BOE Meeting - June 18, 2025 BOE Special Meeting

001like to call the uh special meeting of the Udica City School District Board of Education to order. Um could we please uh rise to say the pledge of allegiance? Pledge 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, please? >> Mr. Jason Cooper, >> here. >> Mr. Donald, >> here. >> Mr. Joseph Povaka Jr. >> here. >> Mrs. Til here. >> Mr. Braden Nana here. >> Mrs. Danielle Pulla here. And Mr. James Park here. We have a quorum. Taking things out of order, can I have a motion to go into executive session? >> Move it. >> Second. >> All in favor? Oh, I'm sorry. Hang on. Hang on. That's

002to discuss the employment uh uh record of individual people to talk about legal claims. Uh anything else that uh pending litigation um possible labor issues or am I you know labor contract >> or no? >> We need Okay. So collective bargaining. Okay. So based on that, all in favor? >> Opposed? We are in executive session meeting. >> Second. >> All in favor? >> I. >> Okay. I'd like to call I'd like I'd like to call the uh special meeting of the board of education of the city of Udica. um meeting to order. I apologize for starting a little bit late. Our executive session went um a bit over. Could we have everyone stand and say the pledge of >> allegiance? I aliance to the flag of the United States of America and to the republic

003for which it stands. One nation under God, indivisible, with liberty and justice for all. Can the clerk call the role, please? >> Mr. Jason Cooper, >> here. >> Mr. Donald, >> here. >> Mr. Joseph Jr. >> here. >> Mrs. Tamil >> here. >> Mr. Brana >> here. >> Mrs. Danielle Fulla >> here. >> And Mr. James >> here. Okay. wanted to uh read a resolution on behalf of the late Lou Prada who uh was an outstanding teacher in the Udica City School District and um the board of education of the Udica City School District record accords with sorrow the passing of for the former employee Lewis Prada. Mr. Mr. Parata was employed by the Udica City School District for almost 24 years as a social studies teacher. He dedicated his life to helping shape and

004impact the lives of his students beyond the classroom. And the board of education expresses its sincere sympathy to the family of Mr. Prada and that this resolution be saved upon the records of the district. Um Lou was my kids teacher. Um when they were at Proctor, uh he had significant influence on them. Um talked about civics, history, things like that. I don't know if anyone else wants to say anything, but he was what you should be as a teacher. >> Yeah, I had Mr. Prada um in high school. uh he was a great teacher uh better uh person, highly involved in the community and so many things that so many other students and his colleagues would know him for. Um he was extremely involved in uh community civics. He pushed all of his students to

005register to vote was a big initiative that he had. Bringing the paperwork to class uh to get students registered uh to vote and encourage them gave students extra credit to come to board meetings and other community uh events. Um, I would encourage all of our students to follow uh his example and to be uh active members of the community and local politics to make their voice heard both because it's extraordinarily important and in his memory. Um yeah, it's surreal quite frankly that he is not here with us anymore. Um it's just incredibly sad. Uh heart goes out to the family. Um he was just a wonderful teacher. I' I'd also ask that the uh um the flags at the district be uh put half masked for him in his honor. I don't know if we

006need a vote for that or we can just make a request, but >> Okay. So, let's just have a uh moment of silence. And then um >> Yes, sir. >> The resolution I don't believe is actually part of the superintendent report. >> I thought it was. >> So, was it? >> Yeah. >> What page? >> It is. >> What page is that on? >> It was supposed to be uh number three. Well, why don't uh make a motion? >> Unanimous consent motion to adopt the resolution. >> All in favor? >> I. >> Motion carries. Up next on our agenda, there's a couple of uh items regarding our newest board member, Braden Nana. Um he is receiving not one >> two >> but two >> certificates of recognition. Why don't you talk about it Dr. Menz?

007>> Yes. Uh Braden Nan is receiving certificates of recognition for his involvement as an active board member and his involvement with NISBA. Braden's one of the only board members that was uh went with me to New York City this trip to learn more about the um the just NISA's offerings and how we can be a better governance team. So, we look forward to going next year and uh thank you very much for your work, Braden. All right. Y'all can clap for my got to get your picture taken. Braden right here. All right. Okay, we'll step on >> and and to just be fair, those trainings aren't always the most engaging, but I will say Braden definitely uh was attentive, taking notes, and a good student. >> Okay. Okay, next on the agenda but not least

008is the capital project update regarding the ESER funded projects, the CTE edition, the 2024 capital improvement projects, and the f future capital improvement projects. >> Great. Good evening. >> Good evening. >> Hello. >> Sh form here. We'll start with uh the CT edition. Um some progress photos here and actually um we walked through the space yesterday. Is that like doing sound effecting? No. >> Um, >> so uh these these picture these pictures are uh even more advanced um uh than than they are in here. So we continue to make good progress. You can see the exterior um their interior classroom uh which uh we were in this space yesterday and now it is uh filled with equipment uh and supplies uh for the for the students and staff that will be coming uh in the

009fall. Just another you can see the equipment the mill work uh cabinetry starting to starting to populate spaces again making making progress. So um there's even more equipment in there now. You can see the finishes uh on the spaces. These are renovated classrooms uh that will be the um uh construction and electrical uh programs that are in there. budget uh standpoint uh continue to make um progress overall in good shape. You can see this the pending total is working its way down. Uh obviously as work advances, right, the pending and outstanding change orders are going to continue uh to diminish in numbers. Uh so uh overall still in still in good shape um from a budget standpoint. >> I'm sorry I missed that. Did you say that the change orders were going to diminish? >>

010Not in number. continue to be reduced as we advance towards >> Is that because the project will be done by that point? >> Yes. >> It looks so nice. >> And then schedulewise um again really nothing uh new to report here. We're on track um with the renovation space. Uh the addition as we've been saying, right, there's a path forward um in there uh and it'll be a race to the finish line. Uh but within the next um couple weeks, equipment uh will start to uh populate the the addition. >> Any questions on CT? So change orders? >> Yep. I know that they're all already approved by the superintendent. They're under 25,000, but eight change orders and an allowance. Can you explain how those came about? uh each each one of them or there do

011you have >> I mean I would like explanations on all of them particularly I see a CC GC43 >> for $2,185. >> Yep. So uh that one is to add um fire extinguishers uh to uh based on the code compliance drawing. So there was a discrepancy um in the quantity of fire extinguishers that were shown on the architectural floor plan and what was shown on the code compliance drawing. Um so this is the um basically the agreement to provide the required number of fire extinguishers um based on the code compliance draw. >> So the architectural drawing didn't have enough fire extinguishers. Correct. Well, yes, they did not match. Correct. >> Okay. So, how did that happen? >> Hi. As you know, um just coming on to this, I've been doing a lot of digging into

012the project and bring myself up to speed. The code compliance plan showed the correct number of um fire extinguishers located on them. The CAD did not relate that to the auto AutoCAD, which is the same file. So we negotiated with the contractor and were able to keep a low cost on what they were actually providing that was a discrepancy in that we could have forced the the matter and said it showed on the code compliance and and that overruled everything but being in the stage of construction and with the relationship we didn't want to stress that and the contractors been very reasonable with it. So, um, if we want to get into the discussion of the thoughts of errors and emissions, I would love to have a workshop with the district on how budgets are

013created for construction and how they're applied. We have had zero errors on this project. An error is you have a door and it was supposed to be a window. So, that the drawings are incorrect in that way. Omissions. Omissions because we're still human tend to happen. industry standard is two to 3% which would be basically a document set that is 97 to 98%. We have less than 1% as far as the uh noted errors and emissions that we've located so far. So as far as a perfection we're about 99% perfect in our documents which is above the industry standards. So, I'm not too concerned over that, especially when you have almost $6 million uh remaining on the table in the project. We're not saying we want to do that. Your role is the stewards are

014to be able to understand and question that. And um >> what would be industry standard for the amount as a percentage of change orders for a project? >> Well, I can get you that information usually depending on the size and the magnitude because there's other variables. if it's an existing building versus a new versus a hybrid of both. Um, we would typically budget between 5 to 10% for the construction for contingencies. And I think we're currently well under that as far keep in mind all change orders are either designated uh field conditions, discovered conditions that we find, owner requests such as there's program or um curriculum changes that want to be modified as they're discovered during the construction project. errors and then omissions. Um, and we tend to track that pretty well. So, I think

015we're pretty comfortable with where we're standing. I think being under budget as much as we are and with the contractors, we've been able to really negotiate and keep the demeanor between the team effective and productive. Um, but I understand totally because I used to sit in your position. It's like I'm the steward I need to understand. But that's why the voters approve a maximum and that's why we keep it under it. Okay. Um, I don't think I have anything else right now. Again, if anyone ever has any questions about any part of the project, uh, feel free to work through Mr. Ferraro and file and they can get that we can provide that information to you more detail for you. Any other questions on CT? >> No. >> Okay. On the uh May 2024 uh

016$65 million referendum. So, uh good news. We are um through SED and out to bid for the first phase. Uh we have a pre-bid meeting scheduled uh June 24th. Uh and we are um attempting to uh get contracts awarded at the July 22nd meeting. Again, just a reminder, the phase one work is um work at Proctor, Herkimer, Jones, Conkling, the outdoor activity and learning centers uh and then hot water heater replacements uh throughout um uh throughout the district. And then phase two uh of that the projected timeline uh to procure those contracts uh will be out to bid in September uh and look to uh bring contracts for board approval uh at the November 18th meeting and that will basically be the balance of the $65 million uh referendum. >> Quick question on the other

017slide too. So the pool so going back. So, does that mean that we won't really be starting construction to the pool until possibly November? >> Uh, the pool is in phase one. So, September, uh, construction is the scheduled start for the pool. >> I have a question. Um, so is phase two the vestibules? >> Uh, it does include the vestibules. So, the vestibules at Herkimer Jones and Conling are part of phase one. >> So, those So, okay. So, the next slide. So these if if they're not awarded till the November 18th meeting real I mean it's going to be winter so realistically when would these start? >> So these are scheduled throughout 2026 and 2027 >> but like >> there's a combination of summer. Yes. Some of them take place during the school year. Some

