dick Miller age. So, are Dick Miller kids not going to be or are they going to be are they one and the same? Are the Dick Miller kids going to be part of this intram murals and then part of Dick Miller as well or are we looking at a totally different group of kids? >> Totally different group of kids. >> And and I asked that because I know we're having difficulty fielding teams at some of our elementary schools for Dick Miller. >> So I can I just jump in for one second because I think I have the one of the same questions as James. I think the problem with Dick Miller, not that it's a problem, but it's very late in

053the evening. A lot of practice are like 6:30, 7:00. Games are at 6:00, 7, and 8 on Monday night. So, I think it would be up to the families if they're two separate programs if your kid is involved in both. But I think the beauty of this program is that it's available already after school during RED. But I think it has to be up to the parent if they want >> their kid and they can be involved in both, I guess, right? There's no like conflict there. But >> well, you're you're talking about it being during the RED program. I thought the red program I thought the red program was about improving education and then you know is this going to interfere with our efforts to improve reading scores and other and and and other

054educational improvements that our kids need. >> I think this is timing. I think the gym time is prior to red coming into coming into this gym. My my concern my concern is we do not want to weaken the Dick Miller League which allows it's another outlet for a lot of kids. So we really have to be conscious when we're setting up our times when you know when we do things so that we don't weaken the Dick Miller. Can I add something? So, when I was listening to all the inter murals and I love it because it answers this question, right, that we're starting to see in sports of how quickly do we get our youth involved. Have you also considered possibly adjusting the times so that basketball doesn't start until October, right? It moves up

055so that we're getting those kids prepped and excited and then encouraging them, right, to do Dick Miller. Same thing with baseball. Instead of if we're getting them ready pre- baseball and then coming in and saying, "Hey, here's Udica Little League. here's all the things that you can do there, right? Prepping them so that it starts almost like not working with the season, but almost before it so that we can get those kids excited and then funnel all of those city programs that we have that we're already seeing, right? Um I don't think that there's a sport in the city that we're not seeing numbers go down. So, right, maybe consider too if we're doing advanced and then bringing in, hey, here's the leagues that you can join. That might be something that's helpful too and

056it wouldn't interfere with Dick Miller. Thank you for your feedback. Yes, I would definitely like to do that. Definitely. Yeah, >> I think that'd be great. And I think you get a lot of support too from the other community organizations that would come in because that's literally what everybody's looking for from baseball to football. They're they're looking for for kids, for soccer, for everything. >> I know for the red program, they said they would do the academics between that three three and four 15 time. So >> So just that that time. >> Yeah. So I think that um Mr. Patterson, you've received a lot of good feedback that you need to bring back to the team and I think that'll be timely and relevant for our weekly discussions as a cabinet to consider this feedback

057as to how we operationalize this concept that we're talking about. So, there's a lot of different things to consider part as part of 100 day plan. I met with the Dick uh Chat who ran Dick Miller and he actually encouraged this type of program to sort of build up capacity as a city. So we we have institutions to work with and build from, but I think this warrants further discussion internally before we can commit to anything here. >> I love the idea of being fantastic. Yep. live streaming and the huddle cameras. Do we have is that infrastructure already in place now or what's the So, we're currently installing the fiber in the um middle schools for the huddle cameras to be installed on the field permanently. In the meantime, we have these portable co we

058call them rigs that the coaches set up to stream uh the games live. Uh, in the meantime, we probably got another month or two before we get the rest of the infrastructure in. The field houses were in kind of like tricky spots to get because you have to have fiber and you can only run fiber data off that fiber, you know, 300 yards and we're 500 yards away. So, we're putting all that infrastructure in now. Kennedy is just about complete. We're moving over to Donovan next. Um, so we're anticipating before the fall hopefully we'll have most of that um in place. definitely by spring for baseball. So, we're trying to put the I don't know if you guys been to the stadium, the huddle cam at the stadium. >> We're putting those all on the

059reg on the regular baseball, softball, and football fields and all the other locations. We want them to be permanently installed so we can, you know, just click the button and and live stream all those. So, that's the goal. We've known that's been the goal from the beginning. So, we've been working on the the infrastructure has come first and we've been working on that for about a year and a half. It's not that easy because let's just say Northwind's got to design the fiber run from uh Herkimer Road to Deerfield Drive east from Deerfield Drive east to the switch in the field house from switch in the field house the football field baseball field softball field. So I think we made great strides just getting Kennedy done in probably six or seven months. >> What about

060the huddle cameras themselves? So, the huddle cameras have already been in. So, they go in the um the Rick Coaster for um funding that's already been allocated in the budget this year. So, that that's all ready to go in order. We're just waiting to finish the infrastructure so we can order the >> order, >> right? >> How much are they? Um, I don't have the exact cost on me right now, but they were in they're in the uh brick commitment that you guys authorized in the public vote 25 uh yeah 2025 this year's May vote. Sorry >> to jump on that too. >> So, and I'm sorry just so we do that because it's an aidable expense to Boseies. >> So, it was already appropriated in the budget for a Boseies expense. >> Correct. Okay.

061We we did that ahead of time knowing that this was the path we were going down. So it was in this year's budget that was passed and we ran it through the Boseies for the the obviously the aid. >> Um and this has been something that we've worked on for the past two years in the communications um committee that we've constantly bugged about having these cameras here. So the question comes back back to when we're talking about equity. I'm hearing baseball, football, basketball. you've always known those are the sports they always get the most, but what are we doing about tennis? >> So, that's the plan for the the the rigs cuz tennis, you know, there's no tennis court at like a lot of times they don't play at Proctor, right? They play at the

062um Parkway. So, that's where the rigs come into play. So, they're now just using them for now. They'll go to all the other sports that we're playing golf, right? We're not playing golf at Proctor. they could take those rigs with them, set them up on the, you know, on the first hole, watch the kids tee off, put them on the 18th. You you So, we planned all that out. And that's really the the vision, I guess I would say, for the streaming for the sports. >> Okay, beautiful. Thank you, >> Mike. I have one other question. So, going back to um cameras or putting huddle cams where the fields are not typical, right, the parkway, etc. >> Correct. If there is um in the future the baseball team going back to Merine Field. >> Yep.

063>> Is that conversation going to be had with the county to say, "Hey, can we work on this?" >> You can, but I I I um it'd be a long process. You know, we can't run infrastructure to something that we don't own. State won't allow that. Uh >> but is that worth not for you? Is that worth a conversation with those partners to say are you willing to increase? >> It's something that the district will take under consideration and we need to have discussion internally to really flesh out those details. >> Well, >> but is that something already there? Because they stream all of the games this year. So like is >> No, they so they're so they use they're the games like the Legion games you see there. They're using game changers with the

064same kind of rigs that I call them that that we're using. Right. >> So it's it's the same thing. Huddle provides us with that live stream for portable devices. So, for example, we'll use 21in iPads with Pros with better cameras that have Verizon built into them, so we can bring them anywhere and they do just the same kind of quality picture. >> So, I guess the question is that, you know, we're going back to >> the stadium, >> correct? And when are we expected to go back there? Is it for this this spring? >> Yeah. So the the fields, right, they've been playing on it since late uh so >> so it be spring. >> It's August. >> Y >> and there's an interest from the board to see if we can pursue getting our

065huddle cameras and everything else put up there. Right. So, you're you're not going to be able to install district owned equipment on an off-site property. The state is not going to allow you to do that. That's why we're using the portable >> but but we have a perpetual right to use that stadium. So, while if you it technically might be in, you know, in the county, you know, in the county sports authority, if we don't play there, I think there's an issue. >> So, can I can I just put it simple though? I understand what you guys are saying, but the boiler doesn't even work in the fieldhouse for the last six years. >> No, I I'm just saying like >> I I understand that, but my my point is that >> we'd like to

066be able to feature I mean, it's a beautiful stadium. >> We'd like to be able to feature our baseball players playing there. So, whatever it's going to take to make that happen, I understand. I'm saying that, you know, I I think it's clear from the people speaking on the board, now maybe I'm misinterpreting it, that we want to make sure that our games get streamed in that beautiful stadium. >> So So I think I interject here. So I think what I'll ask uh Mr. Simmons is if you can provide an opinion letter, but the question is whether or not the district can make structural investments into a property to which we do not own. Is that am I hearing that correctly? >> No, that's not what I'm asking for. I want to we want to

067make sure that we have sufficient portable cameras to be able to so we have those now and they will be available. >> But okay, so let me just ask you this question. So if there's a softball game and it's being played one place, >> we have multiple rigs for so we have one for every sport. >> One camera. >> One that's all is needed for every sport. >> Why is only one camera? >> That's all you need. >> No. So, let me put it this way. There's seven sports. We got seven. >> I understand what you mean, but it's like one stationary camera. >> No, all different like to tell me that in to put in equipment so we don't have to bring the portable one in a >> So, even the huddle camera is

068one stationary camera. It's not multiple cameras. So, it's it's it's kind of the same thing just in a portable version, but not like >> Let me just ask in general, >> what's it cost for a huddle camera? >> For a huddle camera, I'm just going to take a guess. Uh, it's that'll be close. >> Probably 4,500 bucks. >> $4,500. >> Can we take it out of the four million? >> So, my question is, why can't we spend $450,000 and get a 100 cameras? >> Yeah. So, you don't need >> I'm just saying I'm just saying >> why don't I'm I'm I'm saying why can't we spend the money >> to deliver the best product for our kids? >> So, so we are we're providing >> So, we're we're pro we have put in the budget

069this year the cameras for all of our facilities. >> Mhm. >> Right. Just waiting for the infrastructure. So each softball, baseball, and and football field, like the middle schools don't have a huddle camera. Those are all getting done. >> I just I just want to ask you this. So if we have to use the portable one, how does that work in terms of function and installation? Like for example, someone just drives up, sticks the camera on a tripod, and >> Yep. So it's on a riging. They tell you, we tell them we're about they're supposed to place it. It's all set up just for them to hit. >> Who are the people that do that? >> So, the coaches are going to have to do it. >> It'll be the coach. >> Yeah. They're going

070to have they're going to have to set up or assistant or somebody. >> It's going to be someone affiliated with the particular >> correct team. >> I mean, I'm not going to say who's doing it, but I'm saying it should be the person. >> I'm just asking general. >> So, it should be the coach or assistant or whoever's helping. >> We're not going to having an AV person. No, no, no, no. And we made them simple. You you they're on the tripods, you turn them on, the one app is right there. You just hit it and you're done. We made them pretty easy for the coaches to use. >> Okay. Joe, the the communication committee at the end of last year was in discussion too um about having a studentrun group where students would come

071out, take these pictures, help set up, even talking about moderate uh moderating, no comment, sorry, commentating on the games to keep it flowing. So there was discussion um of starting out a club students interested so that we can get our students involved and helping out a little bit with this too. >> I like >> it's just it's the county that owns Marine, right? >> Yes. So >> actually it's the sports authority. >> The sports authority through >> the county separate. >> Yeah. I know it the count has the county executive just had been made aware of the streaming issues at >> Meteor. >> There's no real issue because people a lot of people use their own thing and they're able to put them on the I think what we're asking for is something permanent. >>

072Yeah. Just wondering if the county executive we had that >> conversation with him might be willing to >> invest in Right. Because who's playing on that field when it I think it's just us, right? I think we're the only >> Oh, you got the blue socks, you got the >> Not yet. Not while not while Proctor's on it. >> You got MV, you got you got MV, you got the Legion plays there. There's multiple >> start until after Proctor ends is what I'm saying. So, how many how many teams are actually playing at the same time that we are? I don't think it starts until this field. A lot of county teams get like a home game or two there. >> On our field, >> the counties feel >> I think the real question in

