BOE Meeting - August 12, 2025 BOE Meeting

001going to call the board of education regular meeting scheduled for Tuesday, August 12th, um to order. >> Yes. >> I would ask for everyone to stand and say the pledge of allegiance. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Would the clerk call the role? >> Mr. Jason >> here. >> Joseph Jr. >> here. Mrs. Til, >> she's here. Mr. Braden Mann >> here. >> Mrs. Danielle Padulla here. >> And Mr. James Paul >> here. >> I believe we have a quorum. Um there was no one signed up for public comment. So that will be dispensed with. Um we have a capital project update, the riveting presentation that we get every

002week. I'm or every month. I'm looking forward to it. >> Good news. No presentation this evening. just um quick update. So um CT is uh progressing as schedule as we've talked about the last couple of months. Um students and staff will uh be in there in September. Um things are are looking good there. We final cleaned a couple of classrooms and are locking doors and contractors are starting um to work their way out. Uh so all all things are are good with um CT. Um there are a couple of resolutions uh on the board uh agenda tonight. Uh one is S38, one's S39 for the first phase. >> I'm sorry, Nate. I I didn't mean to >> No, you're good. >> Uh interrupt you, but I just wanted to indicate that I was advised that

003they did pull the sheet apparently too soon. That there is some public comment. >> Oh, okay. So, no, >> no, no. We'll finish. >> No, we we are really excited about your presentation. So, if that lights a fire under it so we can get to the >> All right, fire lit. Here we go. >> I think the sheets is it back with security if anybody wants to fill out. >> Oh, perfect. Okay. So, um, we did collect bids for the first phase of the May 2024 $65 million capital improvement project uh on July 22nd. Uh, in total, we received uh 17 bids for the five prime contracts. Um we received multiple bids uh for all of the contracts um except um the mechanical and uh our we descope the low uh apparent low contractors uh

004and the resolution that's in front of you uh is our recommendation to award uh the contracts to um those lowest qualified contractors. Uh in addition to that uh the second resolution that's in front of you uh is the award of um the um uh contract for train uh which is through the GSA uh contract um and that includes the replacement of the boilers at Proctor, the chiller at Proctor, um domestic water heaters throughout the buildings uh or throughout the district uh the temperature controls uh system uh and then the um terminal mechanical equipment at the four buildings that we're renovating as part of phase one. Any questions on the 65 million or those recommendations? >> Can you just explain a little bit of the context and how the GSA procurement works? I will uh do

005my best not as an attorney. Um I so um the Ferrari firm was involved with us um to to review the contracts and put forward the recommendation. But essentially uh there is a schedule of services uh that train has equipment and services that train has on the GSA contract which which is a federally um let program. Uh and because you are a school district, you can take advantage of that uh federally let program. So, so train um reviews the scope of work that we developed and then they price um submit pricing consistent with the contract uh for the various scopes of work. >> Yep. Any other >> any other questions on that? >> Okay. >> Unscathed. and then I will I'll let Craig give a quick update on the 120. >> Yeah. So, we have

006that broken out into three phases. The first phase is uh addressing work at Conklin, Kernant, and Watson. Uh a lot of the work is districtwide is kind of AC for air conditioning for the assembly spaces. Uh phase two is in development. We'll be working with the facilities committee to narrow that scope down. Um as well as for phase three. So we're all progressing. We're going to the state ed. We've expedited the work uh for phase one so that we can meet the December deadline for that >> question. >> Yes, sir. >> So phase two and phase three have to be resolved and planned by December. >> It would assist us greatly if we could have that information now so that we can start the progress the work in phase two uh early next year. >>

007Does it have an impact on the aid as well? I'm not sure is it >> so yes >> to keep the to keep the debt level we have to spend x amount of dollars in each fiscal year. So the 120 million it's 40 million over the three fiscal years. So in order to design and develop and bid the scope for phase two, the architects need adequate time to design that. And that timeline for phase two is December 25. >> So part of the what was originally submitted at least back in May of 2024, we submitted something to the state kind of outlining what we were doing. Is that is that accurate? like a needs Yeah, a needs assessment. >> A needs assessment. >> Yeah, we did. We So, we did a needs assessment when we

008were kicking around um um grade configurations and spaces, building a high school, building moving to the middle school, >> the sixth grademies expansion for special ed. >> So, we we had to do any assessment letter and I helped the previous superintendent gather that information to submit to the state. >> What was the response >> for the review? It's still under review. We're we're under the special ed review right now. So special ed office has to review all the spaces in the buildings to make sure that all the spaces are adequate for square footage or anything else that pertains to those spaces. Once they sign off on that, then it goes back to facilities planning for for their portion. >> Are are we married to sixth grademies or can we do things like walling off the

009ninth graders at Proctor? >> So the need >> Let me interject there. So that so that will be a discussion at the buildings and ground committee and then they'll advise the board because we have to define what that looks like. >> No, no. What I'm saying is we submitted something at sixth grade. No, we submitted something at sixth grade. >> My question is are we now stuck with sixth grade? >> No, not necessarily. No, they the need >> that's all I'm asking. I'm not here to debate at this point. I'm standing. So I'm just saying we submitted something initially as sixth grade. Can can we make adjustments? >> Is there room to make adjustments yet? >> So, being on the building and grounds committee, >> right, >> Joe? >> I'm not I understand. I just

010was asking the question. Go ahead. >> So, so being on the building and grounds committee, we've seen plans for sixth grade. We've talked about expansions when it comes to UPK to special ed, Raiders Academy, and the need for all of that. This was so we're we're actually a year a little over a year after the letter went out and the expansion >> takes that long. What what is the next job I guess of the building and grounds committee to either bring ideas forward to get to that December deadline? >> Yeah, we're still waiting to see and then we need to solidify that scope of work, but once we start doing the grade configurations and things like that, we need to make sure that it's um our per pupil count that this is aidable. So everything

011that we do has to be approved and aligned so that it's aidable. So we need to develop that scope of work so that they have the ability to submit that for December to say this is what we're doing and then is also about the cost for this project. So the recommendation we had received was um we working along with David Tinker and crew and the recommendation was to consider for 130 actually as fiscal advisors for the next phase because that would be broad enough and have enough funds to capture that. But isn't there like 30 million unacounted for? Not unaccounted for, but like used for out of the 120, right? Isn't 90 million the scope has already been >> So the scope for the 64 million is is already good, right? >> It's the 120

012million. >> The first phase of that is taking up the the New York State mandate for temperature control. So >> yeah, >> that first 40 million is going to be spent on that. If all goes well, we probably may have to chisel some of that into the next phase of that for more air conditioning spaces. Obviously, as we go, we got to try to cool as many spaces as we can within the funding. And, you know, those scopes will carry once we get the bids back for the first phase for that work. So once we get back the first phase bids, we'll really see where we're at for, you know, air conditioning assembly spaces because all the schools aren't going to be in the first phase. >> When do we know when we're or when

013do you have when are we getting that back? >> So we're going out for bid in December, January for phase one. >> Phase phase one of the 120 million will be bid in the first quarter of 2026. >> So I again I'm confused. So which you guys already know this from our meetings. um for that December deadline that you just gave us for phase two. If we don't know the cost of phase one, how do we prepare for >> so it's design? So we already know that if some of that stuff is has to be rolled into phase two, but we don't anticipate spending 80 million on air conditioning spaces. So there's got to be other scopes of work that we need to know that need to be done in phase two. And I think

014for those of you that >> so so we have an I guess I would say like we have um an estimate of what it's going to cost for phase one. >> Obviously we don't know when the bid >> so the proposed sixth grademies that we've gotten what like two years ago now >> those are in those are still being reviewed. >> Yes. So we need to come we need to discuss as a committee and with the administrators a design phase or an ideal count. I mean we've provided all the pupil counts. We provide all the footprints. I guess I'm just confused. >> So we we have all that but once they come back and say let's just say special ed for example >> all our spaces fit the needs. So we know we won't have

015to spend any capital project money correct >> on special ed reconfigurations. Wait, you're saying right now we fit the needs of special education? >> They're reviewing that. We do, but we already know what we do. But they're saying if you may need additional classrooms because obviously the pupil counts get higher >> and enrollment gets higher. So, we may need to add a classroom or two. We want to make sure we're doing that and they're going to make sure that you do that before they approve any other kind of reconfigurations. You got to fit those need first. But if it calls for, you know, adding those rooms to elementary buildings, if there's no space, that's where the reconfigurations come into play. >> Okay. So, let me just kind of get an idea here. So, we're two