018of them take place during the summer. >> Okay. Can we go back to the next slide or the previous slide? Um, for the outdoor learning centers, I know the last meeting we talked about kind of going out of order in a sense that we thought vestibules were going to go first and vice versa. So now it's the outdoor learning centers. So this will be will any of these be started over the summer or not until September? >> Not over the summer. During the fall, September, we will look to start them. And then the change that we made from the original plan was the outdoor learning centers. We're going to extend through to 2027. >> We're going to try and get them wrapped up in 2026. >> Okay. So, nothing is starting this summer that's part

019of this project. >> Any other questions on 65 million? Okay, great. Thank you. Mike, >> the building looked beautiful yesterday. Thank you. It really does. >> Okay, up next, kindergarten registration update. Hi everyone. >> Hello. It was on. Okay. Thank you for having me. I'm happy to have the opportunity tonight to address two of my areas of responsibility as director of early childhood education. Um, one is that I'm going to go through the kindergarten registration process and update and also a UPK update, initiatives, changes, and goals. Okay. So, kindergarten registration. So, the this happens in the elementary buildings starting in the spring of each school year. Um, it is helpful to have children registered and screened before September so we have as much information on numbers and needs of students so that principles can prepare

020to make balanced classes for the fall. I also f focus on making smooth transitions, sharing information and good communication between prek and kindergarten. Um, I was asked to prepare an event in the spring to encourage families to enroll before late summer and the first day of school, which happens often often. We worked on creating a smooth transition from our UPK classes to our kindergarten classes by having our UPK teachers collect kindergarten readiness documentation and what we call red folders and for each of the students and um then they pass those folders along to the kindergarten teachers. We also set up conferences as needed in the spring between UPK teachers and kindergarten teachers so they can have conversations and um share any important information for incoming kindergarteners. After the students are registered, we then schedule them

021for a kindergarten screening so that they can determine any academic or social needs that they may have before coming in September. This takes time and staffing and happens in the spring, summer and even after school has started for the students who register at late late. This year um we implemented a program to have all the students enrolled in our UPK program screened um in their UPK classrooms at the end of the year in order to take some of that burden off of their elementary uh teachers. Okay. love that. Um, I would like um to give you some updates on our universal prek program. Uh, before I update you on our program, I want to take this opportunity to acknowledge the amazing teachers and directors that work hard every single day to have our kids ready

022to learn and grow. If you are able to make it tonight, please stand so we can recognize your hard work and dedication. Carol Felledo is the director at Notre Dame with Caitlyn Thank you so much. Jane Domain is the director at the Bowman House and Beliravich, Miss B. And Moren Salmon Salamini, she and uh Miss B are at the Oban House. We have uh Kathy Bindy and Brandy Kissner from North North Utica Community Center and Elizabeth Street Neighborhood Center and Britney Austin from Calvary for MVCAA. So, thank you all for coming and I appreciate all you do. [Applause] Okay, so right now this is our our current model. Um, our UPK program is grant-f funded. Our UPK teachers are employed by the agencies and we provide all the curriculum, instruction, resources, and supports that they

023may need. The Udica City School District contracts with five agencies to run our UPK classrooms. Head Start Neighborhood Center, Theo Bowman House, and Notre Dame. um North Utica Community Center and Neighborhood Center will be combining next year, so we'll be having four technically. Um within those agencies, we have classrooms in nine different sites around the city. Uh three of our classrooms are housed in our UDICA elementary school buildings. In addition to contracting with the agencies, we also contract with Perch Place Consulting. I'd like to recognize Robin Robinson, the CEO of Purge Place, who contracts with many schools in the area, supporting preK classrooms in our region. There's Robin. So, all those first place contracts that you guys see, Robin is behind them all. So, thank you, Robin. She created the R4K ready for kindergarten program

024that we have adopted here in Utica. She has also helped hire our academic coach, a family school navigator, a behavior specialist, and additional support staff. I've included more detailed information in your packets there um that I handed out to you. Thank you, Robin, for all you do for us here in Udica. >> It's a pleasure. >> Thank you. [Applause] Okay. So, I'd like to take a couple of minutes to recap where we've been and where we are headed. Um, there are two main areas we are focusing on as we build a UPK program that provides the best experience possible for our youngest learners. The first area is importance is of importance is implementing and supporting consistent standards, curriculum and supports across the agencies and classrooms. The second is increasing enrollment as we can't make a

025difference with our students if they are not attending our awesome programs. >> Can I ask a question about that? Mhm. >> Um, one of the things I wanted to mention is we'd like to get a photo of all of our prek people here >> with us because I think that at least from my perspective and I'm sure some of the board shares my view, you guys are extremely important >> the building blocks to our young learners. >> Absolutely. My question is what is is there is there a maximum number of children that can attend prek in the UDICA district? Do we have a max or will can we take anybody and everybody that applies? >> We do have a max. So we um every year we get a number of um from the state how

026many students will be we can fund um through how much UPK grant >> how how many is that the >> um coming up? >> How many are we allowed to have? >> Yeah. Uh, I'd have to look at it, but it's um Do you know that off the H? No, I think >> No, because it's different between the full day and >> Yeah, you get so much money for half day students and so much money for full day students. Um, and so in the beginning of the year, you get a big number like it's three million and something thousands and that's the highest we can go. We never reached that because we trying to enroll as much as possible. But then in March, uh, we have beds day. So they take that number in March.

027>> You said beds day. >> It's for UPK beds day. Yeah. It's whoever is enrolled on that day. This year was March 13th. That is the final amount of money that you receive from the state. >> Okay. So, do we have what is the percentage of children that attend UPK whether it's full day or half day >> versus the number of children that are attending our kindergarten? >> So, >> are there more people attending kindergarten that are that are participating? >> Absolutely. Okay. >> Yes. Absolutely. >> And what is the What prevents us from expanding the number of people or the number of children that are attending prek? Since prek is probably one of the strongest things, weapons that we have >> to improve reading performance as kids move in move up in in their

028grades. Yeah. Is that Is that correct? >> Yes. >> So, what's% what's what's preventing us >> from expanding? >> Well, I actually I'm going to get to that >> in my next one. You want to wait one second and I'll get there? Okay. >> Uh but that those are all very good questions and that's why we're here because we want to get as many students as we possibly can ready for kindergarten. And um my main mission at the last two years is that when that kindergartener comes to Udica kindergarten, the UPK student will stand out that that our kids that are coming from these guys here, they will see those students and say that student must have went to Notre Dame, the Bowman House because we are really focusing on on getting our students there

029number one and once they are there doing everything we can to make them school ready. So I'll I'm going to answer your question and then if once I do that part if you still have questions then I can answer that too. Okay. All right. So the first part of that is curriculum alignment and equity. So the initiatives that I've been implementing regarding curriculum alignment is that we adopted a unified curriculum. The creative curriculum and foundations are the two two curriculums that we created. Those are in every single classroom in all of our all of our our buildings. Uh we adopted a unified assessment tool in line with our standards called teaching strategies gold. We've provided a wealth of materials and supplemental curriculums that support the implementation of uni of the unified curriculum. uh playful learning

030and lakeshore materials have uh really enhanced our curriculum and um have been really very helpful to our our teachers. We hired an academic coach through Purge Place to guide and support teachers with their implementation of the new curriculum. We compensated teachers for the extra time spent on learning new curriculums and materials as well as diving into hours of professional development. I feel strongly that we need to compensate and reward our teachers for the hard work they do. Since they are not employed by a public school, they do not get some of the benefits that rewards and rewards that the regular public school teachers get. In addition to learning new practices and familiarizing themselves with new materials, our teachers are taking time to analyze data, reflect on student progress, and set instructional goals for individual students

031as well as their classes as a whole. These pictures up here are from our last superintendent conference day. It was a great day, very enlightening day focusing on math instruction and how we can use our new assessment data to inform the prek instruction. Initiatives that I've been implementing to provide equity across agencies and classrooms is that so far in the two years that I've been here is we've added two full day preks, one at Notre Dame and one at the Bowman House. We're looking to add another one hopefully next year at the Bowman House. We moved one class back to an elementary building that was there once and had to be moved out. So, we moved them back into Jones. So, that's very exciting exciting. Um, we hired more assistance to provide equity of the

032student teacher ratio between the agencies. Some agencies have two adults in the room while others had up to four. And so um having another set of hands of prek classroom is extremely helpful for the teachers to focus uh on teaching and learning. Again that's in the the packet a little more detailed information on that. We hired a behavioral specialist to better prepare our students for kindergarten and create a safe and productive learning environment. Okay. Enrollment. Here we go. Mr. Habika. So, enrollment and early child education awareness. So, um I surveyed incoming kindergarten parents last year and um we received a whole array of reasons why those students did not go to our UPK. Um some of those reasons were transportation, the need of full day classes and needs for support students with special needs and

033or behavioral needs. So because of that um you know we hired Perch Place Consulting, we hired a consulting firm to provide a family school navigator that's in Robin's R4K program. That person is going to and has been working with families and communities um to get awareness out there of the importance of early childhood, awareness of our uh programs and um agencies and um making sure that we get the word out there to to enroll as many students, four-year-olds as we possibly can. Um, in that handout there is um two pages of our enrollment efforts that we've made. Um, some that you've heard of before from me uh others uh that we implemented again uh this year, but there are two pages of those. Um, we worked with the refugee center. We had our UPK flyer