073the beginning before you move any further in my opinion is can you allocate funds for something you don't own. I mean that's the first >> Yeah, >> that's that's the first question. >> Okay. >> I think that's why I was trying to just get around the fact of if >> right >> the county were to do it, we don't have to. That's why it's worth having a conversation with >> the county executive or the board of legislators, but >> Right. >> Okay. Who's next? >> I have some questions and great presentation. Thank you, Mr. Patterson. And I don't know if you'll know the answers to some of these questions, so I'm going to probably direct a lot to Dr. Spence, but anybody um feel free to chime in. I will discuss the first one um

074of varsity football games being scheduled in the morning. I just don't see how it's any different from basketball, baseball, soccer, lacrosse, or any other sport that gets to play an evening game with large con congregations outdoors, especially we've invested in all necessary procedures. So, we are the only district that plays at 10:00 a.m. on a varsity level football or 100 p.m. I think now on varsity football and I'm asking if it can be looked into. So, we did take that under into consideration and I'll I'll ask uh assistant superintendent Fouchy to just provide an update on the meeting. We met with all appropriate parties to really provide some deconsideration. >> Who were the appropriate parties? >> Okay. >> So, we met internally with our staff and we just had a meeting with the police chief

075down at uh the police department. Um, I was the high school principal for 13 years when we had Friday night football games and it was a very, very difficult situation. Um, I feel for the students because for the most part, our students are not the problem at our those Friday night games, but we reached a point when the district decided to go to afternoon games on Saturdays because there was no way to guarantee the safety and well-being of our students, especially after the games outside the stadium in the dark, >> which is the same as when basketball leaves at night at 7:00 games and everybody's congregating in the Archery parking lot. So, and I'm not I am just trying to play devil's advocate. It's our kids that are getting punished. It seems like there is

076so many policies and procedures that can be put in place in my opinion, but I'm going to ask the school district. We had a very successful evening game. I would be even I I think most of the board and I don't want to speak for anybody would be willing to entertain even a four o'clock 4:30. No students want to go at 1:00 p.m. There's no life to those games. There's no student section. There's no there's no fun. Kids don't even want to participate. Football players don't want to play Saturday at 1:00. Talk about culture, morale, recruiting. That's it. Friday night lights are a huge thing. And I'm not even saying moving them to Friday at 7th. Something has to be done. I get the schedule set. This has been a conversation of the board for

077the last several years. I don't want to talk about previous incidents or anything, but we have had our fair share of hurdles whether it was morning, afternoon, or night. There is no difference leaving Proctor in the dead of winter at 9:30 at night at a varsity basketball game with hundreds of people and have success. I don't know why football is held to a different standard and that's just me as a board single board member. I'm asking for the administration to please consider our students in this decision and school spirit and all the procedures we have in place and our great community partners. I am sure administrators students are willing to do their part as well. But I don't I got to be honest, I don't see the difference. >> Danielle, I'm just going to disagree.

078>> Sure. >> Only because I live in the neighborhood. There are far fewer kids going through the neighborhood after those basketball games than there are after the football games. There are more basketball games as well, but there are far fewer kids walking through the neighborhood uh after those games than they are football games. It's just a weather thing. >> So, because kids are walking through the neighborhoods, we can't have >> It's not just the walking, it's what comes along with everything that goes on with those kids after those games. >> Same thing outside of Proctor at 8 a.m. on a drop off. if I can't get downhill and have a at 7:30. >> It's not about driving. >> I'm I'm telling you, we are punishing our students. We talk about recruitment. There are students and

079families who don't want to play for our district because we play a Saturday morning. We have seen it. >> I played football all my life. I played semi-pro football. At the end of the day, our kids have to play when they're allowed. They have to be safe. Our families have to be safe. I understand our kids want to be looked at and seen. We're trying to put some of that stuff in place with huddle. This is a different different time. But when I look at the neighborhood and things that happen in the neighborhood, kind of what Mr. Felch is kind of alluding to, there are a lot of things that happen with houses and neighborhoods and hanging out after the games. There are far fewer kids in instances of that after basketball than there are

080football. >> So one:00 games don't bring out a lot of >> No, no, I'm not I'm not talking about the the game itself. I'm talking about what happens after you're talking about there's no difference. There is a difference. >> Can I can I just I mean why can't we have the games at 4:30 or 4:00 >> rather than 1:00? Is there a particular reason? because at least, you know, people can get through the day, do what they got to do, wake up depending on who the kids are or whatever, and then they can go at, you know, 4:00 to a game because, you know, I I mean, I I don't know. It just seems to me like kids generally tend to be sleepier and maybe not as effective at 1:00. So, maybe a 4:00 game

081would be the way. >> Football, you were supposed to be somewhere, you'd be there. I'm not saying I'm not saying that, but I'm I'm just saying, you know, we'd like to have a night game. We'd like to have all night games. >> I agree. >> But maybe a four o'clock game or a 4:30 game where it it's >> at least it's not 9:30 when people are going, you know, kids are going through the neighborhoods. So I I first want to acknowledge that uh I understand all of the sentiments being expressed about the desire to have the games and the Friday night lights culture and I think it's important however based on the correspondence and information that I have at my disposal right now having spoken with UPD it's about the capacity for the officers to

082respond to eminent threats or any incidents of violence etc etc. >> That's what was stated at the meeting. This is what was stayed articulated to me when I had the meeting with UPD. And so >> this most previous one or another one? >> No, this was last year when I looked into it. >> So what was said this one? >> So well let me let me >> No, cuz I I there's a different narrative going around in the community. So I just want to make sure. So we're you were at that meeting last week and what was said? >> So let me let me just let me get there. So the concern was as the students leave the game and they go back, it's not necessarily on campus, it's once they leave and they go

083back into the community, whatever is happening there and officer's ability to respond as well as officers ability to staff that, especially if it's the night time, that's when officers tend to be in greater demand. So that was what was articulated to me. I then asked the administration to go back and revisit the idea upon request. And then Steve, you can speak to the sentiment from the most recent meeting. Yeah, I can say that the same sentiment was relayed and they're they're dealing with issues with staffing and I don't know how much I can say on an open mic, but we were all in a similar mindset that once it gets dark out, it is very difficult for us if something happens. >> Okay. And I'm just >> that's why I'm saying why not? What about

084a 4:00 game? >> And the that is not the >> it'll be done by 6 or 6:30 in the winter's dark. >> We're talking about we're talking about We're talking about September and October >> and lacrosse and sock. No, I'm going to play fair. We are not leaving the football team out on this one. I'm sorry. This is a bigger discussion. >> And that is not the word on the street. Sorry. >> Yes. My question is >> that was told. >> Are we not an administrative decision? Are you saying that this was UPD that we pay them? >> I've not said that. I said that. I looked at the information that I had at my disposal and I weighed the risk and I weigh and I and I weighed our ability to fulfill that desire.

085We have to consider this in conjunction with UP UPD because they're the ones that need to say. >> So at this last meeting, what was your vibe? Like what did you get out of it? >> Wait, hold on guys. >> Steve Steve was at the last Steve and Marie and crew were at the last meeting. Okay. I met with them last year to explore because I I was of the same mind, but once I received the information, I my opinion changed on the matter. >> So why can't we do a 4:00 game? Kind of split the difference this year. See how things go. should be manageable and then if things go well ex you know in in think about maybe having a couple of night games next year. I'm just I'm just asking what's the

086difference between one and four. Someone tell me >> what what we will do is you know this can be an ongoing dialogue with >> a dialogue. We're August 20. We're August 20. I was actually really hurt when the schedule came out after so many conversations that we've all had about sports and it reflecting a 100 p.m. >> time. >> So I I mean it's it's August 26. >> My question is why can't we do our games at 4:00? >> What is the what is the reason from an administrative standpoint? Because it's not the police. What is the administrative reason for not having the games at 4:00? >> So, >> cuz I'm not even asking for seven. I'm just saying what about 4:00? >> So, it's not my decision to make. I'm relaying to you what

087was discussed at the meeting when we met with the Undica Police Department. We met with the police chief, the deputy police chief, and the captain who oversees the SSOs that are stationed in our schools. And we were all in agreement that once it gets dark, it is very, very difficult for us to manage things if something were to happen. And I know because I had to do it. I was the one who was responsible for 13 years for everything bad that happened at a football game. I'm not saying do it. I'm not saying don't do it. I'm just telling you what the I I would not be able to sleep at night knowing what was happening at our football games when they were played at night and what we were dealing with at night. And

088again, it has nothing to do with our students. Our students, I totally agree with you, are the ones that get punished because of the things that we had to deal with at the football game. So my question is did anyone say >> does 4:00 present the same same problem >> or is it man as manageable as a 1:00 game? >> The same circumstances apply at the meeting. Can I make a motion to go into executive session to discuss security protocols so we can maybe go into a little bit more detail instead of >> can we defer that until we have additional executive session because we're not even done with the report here yet? >> I'm talking about it. So in so we're just saying no instead of putting any precautions in or figuring out a

089plan like all the other inner city school districts surrounding us in Syracuse and Rochester and Buffalo who have all figured it out for the most part. We're just going to say no. I just want to make that clear. >> That's not what I'm hearing. >> That's no. But it again it's the capacity of the police to support >> that's on them. We pay them. We contract with them. >> But we have to consider I have to consider that when making a decision. So what what I think would be fruitful here because right now we have to weigh the information that we have the capacity for us to keep the kids safe. If the game starts at 4:00, the game is an hour and a half, our game is 2:00. There's kids are still going back

090at night. We are not driving the kids home. and the kids are going back, walking, getting home, however they're doing it. I think what would be fruitful now is we've heard the the the thoughts about it. We've had the discussion. We'll look at it again internally and you know, we'll see what we could do to to oblige. But again, the safety has to be the primary >> with all due respectful would be to move to the next item on the questioning since we're going to go into executive session to discuss this in more detail. >> Great. >> I'm in favor of that. Um, okay. Can we ensure that, so these are just some things from last season that we heard. Um, can we ensure that water's available in each dugout or whatever the other proper

091terminology? Yeah, I don't know all the words for both home and visiting teams in any upcoming season. Okay. >> Um, along with medical bags for our coaches, so ice packs and things like this. I don't these are just things that we've gathered throughout the year uh throughout the last season um that has been brought to our attention. So I'm just I don't know the just putting it on >> we we did have that conversation the kids should have water >> we're in agreement there right the kids should have >> the opposing team and ice packs especially for stuff on the road. I just want to make sure that there's something in place. I guess my question would be we had a meeting a couple of years ago asking for wish lists >> last year >>

092and last year it was not only last year but it was probably the year before. My question is, isn't medical bags, I'll I'll call the term medical bags, >> isn't >> first aid first aid bags and water and refreshment containers. Aren't they basics for any sports team? And the the reason why it kind of sticks in my craw is I understood last year there was some game we we couldn't get we couldn't get water for our kids to drink. >> Well, hold on. And I think just to be clear on this and just to make sure I'm following. It wasn't our I just think that this needs to be addressed. >> What you're speaking of, this wasn't us on our home fields. is when we're going to other stadiums, their job is to provide it