016weeks from September, which is four months from December, right? >> Yes. >> Okay, >> I understand. >> So, we don't know whether or not A were committed to sixth grademies, >> B. >> Correct. whether or not sixth grademies are doable. >> Correct. >> Right. >> Correct. >> And that's part of the phase 2 work which is in the 120 million versus the 60. >> So let me I'll just put it simple. We want to make sure that if any kind of configuration is going to happen in the future of the 130, right? We we we already know it's too late for the 120 just because we don't have isn't all accounted for, >> right? I know, but you don't have approval from >> So, there's a couple of things. So, the state has to seek

017them. We need justification narrative that needs to go to office of facility planning. There's the transportation safety plans. Then, we have to have the board action that's adopting the authorization to conduct the grade level reconfiguration. And then in addition to that, we've got to look at the instructional and operational implications of redesigning those grade configurations. So when we met with the Ferrari firm, we met with fiscal advisors, we met with Nate and Nate and the crew, the recommendation from fiscal advisors was to consider that as a part of the 130 because it would be ambitious to try to do that in phase two now considering the circumstances where we are. >> But isn't there some scope of works that could be done in phase two? >> I like what have we been meeting again? I'm

018I'm still trying to get this out. So, we have $30 million that's unaccounted for. And I don't mean that like someone ran off with it. Um, what I mean is that it hasn't been planned for >> unallocated design. >> Yes. >> So, here's here's my question. Why haven't we at this point at least in investigated different alternatives in terms of using the money okay for hang on and then like for example at one point I believe it was Dr. Spence and I hope I'm not letting the the bag the cat out of the bag so to speak, but at one point we were >> we were we were talking about Proctor. >> Yes. >> So I can't say that. >> Should I not say manifest it? >> So let let's let's pull the train back

019here. Let's go back to the proposition. The voters approved with the voters approved. The proposition was that we >> I like your idea just so you know. >> Yes. So, we were going to make um there were going to be improvements. We were authorized General Herkimer elementary schools, etc., etc., playgrounds, um improvements of equipment, equipment, furnishings, etc., etc., stuff that Mike described. And we left the 120 scope broad so that we would have the flexibility to navigate some of these other things. >> I understand what you're saying, but here we are. >> Yes. >> August. >> Yes. And we're not like what I don't want to do is end up rushing to judgment to get something done. >> Okay. >> Go ahead. >> Wait, hold on. Let me So that's that's part of what the

020committee's work will be >> as we're coming into the committee's work has >> because we still haven't got the stuff back from the state. >> Can I perhaps ask the question the original question in a different way? what exactly needs to be done for December. >> So, so can I just explain it a little simpler? So, we have a long list of things that need repair, changing. We have all those uh wish list items that we not wish list but things that we sent to the buildings and asked like right about their rooms, >> you know, whether it was air conditioning, whether it was uh you know, room shades, windows didn't work. We did all those uh assessments with the buildings. I guess where the the confusion is is we have to know where the

021road map is, where we're going, so we're not spending some of that $40 million on something that we're going to reconfigure in the 130. >> I think that's as easiest way to put it. >> So you have to define the scope of work, >> correct? >> Yeah. So >> by dece like by October really to >> Yeah. have to have like an idea. >> We don't have to have plans by December building. have to have an approved scope of work. >> Correct. We need to know right now if I can try. Right. So, right now the 120 million is conceptual in buckets for various scopes of work. Right. We know that we're going to spend a sum of money on air conditioning at the assembly spaces. We know that we're going to renovate particular buildings.

022Right. Out of the first phase, we've identified the first set of buildings. >> That train has left the station. We're talking about 120 million. Tell us about that. No, >> this is this is for the 120. So the first phase of the 120 the scope is defined, right? We know which scopes we've taken out of those buckets. >> Okay. >> The ask for the for the second phase is which scopes out which buckets do you want to pull the next 40 million to go to SED the following December? because the first step in the process to to maintaining the local level share is getting approval from SED. So in order to get that approval in 207, we need that answer by December of 25. >> So what's the timeline for getting that answer by December?

023Because the committee has to meet. committee then has to advise the board on what its recommendations are. So what is that timeline? >> So let me just interject here. The be there's two things that for a point of clarification in regards to the let's go back to the what the vot is approved authorizations for renovations, improvement and equipment purchases for the 120 million. That's where we are phase two of that work. We have a scope of work and things that need to be addressed within district. So there's enough time for that. I just want to move the conversation to the reorganization grade configuration. That's a 130 project as recommended by fiscal adviserss. So we're talking about looking at the things that need to be fixed within the district. We have an idea of that. So

024I don't perceive that to be much of a challenge. >> I think that we we I understand that it's going to be part of the 130. Mhm. The concern is we have 30 or $40 million depending on who you ask >> um that doesn't have an idea >> attached to it and we have to >> have a cogent adopted idea proposal to submit to the state in detail. by December. Taking up Braden's point, which is that idea needs to be, you know, developed, suggested, presented to the board, approved by the board. And I can say that it would be kind of uncomfortable to get that idea two weeks before a meeting where we are expected to approve it with no ability to debate it, invest, you know, investigate it, um, ask questions. So, >> so

025that's why I'm raising the issue today because we are in August and it doesn't sound to me like we have a good idea, fellas, on where we're going. So, I just don't want to end up rushing into something and then, you know, it's sort of like the way I used to do my Christmas shopping. You know, you wait till Christmas Eve, you rush to the store, the mall, the first thing you see. I understand this back in the day, not anymore. But my point is, you go there, you pick something out, you come home with it, you hope for the best, right? >> I don't want to do that with $40 million. >> I don't I just want I want to expound on this point. >> Go ahead. Just can I make one point of

026clarification first? So by December of 2025 do not need to go to SED with that second phase. What we are asking for is by Janu by December of 2025 we'd like to conceptually know which buildings the board wants to take on as part of the second phase of 120. the then we will design throughout 2026 and we will submit to the state for approval in December of 2026 for the phase two. >> so, so just to be clear, the fact that it's not a hard deadline doesn't make it any less of a deadline. >> So, and I want to expound upon the point that Mr. Hobu is making. We cannot get or we this when I'm saying timeline I'm saying this needs to move along because and this is not any disrespect to my colleagues

027on the buildings and grounds committee because I trust the recommendations but if the buildings and grounds committee comes and gives us a recommendation in December and our soft deadline is December if for whatever reason the board disagrees with that recommendation and says go back to the committee and redevelop And there's supposed to be a deadline in December that's going to potentially push back work if we don't get it in >> or impact the funding or whatever >> that takes away from it being a recommendation and starts putting a pressure for the board to accept things. So this is a deliberative body. We need to have the ability to deliberate and to that end we have to make sure that there's a timeline of plans. That's why I'm asking about what the timeline. >> Okay. So

028can I say something cuz I agree with what you said. So everything that we going back to May of 2024 when we put the whole scope of work together from sixth grademies purchasing additional lots to see if we can expand UPK. We talked about needs assessment. We talked about annexes on JFK and Donovan. Whatever they may look like. The scope of work has been laid out. Additional radarmies. We did all this. We asked for that. if that is like I guess where did the communication get lost that we couldn't get a scope together from that because we've laid out ideally what the building grounds committee brought forward based on the scope of work based on the yes no and may or based on the um what were those surveys >> so so the this scope

029is there it's and those committee recommendations are at sedd for what at the time was what the direction the district wanted to go in was what's in that needs assessment we did with the previous superintendent. So that was the direction that the district was going in whether they stay in that direction or not but that was the direction. So once that comes back it's either we're going to move in that direction and it could be a tax impact or not once we get that back. That's what those are the questions that got to be answered. Is it going to be a, you know, $20 million tax impact if you want to do X? So, those are things we're waiting for. The only thing that that I guess we're looking for is, and we do have

030the scope again, is is we just don't want to go and spend some of that $40 million on something that we're going to reconfigure in the next project. I think that's all that really needs to be said. And we do have a long list of stuff to do, but so that's really what it comes down to. So this still this >> yes that's still in motion >> is still in motion. Correct. All these proposed projects like all this work that's been done and the layouts and the drawings and >> like Dr. Spence said the state is going to come back and say let's just say okay you got to add two special ed classrooms in Jefferson and then we'll allow Redit to go on and this is just hypothetical but the building annex is you're