034translated into 15 different languages. It's on our website. Um, we've hung flyers, we've sent mailers home, and we have had other events through, um, Purge Place um, and other areas that promote the awareness um, within our elementary schools, after school, and also in the public library. >> Aren't there governmental efforts made sometimes with some of the families? um providing services or agencies that are providing services that we could provide information to those agencies or governments, you know, departments to >> encourage participation in this program. >> Mhm. And then the other thing is I don't exactly know what what the communication is, but the last time that I saw anything that was a communication, it basically was like a purple or red postcard that happened to be on the floor of my porch. um that I

035don't really think attracted any reaction. Um so my question is we have any number of languages that are spoken in our community. So are we trying to explain this information in the languages of the the families and the the parents? >> Yeah. So, the postcard that you received has a QR code on there. Um, we're hoping that when the parents receive that postcard or see flyers or have our family school navigator hold events that they come to that they re they um use the QR code that takes them directly to our website and on that website that's where they can click on the 15 different languages that we had um translated for them. But it's a it's a piece of paper. >> I'm just I'm just asking because like people step on it, they step

036over it, they sweep it up into >> Well, we also have a UPK um open house in August and we do media events for that. We do the mug club. Last year I was on Talk of the Town and those are the kinds of things we have um to to um promote those events. But that's where Robin really has stepped up and really has um had her family school navigator and her staff go into the community to exactly do that to reach out to the different organizations that support the families that may either speak a different language or have certain needs that you know maybe that we can't we can't reach out to. >> I'd like to go 100% of every kid. >> Me too. just because it would help them when they get in

037school, >> right? >> So, I I don't know what we can do to encourage and inform, but it needs to be done. >> What you have to realize is that that's exactly what we want. Um, transportation is a big issue. We don't have any transportation for UPK students. We had three classes. We had one at Conkling, one at Columbus, and one at MLK that a lot of those students were able to walk to those classrooms. I had to leave those classrooms were taken from me to go to special ed. So, we had to move those three classrooms out of our elementary schools and now are in different locations that some parents don't have the transportation to get their students there. Well, just out of curiosity, and again, I'm not I'm just asking, but like >>

038Yeah. >> You put a four-year-old on a bus? >> Absolutely. >> Other districts do it. >> Absolutely. >> The only one They're the only student on the bus, too. >> Um, actually, no. Some some school districts do. The issue is you have to have a car seat for anyone that is 3 years old. So, you can register for UPK as a three-year-old if your birthday is September, October, November. Coming December 1st, when they turn four, they do not need a car seat anymore. So, um that is the the issue there. And um you know, just the fact that and we've we have talked about this many times with um Mr. Ferraro and and um previous superintendent and you know that's just a barrier that we've been trying to figure out but it's just a tough

039one >> and like if you're so my children I'll just give an example attended a licensed daycare because I need 12 months so that it's not considered UPK correct because it was like an at home >> daycare so that I mean I know that's another issue >> right there's also the JCC there's a lot of different the >> and do those count in our numbers currently I was going to say cuz we just got a pupil count and it's a little over 400 that attended >> Yeah. >> our >> So those students have to pay for pre preschool or prek. Um anyone that lives in the UDICA city, >> they can go to any of our agencies free of charge. >> So So basically basically at this point we have li we we are limited

040by space and transportation. >> Not necessarily space. the the um location of the space is >> well that's what I mean I mean if if it >> it's space and >> there's a multiple of there there's definitely a lot of barriers >> so what are they >> they are lack of transportation >> teacher retention because our teachers work really hard and they don't have the benefits of public school teachers and so we lose There's a lot of great teachers to go into the public school. Um, so that's a big one. Uh, right now, uh, we do even have some uncertified teachers because it's just so difficult for us to get teachers and we can't increase enrollment if we don't have teachers. So, it's it's there's a lot of things that it's a a lot of

041layers. >> Can you give us a breakdown? Um, and maybe you might not know, but they do like half day, full day, and then after care. So, I know like do like because I think hours are a huge barrier. >> So, not Yeah, that's right in the registration packet, but I can definitely get that for you. Um, and on our website, but Notre Dame has two full day, one half neighborhood >> a full day like Thea Bowman has right. They go into the evening is am I right in saying that? They go to five or six. >> Holly, do you That's child care. That's not UPK. >> Okay. So, it's not you're not able to wrap around because at Notre Dame can they save for afterare >> and they pay for it, >> right? But

042they but >> Yeah. So, that's not something that I um that we fund. >> No. No, I know that. I'm saying because that's another barrier. >> It is another barrier. >> Hiccups. Absolutely. That's definitely another barrier. Yeah. >> I would say too though, right? UPK is always one of those tricky issues. We know academically speaking, the students that attend UPK, what they get out of it, and the results that we're going to see when they start kindergarten, they're going to be more advanced. And we have seen all the efforts that you've made in the past two years. Like you might get a player Joe and just ignore it, but it's because you're I'm not a parent, right? So it doesn't give it to your daughter, but give it to your daughter, >> but it doesn't

043directly affect you. Just like you get other stuff in the mail, it doesn't. So you might dismiss it, but somebody at home gets that, right? So they are all different aspects of getting that word out. It's just the parent and you do have right transportation. You do have the half day issues. >> Some parents just choose not to send their kids. Correct. >> And that's a big one too. We've, you know, we've talked to parents and just culturally or whatever their reason being that they just would prefer them to stay home with them until kindergarten. And that's my job and our job is just to communicate the importance of early childhood education. We need to get these kids in prek. We need to get 100%. I agree with you. >> I just don't want it

044to be be misconstrued. I am not being critical. I am being ultra conser ultra conserv I'm I'm I'm looking to do everything I can to >> try to block or to unblock whatever pathways. And just for the record, I am a parent and a grandparent. >> Tal. >> No, I meant right now. Right. Like if I get right now, >> right? My kids are older. So if I get the UPK, it doesn't affect me. So yes, it's something I'm going to see in the mail and be like, "Okay, well, right." >> I understand. I just want to make sure if there's some additional things that we can do to draw the attention. And frankly, what I mean, again, I'm just saying this. If there's some cultural, you know, differences or barriers, if somebody decided to

045go ahead and do it and found out that there was a benefit, perhaps they could advocate as well. >> Well, I remember last year when you partnered with the refugee center, too, and I thought, sorry, Jan, and I thought that that was fantastic. So, that was a great step in that direction. Sorry. Go ahead, Mr. Paul. Are you able to quantify uh the impact in the reading and math scores from kids that attend UPK and the kids that do not? >> Yeah. Well, that's that's my charge really. >> And and and I asked that question because I know that's going to help recruitment. >> Yeah. >> For those that are maybe on the fence and wavering, they don't have a concern with transportation. uh and we do have the uh the teachers that are there

046to teach. >> Um I think if we can get that out as part of our message >> uh that will help us uh grow the UPK program. Also I have a question uh for teacher retention. Have we thought about partnering with our local uh colleges, MB, uh Yuka University, and their education programs to kind of hopefully get some of those future teachers uh to help in some of those locations when they've got that time uh in the UK program. >> Yes. And we do have some of the um college students come and go into their classrooms and help. So yes, I do partner with Udica College uh and NBCC, >> Dr. Spencer, >> but that's a great idea with you. I think getting the data out there and showing the improvements and that's why I've

047been so focused on curriculum because, you know, my charge is to have these students reading. They need to read. They need to read by grade three and it starts here. It actually starts at birth, uh not at four years old. So that's why, you know, it's very important for me to support the teachers, give them as much professional development as they possibly can, give them the cre the resources and tools they need so that they see progress with their students. Um, and I will tell you I am aligning the UPK curriculum with our kindergarten curriculum. And I'm working hard with the kindergarten teachers to do just that so that they are continuing to use what they've learned in UPK and move them into kindergarten. We use foundations right now in UPK, which is a great

048phonics-based curriculum. And I think that they the students from last year to this year have really soared with their letter recognition, their letter sounds, and really understanding um phmic awareness and language. And that's what a lot of these students are lacking. They're lacking the language, the vocabulary. So those are the things that we're really focusing on to get that data up. And absolutely, we actually at our superintendent's conference day, that's what we focused half of the day on. The first half was math instruction and our new curriculum and how we're going to use those resources to support our our students. But the other half was how are we using our data to inform our instruction and how are we analyzing our data to see where the gaps are with our students and how are we

049going to close those gaps. So, that's exactly what we're working on. Are we also making our families aware of what that assessment is going to look like for the kids? So, even if you can't get your kids to the UPK program, um these are what we're looking at. This is what they'll need to know going into kindergarten. Uh and you can kind of support that or or help that while you're home if your kid isn't going, but if they are part of it, this is where we want to get them uh prior to them going uh into kindergarten. >> Absolutely. and they need to know that because many parents >> they don't know what they don't know. >> Um so that's why um what I did this year was I created um I with our

050grant money um every UPK student and any student that comes to one of our events will go home with a backpack that has it has parent activities. It has letters. It has numbers. It has patterns. It's those early preschool things that they can take home. So, everybody's going to be getting that. Um, and my charge is to get as many books in these students hands as possible, which is a great segue for my next slide. All right. So, here's the enrollment. I got to find out where I am now. Um, Dolly Parton Imagination Library was something also Perch Place was so great to help us um with that initiative. And just this past year, there's over 10,000 books that were mailed to kids age 1 to four in Udica, which is amazing. Um so we

051have identified 568 four year olds, 146 three-year-olds, 116 2y olds and 185 um birth to one year old. So that goes to your point. I mean this does not start at four years old. We need to get the awareness out there. We need to get books in their hands. We need to educate our parents and and just constantly reinforce the importance of early education. All right. Um, and again, that's in their handout of those efforts that we've made. Uh, re-evaluation and planning moving forward. We hired a new FSN with a new model to better fit Udica's needs. um for our family school navigator to emphasize enrollment as a priority. Exploring options for expanding services at the current agencies to try and overcome obstacles like needing more full days, prek and needing more full day preks