093and it's something that we do for all, you know, our team. >> Is it their job? >> It's supposed to be an agreement, correct? That they provide water just like we provide it for all. And then we did, our school did go to one school in particular who refused to put any water out, anything. And so our players were not prepared and I think we ran out. And >> I'm saying we have the funding. I'm saying we have the funding. Why don't we make sure we have the best >> available for our kids? >> Cuz that's the question that I have. We shouldn't even be worrying about anybody else furnishing us with water because we always get treated like that. >> Not always. >> Well, okay. Historically, so my point is let's come with the

094best. >> We have the money. Let's spend the money. Get the best equipment, the best apparel, the the best of everything for our kids. We have the money. Let's spend it on our kids. >> Jordan, I agree with what you're saying, but I think this is landing in the wrong place. >> I'm not It has nothing to do with anybody, but >> spend the money, man. >> hear me out. If we provide, if the expectation is the home team is going to provide that, there's absolutely no reason for us to show up anywhere and not get that. I understand what you're saying. So, now it's on us to do something extra to make sure that we ensure that we do that we're doing what should be done. Any school you go to, you should be

095able to get >> be prepared. >> Take care of yourself. Don't worry about anybody else. are coming to us >> asking us for water and we're not giving it to them because exactly and that's what I mean that us home or visitors on our own property don't have water >> but that shouldn't be the case we should know we should know what's getting kicked around >> okay I'm just putting things out there that I just >> not for debate debate we're not debating that we're doing that that was the discussion that we had internally we're going to make sure that our athletes have the things >> the best at everything. >> So for the water Joe, do you want the Fuji or the Polish drink? >> I want the good Icelandic. >> Icelandic. Yes. So

096that director, we were all on the same page so that doesn't happen. >> Perfect. Which goes into my next question. Since we want the best for our students and our athletes. >> Yes, ma'am. >> Can you talk to me a little bit about media day this year? Did all of our programs attend media day in Syracuse with our seniors and our star players? >> You mean when they went to Syracuse for the >> correct? >> Probably not. I would have to get more information. I do not know, ma'am. I would not know. >> So, where does that come from then? So, if we are invited to media day. >> Oh, you mean Okay. I'm sorry. >> How does that >> your contact? So, when I spoke I I sent spoke with coaches. They gave me

097the one They gave me the teams that they said they would they would like to go. There were specific media days that they went. So certain teams did go and stuff that >> there's a sign media days, right? So I have all >> for Syracuse.com. Yes, ma'am. >> And there's sign media days that every program attends on this day. >> So were every single one of our coaches notified of their media day and and made aware of them? >> Yes, ma'am. I sent an email out to all the coaches for the fall, explained to them when media day was, if they needed transportation. Most coaches said they did not need transportation. They would transport them home because I was wondering if they needed buses or whatever for those that they said they would bring three

098or four athletes for media day related to that. >> So, our cheer team, our varsity cheer team, >> yes ma'am, >> did not attend media day. >> They did not attend because at that time we were looking for the appointment of the coach at that particular time. So, was the JV coach that was appointed let >> Yes, ma'am. I did was in conference with her and let her know what media day was and stuff. I did. >> So, then the JV coach decided not to >> have coaches attend their players attend. >> I think at that time she was looking at making sure that we had the varsity close in place that that particular coach was in place before she would do anything. I didn't think she wanted to ruffle her feathers or toes related

099to that. And this was an issue on this end because we did appoint in July the coach, but it was pulled in the minutes when it was not pulled. So, we had to go back and reconfigure that. But that coach was hired in July. >> So, all of those students missed media day for all of our senior cheerleaders. >> But I have a question on how that even work. like this is going down a rabbit hole because triyouts weren't until last week and there was several girls actually that were on the team before and didn't make it again this year. So, isn't that almost like a little Are we holding our triyouts almost too late? Like I don't know how that works with section three and all of that, but like how do people have

100media day and know who's on a team, but yet a lot of our sports triyouts were until last like this is just a >> Yeah, media day was the week before. So, I think it was like that August 13th. Are we too far behind in some of our stuff? Like, doesn't section 3 set those dates? Like when modified? >> Yes, ma'am. Section 3 sets those dates. >> So, how do other schools do >> feels like it's putting the cart before the horse? Some sports. Some sports not because they >> they've already begun. >> Yeah. >> Right. I'll use football for an example. They've already begun prior to that 13th. So, you kind of know the team. But for something like cheerleading where it would just happen >> Yeah. just >> last Thursday, >> we wouldn't

101ne the coaches would not necessarily know possibly who would go to represent them if that team is not selected yet. >> And so that's that's I guess my bigger concern too is like are we behind the ball? Like I I guess I don't know how like or maybe they're just smaller schools and they don't necessarily do cuts or if you're on the team one year you're on it again. I don't I don't know how that works. Not unless they're using athletes from the prior year that they figure they're gonna make the team or whatever. >> That doesn't mean necessarily you make a team one year. It doesn't necessarily mean you're going to make the team. Not when there's real competition. Right. >> Right. >> So, can you let us know who did attend media day?

102>> I know coach Strife did. He could pretend media day and stuff, but I need to check into the rest of them because I was on vacation during that time. >> Okay. >> Soccer. We have a a lot of fall teams and I didn't see them. Yep. >> And it looks like >> I know I looked in Syracuse.com. I saw Mr. Stripe had one. Yeah. And stuff. That's something I'm going to work with our coaches with for the following year. >> What about the Udica College >> um football camp? >> Did we Did our kids participate in that because that was kind of a good character building exercise from what I >> No, our kids did not. I spoke with Mr. Strife um when this first first brought to me. I know you sent me

103an email regarding it and he stated that due to a lot of the athletes there's a lot of different stipulations a lot of the athletes a lot of athletes that have on his team have uh they work during the summer they can't make those those different areas and it just ends up being for him very hard not saying that he would not do it doesn't want to do it that's not >> we're not being critical I'm just asking the question I mean if there's reasons to do it or not do it >> yeah I think that camp is just >> that are rational >> I have question piggy backing off of the appointment thing and it goes into the superintendent's report but I think it's possibly better to ask now. So I understand why you

104know you apparently the cheerleading coaching appointment was pending. I think it probably wasn't given the issue with the minutes, but or with the superintendent report issue, but I see why, you know, we wouldn't want a coach who hasn't been approved to go with the students to media day or to wherever. So, why are we appointing summer sports camp volleyball coach retroactively to August 1st through the 6th? It's on page >> page 19. >> Yeah, >> P27. >> Uh, that's a sub. He provided coverage for that particular sport. >> Did he actually do work with students? >> Yes, sir. I went there. the particular days that were there because what happened was one of the particular coaches did not show up. So that particular coach um was was asked by another coach that he already does

105helps with support us in the district and so he came and he subbed those two days that that coach was not there. So maybe can you try to explain to me how this situation's different than having a coach who can't bring their students to media day because they're not appointed yet. >> I think it's more the players aren't chosen. like that was my >> No, I think the way that I read it is that we didn't have an appointed coach. That's seems to be the issue that was just relayed, >> right? And no, no, no. And I agree with that. But who, let's say they were appointed, who would they bring? >> Yeah, >> that's my concern. >> Are we asking a coach to select kids that they don't know, >> right? Or and then

106to me that's not fair because they would be handing P. It would look as if they were hand was that >> Well, is it fair or is it reasonable? Because the the standard is reasonable, not fair. >> Meaning that fair is a feeling, reasonable is a standard. >> Just saying. >> What I'm what I'm saying is it would be reasonable for a coach to maybe say, I had a center fielder that batted 455 last year. I could bring that person to media day, right? Because it would be reasonable to bring that person even though the team hadn't been picked for the that season. I'm just saying there are there are reasonable standards that can be met. Fair is an entirely different metrics. >> Great. >> I think also reasonable would be you have the subcoach

107who's an appointment who's seems to be an emergency appointment. the 1st through the 6th of August. We had a board meeting on the 12th. >> Why was that not presented on the 12th as that was an emergency? That's the next succeeding board meeting. >> When the board packets are created, they're created two weeks in in advance. And that for that particular board meeting, um it's possible that we have, you know, were selective with the motions from the floor. So this that was added to this one. >> Okay. I I I I stand the explanation. I don't really I and this is from a parliamentary standpoint now of the board. Given the motions that we do have in motions from the floor, this is actually a real emergency that we had somebody working in this district

108with students who was not appointed by the board. It should be the next succeeding board meeting. That is actually an emergency matter that needs to be approved. Um, I do want to ask about a couple other timeliness things in the superintendent report. Um, right now we're still on the >> Yeah, I'm going to There also athletics. >> Can I go back though to one? So, I just want to touch sorry on your point because we're going back again. So, there does seem to be a little bit though of a double standard >> because we're saying that okay, the board did approve the cheer coach in July. it was messed up and said it was pulled and it was not. So that cheer coach was not given any permission to do anything. Yet we have two

109football individuals who are in the packet to be appointed tonight who are already on advertisement space with their names on it saying they're the coaches. So it it seems it's not consistent. So it seems a little biased that our female athletes for cheer were held back and didn't have the same opportunity. Yet we have our male right football players who already the coach is being advertised. It's on Mr. Cooper showed it. It's on Parent Square. So I guess where's the consistency in that? >> Yeah, I think there's going to be some internal discussion. And I think there's a point that that that's a there's a point that was made and we acknowledge that and there'll be internal discussion regarding that at our next cabinet meeting. >> Go ahead. >> Oh, you're fine. Um, these may

110end up being executive session topics and the superintendent can interject if they need to be. Um, boys wrestling, girls wrestling, girls wrestling. I know that the memo supporting memo for that was dated I believe early July. Why is it for action now? >> So I'm going to defer to the board president if he would like to turn to the superintendent's report or do the presentation. >> It's still hang if that's a if that's a question directed >> at Mr. Patterson then you can ask that question. But if it's about the superintendent's report, I would say let's >> I'll say let's wait, but I would then ask can the superintendent uh have the athletic director stick around in case his presence is needed during the superintendent report? >> Yes. >> Okay. Okay. Does anyone else have

111any questions for them? >> Hiring. Can you explain a little bit about the hiring process for everybody when it comes to hiring coaches? How does that process come about? Coaches apply. What are the steps? >> So, I work closely with chief clinic with human resources if we need coaches. So, for example, we have six coaches that we're going to need for winter for boys modified basketball and also girls and then we also going to need for uh boys volleyball uh modified. So in that this week what I did was we put out the um this job description for the candidates that they can apply for the job. Once we go through that particular time frame process of the posting the positions then we'll start to have interviews. Interviews are done by a committee. So, for

112example, if we're going to hire a high school coach or for whatever, we'll have the high school principal. We'll have myself, two of our athletic managers, maybe a a principal from the middle school level, and then we'll have maybe a teacher on that committee. So, there's different people on that committee. It's not just me and a silo hiring whoever that needs to be hired. >> We don't we don't have the HR director involved in that. She just gives me guidance, but there's no HR person that's involved. >> Here, here's my question about the hiring process. >> Is there a matrix that we follow to evaluate the potential candidates and what does that matrix look like? And my next question is does experience where does that play just in general? So if you're a returning coach

113of any sort, h how much does that weigh? Do you you weigh that in when you're attempting to make a decision? I know that was a multi-part question. I'm more than happy to break it down for you, but if you can remember what I said, I would appreciate it. So for the questioning portion, usually there's between eight to 16 questions for the candidate that we have. There's a four-point rubric, four points that we use, one, two, three, four related to it. And there's certain amount of points for each port each each discussion point for the uh the uh interview questions and then from that it's graded off how many points they get related to that. And then we just match in the the >> and where does experience play? So in in the ME matrix