031only going to get so many building aids on so on the square foot. So, >> okay, >> it's going to be a $20 million tax impact. We're waiting for all those numbers to come back on that. >> I just want to make sure that this proposed project in May of 2024 is still >> Well, that's >> okay. >> Any other questions for the dynamic duo? >> Thank you guys. Appreciate you coming in. >> Thank you. Okay. So, we are uh we do have some public comment. I'm glad I'm glad to see that. Um up first is Julian Bastic. Welcome. >> Oh, you got to turn the turn the mic on. The little bar at the bottom. See it? >> The face there. Turn right. Right. >> Right under the mic. Look at the mic. >>

032Right. >> Got me. >> Magic. >> Got me. Thanks. >> Got it. >> All right. Um, excuse the way I look. Doing yard work. So, got to go back to doing that. Um, obviously I'm here to speak up on uh the coaching position up at the school for Coach Brazier. Um, I'm going to start by saying this is, you know, no way uh in slight of Coach Joseph. Um, he's did a lot for me when I was a student there. So, got nothing but love and respect for him. But been out of school 18 years. Completely different culture there than when I was there. Um, but um, I had Razer when I was a student here in Kernan. He's my gym teacher. um great teacher um you know he related to all the kids well

033I had him as a freshman coach um when I was at JFK I think f you were the principal uh sat a lot of days in his office um he may not remember I remember but I say that to say on those days Brazer sat me down um and even when Fouchy reinstated me kept me out and you know his uh message was basically that's bigger than sports you know, it's about being a young man. It's about being, you know, person in the community. Um, and I carried that with me. And, uh, I think the kids today need that. Um, I think the, you know, it's a lot of talk about like the on the court stuff. I think that will work itself out once the culture is changed. Um, you know, there's a lot

034of talk about like the Yins and all that. So, if you don't know what that means, check GPT it. Um, basically, he speaks our language, right? He relates to the kids as far as music, fashion, you know, how they carry themselves, the lango they speak, the problems they go through. Um, and he relates to you guys as well, being a college educated person. So, uh, I think he's the right person for that job. Um, like I said, this is no way in sight of Coach Joseph, so I'm sure he'll hear the words that I'm saying. So, I hope he understands that. But, you know, I got to tell the truth. And my truth is that I think Coach Brazer is the right person to step in and take that position. Um, you know, you want

035and it's it's it's not really I don't think it's um any fault of Coach Joseph. I think he's just been there, you know, very long time. And like I said, I've been out of school 18 years. He was there probably what 10 years before I even got there. So, probably even 20. So, you know, it's just when a culture shift happens, you got to get someone that speaks the language. He speaks the language. Uh, Coach Frasier does. He understands these kids. They respect him and he works there. So, he sees them every day. He understands what they're going through every day. Um, and I think that's big for them. So, that's pretty much it. And I think that, you know, he deserves it. I think the kids deserve it. Um, I mean, one more thing,

036you know, we have a charter school and I think there's a reason for that. you know, those kids, they the coaches at the school speak those kids' language. They're comfortable there. So, if you want these kids to um not only perform on the court, but do well in the classroom, go to college like I did, uh graduate, become, you know, good fathers in the community and all that stuff, you know, cuz I never really got in any trouble in high school. And that was due to what Brazier instilled in me. So, um it's pretty much it. >> Thanks a lot. I have his address. Anthony Lee. >> Welcome. Uh, good evening. Good evening. Um, come to speak on behalf of Caran Frasier. Um, even though I'm a rival, I coach at youth academy of science,

037but also I got my roots started at at Proctor. I was a coach there, then I moved on. I mean, myself and Carvana is about education first. We're we're educators first, then we're coaches. Um coaching has changed over the years. You know, it's no longer a part-time job. It's a full-time job. Um dealing with the kids that we come to from the community that we come from. Um these ch these kids needs direction, someone that's going to help them get to college. Right now we have it. I don't know what the graduation rate is, but I know that for my visual eyes that I don't see a lot of the players going on to going to play college basketball or even just going to college, which is is is insult to us for a city

038of this size that we don't have more of our kids, African-Americans that have expanding, graduating from the basketball program and going on to coming back to community. Um, this has to stop and has to change. And I'm not saying that the coaches not it's not all on the coaches. It's all on us. A lot of us got to put in and make sure we get this thing right. But at the same time, we got to have a coach that also cares about these kids when it's not basketball season. When when it's not when it's not when when they're getting in trouble, we need somebody there that's going to help them and guide them to make sure that they get back on the straight narrow and do the things that needs to be done. In my

039seven years at the charter school, I've put 10 kids in college and have 100% graduation rate. That's that's unheard of. Like it it should it should we shouldn't have the charter school shouldn't even exist if we do things the way we should have been doing things. I shouldn't be your rival. I should be coaching at the school where I went to that I love doing what I do. Well, unfortunately, we at where we're at, but Carvon Brazer is the right man for that job. I mean, he he he loves he loves those kids. He's going to be there for those kids. He's going to do the right thing. That's my >> Thank you. >> Franklin Davis. >> Good evening, everyone. Um uh I want to speak about this similar subject matter but just slightly in

040a different way. Um I'm a little more um I Brazer and I had a conversation some years ago um when he applied for the uh position before and I did some research because I was living in North Carolina and I moved back to the area in 2010. When I came back to the area in 2010, this is what I heard. Disgruntal uh citizens, people that didn't like what was going on in the basketball world at Proctor, right? And then I began to hear all of these negative things and I've heard that there weren't they that the coaches weren't giving letters to the kids from colleges. They said that the coaches weren't doing all these things. And so I know enough to know. I need to who has proof and I'm saying this to the community

041people. Who has proof? And for years I have nobody that would ever be able to produce proof that they were doing any of this stuff until a coach told me directly and he told me what he did. He said, "I've been calling. I've been emailing. I've been trying to do all of these things for two kids in our district. I took that information and I brought it to the school board." Right? nothing was done about that. Um, then I looked at the rules for coaching and it said that and and excuse me if I don't know them all at this time because it was some years ago, but it said the gym teacher was first option, then a school district employee was second, and then if a person had an old school uh coaching certificate

042or something, they were like next. And then you can go to and people outside of the district and the community. And whatever that system was, when I looked at it, I saw how although the system caused some people to miss those jobs, it's still the system and it's what it is, right? Well, now flash forward, we had a bunch of people in the community that we would have loved to see coaching that just wouldn't be qualified and would get bumped. And then now that Brazier is a person who fits the bill, he has all of the qualifications and I believe he's the most senior person and I don't think anybody can bump him. And now I hear that he that this could be a situation where he doesn't get it. But for years, we've watched

043coach after coach after coach benefit from the the rules of the board and how it's set up for coaches. My concern is at this point in time, are we moving the goalpost? Are we saying, "Well, for all this time, people got bumped, but now that this guy's in a position to bump some people, that's not going to happen." And I was told that he never submitted his application. Meanwhile, he had a stamped copy of it. So, what am I saying here? All I'm saying is our community is changing. And I love that it's changing because I see more and more people coming together. That's part of my prayers. I I talk to friends that I know and say, "Stop bashing this city. This is where we live. This is where we're from, and we're trying

044to change it. you guys come here and you give your time and you're trying to change the narrative of this stuff. We have to work together. So, I'm saying I'm hoping that this isn't something that becomes more simply because the rules that are in place are not going to be followed anymore. So, that's all I that I wanted to say. And if he's qualified, I think that the rules are in place. He should get the job if he's qualified and if he's the most senior person. If not, I think that everybody's going to want to know why for this situation is he not the coach if he fits everything. >> Thank you, >> Vic Vicos. >> Hello everyone. Um, I'm here to support Carvan Braier for the varsity position just like everyone else had mentioned.