052and transportation. Looking at how we can use current partnerships for outreach. Um we're going to work closely with the parent liaison in our elementary schools. Um we have been already. We're going to take it to another level and really try and and get those siblings of students that are already enrolled in Udica. Um we're looking at new partnerships that we can create and exploring ways to expand community awareness and education. I want to thank you all again for the opportunity to share with you um what has been happening in our early childhood education department and thank you again to all the amazing teachers and staff that make it possible. So, thanks for coming. >> Thank you. [Applause] I we want to get a picture, but I do have one more question. So, registration, if anybody

053wants to register their child for the Yuka City School District for kindergarten, and now it's summertime. What What are we telling them? >> I had two different kindergarten events. Yes. >> I had one last year and then I had one this year. Let me turn the microphone on. So, um I tried it a couple of different ways. The event is to provide awareness. After that event is over, the kindergart the registration for kindergarten or any other student in the district happens at the buildings, okay? At their home school buildings. >> So, we're trying to figure it out. We have a committee to put together um for this summer because I tried it a couple of different ways and we had a couple of hiccups because if there is a child that's that h is in

054a family that speaks another language in the home, the ENL department has to call that family and schedule an interview. >> Okay. So last year I didn't realize that and I'm like oh I'm going to help it out. I'm going to give every UPK student a registration packet and it'll be great. Well, Sharon Aigian, >> yeah, >> was like, >> it's not good. So, so I made sure she was definitely a part of that process and also special education. Special education also has to go through the special ed office, not through the buildings. So, it's very difficult to have a registration event where you actually do registering because you have to have the ENL coaches and the special ed department there in order to navigate that. So, this year I did have it at Conkling

055where the ENL coaches are held and we had amazing coaches, but it was so successful that we couldn't handle the the traffic. It was just too many people. So, we're we have a committee that's going to meet this summer to figure out the best way to do that event. But after the event, the registration goes back into the schools. >> So, they should go to their closest building. But they're not all open all summer, so they just call or >> That's a good question. And >> isn't one building open all year? >> Isn't Conkling open all year? >> I think it's >> Yes, we have we have one communication goes out to the parents. We have one location where parents can go to register their children during the summer. It will be at Columbus this

056year because Conkling is under construction. >> Okay. So typically our family welcome center is a conkling. That's where all of our ENL staff are. So during the summertime that's the location that we use. But again this summer it's going to be a Columbus due to the >> Okay. So we just got to communicate that throughout the summer for anybody. Okay. >> I have one question. I think this might be actually for Dr. Spencer. Mr. Fouchy. Do we have a way of disagregating data across all like our testing scores for like in high school based on whether the student had participated in a UPK program or not? >> So this year one of the things that was provided to the board was the key performance indicators which gave a holistic overview of the district level data

057from an academic standpoint by race, class, gender inequities etc. That's a baseline data. That level of program and statistical analysis when we're comparing groups, we're talking about an independent samples t test and we're looking at the meanings of those groups. We're not at that level yet as an organization. We're working on our facility with data moving forward. So right now with the what the board has been provided with in addition to the reading scores is the benchmark key performance indicator uh data which speaks to our um achievement on the to state barometers moving forward. The hope is that with our newly uh installed family and community engagement department that we can then to uh further delve into those metrics and do that level of statistical analysis when you're comparing means across different groups and populations.

058So like sometime in the future we might be able to see the same way that like you can see uh based on like uh race, demographic or uh economic status we might be able to see eventually. I'm not asking next year but like that's something maybe we might be able to see later. Right now and what you'll find in education is descriptive statistics when we're looking based on the category. When we're talking about how someone performs based on any particular membership and or treatment for any program, you're now talking about inferial statistics where we're looking at how they infer to a larger population. That level of analysis is not where we are, but we can move there in the future. some systems I know we're aware of some in the DMV that have employed uh

059the quant uh quantitative researchers that do that level of analysis to really see the impact of the treatment long term. But right now which was provided to the board was the key performance indicators as a baseline of where we are as we look to build out our instructional benchmarks for the subsequent years. So long story short, it's a step in progress. That's a leap years from where we are moving towards >> schedule. Okay. All right. Come on. [Music] You look great. You look great. [Music] deal. Look [Applause] >> you guys are so important. Let us know more. >> Thank you. >> Okay, >> that was a wonderful illuminating >> presentation presentation. >> Up next is the red program update. >> Good evening, Trina. >> Good evening. That's hard to follow. That was great. So, the

060RED program, I'm going to jump right into it. The RED program was established as a direct response to feedback that the district received. When Dr. Spence arrived, his first 100 days, he conducted those four town hall meetings, put out that climate survey, and he met with local and county executives. The feedback that we received, we heard loud and clear, was that we really needed some sort of afterchool programming for our elementary kids. It was an area that we were lacking in our district. So, we put together this pilot program that launched on January 27th and ended last week um very successfully. We had a great run for our first four and a half months. when the key performance indicator uh handbook was just released recently, it the data in there further reinforced the need for

061additional supplemental supports for our kids, especially at our younger level at the elementary level. So, when Dr. Spence first kind of rolled this idea um out to us, he was very uh clear in his vision of what he wanted this program to be. I actually took this line from his very first email that he sent to the admin team because he knew exactly the vision um that we would provide supplemental programming after school that would support kids academically. It would support kids social emotionally. It would help support improved attendance in school. It would help kids engage and connect at school with school with people in the school. um and overall help their development overall general development of our kids. So that was the initial um objective of the program. Whoops. He also uh tasked us

062with putting together some metrics to evaluate the impact that this program had on our kids. So we have a wonderful intern that's working right now with us in the district and she put together um a data collection spreadsheet uh daily attendance but also data collection and when we met to kind of talk about what would we want to measure uh some of the objectives are to improve academics attendance and social emotional growth of our kids. So we decided to look at those three areas. So for attendance, the building principles and their teams in this data collection form um are tracking uh missed days of school from marking periods one and two to miss days of school and marking periods three and four for kids who are enrolled in the program to see if attendance did

063in fact improve um through their involvement with RED. For academics, we're looking at two things. So, it's the average of ELA and math report card grades from marking periods 1 and two as compared to the average of ELA and math report card grades from marking periods three and four to see if there's growth there with report cards. Um, and then I Ready scores. We're comparing last year's uh scores from diagnostic 2 to three, that growth to this year's I Ready Diagnostic 2 and three scores. And then we're looking at office discipline referrals um with the idea that if kids are if we're strengthening their social emotional growth that we're going to see fewer um referrals to the office. That data won't be ready and available until early July. It's fairly time consuming um to input.

064School hasn't ended yet. So when school ends, the principles are going to need a good week or so. If you have 70 kids in the building, every single score, every data point is hand you're hand looking it up and hand inputting it and then we'll need time to analyze it. But we are excited to get that when it's all done and completed. And just one last point. So when we do analyze that data, RED is one layer of our MTSS framework. Um there's others listed there, other interventions and supports that the district already has in place. one of those ELT is happening simultaneously to RED and some of our kids are attending both. So while we're hoping that we can make a direct correlation between the impact of RED on these different metrics, um there

065may be other factors that are influencing that, you know, so we're hoping that as a full picture, all of these interventions we're putting in place are supporting our kids and their development. the enrollment. When I presented to you in March, at the end of March, we've gone up 80 students since then, um 80 kids came off the weight list, which was great. Right now, about 13 and 12% of our total elementary population is participating in RED in some capacity. >> What was that percentage? >> 13 and a half% of our elementary students are in the RED program. >> Do you have a weight list? on average total >> I didn't check it for this presentation when I last looked um every school but King still had a weight list but they pulled in another 80

066kids that weight list has definitely decreased. >> Can you go back? >> Sure. >> Can you just go back one slide? So like ideally base it right a lot of this probably comes on staffing because that's the biggest thing >> it is. So the schools that have perhaps a lower enrollment, they may not have had as many teachers um signed up to work the program. King um Miss Sakura at King, the whole staff has like embraced this program. I don't want to say that 100% of her staff is working, but she's got close to full participation. So they were able to accommodate and they've gotten very clever and creative, too, I think, in how they're servicing all those students. Um, Jones is pretty close behind her >> because I know like General Herkimer always seems

067to like that, you know, it's like, "Oh, my kids on the wait list." And it always seems to be General Herkimer. So, I'm sure it's more of a staffing it >> thing, but ideally, I would think we would want more students participating in this cuz 13% while it's great. I mean, honestly, to have them with 700 kids is incredible. I would think that, you know, we would want to get those numbers higher. Our goal is definitely to expand. You know, this was our first run with it. Um, and we've grown it since January, but the hope is to grow it even more over time. >> Yeah. And just just along that point, just as a reminder, this program was an unbudgeted request that was asked that that we had asked the team to organize our

068efforts to implement and we were very intentional with understanding that this would be a pilot year. The pilot year served a a couple of purposes. one to address the s systemic and enduring issues with academic achievement that has typically plagues urban districts throughout the state including Udica to the systemic and enduring but along the same lines to work out the logistics in this time period so that we could use this feedback to then improve it this the uh program in perpetuity. So what the team is outlining here is this is the work that has occurred and there are lessons that we've learned in order to improve it to make it more sustainable and to make it more impactful. But again this was something that um was happened mid year and again I'm just going to

069wait till the end but I just want to applaud you all for your work to get it done as well as the teachers, faculty, staff, students and parents who believed in this program because it has it was a pilot. Thank you. Uh the next two slides are just a review in case anybody missed um the March presentation. The schedule all of the buildings are following a similar uh universal schedule. The first hour after school is our academic power hour. So whether a student is not in red and they're staying for ELT or if a student is in red, everybody in that building is doing academics for the first hour. Uh about 4:15ish is when they switch and they do the fun engagement activities and then they receive their meal and dismissal between 5:30 and 6.