114>> experience plays a role because we'll ask their their experience what they've done in the past related to coaching their experience related to if they've done other coaching experiences related to the job or what have you. >> So piggybacking off that um there's endofear assessments through all the coaches or end of season assessments. Yes. >> Correct. So, a re reapplying coach, does their end of season assessment play any role into their reapplication? >> For candidates that have that have been there before, that have done a job before, most likely, yes, we do that. >> How does that factor in? I always try to give people a clean slate whenever we do our committee when we look at it and stuff and looking at the experience and looking at the job and looking at whatever each

115candidate I know this year what we're going to be doing and talking with assistant superintendent Faly and Dr. Spence every candidate is going to be reined so regal if they did it five or 10 years we're going to always make sure for each one that we interview and stuff. So the thing that I'm curious about is so if you have a coach who has been coaching for 12 years um you know good records students talk highly of them have I don't know what goes into the end of the season assessments talk about testimonials of this coach really helped improve my uh academic record during the the year or opposite you have coach has been there for three years. You get a couple student testimonials who said, "I didn't get along with the coach. Record's not

116good." >> Do that's showing that they get them. >> How Yeah. How much does that weigh versus them talking about that in written responses to a questionnaire? >> Assuming that there are required written responses to a question. >> Yeah. So the first question would be are there written responses required of questions? Secondly, you know, are student testimonials sought after? Third of all, you know, what is the matrix? What are the actual matrix that we use when we're evaluating a coaching candidate? Because like for example, when you hire a teacher, don't you have to submit lesson plans and stuff like that? Like what what what are our values when we're evaluating coaching candidates, especially let's say just say varsity coaching candidates. You know, the question is like what are you looking for in a varsity varsity

117candidate for a coaching position? And how do you view that varsity coach as it relates to the building blocks of our lower our our you know our lower level sports teams? Is there is that something that you know you value or is is that just something you're just looking at someone who's just the coach for that sport for that particular season? >> I look at the work that they do outside the season. So say let's say if track and field season ended in May or or June, I'm looking at what are they doing outside of that? Are they doing any type of preliminary work with them? I'm looking. >> You mean like if say let's say you were the winter sports coach and you did things like sponsoring summer league teams and things like that

118and then working with the kids in a quote unquote unofficial capacity. That would be something that would be important. >> Yeah. Mr. Just let me I just asked a question. >> I know before Mr. Patterson answers the question. >> I think Mr. Patterson, what you mean to say is that you're alluding to the process that occurred as this was not an individual decision. Am I understanding that correctly based on what you said? >> Yes, sir. >> And and I just I just want to give some context. >> No, I'm not. This is not specific. I'm asking the question, what is what is it that you're looking for in a general varsity coach? Who is the captain? you know, do you consider the varsity coach of any sport sort of like the flagship captain of our

119fleet of teams? >> I just I just wanted to context couch that. So, there is the procedural process, Mr. Patterson, that the candidates must go to and I believe what you're asking for is what is your philosophy in regards to how you see that coaching position within the greater context of the organization? Am I getting that? Well, you know, you know what I'm saying? >> I know. Exactly. I just want to make sure that he's answering click because I don't want them to conflate two. >> Some of the other because some of the other districts they're >> That's a fair question. >> It it closed down like they they dictate what's going on below. >> Yes. Yeah. That's a that's a fair question. >> That's that's a different philosophy. I'm just asking what his >>

120Mr. Pass, what is your philosophy regarding that? >> My philosophy is that the varsity coach is the head of the organization related to that particular sport. So, if they're doing it, they're the role models. They're making sure that they're in contact with the JV coaches. They're working with the modified and then also they're looking at the the elementary and those levels to move those programs up and working closely with the AD >> so >> and the athletic managers. >> When you interviewed all of the coaching applicants this year, was that something that you took into account when you were evaluating all of the candidates? >> Yes, sir. I have a I have a question. When you're looking at your matrix and you're talking about experience, is there a max number that you can get in

121that experience block? Meaning, you said it's one through four, correct? >> It's the highest. So the highest >> in that silo of experience, regardless of what it looks like, >> four is the highest you can get. >> Okay. Thank you. >> Okay. So to follow up with that, once a coach is selected, what is the process? How does the coach know they're selected? How does email get set? How >> usually usually I do, for example, the the ones I did this week, I made sure that I call them and email them if they got the position. If they did not get the position, then I would email them and let them know or depending on the situation, I will call and let them know and stuff. And then as a recruiting process, because if you

122look at volunteer coaching, those certs go with the coaching certs, I give them that document. So if they would like to volunteer coach or if they were thinking about doing another position in the district, they have that they have that information. >> No, no. >> So the next day, so the board approves them and you personally contact them the next day and everything set up, emails open, everything. >> We did interviews on Thursday and Friday for these particular coaches. So Friday I I I coached >> I I just got a question. >> Hold on because I just want to follow up with that. So sorry. Can you explain it again? So a coach gets appointed right on a Tuesday. Tonight a coach gets appointed tomorrow morning. What happens >> tomorrow? Well, usually what I do

123is like for example we appointed the coaches and stuff. I have to wait for it to get appointed for that position and then we go from there. >> Okay. So, how long does it take for email and contact to get set up? >> Like what I did this Friday is what I did was I contacted them at 4 after 4:00 and made sure if I didn't reach them via um via um voice call. I made sure I sent them an email because I had their application of their resume. So, I make sure I do I do that contact. So just in case if they don't get the message then I so Saturday I also called if the person did not acknowledge me or didn't because I know life gets busy on the weekends or whatever

124I made sure I would call >> and stuff and then >> can I just ask about the onboarding question process for a minute? >> Sure. >> Okay. So you're you're notifying somebody whether it's by email, text, phone, right? >> Mhm. How what is the onboarding process in terms of letting the coach know what is being furnished to them, what their responsibilities are in terms of um having to have their their athletes or their scholar athletes acquire things. um how how practices and tryyouts are going to be run, where those things are going to take place, what permissions are needed, etc., etc. Is that >> So, we do a fall coaches meeting. So, for example, when we did when we finally got the spring coaches hired, we did a fall coaches meeting in June, and we

125basically have a um a handbook, code of conduct. We go through all those different areas with my athletic manager and the coaches and we go through each of the procedures that they need to have to be a coach. >> But you had a number of people that were hired a little bit later this year, right? So, how how did you address it this particular season? >> Usually, I would set up a meeting with that particular >> Not usually. How did you do it? >> Well, I would call the the particular coach, for example, and we would have a meeting. I'd have a meeting with them and do a fall coaches meeting with them related to that depending on the sport. >> Can I just interject then? So then my question I guess particularly let me

126just kind of narrow it down is with cheer because I had multitude of parents reach out and they were trying to get in touch with our new appointed cheerleader uh cheer coach through they were trying to find her on social media. They were contacting the other organization that she worked for to get her phone number and we had no email or anything for her to be set up with so that parents could contact this coach. So can you talk us through how that happened? >> Can you provide guidance here in regards to onboarding process as well? >> Yes. So typically um I think everyone's okay >> but not typically in that particular situation. >> Yeah. And is this something the HR handles? Do you reach out to the I just want to be clear. So

127we're going to HR. So it goes from hire to then to HR and this is >> kind of like Yeah. It's it's like a collaborative effort if you will. >> So the I can't speak to the specific instance that you're asking about. >> Okay. Because we're asking about a specific >> Yeah. >> instance. I I don't have that but I can tell you that when someone is okay >> the question is what was specifically done this time with regard to the cheerleading coach. >> So if you don't know it's okay. >> Did you speak to her the next day? >> The next day for what? You mean I'm sorry? >> Like if she was she was hired on the Tuesday. Did you reach out to her on Wednesday? That was all >> Yes, ma'am. >>

128Okay. I'm just trying. >> All right. So, that's my question. I have more if you go ahead. >> I ask a question about equipment. >> So, >> and I'm not using actual examples, making things up. >> Who decides what is mandatory equipment for a sport? >> Usually, I work with my athletic managers and they let me know what needs to be ordered. They work with those specific coaches. The coaches give what particular things that they need. the athletic managers, we may make sure they um go to the vendors and the vendors send me the quotes and then I make sure I put those those items through. >> So, go ahead. >> Can I um So, if uh athletic manager and coach collaborate and they say X Y and Z is mandatory equipment, who is liable

129to provide mandatory equipment? I am as the athletic director I am. >> So our district is providing what we would consider in our athletics department mandatory. >> We are providing that to every scholar athlete in that sport. >> Yes, sir. >> And I'm talking things like baseball hats, swim caps, goggles, etc. that are specific to that sport. >> Yes, sir. So would it be reasonable >> if a coach outlined mandatory equipment that would need to be purchased by a family as opposed to the district? >> It has to be through I mean that particular coach it depends on the particular type of situation. If a coach if I go if a coach gives me their particular situations of items that they need then I try to make sure that as an athletic director I give

130them the best that I can because that's what our scholars need. >> So it would be reasonable what I'm hearing and correct me if I'm wrong that if um in the cheerleading sport a cheer bow is mandatory equipment >> a what a cheer >> cheer bow that goes on the young lady's heads >> the big bows. Yeah, >> they're considered mandatory equipment. >> Okay. But so I I I hear where you're going here, but like for example, there might be certain things like a cheer bow. >> Mhm. >> I don't think people are going to be comfortable getting a mandatory equipment like a cheer bow, right? and then the next season some other cheerleader is wearing that cheer bow on their head. >> Completely agree. >> My my thing is like things like cold weather

131gear, multilevel uniforms, whatever it happens to be, the best of the best should be furnished by us, including footwear. Great. >> Right. as part of our obligation. Stuff like the pompoms, the the I know. Believe me, I I don't know. The pompoms, the cheerbo, >> some other I don't know tassels. I mean, you I I don't know enough about it, but I'm saying like tassels, things like that. >> I equate that to something like baseball. Those young gentlemen don't return their hat at the end of the season. That's a mandatory item. >> Yeah. And it was always cool to get it. When you made the team, you got it. But I just was, it blew my mind. We don't furnish baseball helmets to kids. How's that work? Everybody wears a different color helmet. I don't

132know. I think a blue and gold helmet would look great. >> Utica Free Academy. >> I think that there's one or two, but I I think that there's a couple helmets, right? If a student does not have a helmet, there there are helmets there. Yes. Does the entire team get baseball helmets, things like that? No. You're playing for the team. We got the money. I think we furnish the best equipment that we can furnish and everybody should be wearing the helmets that have the school colors. If they don't like the school color, change the colors. I I think getting to Mr. Cooper's point though, are there instances where we are any other student athletes required to pay to participate in their sport out of pocket for mandatory equipment? >> No. I I think that's the

133qu I think that's one of the questions that we're probably going to have to visit at some point, which is there's certain things that you're going to want to get that is going to be per like I I don't want to call it a personal item, but it's almost like a personal item, right? The question that I have is if we have the ability to buy something and furnish it at or pass on a discount of some sort to our students that many are in, you know, financial need. We we should I think maybe have a better understanding and maybe like be a little more um uh I guess coordinated in our onboarding to make sure that I mean listen no these are things that nobody's really talked about and we're now talking about them.