045Um, I've kind of been in that position as Carvon. Um, being one of the, uh, first black head coaches in Udica, um, coaching at Udica Free Academy back in ' 84. Um, at that time it looked like it was much easier to um, to be able to coach me not being qualified. I'm not a teacher. Um I guess I was there at the right time to be able to step in that position and you know it was a great honor to do that. Um it seems like it's just a reverse with Carvan who seems to be very qualified. You know he's in the community. He's a teacher. Um you know I feel that you know he's proven himself over the years um by coaching at Donovan. Um and I think he coached a little bit

046at at Proctor too. So, I just don't know what the hesitation is and this is no knock. Um, you know, on the previous coaches who were there, I think it's time for a change. I think that Carvan is a real discipline, old school type of coach that's going to get the most out of his players. Um, and he's going to hold them accountable. Okay. So, um, you know, that's basically all I have to say, but I do support Carvan. Thank you. Thanks, Vic. Michael Fenmore. Uh, good evening everyone. First off, I want to say uh, congratulations to Mr. Cooper and Mr. Paul for making the school board. You guys are amazing individuals. I grew up with them watching them. So, I'm happy to see you guys up here. I'm speaking here on the on behalf

047of Mr. Braier. Um, I'm just like Julian, I was uh, brought up by Mr. Brazier uh, in the community. He coached me. Um, when I became of age, uh, played a lot of basketball against him. I was a very angry young man. Uh, Coach Brazier helped me out with a lot. He helped me become a more level-headed person where I'm able to uh, express myself uh, differently um, because of Mr. Brazier. I've been able to turn my life around and give that back to the kids in the community. I've been working for the city for almost 17 years now, mentoring uh kids throughout the community, um putting them through jobs, um getting them into school when they come out of jail, getting them um back into the community and things like that. Um Coach Brazer

048is just an amazing man. Um I think that he deserves a job. Again, this is no knock on Mr. Joseph at all, but uh Mr. Brazier, I heard something um of the way that sometimes it takes uh a different type of communication with individuals. Mr. Brazier knows how to pull that out of you. Some people might look at it as um aggressive, but some kids need that, you know. Some kids need someone to challenge them to they need them to speak to them, speak to them in their the way that they understand it. And that's what he gave to me. Um so I again I think that he is uh I'm nervous. So, I apologize, but I I do think that he uh deserved this opportunity. Thank you. >> Thank you. I think that concludes

049all of the uh public uh speaking and u want to thank everyone for sharing um and uh also breaking up the um capital project update. That was very helpful. Um, uh, I think up next would be the, uh, superintendent's report. And I thought that at this point we're going to No. >> Does the UTA have a presentation for us today? >> Couple thoughts. come on up. And uh >> we kind of messed we kind of we kind of messed it up. I I'm going to take some responsibility the agenda because this really we we thought initially that this was a special meeting, but as it turned out >> it was a scheduled meeting um based on the reorg. So it was really a regular meeting. So we got it half right and half wrong. But

050you're here to save >> I missed everybody. I just wanted to make sure I came and said a few words and we just I I just felt like it's been a long summer. So, >> absolutely. Well, you're welcome. So, >> go ahead. >> Uh the UTA wanted to express our gratitude to all our Udica teachers for their hard work and dedication throughout the previous school year. Uh this summer, many of our members have been busy working summer programs, uh completing professional development, and taking graduate courses. With the end of August quickly approaching, unfortunately, we are preparing to kick off the 2526 school year in September. Teachers will be prepping their classrooms and lessons for student arrival. We wanted to thank the building custodial staff for the amazing job that they are doing to help prepare

051classrooms and buildings for staff and students. the UTA in collaboration with the district will take part in new teacher orientation this Friday to greet our new teaching staff and then the UTA executive team some of which are here to support us and I wanted to wish all of our students teachers and building staff great success in this upcoming year. Thank you >> Scott. Thank you very much. I I Is there anyone else that uh from one of the unions or PTAs that uh want to make a presentation tonight? Okay. So, do we want to go into executive session? Is it a motion to go into executive session? >> Move it. Second. >> We're going to be discussing uh personnel matters, contracts, and uh litigation. >> All in favor? >> Opposed? We're hoping >> motion to

052come out of executive session. >> Move it. >> How many slides? >> Do I have all in favor? I >> opposed. Oh, >> I need another motion to go in executive session to I'm kidding. I'm kidding. >> I'm kidding. Okay. Um >> All right. And now, ladies and gentlemen, it's time for the superintendent presentation and then the superintendent report. Thank you. >> Thank you. I promise. Thanks a lot. >> All right. So, we're going to um discuss tonight the theme for the upcoming school year, which is equity, accountability, and achievement, raising the bar for all students. And like everything we do in the district, we want to make sure that we're centering our work and our activity with the district's mission. And we're really honing in on this idea of continuous improvement for our system.

053I think now there's evidence to suggest that the system has been improving based on the quantifiable metrics that we've uh looked at thus far. In addition to that, we're also grounded by our mission, our mission statement, which making sure that we are producing citizens that can actively engage in all aspects of our everly increasingly uh global society. What's interesting to note is that at the same time, we have the New York State Education Department, which has recently released the portrait of the graduate. And I'm pleased to say that not only does our mission and vision align with this portrait of a graduate, it also aligns with the current activity that we have within the district as we're working to prepare our students to make sure that they can think critically, be engaged, and be involved.

054So that work is there. We're continuing to make sure that this is the framework that we're aligning all activity to. But much of that work has begun. This summer we really were building upon our activity from last year and thinking about the broader questions that guide our thinking particularly three. What targeted strategies can we implement to close persistent achievement gaps across the student subgroups? How can we expand equitable access to highquality programs and learning opportunities for all students? and what actions can we take to significantly improve student proficiency in our core content areas, ELA, math, and science. And so this picture here is the work that our administrative team did collectively this summer to really look at the uh the metrics for the district and really start to conceptualize what does that look like in

055Udica context in regards to addressing those questions. Again, you've heard us talk about this. We looked at, you know, the key performance indicators for the district. We worked with the Morriick to really look at student achievement, not only just achievement as a system, but also the equity and achievement. Now, why is equity important? We are held accountable for our student subgroups in line with the Every Student Succeed Act. How are our neediest students performing within the system? So, we've paid particular attention to these key performance metrics to really use that as a springboard for continuing our discussion, which helped inform our decision-m as a body uh the at the administrative retreat. Last year, we developed some district-wide initiatives to really look at instruction as we were collecting information. So we've issued a whole a slew

056of surveys collecting data from different stakeholders. We've analyzed some of the data that we just the data that we discussed previously in regards to our key performance indicators and we really looked to say what does what actions can we take immediately to inform improvement. Some of that was just decentralizing staff throughout the district. It was making sure that we had quality hightrained administrators in our in our buildings to help support that work. but really looking at the organization as a whole and how is it performing as a system and how do we then to streamline all of our activity which was the impetus for having the administrative council meeting. So these are the some of the actions that we've taken in addition to the you know the district walkthroughs etc etc. Now this was really

057fun because we were able to really conceptually think about the status of the district. We had CSC chairs there, directors, building principles, administrators coming together to really think how do we construct new knowledge as it relates to our district on the on the local level, taking in taking in account where we are and where we would like to be and thinking about our existing resources and capacity to move the needle forward. And I'm really pleased to say, let me see. As you can see, everyone was engaged, working diligently to really again construct our path forward, taking on different perspectives from different levels of the system based on the information that we had. So again, we collected a lot of data last year and we didn't do that in vain. We did that with the purpose

058of tying the data that we collected into a larger framework within within the district which which uh became our goals. Again, we've conducted different initiatives to support the foundation for long-term gains. We've had our Udica reads, which we're happy to say we've got volunteers that helping to support our literacy boxes position throughout the city. We've again utilized our surveys. We have our UDICA gems initiative which not only highlights uh faculty and staff and good things happening in our district. It's another mechanism that we can use to really highlight instruction moving into the 25 and 26 years. We really want to highlight the positive and the real high level instructional practices that we know are is occurring throughout our district. So we'll be really excited to showcase that. And then we have our Raiders extended day

059learning program where we were able to provide uh academic enrichment as well as social emotional learning um uh uh uh programming to our students particularly our neediest students across our 10 elementary schools. And we're looking to build upon this uh this framework here. Again we have our instructional priorities. There is a um within uh board members within your packet there's the actual the graphic of this but again the team met they looked at all of the data that we've collected and we created instructional priorities that are consistent with the DTSDE framework offered by the state which really says this the state says this is what we believe lead to highly functioning schools and we organize our thinking in concert with that. So you'll see we have goals under systems and organization, school leadership, curriculum or

060in our case curricula. Again, the same thing with instruction, social emotional learning, and family and community engagement. So I just want to thank everyone that was a part of this process. I want to thank everyone that's helped enacted enact that work for the 2425 school year. It's a a monumental organizational lift to to work to transform our system and really focus in on key uh ideas. How do we use data? How do we inform our decision-m and how do we make sure that we have the adequate support for from the central office to our building level staff thus to our teachers because they have the close proximity to students to do their best work. So this we'll be discussing on opening day. We'll we'll announce this on opening day with our our faculty and staff.