070So they eat around 5:30 and start to get ready to go at 6:00. Um the academic sport and engagement activities again it's a review. >> Could I just ask you a question about that? >> Okay. So we have 700 kids spread throughout a number of schools. Um, what's the breakdown on grades, grade levels? >> That's a good question, which I don't know off the top of my head. I would have to go back and look. >> Okay. And then when you talk about extended learning, because that's what you're talking about there, right? That's what we call the or is that the same thing? Is that No, but is that like the same thing as academic enrichment? It's just another word for it. Okay. So, is that done based on each student that's participating or is

071there sort of a like a plan where everybody is working on math or everybody is working on um ELA or science or whatever it happens to be? Y >> how does that exactly work? And then is there a standard that each building is held to in terms of what's being delivered to the children? >> So ELT um has is a program that we've had for a very long time in the district that's funded through our title one funds. It's very targeted. So, ELT um we do do K2 K uh one and two kids in the program, but the original intent was really to use student performance data to identify students where we wanted to help um reinforce skills to kind of bridge that gap and academics. >> Well, I don't want to conflate the two.

072I'm I'm asking you like what are you doing in the RED program? because you have people that are doing the ELT. They there might be somebody there that's doing the ELT that isn't doing the RED program. >> Correct. >> There could be. And there could be kids that are doing both. >> Okay. Y >> which is fine, but my question is what is >> the difference between like ELT and RED? >> No, I want to know what RED is doing in terms of the >> so for the academic hour. >> So it depend it varies by building. homework help is the first priority is making sure that kids if they're staying after school leave that program with no homework in their book bag and then when they come to school the next day I think

073historically in our district you know we've struggled to get kids to complete their homework um you know sometimes there isn't somebody at home that could help them with it uh you know their kids so that's our first and foremost goal is that those kids and through that homework when teachers are assigning homework it is reinforcement of the lesson taught that day so if the tutors or whoever's in a room. It could be a system of care partner. We have TAs that work the program. If it's a teacher that's manning that room, their first priority is to make sure kids get all of that homework done and they're getting kind of that one-on-one help with it. So, they're getting little mini tutoring sessions as they do the reinforcement of the day's lesson. Once that's done, they

074kind of move to more of an academic enrichment. The kids that are in red in that one particular class may not all be from the same grade. It might be a band. It might be a K1 class or a 23 class. So, they're doing more enrichment activities in that academic slot after homework's done. One of our buildings might be doing STEM activities. Another building I heard was doing like a book kind of like a book club where they would read books together to promote reading and then we're doing activities that went with the book. >> Katrina, can I can I just u jump in a little bit? I hate to cut you off. >> The um the variation that exists is in the design of the program. The standard was the benchmark 3 to 15

075to 4:15 hour where we're focusing hitting academics really hard. But because we recognize that all of our beings have a unique school culture and climate, they also have unique leadership needs and needs of the building, we provided within the program structure autonomy for those enacting that program in those specific buildings to uh maintain autonomy on how they enacted. So some might have had knitting, some might have focused on STEM and different things across the buildings. So it wasn't meant to be uh uh the the same across the board in that way. That variation was intentional within its design. >> But that that's for the that's for the >> Second portion. Correct. Right. >> The first portion is each of our building needings need reading support. Right. It it varies for the most part depending on

076the discipline that they're really on that thing. Yeah. >> Well, I mean >> or academic instruction. >> Academic instruction, but you know, reading support is >> I don't care if it's math or reading or whatever it happens to be, but >> we this thing is supposed is designed for to have two components, right? You have sort of the >> activity component, >> social emotional learning, >> right? And then you have the academic >> social academics, right? enrichment. >> Okay. Okay. >> I'm using that new word. >> So, I have a follow-up question to that. When we're talking about the analysis that's going to happen in terms of, you know, judging the efficacy of the program overall, is that also are we also doing the analysis on a building by building level to judge the efficacy

077of the program at each individual building to see which buildings need more support than others? >> We're going to have the data will be by building and then we'll look at it across the board, but it will come by building. Yes. >> How do you know you're comparing apples to apples? Because like for example, if it were my building, everybody would be doing juggling and running around and maybe a couple of uh flashc cards or something. I'm just saying. >> And if it were Dan and if it were Danielle's, it would be, you know, physics and and you know, >> and whatever. But my point is, how do you how do you compare? like how do you how do you compare apples to apples because I mean and I understand there's the cultural thing and

078all that stuff but the the point is like the educational portion of it needs to be or the academic enrichment portion needs to be focused on academic enrichment and enrichment and I would assume that we're saying like reading write writing and arithmetic during that hour, whatever the other stuff is. That's the fun part. Hey kids, do your work. We're going to be doing this over here. I I'm just asking like how are we how are we be able to evaluate? So, we're comparing apples to apples and oranges to oranges. >> It is going to be difficult to judge one or compare one building against another. So, for example, in King where they have huge buyin and everybody's working the program, they're able to almost run an ELT type of targeted program by grade level, by

079class even that a school like perhaps Jefferson or Conkling, some of the schools that don't have some of the schools may only have four teachers total that signed up to work the program. And then they've got some TAs that are helping, they've got systemic care workers that are helping. So in a building, if you only have four teachers perhaps an evening on that night, you're going to have kids that are banded. So you're going to have a K1 group, a two, three group, a four, five group, etc. They all are though with Fidelity doing academics. They are focused on reading, improving reading skills. >> I actually when I went to school, which was back in the dark ages, I was in a split class like second and third graders, fourth and fifth or what? fifth

080and sixth graders. Um I I don't see that as a drawback. I see that as a benefit. Number one. And number two, if MLK has is it was MLK, right? >> Yeah. >> If if MLK has almost everybody in the school doing this thing, ticker tape parade for them, encourage the other people to do something to to meet the standard because that they are the standard bearers. I so I just want to speak. So there's um >> we've opened up the access districtwide so that uh faculty and staff can work within any any um any uh uh school. But I also want to acknowledge that we have asked our teachers mid year without any preparation or planning in these buildings to stay until 6:00. So there may have been challenges. I then this is why

081we applaud those who have enacted this work this year because we recognize that it was a big ask and the district did rise to that challenge. So I just want to salute all parties involved. And then I want to say again I I get the questions but we're really talking about a deep level of program analysis. There are what we call extraneous and confounding variables. So we're not necessarily pairing apples to apples and oranges to oranges at that level. This is why we're doing a high level of descriptive statistics to look at things like what was the participation like attendance, what what was the um the the time on task things at a high level because the level of analysis that we're talking about here, that's where we're going scientific and we're making sure we

082are controlling for variables such as teacher versus whether it was a TA who's instructed them. Was it the teacher of the same discipline? And that's a different type of model and we're going to get there. We have family community engagement coming which is part of that work. But right now to temper expectations we're looking at a high level to see was the program effective from a logistical standpoint from our ability to deliver instruction and expand access to opportunity. And as we move into the subsequent year, next year 2526, we are then going to start tweaking the program to get at exactly what you're talking about, which is par in regards to staffing among the buildings. >> Well, I I I don't want you to mistake that I'm being critical of teachers that aren't participating. I'm

083and and I do understand that this came up, you know, in the middle of the year pilot, >> but the the fact of the matter is that, you know, I think the people that are participating, I they I think they should be commended. Um, and if we have a school that has really been outstanding in terms of its participation, then perhaps um, you know, they should be louded for that. And then the next question that I have is if we're if we have some schools through no fault of their own blah blah blah that can't, you know, can't get the the the participation level up to, you know, up to full max. Why aren't we combining some of the schools so that you know I'm I'm just asking because it eventually we can get to

084par right or is that like I mean am I showing my educational scientist background right now? >> So so we're looking at so of of course transportation would be a challenge if we're busing kids across but right now we're looking at a couple different program structures. I'm sure Trina was going to get there stealing her thunder of to make sure that we have parody in regards to staffing but again this was just a pilot year we might have you know from the survey data we got it seemed to people that people gave us some good recommendations they would like to see the program continue and so I haven't heard you know anything different so we have to look at what's the interest what are the staffing levels and that's the work that we're going to

085do in the summer as we're focused on the academic portion of the organization and the retreat that was discussed We talked about that academic retreat. That's when we're going to start looking at those goals. How many people do we have in this particular building? Do we need to incentivize people to consider going to other locations? But we don't necessarily know as of yet, and we plan on uh sending out a survey just to gauge employee um uh their interest in that. And then we'll have a more of a a codified plan. >> Y Come on, hot boy. Everybody come get some the fuss side. I I know we focus on academics and that's what we're supposed to do as a school, but from the other side of this, I just want to draw attention to

086the fact too when we're looking at efficacy and what's our data points and what does that say? We will never know the kids that we save from making the bad peer relationships that drive them down a bad path. We will never know the kids who don't attempt suicide or complete suicide because of the positive relationships they made with peers or with adults in those uh classrooms in this different setting than a pure academic setting. So when I when we were talking about this the last couple days, it you know I I draw myself I I've lost students you know who you thought how can we have saved that student along the way? What did we do wrong? What did we miss? These are things that we'll never be able to put a value on. ever

087be able to really say how many kids did we impact in what way. Academics, we can we can look at data and try to gauge did this program have that particular impact or was it a combination of these things, but the things that we don't know, the kid that didn't get hit by a car because they were safe in our building. Those are the things that I think are really important about this program as we think about it as well. >> Thanks. >> Thank you. And and I just because I I love this program and I've witnessed it a majority of the schools. I have children that are enrolled in it. I I think all of us share a common goal of keeping the schools open outside of school hours whether even for open gym,

088right? Anything inter murals, clubs, drama club, we've tried to implement as many things as we can from a kindergarten level up. So I I agree with you is you there's some stuff that you're never going to put data to. And I think what I love about this program and I've witnessed is that your child could attend ELT or club um after, you know, after school immediately going to soccer club and then jump right into the red program. They can go to ELT one-on-one with their teacher, jump into the RED program. They can, you know, there's a million possibilities and and I kind of love that. I I' I've witnessed that at General Herkimer. I've popped in um to King and a and a couple other schools and yeah, there are differences that we need to