134So I think we need to what I'm saying is that the process and the procedure of it right these are issues that have been raised that are being raised that are important to our parents our students and our coaches. So we have to kind of fix the issue or fix the problem. >> So if I can if I can interject I just tell you what the steps occurring right now. So right now there was an equipment list that was developed and furnished with the athletic director. He's working with uh assistant superintendent Mary Mandal and our business uh executive Heather Moa to look at how we can finance that. We are waiting for the opinion letter from the Ferrar firm to ensure that we're not making a gift to public funds. They she has been in

135communication with that firm that once that letter is furnished, we look at the monies in the budget that we will then then develop a replacement cycle because again this is not a one-time. This would then be something that needs to be built into the budget. I think that the kids should have the best uh items and it works with where we're going in rebranding. So the directive has been issued. I know the team is working on it and they should have enough date regarding the progress that we can inform the board forward. But it's the but it's the items that have you know there are a number of items that have already been identified. And my my point is I I think it's important to be in contact for example with the coaches that coach

136because that's how we found out for example that our kids had not it was before your time. Our kids were standing out in the rain and and the weather while everybody else that was at a meet or a game or whatever it was was under under tents. >> And you know, our kids were showing up to meets with t-shirts on and everybody else had cold gear. So, but we would not have known if we didn't find that out from the coaches during one of the PA meetings. So, I think it's important to include the coaches, not telling anybody what to do. Just from my perspective as a uh from common sense, it would make sense to me I mean that we would want to include the people that are managing the sports and then we

137could make the higher level decision based on the information that's being generated. >> You want to continue? >> Yeah. So I'm not >> Can I say something? >> Sure. >> Yeah. So for the I know you're talking about the parkas those particular the the long parkers for the the >> I'm I'm just talking about whatever >> I make sure that my athletes if my if my coaches if they need specific items I make sure within the budget then I'm ordering those items. So for example those particular parkers for the football the outdoor gear they are ordered. Mr. Anguish has them in his office and we'll distribute them this year for the fall team. >> I think it's great. >> Hold on. So I'm going to piggyback off that. What about we're talking title n and

138equity when the cheerleaders provided the same because they're out in that those rainy day games too where they provided with rain gear or parkas to keep them warm. >> So I have to talk with the coach the I gave the coach um a list of different things whatever she needs that she needs to go and she has those different items. I will speak with her tomorrow. Thank you for the feedback and then I'll do what I have to do. >> How about soccer? >> Soccer coach did not tell me anything about that. But if he needs a particular if it's boys or girls they need those items they need to let me know. I've not been communicated that if they communicate with me, me stepping on, I'll do whatever it takes to make our kids

139to do best with both of us for our kids. >> Thank you. >> Yep. You're welcome. >> I think piggybacking off that, Dr. Spence, one of the questions that we had last year in our committees was talking about the fact that coaches lack direction when it came to trying to get a unified place where they're going and ordering uniforms and ordering a parable so that it was all right standard. And the conversation was that you were going to go back and reiterate it so all that the coaches knew and we were going to implement a policy and it seems the same thing. We've got six, seven, eight different vendors. They're ordering from this, this, and coaches don't seem to understand who the company >> that they should be. So that it's one standard. >> We

140looked into that and the issue that we have is the district cannot unilaterally just say this is the only vendor that we're going to. That was the issue that we ran into when we discussed this with legal. So there's a little bit more work there that I think needs to occur and the goal will then be to have the standard apparel. But we did look into that and we did receive guidance from the Ferrari firm regarding that specific issue of having a single vendor for uh district usage. >> But are we giving coaches vendors to use from? >> That we'll take into consideration and the administration will work as we're doing this magnificent rebranding of our affair departments. >> Yeah. Okay. >> But all of the the mandatory things >> mandatory things are things that

141the coaches are bringing to the athletic director, the parkas, the whatever. >> Are those things that the district's ordering or do they then get the money and then the team goes back and orders them? >> So the so when they give me their orders, I'm the one that go and I make sure that I order those particular items for them. >> Okay. So that's all coming from the district side of procurement. So that's not like >> random P's that don't match and stuff, >> right? >> But I I think that can happen >> because we're not that does happen. >> It does. >> Yeah. Because we're not we don't have to go to one specific vendor and it's going to happen because we're using >> So there needs to be some standardization. >> Well, is

142this a type of thing and I I'm I know I'm thinking out loud right now. This is probably more something for Pak, but I think we brought it up during Pak last year. Is this something where if we knew ahead of time whenever in the summer, these are all of the equipment that were like I we probably can't do it because we need sizes and things, but we know we need all this equipment for the whole year, for this whole season. Can we go out and procure all those things at once through it? So, it's through a single contract or do they have to be done separately? >> I just want to speak to the to the logos. Is that what you guys are talking about? That things weren't matching. So, we have board approved

143logos for each school including the high school and the proctor one that are um already sized because I'll call it a vector. When we're ordering equipment, those are the most vendors would would request them when we're ordering them. We got to make sure that we're using those and they should print the same what any vendor. >> What happens when it's a booster? >> They shouldn't be using a logo that's not Well, they're they're a district logo. They don't they can use whatever they want. I mean, but if they're we own we they're our tra it's our trademark. >> An outside entity using or getting Proctor gear or UDP gear made for a club or whatever, there needs to be some standardization. >> Well, then trademarks come into play there, >> right? >> Can I can

144I just maybe this is it because I I'm just piggybacking on what Braden said. So, I'm I'm assuming that every year we know that we're going to have to either order um the initial run of something or the replacement of it. And we know we're going to have to order those things for particular sports. I I guess the question is would it make more sense for the district to purchase those items and the replacements at whatever cost the district and I'm talking about whether it's like parkas uniforms warm-ups that go with the go with the team. Would that make more sense to buy it all at at the same time for all of our teams rather than having each coach be responsible for identifying what should be purchased each se each season? Well, I'm going

145to talk just because I always intervene, I guess. So, I guess it goes with any other standard replacement cycle. I'm going to use technology as an example. You have to have a replacement cycle for your equipment, right? Year one, you're buying the X, year two, you're buying. You know what I mean? So, >> but wouldn't it make more sense for the district to be keeping track of the inventory and all that? >> That's that's what I'm saying, though. We for anything, no matter what you buy, you got to have a replacement cycle to do that, >> right? But I'm talking about a uniform purchasing >> process. >> Well, I guess from a from a because we we do a lot of the do that for our sports teams. >> Not tonight. >> So, let let

146me >> Yes, we will be. And we're going down a rabbit hole. >> That's not going down a rabbit hole. >> No, what I'm saying >> I'm sorry, but it's not. I want to know what we do when we're >> No. No. What I'm saying is >> my point is >> So, let me let me answer your question because you asked a question. Yes, that makes sense, Joe. >> That Okay, >> that makes sense. >> Good enough. >> So, what I'm saying, >> can we follow up on that then? >> Yes. >> All right. >> So, this is what I'm going to say. So, having heard a lot of this is really good discussion about it. Branding and equipment replacement cycles and building programs. That's the direction that we're going. And so, those are the

147things that we need to develop, implement, monitor, and report out on. So we have heard that and we've taken notes. >> Okay. Mr. Patterson, the pool, can you explain a little bit? It was was the conversation last month, too. Can you explain a little bit about the process of swimming and what's happening? >> So at the present time, we are have a use agreement with New Harford because we'll be doing the diving at New Harford and then we'll be doing the swimming at MVCC. The time for training for the MVCC will be from August 18th until March 1st, 2026 because we do it for each one of those teams. There has to be a combined contract. It also has to be since it is with New Harford, we'll be doing diving at New Harford, we'll

148be doing swimming at MVCC related to that. Can you talk a little bit about why we chose to do it that way and and why we didn't choose to take it to HC that offered us their facility where our students who dive and swim now they have to choose in between and they're broken up going to either place at HC they could both do diving and swimming together we have two coaches that would stay together now we've separated can you explain the process of why we opted to do it that way >> I think with NBCC there was close proximity is for able for scholars to be able get there. Um I think one of the major things probably that was going on with um with making with traveling with students transportation, the cost first

149of all. Second of all would be also the fact that during the winter, you know, we are how our winners are um with athletes getting there and making sure cuz we had some parents talking about or having their kids drive to HC and back and I think the liability with that would be too much. >> So what's the difference between them driving to New Hartford and back? probably well it's probably a shorter distance depending from here if we drive if a Scott lived here and and went to New Harford than it is from there from going to AC >> we're saving money right by with the pool not paying for chlorine not not paying for the electricity to run the pool couldn't that have went to the funding to bust them to HC so we

150could have kept them together I don't Yes and no because it's that funding that we're using those savings to um ensure that we can uh fulfill a startup cost for wrestling. So when the superintendent report we are withdrawing the motion to or the board of action to go to the community foundation and reallocating those funds to support the development of the wrestling program. So, we're taking money that was allocated for the pool that would go for our students for swimming to keep them together to fund an alternative brand new program with the money that should be going to swim. >> Not exactly. It's a it's a it's coming from the same call center and it's it's come I want to say it's coming from that that call center and we're using it to fund it

151because there was a desire to not rely on the community foundation but I think the greater the greater um point here was that there was the transportation was in the time of the students being on buses if you provide some context there. >> Yeah. So, I obviously uh with the transportation and I'm I'm going to say it, nobody's going to like it, but we we we have the cell phone policy, we have, you know, dismissal and we don't want to keep adding the burden, not just this, but other things to the transportation department. And again, that's my view. So, the decision was made not for the betterment of our athletes, but for us and for a little bit more cushion on our end. Is that what we're saying? >> I'm confused a little bit on

152the cost center like not the the wrestling. We're providing transportation to MV and New Harford. Correct. >> Don't we now have to provide two buses, one to MV, one to New Harford? >> Correct. >> So, how is it a And I I'm genuinely curious. How is it a cost savings to send two buses, one to New Orard, one to >> No, I never mentioned that it would be a cost saving. You just said it would be a hint. >> That's a different This that was different. >> Yeah, that's okay. I pretty sure >> the cost was never a problem. It's the to and from that happens. You're talking about 35 minutes away. So, let's just put an example. If we got the wreck program, right? All these buses have other routes in between. I'm not

153saying it's the only factor why we didn't go there. It's just I'm what I have to deal with that I put my two cents worth in. So you're talking about going 35 miles away, right, with two buses or one bus. I understand that. But if that bus is only going to MV, right, just say that bus will be doing other things in between. The round robin for all the other sports, a middle school run, a sick run, a late run, red program. So there it's it's there's a lot of other things that that bus could be doing in that 35 minutes. And I'm not saying that that's why they did or didn't pick the thing. I'm just saying those are the things we look at when we put our two cents worth in on the

154transportation side. >> Okay. So quick question. >> Sorry. >> What time is the new Hartford what time are they practicing at New Hartford school? >> I have no idea. >> Practice time. >> The practice time is usually from 3 to 5:00. That's what it's going to be at New Hartford. So, we're going to go directly from They're going to go directly from school to New Hartford. It's not later in the evening >> for I'm sorry. So, for the the the MVCC is from 3 to 4:30. For New Harvard, it' be a late a little bit of a later time >> because due to the fact because they have other their facilities being used by other other organizations at that time. >> So, then are we picking up students at their homes? Are we providing transportation

155and going to the students home to pick them up at their home on the bus to then drive them to New Hartford and then bring them back home? >> I have no idea. We haven't been given that information. >> What the needs are. I just look at the destination to and from and usually it's from Proctor for some of the sports and that's usually where we go. No different than if we go to a football game. We're not dropping the kids off at home. They're going back to Proctor, right? they're going in the gym and their parents are picking them up. So when we're looking at those kind of events, that's how we look at that busing whether the desire from the district is to do doors stops, you know, we look at it when