061And again, I would like to thank everyone who participated. It was really great to discuss the work. It was really great to discuss, you know, um how do we educate the young people in the city? So that's Tim. That's how that concludes our our uh our presentation here. Any questions before I get up? >> So I have a question. Yeah. So New York State came out with a portrait of the graduate statewide. What is the district timeline or development plan for coming up with our local portrait of the graduate that's going to correspond to the state portrait of the graduate? >> So again, much of our activity is already aligned, but since it was just released uh maybe two weeks ago, we'll be looking at how that fits within the UDICA context. So we're looking

062at that. The state has some initiatives I was just looking at in regards to implementation and steps along the way, but we we will look at that work on a more granular level. >> Okay, Steve, am I missing anything? >> No, but we've we've also been following the developments that have come out from state ed. We've been working with the high school to ensure that they're up to speed on the initiatives that are part of the New York State Inspires. Our CTE program is perfectly aligned to the work that's going on in the state right now as we move towards project-based learning and um different graduation measures that we're used to. >> Okay. >> So, this presentation that you made here, that's going to increase our reading scores. and our other performance on other tests.

063That's what the plan is. >> Yes, this plan is is to support academic achievement, support a culture of continuous improvement. But again, these are our goals. Now, what we do is we take these goals and we operationalize them by looking at the mechanisms we have to support that. So, one of the things that we'll be looking at is we did an audit of our committees. We have a PDP committee, we have a CE committee. All how do these committees help to support the larger vision? This is providing direction. So on short yes this will support that. >> Okay. And then how how does this achieve the goal of better attendance you know is that part of the process as well? >> Mhm. It is >> cuz that I mean obviously that's a major problem throughout

064the country. It's not just >> Udica. So we're looking to so number one quality instruction begets better attendance. We know that we're also looking at as one of our goals reducing chronic absenteeism, you know, across the system. So again, these are our goals. Our our work now is we have to look at the the different um the different strategies that we're going to use to operationalize each one of these goals. So we'll be having more discussion about this. Right now, this is the beginning step for us to solidify goals for the organization. >> Okay. >> Anyone else have any questions for Dr. expense. Um if not then do you want to present your superintendent report? >> Yes. All right. Thank you. >> Thank you. Um okay. So he's making a presentation of his report and

065you're pulling two pulling two things, right? You're pulling two things >> or not offering yet. So I I is it he's not offering >> is it number 27 CTE? I'm withdrawing that and I'm making >> he's withdrawing P27 on page 16. >> I'm making a revision to P 34. Page 28 is getting withdrawn. And then on the bottom of making the amendment from the four year probation or the threeear >> position. What page is that? >> That's 16 bottom page 16. >> Okay. >> Then there's one more. >> Say that into the micro. >> Yep. Prior to recommending my superintendent report to the board, I will be tableabling the P27 at the top of page 16. I am >> you're you're you're not offering >> Yeah, I'm not offering Yes, sorry. I'm not offering uh

066P27 at the top of page 16. I'm also making a revision to the bottom of page 16 to reflect a three-year probationary period. In addition, >> 16 or page 15 16. >> No, 15. >> No, it's page 15. >> Okay, I have 16. >> No, I have 16. Now it's page page 15. >> 15. >> It's not 16. >> It's not the bottom of 16. It's the bottom of 15. >> Bottom of 15. I'm making a revision to reflect the three-year appointment probationary period. Pardon? >> Correct. And then I'm also withdrawing P28 on the the the second to bottom of page 34. >> Yes, page 34. Correct. >> 34. >> And you are also offering >> Where is that? Yes. Motion from the floor B9. >> And I'm also offering the motion from the floor

067B9 for the board's consideration. >> And that is the 2025 to 2026 tax warrant >> and that's going to be added to the superintendence report. >> Correct. 38. Okay. And then we're also pulling page five. P36, page three, S35 >> S25. Yes, S25. I wrote it down wrong. Page 1112, S40. Page 19, P27 at the top. >> And does anyone else have any other pages to pull? >> Yes. >> Go ahead. >> Just page 16. Second one in the middle. 27. Second one in the middle. >> Page 16. >> Y. Yeah. She just for discussion. >> Yeah. Okay. >> For discussion. Page 28. Second from the bottom. 27. >> You said page 28. >> Yeah. >> Second from the bottom. >> Yeah. >> P28. >> Which one? >> Oh, sorry. Uh, doesn't matter. We'll do

068the second one. >> Wait, >> what? >> P28 on page 29. >> Yes. >> Yeah. Yeah. >> The second one is what you said. >> Thank you. >> Well, the second full item on the page. >> Yes. >> Okay. And then page 32, P28. And that is the second from the bottom. He did. >> Okay. So, anyone else have any pages? >> You have more to >> I think you got the rest. So, >> okay. Okay. So based on that um all in I should need a motion to adopt the superintendent's report with the uh the withdrawals and the pages pulled and the corrections and the addition. >> Move it. >> Second. >> Okay. Is there any discussion? >> Hearing none. All in favor? >> Opposed? It carries. I'm gonna start with I'm gonna start

069with page >> three and that would be S25. >> I need a motion to adopt or to prop adopt that. >> Okay. Second. >> Okay. Any discussion? >> No. >> Um discussion. I'm >> call I'm just gonna go ahead. Well, all in favor >> I do have something you want to say. >> Yeah. >> So, this agreement reflects the cost for the Nexus Center. We would also we will also plan to bring to the board the cost of uh providing food and refreshments for our faculty and staff. When we look when we do the math, it equates to about $16.65 65 cent that we're spending on each staff member which would cover the cost of food and light refreshments that day. >> So this particular contract only relates to the use of the venue. >>

070Correct. >> Okay. All in favor? >> Anyone opposed? None. Um motion passes. Next would be page five, S36. Okay. Um, can I have a motion? >> Second. >> Um, is there any discussion? We need a roll call vote. Mr. Jason Cooper. >> No. >> Mr. Joseph Oba Jr. >> No. >> Mrs. Tamil N. >> No. >> Mr. Braden Nanner. >> No. >> Mrs. Danielle Padulla. >> No. >> Mr. James Paul. >> No. >> Okay. the motion fails or that particular motion fails. Um I think it's page 1112 I think is the next one. >> Okay. So I need a motion to uh to adopt page 11 and 12. That's S40. Move >> it. Second. >> Any discussion? Hearing none. All in favor? >> I. >> Anyone opposed? >> No. >> Okay. Motion passes 51. Uh,

071page 16. No, I'm sorry. Page 15. That was just the >> That was the correction. >> Page 16. >> No, there's nothing there to >> Yes, there is. >> I got >> Okay, I need a motion for P27 in the middle. >> Move it. >> Second. >> Any discussion? >> Yeah, I just want to talk to um Sarah really quick. This is the exciting development. and ROTC has been something that's been really instrumental in our school. I know the process of finding um these instructors is getting harder and harder and we're starting to see schools with these programs shut down. Can you talk to us a little bit about how you found this person? >> Sure. Uh the communication starts off with uh with the Navy. um we had to educate ourselves on how to

072actually go about and work with the Navy to find an instructor. Um this probably started maybe like early Juneish time, right around the time when we, you know, were informed that our instructors were not coming back. Um so I've been in contact with the Navy. There was a lot of misinformation at first, you know, with different types of um individuals from different service, like branches of service. Um, so we had to kind of get all of our ducks in a row, work with it with the Navy. It's posted on the Navy site. It's posted on our website, too. Um, and then everything from the salary calculation, it's all done in conjunction with the Navy. Um, so it's a very it's a long process and there are, like you had mentioned, many surrounding districts um throughout

073the state. If you look on the Navy site, it's not just New York State either. It's all over the place that where they're really struggling to find NJOTC instructors. Um our our you know hurdle if you will with this is that you know Udica isn't located next to an ocean which is where often um instructors or people who would qualify to be instructors typically reside postretirement. So, but we were able to secure one and we're hoping for the best. >> And then how easy is it? So, say maybe right continually in the in the future gives us problems. How difficult is it to switch branches, right? To change this to air force, to change this to army. Is it a difficult process? I I don't know all the specifics of that because our our um

074branch of that is related to sea based like water-based uh services. So I would I would have to work with them. But if the hiring process and we already knew what it was was pretty ex you know extenduating I would imagine that that would be as well. >> Go ahead James. >> I was just going to ask was uh the army ever approached They were not approached by me. We >> have to work on that. >> Thank you. I know that this is an exciting development for >> It is an exciting development. Yes, we're happy to keep the program. It's well received by the community, the students, everybody. So, I'm I'm hoping for the best. >> Thank you. Thank you for your work on that. >> Can I just add a comment? >> Yeah. >>

075So, the instructor actually came and visited the school district, visited Proctor High School. Um we took him on a tour and he was extremely uh pleased with the facilities and the fact that our NJRTC program program actually has their own space in one of the schools which is very rare for those programs. So he uh was very impressed with the program. >> Awesome. Awesome. Thank you. >> Okay. All in favor? >> Opposed? Motion carries. page 19. Uh at the top, need a motion. >> Second. >> All in favor? >> Opposed? >> Abstain. >> Okay, motion carries. >> I think >> 28. Yeah. P27. >> Okay. Another quick question. This is for a teacher, gym teacher that's been moving from Donovan to Kennedy. How are we filling that space at Kennedy >> or sorry, at Donovan?