089um you know close the gap on a little bit so that we're offering all the same services, but it's also very unique to see how everybody runs it based on their needs and and the kids that they're um with all day and they know their students. So, so I trust that. But I do think there needs to be, you know, we can we can fine-tune the structure. But um my kids went from, "Oh my god, you're keeping me to 6:00" to like stomping their feet if I have to pick them up 15 minutes early cuz they and and and I'm not just saying my children alone, but other kids have made new friends. I love the band. I witnessed it at General was like a third and fourth grade loop and they were cooking and

090it it just there's so many more things. academics should always come first, but um I think there's a lot of things that we can't measure um and we won't be able to and we have to kind of be okay with that um because I think they're just as important. >> Beautifully said. Um and the kids that did >> I just want to add something. I think this is the district's chance to provide a holistic approach to education. Um, a lot of times those things that we miss, uh, because we're teaching to a test and we've got those requirements, we don't, you know, our kids don't get. But I think this is an opportunity for much deeper relationships within the buildings with those kids and the staff that they're working with and they're they see on

091a different side because it's not you need to do XYZ because we have this test coming. This is our approach to really wrap our arms around these kids differently. uh and have those deeper connections that Rex was talked about. >> You guys could do the presentation. You all set up perfectly. >> I think when you like witness it, it's >> it's different. Especially around the time of drama clubs or in the elementaryaries like there's kids in red programs later in the evening setting up chairs or putting up a table or and like that is just life skills that's taking direction from, you know, somebody outside of the classroom, right? They're working with the music teacher. they're working with the sixth graders building the set and that was like the little things that I witnessed that

092like there's so much appreciation and I know I'm a drama freak so like part of me was happy that you know to see the kids on the stage even though they weren't acting roles or anything but I think that's the thing like there's scavenger hunts around the building they're seeing other parts and people have really embraced being creative the teachers have gotten really really creative to what they're doing >> the kids are becoming part of a community which was part of the goal you know the the kids are connecting with their school and We're instilling in them that school's a place that's good to be. You know, whether it's after school or next day, during the day, you know, they're building relationships, they're making connections, they're engaging with their school. Um, anything more before I

093go to the slide? >> Well, I just want to say this is an opportunity for us to say thank you to all of the staff >> that do the work because this is outside of their school day. Yes, >> each and every one of them contribute something differently in all of those buildings to enrich our students lives. >> I don't think we can quantify it by saying one school has almost all of them there. Each and every one of them are heroes in this district. >> I agree 100%. Well said. [Applause] Oh, I don't know what I did. I turned it up. >> Presentation's over. I turned it up. >> Oh, there it goes. >> And I will say, um, in some of the buildings, you know, we have some buildings that might be a

094younger staff who've got little kids at home themselves that they need to get home to. Some buildings that might be an older staff. There's a lot of reasons why teachers, it's not that they don't care about the program or the kids. There's a lot of reasons why teachers may not be able to commit um to this program. So, there's no judgments. Uh we love all of our staff. So we did put out a survey in the last month, you know, as the program was drawing to a close to see how people, all of our stakeholders felt about the RED program and it was overwhelmingly positive, high satisfaction rate, especially from the parents. You could tell in the comments uh so there was, you know, multiple choice, but then there were uh free, they could write

095free comments. You could tell who the parents were because they would say things like my my children loved this program. I loved the teachers. I loved the staff. Parents loved this program. So, you know, the original intent um was of starting this program was based off of that feedback that the district received in the fall when Dr. Spence um went through all of his uh town halls and the parents said, "Yes, thank you. Thank you for this." There was a lot of thank yous um in the survey and a lot of please bring this back for next year. Um, almost all respondents were like, "I want this to come back. I hope you're going to bring this back. I hope we're going to keep this." And even requests to expand it. Would you consider doing

096before school? Would you do summer sessions? You know, they really um have loved this initiative. >> Trina, I just want to expand on that just for context because I think that as part of this work as we're working to transform the system, it has been critically important to engage with the community. We spent a lot and when I say we, I mean all of you guys here. We started off the year by doing the town halls, by getting the feedback from parents, from community members and even in the board. You expressed that concern and that interest about having extended learning day and we was able to enact that work. We then took that and then looked at the academic achievement data which led to the development of the key performance indicators and we said we

097realized that we have a problem here and we need to provide a structure to provide that additional support to address again behavioral referrals to social emotional learning. And so what makes this program very special is it wasn't one that just addressed academic achievement for the year and creating new programming, but it also linked the community's needs, the desires, and it has really become a crown jewel for the district based on the correspondence I received just being out in the community and from even talking to some of the internal stakeholders, which is why I applaud you all in the system as a whole because again, we did this shift mid year and it wasn't necessarily bright outside, even darker in the in the winter and so really like this program and I think it's going we're

098going to continue to build out with the feedback that we get. Thank >> and I'm going to I'll jump back so Heather can be our closer. So I'm going to there's only two slides after that and then I'll move back to the budget. So what are our next steps? Um once summer comes, once July comes, our plan is to take all the survey results, the feedback we've been getting from stakeholders since it uh started back at the end of January and that data analysis to start our planning and preparations for the fall of uh 2025. And this the conversation we just had kind of tied into the slide a little bit. So, when I was preparing last night for this presentation, I did a a Google AI search and I typed in um uh tell

099me all of the large school districts in New York State that run an afterchool program with a description. This was just a small sampling. There were dozens more. Almost every big city does run an afterchool program um that's run kind of comparably to ours. When you look at all their descriptions, they're offering academic support. They're offering enrichment activities. They're offering social emotional um activities, you know, with the end goal of trying to um help our students overall. So, we were on the list. UA when you do the search, UDICA now pops up. I was so excited by that. Like our program was there in this whole listing. And to see that our district, if anybody else does a search, we're now part of this list of of districts that offers this afterchool opportunity for kids

100was really exciting to see. So on that, I'm going to turn it over to Heather who's going to talk about this year's budget. I'll be really brief. As Dr. Spence mentioned, it was a pilot program for the second half of the year and when the team put the budget together, you can see the line about 3.2 million. That takes into consideration title one money too. So out of the we're expecting about a $1.8 million in total expenditures um through the end of June. About a third of that is title one money. So actually what's really will be coming from the general fund um is is about 1.2. >> Wow. >> I think those are different numbers than I heard yesterday in the audit and finance committee meeting. So can you tell me what the difference

101is? >> Yes. I think what you heard yesterday was what uh the team is looking to do to expand the program uh for 2526. This is 2425. >> No, I I asked about 2425. So that's why I'm puzzled. >> 1 million for helping your program. >> Should times it by two. No, >> no, no. This was 3 point This is only 3%. >> Well, no. I'm saying this is 1.8. The question that I have, by the way, I was thinking about this. Why are if if the are we taking kids home after the RED program that we wouldn't normally take home by bus because we're just changing the time that they're going home, right? Is there any fin I mean, is there any real change >> in in the in the cost >> more? So

102there's there's there's more there is more stops because we we do uh we don't do corner stops on the red program >> later because it's later, right? Is a stop a run or how does that work? >> So the the run is the route the bus carries one way. So >> typically we have corner stops, >> but on the red program because it's late, we do house stops. So, it takes a little longer, but you know, you're not going to jump off of the corner special. >> I know. >> Is now not a good time to ask. >> So, it's going to it's going to it's going to fluctuate depending on the the number of kids in the building that date also on how long we keep the bus. >> All right. Now, I understand

103why we're attributing it. Okay. Thank you. Yes. So, so I will say one of the uh comments we got back on the survey was from a parent who has twins at home who thanked us for dropping their child off at home because they do live within walking distance of the school. But because of that situation, they couldn't actively get out to get their child home. So, they were so happy that we were offering that support so that their her children could all benefit from her being able to stay home and her other child being able to go to the program. And you just mentioned middle school. I will say we have applied for a grant that would expand into secondary. So fingers crossed that we get something from that. >> And is there something for

104with the high school or is that different? >> So I just I'll just add to that. So we run after similar after school programming at the middle schools and the high school through the 21st century learning program. It's very >> but the kids from middle school and high school being bus the youth bureau that's on us. Do we pay that? >> The one on the rec center the parkway. Proctor >> Proctor JFK and Donovan have buses that get dropped off at the >> Do we provide >> they're leaving at their normal time, >> right? >> So, it's just a stop change, >> but we don't provide any of the food or correct >> faculty. Correct. Not that I know >> because there's like a hundred kids at the youth bureau from like 3 2:30 to

105>> they leave they leave the they leave the secondaries. Yeah. >> And instead of getting dropped at their normal stop, they just get dro dropped off at the >> but that program technically is not ours. >> That's a city program. >> Yes. >> Okay. I just want to add one thing. Um, under food, um, Mike Ferrero applied for supper grant, which, um, the district was successful in receiving. We weren't quite sure what the cost would be, and that that number may change. So, it's not that we lost $20,000 on it. We're just trying to get to about a number, and we're not going to have that probably for a month and a half. Um, and so we just weren't sure where we're going to end up with that. So, you know, some of these like

106under supplies, there were already supplies in classrooms. Sometimes, you know, when they put purchase orders in, it may not have stressed that it was for the RED program. Um but um and finally I just want to mention as it goes back to what you were you know talking to Trina about as it relates to employee participation. You know Dr. Spence wanted to be sure that we captured to make sure that we had enough of a budget uh for a very u vibrant participation. So it's it's not that we really just didn't spend the money. We spent it to as much of participation that we could get. I just was wondering what the boondoggle and um pot holder uh budget was for next year. >> I want to bring back the old school arts and crafts.