156it when it's presented. So I understand the the the swim practice at Mit that part. Can you explain to me a day in the life of one of our only divers who has to practice and then somebody who's on who's both swimming and diving. What does this look like for them? >> So based off of that information they of course if they were if they're a swimmer they would go to MV for the 3 to 4:30 and then whatever time they had to do for the diving they would do the diving. So they would go to MV >> until 4:30. >> And then New Harford's after 4:30 for the diving. Yes. >> So they'd be able to do both. >> Yes. >> So now if I'm only diving, I don't know how many of those

157how many athletes are only divers, but let's say there's an only diver. >> What are they doing at between school and dive practice? I guess we would set up some type of um study hall or set some type of different study like we do with our with our athletes during the day. >> Okay. But we're going to So we'll have to coordinate you guys will have to coordinate with them to Okay. >> Yeah. >> So aren't there other sports that start at 5:00 p.m. >> Right. Like that's not everything's right after school. There are there >> not everything. Like for example, the girls wrestling will probably have to start, but due to the fact that we have other other sports aligned at those different times, the available time when that gym is open, then we

158have to do that. >> Yeah. So we hire our coaches though as swim and diving. We don't hire one for diving, one for swimming, right? We hire them and their title, if I'm correct, is diving and swimming coach. >> So how are we deciding who's in charge of the diving? Who's in charge of swimming? Or are we anticipating that the coach is going from swimming and then to diving? That's a really >> So, we have a diving coach and we have a swimming coach. So, one person would be for the swimming, one would be for the diving, and that depends on the season. So, for the girls, they're going this fall, then they would flip-flop because those are the two same coaches. So, when the new boys come, then they would then that particular coach

159would do the whatever the swimming that particular group, and then the other one would do the diving. >> So, it's already broken up is what >> it's already broken up. Yeah. And we have one lifeguard >> and then swim meets are at New Harford. Yes, for this year it's going to have well for the next until we get everything going later getting back to Proctor. Yeah, all our meets are going to be away. >> I'd just like to add that New Hartford iso we will be having our home senior night at New Hartford both teams. >> Any other questions? >> Yeah. So, we talk about you talk about recruiting with students, and one of my biggest arguments and and issues with this district has always been the fact that we have almost 4,000 students in

160a high school, yet we have programs that are really small. And it just seems outrageous to me that we're not in there recruiting our student athletes and promoting them to get them to join these teams. We can look at numerous teams that have really shrunk down that we hardly have any players. And one big one for an example that's a big hit is we just did we just cut gymnastics this year? >> Yes ma'am. >> Just for this year. So what happened was there usually for a team the field team you need four athletes. They only had six. Those particular athletes there were some that are part of valley gymnastics. They compete at that level with that particular club. There are some that go to CMY gymnastics. They complete with that club. There were some

161girls that went out for cheerleading. They got accepted on the cheer team. There were some that you know that do for different different other programs. So that's why they were they so we did a we did a lot of advertisement and trying to get athletes out but as you know gymnastics is a highly level level skill sport. You need to start those kids off at an earlier ages related to that. It's also a sport that need deals with financial and economics. So um I know for next year talking with the coach we do have some um sixth graders moving up to seventh grade. So, we do have a line of different things that are going on to try to get athletes out for those particular sport, that particular sport. >> So, I say when you

162say ads and things, what do you what do you mean like what type of information are students given? >> Well, I know particularly that particular coach was working with Valley Gymnastics because a lot of you have to in order for that particular sport, you have to have athletes that go to Proctor that are part of that that that are part of that specific organization, Valley Gymnastics. there weren't a lot of athletes and she checked around for all the different um gymnastics organizations like Valley Gymnastics CMY there weren't proctor athletes because a lot of it is you have to pay for those different type of programs. >> Well, I guess my question would be we have a lot of very young students that participate in gymnastics when they're, you know, kindergarten, first, second grade, maybe third.

163And then as you move up um obviously the expense starts to get more the time and everything else. My question would be why wouldn't we start doing something for our students in the fourth, fifth, sixth grade where we can furnish the equipment and all of the things uniforms and whatever else it is that you do. coaching and all that and then retain more kids as they get older. And of course, we know they're going to they may go to the cheerleading squad or play different things depending on this when the season is. And then also, you know, have we thought about changing I I don't know what's possible. I mean, I don't know if there's like a fall season and a spring season or a winter season or whatever it is, but you know, trying

164to just keep our kids engaged in gymnastics. >> Um, or change the season. >> But I guess with gymnastics too, I and I don't know much about gymnastics. Is this a sport? I mean, we're reaching out to Valley Gymnastics to see, oh, how many of our Proctor students go there? But is this a sport that we could start looking at seventh or eighth graders and saying, "Hey, would you be interested in gymnastics? Do you want to come? Do you want to work with our coaches? I mean, after all, that's what coaches do, right? Is they're there to develop. So, are we is that something you can do with gymnastics or you No, >> that's something that I was working with the coach related to that and trying to do that. And she did find some

165different athletes, but most athletes are three, four, five, six that that that the beginning level. There's none really because with gymnastics, you have steps, increments of skill level. Um, and usually when kids get to that high school level, you have to know a certain amount of context as relates to the certain skills. Yeah. So, it it it really depends on that. But I know when she checked and I spoke with her and I kept in close contact with her, >> there were no there were none there were no athletes >> that from pro that go to Proctor that are part of the Udica City School District that are that are that are going to Proctor. That was what But the >> You be a seventh and an eighth grader, meaning someone that is in one

166of the middle schools and participate. You could they do an APR process, but yeah. >> Do we do we have it? Did we look into seeing if there were any seventh and eighth graders to see if we could fill >> Yes, we looked and there were there were none. There were none because they were at the lower levels. She looked at the looked at that level and looked at those who were in high school and there were none because >> I guess the question I I I just want to make sure that that I'm understanding too. I guess the question that I'm asking too is just looking in our own schools and saying from the gym teachers, right, somebody who might be interested in saying, "Hey, are you interested in playing gymnastics?" and bringing them

167over to begin to coach them in that seventh and eighth grade in the middle schools. >> You'd have to have well with gymnastics and I'm taking it from this perspective as being a former fizzed teacher. A lot of schools have gotten away from gymnastics due to the liability because there's a lot of liability that's involved um with that. The other thing is most of you of us on this panel when we were growing up they had us climb the ropes. They had us do those different types of things that now a lot of ropes courses climbing wall not climbing walls but um the climbing ropes. I don't know if you ever seen those contraptions but they those are out of schools now because of the liability that's involved. What I began to find out because

168I used to um teach the gymnastics skills in my fizz classes, a lot of skill, a lot of kids didn't have the upper like when we used to do the the um parallel bars. You can push yourself up. A lot of kids didn't have that upper body strength to say that we had related to that. So gymnastics is a higher level skill sport. There's a lot of risk, a lot of liability that's involved. If you don't have the properly trained individuals, you can, you know, run into problems. So, what are we doing with those four students then that were interested? Are they going on to another team? Are we doing something like what we're doing with Sequoia and New Hartford for wrestling or did did those students just not have an opportunity? >> You mean

169the ones that the four that that were the four they went to other programs? They went to cheering. They all did. They did other programs. They did other >> completely dissolved. They didn't have four students. >> No. No. They went to other saying we had four. >> No. >> Okay. And >> so no one was left behind basically is what you're saying. >> Okay. And then I guess and it's not, you know, it's it's not a a shout out or anything. Well, I guess it is a shout out, but it's not um a disadvantage to everyone. I don't want to highlight one person, but there was um a coach last year who sent students personal letters as they were going to middle school saying, "Hey, I'm this coach." introducing them, introducing their sport, telling them

170to come over. Here's my try out. And I thought it was fantastic. And there was a handful of parents that this coach reached out to and they received personal letters and the kids went home all excited about it. So, I just I thought it was something great and it it was a great recruiting mechanism. So, I don't know if we're going to start looking at possibly doing this across the board. >> Yep. I'll take that feedback and I'll bring it back to my coaches. I think it's a good idea. >> Yeah, it was great when I saw it got a lot of attention. So, >> okay. >> Anyone else have any questions? I do. I do actually. >> Oh, good. >> So, I have one more. >> Dr. Spence, in June, I did some heavy

171research and I sent you an email with some heavy research. I believe it was a 10-page paper all about athletics that I researched all different facilities and programs, and I came up with a lot of great ideas. Was that ever brought to Mr. Patterson and to the athletic to discuss some of those possibilities for students. >> So as previously articulated to the board, I brought that to the athletic director and brought it to his intention and team looked at it internally. It's an internal document that we will look at as adisement and take into consideration as we're rebuilding the program. >> Thank you. >> I just have one more question. >> No, you can't. >> Sorry. So I I know a few years ago when when I first was on the PA committee um yes

172it was before your time to nail. >> Is that when you were a diver? >> You were a diver. >> Oh pretend imaginary diver. >> It's not true. I was a diver. >> No >> I jumped off the one meter. >> Okay. All right. Speed it up fast. Anyway, the question that I have is we created some athletic um study halls where it allowed us to try to ensure that our students maintain the appropriate grade levels in their classes so that they would not become academically ineligible. It was designed initially to identify or assist in um helping our students meet whatever standards necessary if for example they were being recruited by a D1 school or a D2 school so that they had the necessary um education because you know it's legend around this our our

173district where we've had some unbelievable athletes that had D1 talent but didn't have necessarily the grades or the component of their their educational makeup. So, do you have a plan to implement something or further that if it's still in place and I don't know if it is and what is that plan and when will you be implementing it if you do have a plan? And and just one more thing, that does not mean that the board is interested in fluffing up somebody's grades if they're because we want our kids to be scholar athletes. So I know LA this year, this past year when I came aboard, there were athletic study halls for athletes on the different teams. The plan is to still can do that. I'm going to work with guidance and I thank you

174for bringing that up. um cuz sometimes there's so much on my plate that I forget about that. But that is something that I do plan on looking at. I will be working with Dr. Spence and Mr. Fouchy in related to that so we can make that keep that as a priority because I do want our athletes to do well. >> But Mr. Addison, can you maybe connect that to the administrative goals that you and your colleagues developed all summer at the administrative retreat that was designed at augmenting student achievement so that your scholar athletes and students would be able to you did you spend a lot of time doing that? >> Yes, you did. >> You he was there. He was he contributed. He I mean you you built it with your colleagues. So can

175you just talk about how these district goals are aimed at achieving just that? So, one of the things when I came aboard um that I think that you know that people sometimes forget is that we have a student and we have an athlete. I call them scholars. But what I really want to do is work on our code of conduct related to the academics and how that works. And I think that when we worked on our goals, our goal was to first of all extenduate our curriculum, but at the same time also to make sure that our athletes and our our scholars that in those basic subjects they are doing well in them and they're passing their regions exam. So we worked on all those different areas for that. That was the prime motive. And

176I think when you add we're in a different piece when you have scholar athletes because not only are they students but they're athletes and usually if you're involved with extracurricular activities that accentuates your academics related to what you're doing with school. So you most nine out of 10 times athletes that are on athlete team that are athletes they usually are excelling as students because they have both those different areas and say if you didn't have those things. When can we expect the implementation of that so that we can get reports on how kids are doing, what we've done to help them. Little anecdotal. >> So, I'll be working with Principal Paladino and I'll be working with our math athletic managers and also the guidance team and we'll work on trying to work on that for