076>> There's next board packet for the 28th. We'll will fill that space. >> Okay. Mhm. >> Thank you. >> You're welcome. >> 26. 26 26. >> I'm sorry. The 26th. Yes. It's late. >> We'll probably start the 26 and leave. >> Did I get a motion to uh >> just wanted to make sure? Okay. All in favor? >> Okay. Opposed. Outstanding. >> No, I said all. Sorry. >> Okay. >> 29. >> Um, real quick, Sarah, >> you need a motion. >> Hold on. I need a motion to adopt. Second. >> Okay. S really quick back at you just because there was a lot of questions. Can you just explain it's not about anybody in particular that I pulled all of the New York helps. Can you just give a quick summary on what New York

077helps is on all of these um employees. >> Yep. So it it is tricky. Uh it's a newer program to us to to Udica Civil Service as well. So we've been working through this. So when these individuals were originally appointed um it it's really part of a bigger discussion too where we took titles that were not compliant with civil service and created them to become compliant. Um that this particular title that we're talking about for I'm just going to use the parent community liaison title uh originated in the district in 98 and it's been out of compliance since then. So we worked to make it compliant and when you do that the civil service takes a look at what the job duties are and the job specs and determine which type of classification it's going

078to be in. So for these titles they were deemed competitive. Um there happens to be a New York helps program through the state civil service site where you can submit for titles to be um considered for the New York Helps program which takes a competitive title and makes it non-competitive. Um and that is just an effort to uh you know everyone's aware that there it's hard to find valuable good employees, right? Right. So, where they're trying to remove some of the hurdles um with employment things. So, this title was accepted into the New York Helps program. So, they were provisionally appointed because it was originally deemed a competitive title. Then, they're accepted into New York Helps and they become they still do like a probationary period, but because it's non-ested, it's not really a provisional

079appointment anymore. becomes non-competitive when the title is uh removed from the civil service appendices when the New York helps program ends then the people in those titles become automatically permanent. >> Okay. >> So can I just ask you a question? So like for example >> I I applied right now for a steam fitting position. I mean, I don't even know what a steam fitter does, but does that mean that I can just go in that position and and then I can be become a permanent employee in that position? Because that's not how I No, >> my understanding is that you do have to meet some minimum standards. It just may not be >> Yep. >> um you know where people are required to pass tests and things like that. >> Correct. So, all of that

080>> you have to have experience and >> you have to have the right qualifications. um civil service preapproves the applications for each individual prior to us bringing them to you know the board packet. So all their applications are pre-approved. There's minimum requirements that they have to make for all competitive positions. There's minimum requirements. >> The reason why I asked that question is I didn't want >> you know people thinking that just because you were in that position doesn't mean that you were qualified. you know, you received the New York Helps um designation, it doesn't mean you weren't qualified or weren't capable in your position. That's all. >> No, that does not mean that at all. >> That's a name. So, of course, like it applies. So, just I just wanted to make sure that that

081was nobody thinks that the health is is something. Okay. >> Okay. What's next? >> Oh. All in favor? >> Oppos? carried. Uh, does 34 need to be pulled? >> You have 32. >> One more question. >> Okay, my last one. Keep it quick. 32 uh P28. >> We need to make a motion. >> Oh my god. >> There's There's three. There's three New York. There are three uh >> P28s. Middle. >> Middle. >> Okay. Need a motion. >> Move it. >> Second. >> Okay. Sarah, another question back to you. um with this individual on leave um at Proctor, do we have plans? Has there been a long-term sub placed in there? >> Yep. It's already been arranged. There's a certified long-term sub who has been secured to cover the leave. >> Oh, nice. All right.

082Perfect. Thank you. >> Need a motion. >> Move it. >> Second. >> All in favor? I >> opposed. >> Excellent. I don't think there were any other ones. >> Great. Okay, it looks like we got through the superintendence report. Um, I need a motion to approve the minutes of the June 18, July 15, July 22 meetings in um in executive sessions. >> Move it. >> Second. Any deletions, corrections, or additions? >> Yes, correction. Uh, we need an amendment on page 36, P27. Um, it >> July 22nd. >> Yeah, for July 22nd, sorry. Okay, we need to amend that. Why was something missing that should have been there? >> It was pulled, but I believe that it was pulled on error. So, it looks like the this individual was in the board um report twice and

083so the board removed one section that the individual was in, but it was meant to appoint this person, but instead Right. Exactly. >> So, that just needs to be corrected that it wasn't >> Well, yeah. There's a resignation from one. >> We we already discussed it in the email, but it's still in the minutes we need to make. So, we need to have that amended. >> The one that was the one that was added to the superintendent report lacked the appropriate season. The seasons did not line up for the appointment. So, it's was supposed to encompass both. It did not. So, it's an amendment to make sure that it did incorporate both because that was the understanding. >> It sounds so mysterious. Is there Does anyone have a copy of the minutes that you're referencing?

084>> Pull it up computer. >> I don't have it in front of me, >> but I got stacks of paper. >> Do you have the minutes? I may. >> No, I don't have the minutes. >> You got a break. >> I'm pulling it up. >> Is 34 36. >> 36. 36 on to 37. >> Do you want to read the section that you want to correct or amend? >> You know, do you have the >> I don't you go ahead. >> I don't have the correct language. You have the >> Oh, let's see. Uh, vars city cheerleading effective date from winter 2025 to 2026 to fall 2025 and winter 2025 to 2026. So you're just correcting the duration. Yes. >> Actually, you're just correcting it. >> Just correcting the report. It showed that it was

085pulled. >> She wasn't pulled. >> Correct. >> She was passed. >> Well, that's why we're amending it. >> We're amending the minutes to reflect what happened. That's all. Okay. >> Okay. So all in favor of the minutes with that addition and correction. >> You need a motion on the amendment to the minutes first. >> Move it. Second. >> That's what I asked. >> All faith. >> I >> opposed. Now go. >> Now go ahead, Joe. >> Now, can we have a uh Now I need a motion to >> adopt the minutes. Approve them. >> Second. >> Any discussion? >> No. >> All in favor? Hi. >> Hi. >> Sorry, I run out of gas around 6 hours. >> Um, what's uh >> I have Oh, >> okay. >> Continuing business. Do we have any continuing

086business? >> Yes, I do, too. >> Okay. Who wants to go first? >> I do. Continuing business. Um, I see the calendar came out and we've discussed this in the past. Well, it's a beautiful item. If you go through it, there's a several overlapping dates. if parents have children in middle school and high school. And I'm just going to ask if we can take one more look at this to see. I mean, you can go through it, especially towards the end of the year with events. There's several. Um, I know we ran into it with moving up ceremonies and events. So, if it could just be double checked, >> it I don't there's I'm not going to go through it, but if you don't mind >> is that's final version. >> We did take that

087in consideration. some of the dates do it was impossible to make them work between one building and the next. >> That's the final version though. >> I think this is something because years prior it was always a priority that no council were the same time so that it helped parents with children and >> there's also events the last week of school that don't have opportunity for rain dates like several other schools. I just don't think it's consist. I mean, we can have a larger discussion on it through equity and inclusion in the marketing committee because this see this is still coming up. So, nothing is affected the first couple months. I >> could I just could I just ask a question about the calendar of the district in general? >> Who's in charge of that?