107>> Thank you. >> Anybody have any other questions on red? >> Thank you. Thank you. [Applause] Okay, I think that uh gets us through our presentations. We're going to attempt to hopefully adopt the superintendence report. Um I think Braden's list is incomplete. Sorry. >> So, I'm I'm going to I'm going to go down. First of all, you have any Yeah, I'll take your list. Do do you do you want to say anything before we do about your superintendent report? >> No. Aside from that, I'm going to go through that. >> No. No. >> Okay. So, you're recommending the adoption of your superintendent report except for >> Yeah. Um, you're pulling, item 309, S295, P27 on page 37, P27 on page 50, and P27 on page 51. Correct? >> Well, I'm I'm just I'm putting that

108on the record. Okay. I have the list here which will go along to Dr. I do Kathy. And we are also adding pages 90 through 95 which will I will also make a point of giving to Kathy. Okay. In the meantime, my understanding is that we are pulling page three S291 slowly repeat items that he's not recommended. >> He's withdrawing >> with items. Yeah. Do you want him to read them or do I matter? I just need to know what they are. >> He would like to p S 295. >> S95. >> P27 on page 37. >> 37. Which P27? >> S295, by the way, is on page eight. S309 on page 15. [Music] right over here. >> Well, you're pulling there's two P. No, look, there's two P27s. >> I'm not putting them back

109on, but Daniel, >> you're just No, you're pulling the both of them. >> Yeah, >> I just want to make sure. >> Yeah, you that's what you want. So, you're pulling those page 37. >> Yes. >> All of page 37 >> into 38 the top >> into page 38 at the top. Okay. Then page 50. We're pulling that. >> Oh, I'm sorry. No, that >> Oh, yes. >> Right. So, the fourth paragraph on page 50, P27. >> Did you get that, Kathy? >> Yes. >> Okay, we're pulling page 51. >> First paragraph. >> Right. And those are those are the items that are not being recommended. Then Yes, they're not all the items, but those are the items that are not being recommended. >> Then we're pulling pages 55 through >> not yet because we're

110pulling 55 through 61 62. We're pulling pages >> 78 through 81. >> 78 through 81 >> 88. >> Page 88 and 95 >> or 94. >> 94. 94 and 95. >> And you get three and 11. >> I did get three and 11. >> Let me just make sure I had 11. >> I did not get 11. Oh, you're adding water. >> The whole page. >> 11. >> Oh, okay. Page 11. So, with all of those pages being pulled and all of those items not being uh there are they're being withdrawn, you recommend the adoption of the superintendent report. >> That is correct. >> Okay. Can I have a motion? >> Move it. >> Second. >> Okay. Any discussion on the items that are not removed or recommended or withdrawn or pulled? >> None. >>

111Okay. All in favor? >> I >> opposed. The the superintendent report is adopted and at the present time we have two of our principles sitting in the audience. Right. Andrew De Jesus from JFK and Deanna Pashon from Donovan. Could you please stand and be recognized and welcome aboard and we need and we need we need a picture. >> So first let me just let me just the these are my people. I'm very happy that they have that we were able to appoint them. We had a very very rigorous um interview process to which they both performed very very well. We went through the the whole gamut from instructional philosophy to the technical skills. They both came highly recommended from the committee and we are very pleased to welcome them on board because they know that

112they're key to this transformation process. evidenced by all the research from the Wallace Foundation, evidenced by all the work that they have been doing. So, I'm excited. Y gonna make me blush. Um I had my eye on Andrew for a minute and we've had conversation prior, too. So, it's good to just, you know, um be able to see you rise to the occasion and we're excited. So, welcome aboard and let's go. [Applause] >> Come on, Steve. Steve, come up Steve. And >> come on, Steve. Look, >> I'm not sure who else should you come up there. >> Mr. De Jesus writes wonderful parents. >> He does. >> This gives me a run for my money. >> And my daughter always seems to be in the office. >> Now, Miss Andy probably. >> Thank you. Congratulations.

113[Applause] >> Okay. So, now let's go to page three. Can I have a motion? >> Can I have a second? >> Second. >> Any any discussion? >> I have a motion to amend. What? Motion to amend the second operative paragraph of the second bulleted paragraph after now. Therefore, the paragraph reading the board of education hereby authorizes the president of the board. Motion to amend to strike starting with the word presented or the words presented to the board of education through the remainder of the paragraph and to insert the words as finally approved by legal counsel. >> So what the board of education >> it will now read the board of education hereby authorizes the president of the board or the superintendent of schools to enter into the contract on behalf of the school district. in

114substantially the same in substantially the form as finally approved by legal counsel. >> I would agree with that. >> So you're making a motion to or you're second. >> I will second it. All we're saying is that it's really our protocol by the way to have council >> review and approve. It helps it helps everybody. >> I don't even got to vote. >> I know there Okay. >> So motion and second was made. You need to vote. >> Yes. So based on we have to vote on the motion to amend first. All in favor? >> Opposed? That motion carries. Now >> we have to vote on the amended motion. >> Correct. >> Yes. >> All in favor? >> I'd like a roll call vote. >> You want a roll call? >> Oh, never mind. Sorry.

115Go ahead. >> Mr. Cooper. >> Yes. >> Mr. Daws. >> Yes. >> Mr. Hoba Jr. >> Yes. >> Mrs. Tanil New? >> Yes. >> Mr. Braden Nana. >> No. >> Mrs. Danielle Padulla. >> Yes. >> Mr. James Paul. >> Yes. >> Okay. I I'd like to know the reason. >> The reason? >> Yeah. >> Uh have not been satisfied with you on change orders in the current project and therefore I am voting against the >> So you want to change what you're >> Oh, the operative authorization of it needed to be changed regardless authorization was too broad. So you're voting you're voting you're voting against the overall. >> Okay. I'm fine. >> Sorry. I thought I'm with you. I get it. I I got puzzled there for a minute. Okay. >> Um motion. No, we

116don't need to do page eight. >> Okay. I need a motion on page to on page 11. Can I have a motion? >> Second. >> Okay. Any discussion? >> Yes. Um just anformational point that the resolution uh allowing the superintendent to approve uh change orders under $25,000 expires at the end of the school year since resolutions do not carry effect into the next school year. It's not board policy. So that resolution will have to be reconsidered by the board of education at the reorganizational meeting or soon thereafter. And as such, authorization for the superintendent to approve change orders under 25,000 expires at the end of the school year. >> Okay. Anyone else have any comments? I'll call the question. >> I have one. Sorry. When we say end of school year, is that the academic

117calendar? >> June 30th. >> Thank you. >> 11:59. >> Okay. Do we need a roll call vote on this one? All in favor? >> Opposed? >> Carries. >> He went next. >> All righty. >> Oh, he pulled >> 37. >> No, we already pulled that. That was not recommended. 3738 was not recommended. >> So 55 >> or withdrawn I should say. Hold on. Hold on. >> Just want to make sure. >> I believe. >> No. So I could >> 62. >> I think 61 and 62 are 55 through 61 considered. >> Yeah. 55 through 61 can be considered. Yeah. there. Just the top one. >> That's fine. 55 through 61. >> I I also am pulling 61 for bottom half, >> but just Okay, that's a separate matter. I just need the top. >> So,

118I'll move through the top portion of 61. >> Okay. Do you have a second? >> Second. >> Is there any discussion? >> Oh, yeah. I I discussion. >> Okay. So I um prior to approve I would like to table these to to the next meeting and I would like the board to be furnished with all pupil counts for those that are involved in a blog. >> So they go through this list. >> Yeah, we I mean we we went through that exercise of numbering. >> We did it. Yeah, we did a couple years ago. I just want to do it one more time. >> Well, I I think it's I think it's actually something that is good to show the participation in the various clubs because if for example there's a limited number of people

119that are students that are participating in a particular club maybe we need to revisit >> agreed >> the the meeting next week >> next school year because we have no idea what the school council look like >> no I want this year's oh I want this year >> this year I thought I got >> but you know one of we did this like >> years ago, >> you know, we we had a number of clubs that we thought were active but might not have been as active as they should be and we were puzzled as to why. >> So, we just need the numbers. We don't need the names >> and then we could just give it to the next meeting. >> So, I'll make a motion to >> I'll second it. >> I just

120and I just want to be clear like if if it's not a club or student comp, we can just skip over it because I don't know which one students are. I'm assuming like a team leader. >> This only has to do with the This only has to do >> only the clubs. >> This only has to do with the clubs. >> Yes. I just put they're all mixed. So, I just want to make sure. >> But you're not It doesn't affect the middle of page 61 is what I'm saying. >> No, just the top. >> Well, and it doesn't affect the top of page 55. >> The 55 doesn't >> correct. That's correct. >> Okay. So, then we'll take bottom of 61. >> We had a we have a motion in a second. >> I

121thought we did that already. All in favor? >> Opposed? Motion's been the motion's granted. It's tabled. Okay. I need a motion on page the bottom of 61 through >> top of 62. >> Okay. Any discussion? >> I have a discussion in um >> Do you want to table it? Um, >> I want to >> Oh, wait a minute. This is the uh summer camp. >> Yeah. >> What? >> Summer camp. >> I'm talking about at live managers. >> All right. >> I um >> we can't we should address it. >> It's not Yeah. Well, I' I've really I believe that these should be full-time positions. I think we need to look into this. I don't I and I will leave it up to the administration as far as how many but I really believe with

122our growing athletics and our new athletic director and his vision and growing the programs and offering support I would like to see and I don't know I know that there's contractual language but I would like these positions to potentially be considered full-time or I know that they're working both classroom and this so I guess I'm just tableabling this for further discussion in regards to some support to see if this >> so I will say that there's collective bargaining language around that as well as a budgetary impact for this. >> Well, it's something that's an as well that's an aspirational statement, correct? >> What? >> So you I mean it can't be changed for this year. So my point is that's you we're just >> this is 2025 >> because this is the 2526. We already