177this fall and try to get that going. Joe, to piggyback off that, you're talking about D1 athletes. So, I am assuming that you read my 10-page document that I shared with the entire board on athletics. I did >> and what we need to do. And so the proposal in there, right, was what other a lot of several other school districts have, which is, and I'm going to get the name wrong off the top of my head, but right, this is someone that is hired just in athletics, and their job is to guide our athletes. and their job. I think people think D1 and they think that oh these coaches just come out and there is a huge component that comes into becoming a D1 athlete and what you have to do and the steps that

178you actually have to take that parents do not understand. So it' be great if we could look at going into the future realigning a position within our athletic department that works specifically with these students so that we can help guide them if this is their interest to play sports in college and it's this person that's >> at whatever level >> right to design to help them D1 D2 D3 MBCC wherever it is what are the steps that they need to do to get there because several parents have no idea what that means and we have athletes that are going by that are not recognized and didn't follow any of the steps that could be potential D1 athletes. >> So, I am working with an individual from Syracuse University that used to play basketball for Syracuse

179University and he planned on doing some type of program talking coming to talk with our athletes because I think that's the missing piece. A lot of our scholar athletes don't know the piece. They just think, well, maybe if I play basketball and and get 26 points, 10 rebounds, 10 assists, okay, that's it. Correct. And it's not that. There's a lot more that goes into that. >> Yeah. It's a lot of work. we could get someone there to help guide our students. I think that that would be a fundamental piece as well. >> I'll share that document with you again if you'd like to see it. >> I would. >> Any any other questions? I thought you had something that you wanted to save time for a later date. >> Okay. >> Opening tomorrow. >> All

180right. Um we will be scheduling a PAC committee meeting. So I I guess the question is um in terms of uh time of the day, what are you suggesting the best time of day for PA committee meetings are for you know healthy attendance >> after 5:00 p.m. >> until there's a game or >> uh 5:00 p.m. >> You ask. I know. I know. When we went to pec meetings this year, it was like I think it was 4:30, 5:' So that's fine. >> Okay. >> But I gotta also talk with Dr. Spence and >> Well, no, I'm just >> Mhm. >> In general, >> this an internal conversation that we need to have because we're trying to make sure that we are number one adequately prepared for our meetings that we scheduled them. Right now,

181I have 22 meetings on my calendar. For each one of those meetings, it requires one meeting of preparation with my team for a total of 44 meetings monthly. They're standing meetings, not including building visits, not including community engagements or the meetings that I did with parents. Last year, we did over 50 meetings with parents regarding student discipline. So, I just wanted time to work with the team, talk to the board chairs of these committees to identify a time and schedule those things out. >> So, I did send you an email. >> I know you was right off. I know I Braden and and you I >> because I don't I guess I don't know the the steps in the past. We've kind of gave Kathy and Stephanie a date or time that worked and then

182checked with your office. So like are you asking us to work with you and and the secretary and that like how do we >> I guess I'm confused because I saw your email but I just don't know. >> So I think I I think it' probably be best just to sit down with the chairs. So what we did with the policy meeting is we got one on the books and then from there we mapped out the rest of the meetings and the structure. >> Yeah, I know that's something that you want but I actually work for a living so I'm not going to map out my professional calendar >> in my board governance class I'm in. It says it's best practice to >> it might be best practice but I got to earn a living

183so I spent enough time at this. >> My babysitters paid by the hour too in case you were wondering. >> Okay. So what did the over structure that work? So what I'll do is I'll reach out to the committee chairs >> next week. Is that fine for everyone? >> If I So I'll reach out to the committee chairs next week. So we'll get the first one scheduled and we can talk about that because I want to make sure the team has adequate time to prepare in between meetings. >> Okay. So does anyone else have any questions for Mr. Patterson? >> Yes. No kidding. >> No. I mean I had a whole sheet. I think you did a great job answering most of them. >> Yes. Thank you. >> Any additional ones I'll send to. They're

184>> You can give them to us and we'll talk about it at Pak. >> Oh, yeah. They're not even They're >> okay. >> Um, thank you. >> Thank you all. >> I can't wait to see the terms. >> Okay. You need a You need a You need a break for a minute. >> Three minutes. >> I need a Can I need a motion to go into recess for a minute? >> No, we need to It's already 9:00. Come on. Come on. Come on. Come on. We need to go. Can we go? >> Can we just have a bathroom break for a minute? Yes. >> Thank you. >> Recess. >> So, need a motion to recess. Five minutes. >> Move. >> All in favor? >> I opposed. >> Motion passes. Unless you need a roll call

185vote. >> Go. Run. recess. >> We're going to put you superintend. >> Okay. Okay. All right. >> Okay. We're going out of order. Uh reports of special committees. Um I was at the Boseies meeting last week. There were some things that they uh um apparently the uh commissioner of education's coming in. Is that September 4th? >> Correct. >> Mhm. >> Okay. Um on September 17, um Boseies is hosting the student board member training. >> So >> 917. So once we know who our student board member is, we need to let them know. And um there was some discussion that at some point we um need to be still talking or considering some steps towards regionalization which is being led by Boseis. So um and that could be anything from some of the things that we

186already do like combining teams, clubs, things like that where you don't have a um a large enough student body or people interested. So we're kind of We're already ahead of the curve on that. >> Yeah. >> And we offer it to a lot of people >> to the point now where they just take our people. >> Um, anybody have anything on Bosey's executive board, Braden, or are you good? >> No. Uh, I think executive board and legislative committee are both start September. >> Um, okay. Audit and finance. I I do want to say this. We need a meeting. So I I would like to schedule that within the next week. Capital projects, anything to report? >> No, we probably won't do our first one till October scheduled to walk through or at least meet with

187the principles, but nothing >> career and technical education. I I would like a meeting before um >> school open >> the open house if at least if possible. So Dr. Spence if we can work on at least scheduling that one but we would like to have one before the river >> before the 810 >> PA uh will be scheduling a meeting um upcoming. I thought today was a good start in discussing some of our athletics uh policy committee. We had a beautiful policy committee. >> Yes, we had a meeting. Uh our next meeting is September 17th. >> Yes. >> And after that, we will be moving to the second Wednesday of every single month. So, we have ours scheduled out. Um we are ex moving in an expeditious matter to updating the policy manual starting

188with our 8,000 instructional policies. Um that's the main update. Uh the only I think substantive point was stressing uh that the need for the administration to bring up impractical policies to comply with through the process outlined in board policy. But besides that, we are going to have a lot of policies coming at you quickly every single meeting from now until the end of the year and beyond. >> I can't wait. And we welcome James. James is our newest committee member. So, welcome to Palace of James. It'll be a lot of fun. >> Code of conduct. >> We have not met uh no reason to meet the code of conduct last year. No, we had we had the cell phone policy at the end of the year or when we adopted it here. Uh we actually

189discussed possibly doing the code of conduct either every other month or quarterly. Uh because we did a lot of work uh the last two years, >> communications, equity, and outreach. >> We're going to set up a meeting. We want to just do a kind of um administrative level for now so we can lay out the groundwork of um the needs before we're bringing in AB coordinators and everything like that. So hopefully to go ahead and begin to schedule um that. Um, okay. I need a mo a motion to approve the August 12, 2025 regular meeting. >> It second. >> Any additions, deletions, corrections? Hearing none. All in favor? >> Opposed. Motion passes. Um, and now the superintendent >> go to announcements, reports. >> Oh, I'm I'm so sorry, Scott. I >> ear just listen. >>

190Oh, okay. >> You don't want to say anything? >> Oh, well, we you had two regular meetings this month, so we spoke at the last >> Oh, at the last one. Okay. Mr. Gowski, I have a couple. >> I want to wish you a welcome back in the celebration tomorrow. >> I have a few questions for you, Mr. Gowski, if you don't mind. >> Sure. Uh, >> I'm like I'm used to looking at you there. So, I'm like, >> should I go up? >> Uh, it's up to you. >> Okay. >> Completely up to you. >> You can sit stayed if you >> I'll go. So, uh, UTA talked several months ago about doing a teacher survey. Did the union ever end up conducting a survey of its membership? >> We we did. I believe

191the the survey ended in uh in May. >> In May, >> correct? >> Did the union ever share a copy of that with the district? We shared it with our executive board and then we we shared a copy with with administration with the superintendent. >> Did the union ever raise any objection to the board of education viewing those survey results? >> We should, like I said, we shared it with our executive board in the district. We were trying to, you know, have a a good working relationship with the district. So, we were we were just trying to keep it between the executive board and the district. That's why we shared it with the superintendent. Uh, we wouldn't necessarily I mean, if the board would like to see the survey, I'm I'm sure that's something we

192could we could share with you. >> So, uh, question to the superintendent. Can the board receive a copy of the results of that survey? So as expressed previously the survey belongs to the UTA and their membership and what Scott had previously expressed was the same thing that I maintained is that it's a document that we use to evaluate our working relationship and our organizational culture and how we want to improve it because the the impetus was making sure that we used it to drive a solutionoriented relationship. However, the UTA and the board desires that that's not for the superintendent to make that. That's for the GTA. >> You know, I I just consulted with council and he indicated that it it probably would be since it is the the UTAS, you would have to make

193a decision to either release it or not release it to the board. >> That's because it's it's your decision, not >> Yes. You can't be directed to do it. And >> I don't think anyone is directing. >> I'm not I'm not I'm not saying that you're directing him to. You ask them. Yeah. >> The question is he has to go back and decide, you know, go to his members or his his executive committee >> and then make a determination or his board, whatever it is, and then make a determination as to whether or not they want to release it. I I guess what I'm struggling with here is if it was shared with the district through the superintendent or the administration, >> they're union members. >> We need to stay away from that. Let them

194make their decision. >> No, no, this is this has nothing to do with the union. This is a document that was shared with the administration. >> I I'm uncomfortable. Unless they want unless they want >> if they want to share it with us, that's their decision. I I I mean if the board's requesting to see such I can go back to the executive board and discuss it. I just >> we can't request to see >> I don't see why we wouldn't be able to request to see >> we can ask we can't request that they produce that asking and requesting are the same thing. We're not directing them to give it to us. We're requesting that they give it to us. >> We're expressing an interest in I think what Braden is saying is expressing

195he's expressing an interest in seeing it. Okay. >> So, I guess the question is um I >> going any further on this. I'd rather go into executive session. >> That's fine. We can go into executive session now. >> So, >> you want to go into executive session now? I need a motion. Go into executive session. >> Can we just keep Can we talk about it when we're already going into executive >> then? That would be the next thing to go into. >> Well, do you have any more questions for Scott? >> Can we get back on? >> No. Well, I don't think an individual board member is also making more. >> I am making a motion to go into executive session to discuss personnel and security protocols >> and then come back into the super.