088>> I think Boseies makes this right. >> Well, no, no, I'm not talking about like the production of it. >> I'm asking who's in charge of like running the calendar. So it's >> so I can speak for the creation of the calendar. Administrators sat in a room with principles three or four times to plan the activities. Try to their best of their ability to not have overlapping events. For example, elementary principles were asked not to schedule any graduation or moving up ceremonies on the Thursday. that the junior high schools, I'm sorry, the middle schools have their moving up ceremonies, that the high school has graduation rehearsal. So, all a lot of those things were considered. >> Um there were several sessions when they sat together to plot this out and try to eliminate overlaps. We'd

089be more than happy to look at them though if there's >> I mean, I circle quite a bit that I have no problem sharing. But my other Why is the proctor graduation rehearsal now at 10:30 in the morning? Isn't that always in the afternoon? >> That was moved this past school year so that parents didn't have to choose between a moving up ceremony or their kid being at graduation rehearsal. So, it used to be at the same time that JFK's moving up ceremony took place. There was a conflict with parents who had students who were graduating and had siblings at JFK. And then you can and then I think the other argument that I've been hearing is your child moves up and if some people choose to celebrate or do something after one of their

090children can't because they're a senior and they have to attend the rehearsal. So I just think it's it's probably a double-edged sword. You're not going to please everybody. I understand. But there's some where you know events I I think it just could be looked at, right? I'm sure a lot of effort run into it. maybe maybe some things can be um shifted even by a half hour or something and it might ease it up. The other thing when it comes to the calendar is can we just ensure that these events are online on the school district's page um when I know when buildings reopen and everybody's back in the building. Um so that would be but it's a beautiful calendar and I love seeing all the events. And then my other thing is that I've

091um brought up before and I'm just I just would like an answer on it or if we can look into it um before the reopening of school. I know the cell phone policy is in place with that. Um I see other school districts are banning water bottles that are maybe of metal or not clear for security purposes through um when having metal detectors and you know other things that I just don't want to say right now. But can we look into that with those um issues because several other school districts have recently done this and I I think there's some evidence to back it up. So I just be curious if we need to look at that. >> Yeah, we can look into that. >> Okay. >> Can I just >> I'll just add there

092that code of conduct did do a deep dive into the water bottles last year. >> Um after discussing it throughout the whole committee, it was ultimately the recommendation not to ban the metal water bottles. We felt that the cons outweighed the benefits of banning them. But that's something that has been on code of conducts radar and will I'm sure will continue to be because I know the supernet's hearing officer has been collecting data on that and has been sharing it with the committee. So I'm sure he will continue to do so and as that develops we reook at it. >> You know last year was the Stanley Cups that was the topic. Now it's drinking sweating. >> All right. Any other new business? >> Yes, this is still continuing. So >> continuing. Sorry. >> Swim.

093I've heard from um several parents. We've discussed this before. Where are students swimming this year? I know we discussed HC offered us full access to their facilities. They have the diving board and swim which means the team would not be broken apart. >> Steve, please provide an update on conversation. >> At this point in time, the we're looking at facilities use agreements with New Hartford uh senior high school and um MVCC for practices. >> So they'll be broken up. So what is the thought process of taking it? So then they can't practice together. So then you have two coaches, right? So one's going to be focusing on diving because I MBCC does not have diving. They don't even have lanes that are structured. So that'll be swimming focused and then New Hartford will be the

094diving focus. Is that how that's working? >> So I will have to check with Eric and see specifically what was planned. >> Okay. What happened? I know HC offered us and and Gab's use where they could both practice at the same time. Uh here in New Hartford it's a little bit conflicting. They have a modified swim. They have all these swim programs and the rumor is from the parents that now we have to work around their schedule. So now our schedule gets tweaked. >> So the discussion I guess on that was that a HCC was farther for the team staff to travel than New Hartford and MVCC which was right across the street from Proctor. I think those were the items that went into that decision making. >> That's a 30 minute bus ride every

095day. >> Each way. I understand. But if the teams can be together and they're practicing with both coaches and working on diving and can work right after school instead of having to wait later and to get and to get alternative right after school, we're going to we're going to be pushed in anybody's schedule. >> HC offered us right after school, so they had the ability to go there straight from school. >> I I would assume that someone did a deep dive into the uh evaluation process. get it done. Okay. >> And probably came up with some determination that uh the selected locations are um better suited for our students. I wouldn't be 100% sure about that since nothing's been communicated, but I would just make that assumption. We'll provide an update on the 26 meeting.

096>> Yeah, because it would I mean we are saving all of this money, right, with not having to open the pool, not having to chlorine. I would assume we could put that money towards busing to bus our students to HC so they could be together to make a stronger team. >> Custom coach. >> Custom co I don't know what that means, but sure. >> Fancy bus. >> Girls are fall. Is it a is it a >> they're two different? >> Yeah, there's they've >> started I'm assuming. I don't know. So, okay. Okay, that's that one. So, yes, if you can provide um information with that. The second continuing um business we just discussed and I emailed you regarding the girls softball trip. So, girls softball put in for their trip this year with destination. Um,

097do we have an anticipated time on when we're going to see that in the board packet? >> That should be in the next board packet. That was approved by um the New York State Public High School Athletic Association and actually the boys submitted the same. So, they will both be in the next board packet. >> Okay. Wait, >> do the coaches know, are coaches aware so that they've they've secured their spots? I know the spots are booking up very fast and this is why it was an urgent issue. >> They should be. I know Eric was working directly with the uh softball coach on that. >> Okay. So, softball and baseball will be in for the next meeting. >> Do we know when the application for the softball uh trip was submitted to >> No,

098we don't have those details. We can provide I'll provide a confidential bulletin update regarding that process, >> but we'll look forward for 26 meeting. We'll look forward to the resolutions to send both teams there. Well, I I guess the question is, you know, if people have to make financial commitments based on the approval and there's a limited number of spots. Um, you know, I guess the question would be can someone rely, you know, could first of all, could someone rely on a on a verbal representation? And second of all, um, what happens if the spots close up and our kids can't make the trip? So that's why I'm asking. And I just was curious when this process started and when we might, you know, find out to, you know, something to allow the parents and

099and the interested parties in committing so they can actually go on this trip because they have to fund raise and do all these other things. So, I spoke to the softball coach prior to this being submitted for the August 26th packet. I will make sure that she's aware she has spoken to us. They were reserving their spots. They had till the end of this month to make the commitment. So, we will make sure she knows. I will make sure personally. >> Thank you. >> Okay. Thank you. Any other continuing business or is that new business? >> I have something for new business. >> Okay, fire away. >> Okay, so new business just really quick. Um, cell phones, Boseies. So, we've discussed so the policy currently right now is that when students go to school and

100they leave for Boseies, their phones will stay with in house. >> I think that's continuing business to be honest with you. >> All right. So >> since we did it before we we knew we didn't we didn't talk about Bose. >> No no we passed the policy. >> Correct. But in the policy there was not there's nothing stated in there about Boseies. So when Braden and I were both on the policy committee for this policy that Boseies is not was not discussed on this. >> I sent an email. >> Yeah. And I sent an email as well. Um >> so I speak to that. So right now as it states the students are their devices are to be left at the home school location. Our goal was to limit the amount of transitions in which

101the students are giving their devices and picking the devices up. However, in just discussion with some of my colleagues in the region and so speaking to the Bosei superintendent, we are considering looking at allowing students to take their um their devices with them. We just need to look at what that examine what that looks like from a logistical perspective. We can provide an update at the 26th meeting. >> Thank you. But going into that, so same subject. So we're talking about um I emailed as well about adding extra security to the cluster. Um so when we're gathering phones in the morning, who's taking the phones? We haven't hired anybody to man the cell phone stations. >> No, we have not hired ex uh new personnel for that specific purpose. We're looking at utilizing existing personnel

102within our system, but we're also, you know, um we're we're examining that. You know, just in my experience working at Big Five, when we enacted this in Rochester prior to the governor's ban, we did not utilize any new personnel. It was the existing personnel that helped to operationalize that. But we're we're going to look at that a little bit more fully in light of the email. >> Yeah, I I think that this is something that we definitely should take a look at because we're still not fully staffed. we have everybody right that's already run thin. So to put more pressure on a teacher or a security guard or attendance people or secretaries just seems like a lot of work especially when we're talking about thousands of cell phones in our hands. It seems as if

103we should have a designated person at each school that's in charge of these stations in charge of who's who's manning them who's making sure that they're taken to the secure room in between and not put back on our staff. So just you know uh just also last year we added additional staff to Proctor. Last year we added additional monitors and we're talking about the high school specifically in excess. We have been adding staff there. You know we're also going to look at that in in in conjunction with our budget. We want to make sure that this is a fiscally uh um uh sustainable uh position long term. The state really didn't give us money to enact this initiative. I think we might have got somewhere between like4 something thousand dollars to support. We have to

104pay for the maintenance of the um the the uh the um the system the the boxes those pouches and things like that. There's a replacement cycle for those types of items. So we'll look at the again the existing personnel. We also look at the existing budget to see if we can sustain adding x amount of positions to the budget with the um with the understanding that you know our state aid is we're starting to run within 2% contractual obligations. So we're just a little nervous about the adding of positions but it's something that we'll consider in light of the email. >> Can we also consider um or looking at additional phone lines and tools of communication so that way when parents are contacting the office? I believe a lot I believe Proctor still only has

105one line. Like if multiple people are calling, you either get a busy signal or to leave a voice. Wait a minute. >> You're telling me you're you're saying that Proctor has one number >> for the main office >> and that's it. There's no rollovers. There's no there's no tra, you know, phone transfers, nothing of the sort. So the main the number that's listed on the correspondence that went out is the main number to proctor that rolls over to multiple phones in either the main office or to the counselor or to the uh >> I mean the academyy's >> I I think we've all gotten plenty of I don't want to say busy signals because it's not that but it just goes right to even at the elementary level >> right to voicemail. Yeah. You know,

106we might want to get >> Joe. No, no, >> we might want to get a uh a switchboard. >> Okay. >> So, but the question >> we're going to need someone just to answer calls. Seriously. >> Yeah. But the communication too, the internal communication. I think Teams has like the chat feature for the secretary to reach the um teacher if there's like a change or or room phones. I don't I'm just I just want to make sure we're covering all bases. there is a change in a child's schedule whether it's staying after taking the bus a different person picking up that that communication is given >> um and so with that what I was going to ask is can we consider so Hilton right and proctor the Hilton hallway has a phone that students can

107use have we considered as well putting maybe adding an extra phone in another academy I don't want to inate the secretary to where everybody's making calls to come home >> well they're not they're not They're free. They're not payable. But the same concept. Yeah. There's one in Hilton >> back to 1980. >> We are. It's going to be fun. >> So every phone in every classroom can dial out to the outside. >> Okay. >> With the teacher has a code for that phone. So I guess if a child has to use a phone in any part of the building, that's all they have to do is get the the the teacher or whoever's in that class. >> Give the teacher the phone number. The kid can dial it out. So >> you're not going to

108give the kid a code to >> Well, I'm saying the teacher can punch a code in and hand the phone to the kid to dial out on. >> Oh, okay. >> That that that feature. >> True. >> But if we just added an extra phone station, >> then it would make it easy that that's just the students destination of like if you need to make a phone call. >> So the problem with that is, and I'm going to be honest with you, was who's calling 911, who who's d, you know, and who's doing the prank calls. And >> we've had that in the past in the hallways. So if they need to use a phone, they either they need they got to be accompanied by an adult. So they go to the main office. Proctor

109has a thousand offices in there and every classroom has an outside line that they could dial out on. >> So we know that the governor dumped this on us and it is a new policy. Can I request that we keep anecdotal data about wait times through the cell phone lines at the beginning and at the end of the day and things along that line so that as that gets reported to the board we can try to with the administration in committee redevelop some of the uh issues that may arise. Hopefully no issues do arise, but if they do, we can work that out because we'll have that continuous flow of anecdotal data. >> So, what we'll be doing is progress monitoring. Like with any initiative what we're doing, we're going to be there first day

110of school assessing the system. There's two things that need to to occur. Number one, we're building a system that's not person dependent so that exerson's absent, the system itself and conveyor belt still works. That's number one. Two, we're also going to look immediately to see what we've learned from this because part of it is we need to train students how to engage in the new process. And then the other part of it is we need to look for areas where the process may be deficient. So to your point, we'll do that progress monitoring. We'll provide a um an update on the status of that and how it's working. I think at Proctor, that's will be where we'll really be looking at that the most. I think it'll be um a lot more simpler at the

111elementary and secondary levels, but Proctor, we know that we'll have a lot of tensions there and we'll progress monitoring. >> I just have a question quickly on what you just said. So, you say we're going to monitor it, right? So that if someone's not there, it's a system that still works like a conveyor belt, but they have to check in, right? So, they're they get the bag, they have to check in, it has to be scanned, and then their ID has to be scanned before it go. So, it really isn't a system that can handle without someone being there. It isn't a selfreigning. That's not what he's I I believe that's not what he where he was going with that. He was saying that, >> you know, so and so is the phone person. That's

112the only person that can handle the phones. >> They're trying to make it so that it's interchangeable parts. I I >> I I I think that >> um this is going to be a little more than something simple, >> a lot more. And I don't know what it's going to look like the first few days or months of school when it when we're everybody's got to come in and drop their phones off. >> But all the district all the districts are going through this. It's not not just >> I'm not saying we, you know, we have a we have a school that has like >> whatever 3,000 kids in it and it's a different situation. So, if if you're somebody that drives to school, for example, you may want to leave your phone in your

113car. >> Yes. >> Um, you know, and or not bring it to school at all, depending. You know, kind of go 80s on it. You know what I mean? Going to school without your phone. Um, >> what are the 80s? >> That's right. >> I think they're going to be passing notes again. I'm looking for the comeback. >> I'm looking forward to it. >> Okay. One more. One more. One more quick. >> Yeah. One more quick question in addition to that something like and I can't remember what the feature was that we had previously that all the teachers had access to. So right at work we have Microsoft Teams that you can easily just chat back and forth. We know that we had one that was functioning with is that something now that we could

114kind of bring back this way if there is something we also don't want to promote right we're trying to make our teachers same thing we don't want our teachers on the cell phone so Microsoft teams is a quick way to communicate >> messenger there's a chat there's a chat feature that it can be enabled into the system that we're currently using in 365 >> yeah I mean it's just it's a it's a huge asset at at our work so we rely on it greatly so I just Especially with communication. If this is something in a quick shout that teachers could get back and you know let someone know if there's an emergency >> feature is already there. It's just got to be turned on. >> Yeah. I know that we had it years ago. So

115if we could now look at >> Yes. >> off. >> Yeah. Turning it back on now that we're >> add that to the agenda for tomorrow's meeting. >> Thank you. >> Times the meeting. Oh, >> any other uh any other new business? >> Got a resolution I have to read here. >> Oh, yes, sir. >> Uh and this resolution reads, "The board of education hereby resolves to delegate to the board president and vice president in his absence. the authority to gather information for the board to fulfill board oversight obligations and to communicate on behalf of the full board in connection with the same dated August 12th, 2025. Need a motion to adopt that >> and a second? >> Second. Okay. Any discussion? All in favor? >> Opposed? Motion carries. >> Have a resolution. I have

116a motion to adopt a resolution which reads, "Whereas the board reviewed and approved of a memorandum relating to personnel matters dated July 18th, 2025. And whereas the board reviewed a response to that memorandum dated July 29th, 2025. And whereas the board wishes to affirm its agreement with the substance of its July 18th, 2025 memorandum. Now therefore be it resolved by the board of education of the Udica City School District as follows. One, the board hereby affirms its agreement with the substance of its July 18th, 2025 memorandum, declines the request to rescend the same, and directs the employee who was the subject of the July 18th, 2025 memorandum to sign the July 18th, 2025 memorandum and return a signed copy of the same to the board by no later than August 15, 2025. to this resolution

117shall take effect immediately dated August 12th, 2025. >> Need a second. >> Move it. >> Second. >> All in favor? >> I opposed. Motion carries. >> I have a motion for resolution um from the board. Whereas the board reviewed and approved of the terms of proposed consulting agreement with an effective date of July 16, 2025, herein after referred to as the consulting agreement during its July 20th, 2025 board meeting. And whereas the employee who made the allegations, herein referred to as a complaintant that resulted in the consulting agreement was asked to participate in an interview by the consultant, herein referred to as the consultant conducting the investigation provided for by the consultant agreement. And whereas the complaintant has declined to be interviewed by the consultant unless the complaintant is accompanied by the complaintant's personal attorney

118do during any such interview. And whereas the consultant has been seeking to interview the complaintant without the complaintant's personal attorney at present. And whereas the board wishes for the investigation provided for by the consulting agreement to be completed in as expedious a manner as possible. Now therefore be it resolved by the board of education of the Udica City School District as follows. One, the board hereby directs the complaintant to meet with the consultant without being accompanied by their personal attorney regarding the allegations that resulted in the consulting agreement and do so no later than a reasonable deadline for doing so as determined by the consultant. Two, this resol resolution shall take place shall take effect immediately. Need a motion? >> Need a motion. Move it. >> Second. All in favor? >> Opposed? Motion carries. Is

119there any other new business? Any communication? >> We need a motion to adjurnn. >> Move it. >> Second. >> All in favor? We are adjourned.