196>> No, the superintendent's report can be discussed. Any issue any questions for executive session for the superintendent report can be discussed under personnel. >> Okay. >> Wait, I just went to the slide up there. What's that? >> Superintendent's presentation. So, should I do that now? >> Well, no. He wants to go. Are you saying that we need to go in now? >> I've made a motion to go into executive. >> Okay. I need a second to go in executive session. >> Second. >> All in favor? >> Opposed? >> We're going into executive session. >> Second. >> All in favor? >> I. Okay, we are back. For all of you who are still here, thank you for uh >> want to miss it. >> Me neither. >> Are you going every other slide? >> Can you

197give us like the cliff notes? >> Okay. Yes, this will be concise. Okay. So, I just wanted to talk to the I just wanted to talk to the board just to give an overview as we're getting ready to prepare for schools. So, again, this year prepare for the opening of schools. This year, the theme is going to be equity, accountability, and achievement, raising the bar for all students. That's what all of our work is going to be about this year. And this will be a theme that is articulated tomorrow at the opening day. So again, everything that we do is aligned to our mission and vision. We are centered on accountability and centered on continuous improvement. In order to do that as an organization, we have to ensure that all of the activity within the

198organization is aligned. And this is why when you looked at the presentations presented to you today, you noticed two distinct features of each presentation. One, they started with the mission and vision. two, they both um incorporated the newly adopted district goals because we want to make sure that all of the organization with all the activity within the organization is aligned to the mission and vision so that we can continue to build that culture of continuous improvement. Again, our vision is consistent with the state's expectations for import graduate. We want to make sure that our students leave our uh district prepared to engage with the world and think critically. Now, one of the things that and I'll talk a little bit about this work because some of this began last year. I really took a good

199look at the operations of the district as a as it related to the administrative council and the way things were structured. What we did is we reorganized how we looked at the personnel within the organization so that we can have a constant feedback loop working with our administrators at boots on the ground going all the way up to the superintendent's executive cabinet so that we can use that information to make informed decisions about uh resource allocation as you may may have noted with some of the um decisions we made with the cell phone up uh policy that we're working to add additional staff there etc etc but all of that stuff and every decision comes from this constant feedback loop. However, I want to bring your attention to one distinct part of the organizational structure

200which is the administrative council. So last year we spent a lot of time collecting information and working alongside our building administrators building principles because we know from the w extensive research with the Wallace Foundation that principles are the key driver in the system in regards to improving student outcomes. one because they're the leazison between the district and the uh the building level staff but also because they work to guide the work of teachers and they have the who teachers whom have the closest proximity to students. So we really looked at the way we structured our admin council meetings and really redesigned that structure so that it's a working model where we're working collaboratively by looking at data points, we're solving problems and now we have a workshop model. The the consequence of that decision-making is

201the newly adopted district goals. We took that format that we used all year long, brought that into our admin retreat and we were able to furnish 11 goals for our district this year based on the data but also based on the perspectives from the building and central office. So again, we're talking about a constant feedback loop and this work does just that. Now, in order for us to improve the system, you'll hear me talk about urban reform. Everything we do is designed to enhance the system because in order to make our district the most premier institution, we have to ask ourselves critical questions. Now, previously at the last board meeting, we talked about those questions related to equity. We talked about the questions related to access. And you'll see that pie chart there. I'm a

202little blind, so I'm going look a little closer. But really, we thought about more broadly from a system level, how do we improve student outcomes? That was the work of the administrative council. When we came back most recently, um about two weeks ago, we looked at how do we operationalize the goals that was developed from the questions that were asked in that pie chart. And this is where where our work was centered on. What specific action steps will be taken at the building level to meet stated goals? What specific action steps will be taken at the building level during the school year to monitor the progress? Because we have to look at the key performance indicators which are quantifiable metrics that determine the systems efficacy over time to determine whether or not we are moving

203in the right direction or we are sliding backwards. And then the most important question which is which is consistent with that feedback loop is what assistance and support will the building need in order to meet the stated goal within the current budget resources. And so we work with our administrators to really think about that question working in the confines of what has already been established. But we also use this question to guide where we need to move forward in in the subsequent budget years. So again, we had a a great um administrative treat in the beginning of the summer and we kind we came back recently to meet again and we're really happy to talk to furnish these uh newly adopted district goals because again they're looking at six aspects of what it takes to

204have a quality organization systems and organization. There must be particular attention to the ways in which organizations are structured. We're looking at school leadership. We know it's a major component in educational reform. We're also looking at continuing to build upon the work we did in curriculum and we're also highlighting what's happening within instruction. Then we have social emotional which again it's an initiative from the state that they're driving and we're looking at how do we develop a psychologically safe and warm learning environment for our students while paying a particular attention to their social emotional needs. And then there is the parent and family and community engagement. spent a lot of time last year meeting with community leaders, meeting with people more widely to really find out who are the most influential members in our community

205who have direct access to particular students. When we're looking at the accountability status for our district, we have it's broken down in subgroups. We need to be able to make sure that we are adequately educating all students, but also making sure that those sub subgroups are making market prog academic progress. Now, one of the things just building on that I want to introduce. So, I've been here long enough now. I get these emails. They're usually 3 days, four or five days before an event. And again, hearing that I have 44 standing meetings a month, it's not adequate time to give me the opportunity to be somewhere. So, this is for the community. If you would like me to attend to speak at an event, there is a form on the superintendent page that you can

206click and it'll populate directly to my staff who can see that. We're going to continue to work to engage our community because again we're building on previous successes. So we're going to utilize parent square. We're going to utilize the Wednesdays with Doug dispense the quarterly newsletter raider review Facebook and then the X account help the superintendent get his followers up. All right, that's my call to the community. So, these are our primary modes of communication that we're going to use to make sure that we're aligning the activity within the organization with our external community partners. The goal is to make sure that everyone is aware of where the district is heading. the district goals. We've made sure we've ordered the um the posters so that they can be placed in all of our buildings and

207we're also sharing that information with our community partners and our community more broadly so they understand what the district is working on so they know how to better help and assist the district. Additionally, we're going to have a breakfast with champions with our community partners so that they understand those district priorities and they see themselves within that larger framework. every administrator that presents, we need to connect our activity to those district goals and we're going to monitor that progress and that's what the expectation will be. Now, along the same lines, one of the things that we are are working to do is to really highlight um our students and celebrate, you know, these post-secary outcomes. Where are students going when they leave? So, we've asked on our website, if you're a recent grad or a

208grad that's returning or you're returning to college or preparing to go, please send us some pictures because we really like to highlight and feature our young people as they're moving on to the next phase of their life. Once a Raider, always a Raider. And then lastly, I want to talk about the state and local leadership visit. So, we are going to have uh we we've been we're fortunate and blessed enough to have the commissioner coming with um the from the state education department as well as our district superintendent, our senator Griffo and Assemblywoman Buttonshan, Brian Miller, and uh Robert Smullen. They will be with us on the first week of school, September 4th. And we're really going to use this as a um critical time to talk to the commissioner while we have her express

209what our needs are as a district. She has questions for us. You have a question for me? >> I have a question for you once you're done. >> Oh, okay. All right. And so we'll engage with them and really highlight the best aspects of our district. And so we're really excited and and and and happy to welcome all of these folks to come um hang out with us for a little bit. And >> that's it. >> Okay. So I I have a question. So you were talking about >> the administrative council >> and you'd come up with a plan. Mhm. >> Is that going to manifest itself into like schools looking different? You know, I'm when I'm saying like operationally, is there going to be some like how would we be able to identify it

210while it's happening or is it is it more intrinsic and esoteric? I guess >> so. It depends on you asking. If you have a trained critical eye, you will. Okay, but let me let me say this. So, one of the things we're looking >> PhD in education. >> Well, you know, my my administrative council, these folks are stellar. So, we looked at two things. I'm going to answer your question. We looked at what are things that we know we should be doing but may not have been doing with Fidelity and we're going back to the basics like doing walkthroughs and utilizing our district walkthrough tool. Now, we we've automate not automated, we've digitized that walkthrough tool. So now we have a digital tool so that when administrators go into classrooms they can they have the

211look fors. We've agreed upon what the look fors are for our classrooms and now we can start to quantify the things that we're seeing across the district. So yes those results lead to better support, better feedback for teachers because we need the information in real time so that we can make adjustments. So the district is moving to a more data inensive lens because we're using utilizing that to inform decisions. So yes, if you're walking into a building, will we see u more evidence of student work? Are we look those are the types of things that you'll see. So yes, on doing a joint walkthrough like we did if we go back to uh hold on this beautiful picture of Tanal and I as we did our walk through in buildings. Y that's remember that day.

212That's us. Yes. Shout out to us. So yes, as we're going to do the walkthroughs, we can go on the walkthrough together and we can talk about the different initiatives and we can point them out to you along the way so that you can see this in practice. >> So and and I'm just curious, what's your plan for the first few days of school? Um, you know, in terms of building presence, if if you have a plan for that. >> Mr. Felchure, you want to talk about our plan? Sure. So each year >> I think the people should know. >> Yeah. So each each year each of we assign administrators to provide building support. Um we are going to be very present especially at the secondary schools to ensure that they have the support that

213they need with a new cell phone uh collection and distribution. So that's probably going to be the focal priority for the first couple weeks of school. But we do have building administrators assigned to each school to provide them guidance and support on site. >> Is the pig cheese going to be there? >> The cheese will be there. Yes. Yes. So, we we'll be there because it's twofold. We did this last year, but we want to really look at, okay, what are the things that we're doing? This is a new initiative, so we want to progress monitor that so we can look for any gaps. You know, right now we've we're hiring two security guards that are going to work to help assist that. We're adding staff there. We've also developed a system for these cell

214phones specifically. But now that we are taking the cell phones away from the students out of the classroom, that means we need to be even more impactful, even more engaging with our instruction and our curriculum as it relates to educating our young folks because now they don't have that added distraction. So, we're really excited about this year because again, we are going to be working um lock, step, and key with our build administrators, with our teachers, with this. I sent the uh district priorities out through email today. We'll talk a little bit about it tomorrow. And we're going to also utilize all of our committees that we have. We have a PDP committee. We have a CE committee, committee for academic excellence as we're incorporating them into the into the broader work. So, this this

215is going to be a really good year for instruction. >> Okay. Anyone else have any questions? >> Um you want to recommend your >> Oh, I'll do it for the polling. I would like to recommend my superintendent report to the board for acceptance. >> And it's my understanding that you're withdrawing S50 page 12. >> Correct. >> Not not for consideration. Does anyone else need any pages pulled? >> I believe it's my understanding the superintendent is also adding pages to the superintendent's report. >> Correct. >> Yes, we are also adding page 36. >> And then where's the folder? Yeah, I'm going to I'm going to number them. Just make sure the candy gets them. So it'll be page So, with those pages added, can I have a motion? >> I have to pull. >> Okay. Which

216ones do you want? >> S43, page four and five. S 44, page 6 and 7. >> S43, four and five. Okay. >> 43 44 and 45 is 8 and 9. S445. Okay, that's page four and five. >> 67 8 N. >> Okay. Anything else? >> Those three to be considered together. >> Okay. So, is there any other pages that need to be pulled? So pulling pages withdrawing S50 and page 12 pulling S43, S44 and S45, pages 4 through 8 um at 4 through9 adding pages 36- 41. Can I have a motion to adopt the superintendent report? >> Move it. Second. >> Any discussion? All in favor? >> I >> opposed. Motion passes. Can I have a motion to take collectively S43, S44, S45, pages 4 through 9? Second. >> Okay. Any discussion? Okay. All in

217favor? >> Opposed? >> No. >> Motion carries. >> Um, any new business? I'm sorry. Any continuing business? >> Just one. Um, the last month that we talked about cell phones was with in regards to Boseies. Was the students going to Boseies? Did they make a decision on that? >> Yes. So just for the record again we added two additional security guards and for the record we are allowing students as they travel to both seies to keep their phones. >> Thank you. >> I have a I have a question on that not on that. Uh is the same for like any official trip or anytime the kids are going to be on a bus and and from our property they stay in the cases. >> So the law states if it's considered bell to bell if

218it's a field trip within the bell to bell then they don't take their phones with them. Okay. >> Are we having any counselors or anything to assist students that may be having a hard time being separated from their phones? >> Okay. All right. Any uh any other new business? Okay. Any communication? >> We did it. >> I added it. Page 36. Okay. Need a motion to adjurnn. >> All in favor? We are >> good luck. >> Just going to leave here and go there.