123have a budget in place. If you wanted to try to do it in 2627 that's fine. >> I'm not I'm sorry. I don't Okay. Okay. We have a budget in place. Fine. Is there restrictions bargaining? Would there have to be reopened to >> Yeah, this stuff is outlined >> because this is stuff we discussed in the budget planning for the athletics department. This is this is >> Steve. Would you provide the history on this position and why it's a 0.5 position or >> Sure. So, these are teachers who also work as athletic managers. It's in the bargaining unit contract. They've been around, this position has been on on the books for >> I mean, I'm losing track of time, but a long time to assist >> at least the athletic manager >> 15 years. >>

124Yes. And actually, they were acting at the capacity of the athletics >> that the athletic >> director was doing back when we did not have an athletic director. But I also looking I I just think this fine if it has to wait a year that's okay. I'm just bringing up my concerns that our athletic department continues to grow as far as a variety of sports being offered. Inter murals, summer camps, different things are being added and I just I think that attention now needs to be given to our athletic department. >> So more closer. What what I will say, I agree with you, is that we've hired a new athletic director and I'll be working with him to to understand what his vision is for athletics and how he's going to grow this program and

125go all of our programs to make sure that they're successful. So, I know that Mr. Patterson has been doing a soft audit of, you know, where strengths and weaknesses are and he'll be presenting that to the superintendent and we'll be passing that on to the board. So, we'll be looking at this fully. >> Okay. Is their class structure the same? So, is their fresh structure the same every year or were they or are they given additional classes this year that they have to teach? And if so, how are they balancing that? >> I'm not familiar with the schedules are not get balanced, you know, state. >> Yeah. So, they have the same number of classes that they've always taught in the past, five classes um with the schedule typically set up so that they have

126periods where they're not teaching at the end of the day so that they can execute the responsibilities of athletic manager. Okay. >> I think if we can look at something like that, right, because it would be interesting to know how many school business days do they tend to take throughout the year, right, to address all of the TVL and all of the needs that they have to go to, right? So then they have to find coverage for those classes. >> So Mr. Doula makes a great point when she's talking about we really do need to look at that and to see if this should be a full-time person to support our athletic director, right? because what else is going into this and are we pulling out other people to cover their classes in order to

127make these things manageable? So, I think it is something that we would like to see. >> Are we saying we're going to get rid of we're thinking about getting rid of two halftimes to create one full-time? >> I I mean, I don't think we can make that decision and I don't know if two full-time positions are if it's supported. I'm not saying that. I think Tina brings up an interesting point too that with the workload like the the class periods I'm just saying like our athletic department is really growing not only like programs are offering but after school activities clubs after school different things so I just I I don't I I can't make that recommendation. I was just wondering >> Mr. Patterson looks like he wants some input. >> Yes. >> Oh sorry. >>

128So what I wanted to say good good evening everyone. What I want to say regarding the athletic managers and talking and discussing with them the workload of them doing a full class schedule along with the athletic manager position is a lot they were looking at talking with Mr. Makosi and Mr. English two classes being taken off. That means that probably be the afternoon that they could do the the program related to uh athletics to support with all those different areas at the middle school and high school level and then teach. That was one of the things that they were looking at. >> Okay. >> Is that how it's done right now? So it's not five classes. >> So now Mr. Fouch that means three classes each for the two of them. Right now the request

129right now they each have five classes each >> talking about getting rid of two they're down to three. Is that what I'm hearing Mr. B? >> Yes sir. >> Okay. >> So I I just want to interject here. We're now discussing uh the employment matter. This is not executive discussion. >> We're discussing particular persons. >> Got we want to go. Yeah. I think we should just go. >> I don't think this has to do with the I'm fine with not >> because we're discussing schedules and we're discussing >> I don't think we're talking about individuals. And we are you just said >> I I understand I do understand but you know he brought that up but my point is >> the statement made by Miss Padulla is aspirational. It will not be affected this year.

130It's in the budget the way it is. The contract is there. >> So all the stuff that we keep doing change orders for that weren't in the budget all this year. We now we can't program that we added the living document that was over program that wasn't >> the difference is that this is contractual things with the union with the UTA >> right >> it's a it's set that way you've got >> I support your aspiration the question is when does it have to be done and can it be done >> okay well I have additional questions so I'd like to table it to the next >> okay >> that that I can have a conversation with back for the freedom. >> And and what we'll do is I'll I'll take that, you know, um

131we'll take that in consideration. I'll sit down with the athletic director and we'll develop a um a plan of action to get to really the goal, the method of how we get to the goal, we will develop and Mr. Patterson will submit to the superintendent and then we will then submit that to the board for review to say this is our plan of action forward. So at this point it's you you want to table the middle of page 61 >> P26. >> Okay. And then >> and I have 6162. I have the bottom um of 61 and the top of 62. >> Okay. Let's let's do a motion to table the middle at this point. >> Okay. So, can I have a motion to table the minute the middle of page 61? >> Move it.

132>> Second. >> Any discussion? All in favor? >> Just do it. >> But the middle of of 61 is for the budgets that's in place now. >> Okay. We're not going to change that. What we want to have is the discussion about the positions. So I I don't know that we want to table this part >> that can go forward because there's nothing we can do about that till next year any >> but we we do need maybe to through the the uh PAC committee or something talk about going forward and if Daniel wants to get involved in it that's fine. I think M was saying she has other questions about >> the general table. >> She just wants to table it till Tuesday night. >> Okay. So, all in favor of tableabling the middle

133of page 61. >> I I Any opposed? Motion carries. Now, we need a motion on the bottom of 61 and the top of 62. Can I have a motion? >> Second. >> Okay. Any discussion? >> Um discussion would just be the process and the development um of how this was executed. How long were the positions posted for and how long were people notified um before they ran? >> All right. What I'll do is I'll defer to both uh chief human resource officer and and uh athletic director Mr. Patterson. Uh sir, can you speak to the length with the uh the when the uh position were posted? I know you produced a memo. I have shared that memo with the board as well, but can you speak to that? >> So I just can you just

134give me one minute. I just want to make sure because I feel like the memo was spec specific, >> not to the summer camps. >> It was. I thought so. Okay. Just give me one moment, please. Um, in the meantime, if Eric wants to talk about the other part of the Were you on this part of this hiring committee? I was not. Okay. >> Eric, can you speak to the process for the position? >> The summer. Okay. >> Were they given proper? How were >> so for the the positions for the summers camp. So, we started really at on the back end late on the positions getting them out. So, I work with Mr. should climat in regarding to getting these positions posted and moving forward. And so she made sure that during the timeline

135that she did for that that we made sure we got the postings out, did the interviews very quickly. We did the interviews in two days. >> When when were they posted? >> 510 to 523 for the majority of them. >> So then we went back and repost after. >> Sir, >> we reposted them because there was an issue in the initial hiring process. for the shoot. >> Uh not in the initial hiring process there because >> initially the posting process >> there was some of them didn't have any applicants. >> Okay. >> So we reposted. >> Okay. So my so Okay, I understand that. So you're basically saying that they were there for >> two to three weeks. >> How long was that that period? >> The second time. 510 to 523. >> Okay, that

136was the second time, right? >> That looks like the first time around. >> Okay. And what about the second time for these particular camp counselors, clinic instructors? >> 618 to 626. Oh, I'm sorry. That's the one that went up today. Yeah, sorry. There was some additions today. >> Um, I'm seeing 510 to 523 for all of the summer camp sports. >> Okay. Is that the appropriate amount of time >> for postings for a position? >> Uh, yeah, that's that's the appropriate amount of time. >> I'm I'm about >> Yeah. Let me just I I wanted to finish my line of questioning. >> Okay. No, no, no, no worries. I mean, let's just >> How many spots did we have open? >> How many does that mean? How many spots? >> How many listings did we

137have? Did we have a listing for every single sport that we offer to offer a summer or is what we see what was offered? Is there anything that was not filled that we couldn't fill? >> So, >> that we're not offering because we couldn't find the coach. >> Wrestling was one. >> I was going to say the wrestling. Yeah, wrestling was one. >> Wrestling was one. >> So, >> is there tennis? >> How did we >> tennis was another one? >> Really? >> How did we decide on which sports were being off? Because I see there's a girl soccer. I don't see a boys soccer. >> So, what we did was in looking at that, we wanted to make it gender equity. So, basically what happened was we decided in the flyer and also going

138out to parents and postings, we put boys and girls. That is why today that we made sure looking at the numbers of parents that have been calling me, I figure that boys soccer and cheer would be two that would be able to put another coach in. So that would cover that because I'm figuring with our sports such as soccer, football, basketball, which are some very big sports and doing my uh lifespace interviews and going around the district and looking at different programs and stuff. I figured those would be some very big sports. I know. >> So there's going to be more than what the ones that are being offered here. I'm going to add I'm going to add a boy a boy another coat for the boys and girls soccer and I'm going to add

139one for cheer >> boys cheer for cheer >> just cheering in general >> for the summer camp. >> Yes, ma'am. >> Wouldn't the Wouldn't it make sense to just have I mean like for example there the softball that's a girl sport, right? >> Yes, sir. >> Okay. So, you don't really need to differentiate but like soccer we have boys and girls. lacrosse. We just have a lacrosse team. No, but we only have a lacrosse team. So, my point is, >> you know what? Why couldn't the Why can't you if you're having a camp, it's all about instruction and whatever it is. So, why does there need to be two separate sections? >> Well, for the big for the sports such as soccer and we wanted to make sure that we cover that and stuff because

140I due to the numbers. I didn't want to have just one coach if we have low numbers. Well, no. You would have multiple coaches, right? >> For for for for different sports. Yes. >> I mean, I would love to have girls lacrosse. You're saying girls wrestling >> and girls wrestling. >> Girls flag football. >> So, were there coaches that applied for positions but were not allowed to have them because they could coach two but could not because it was considered double dipping. Did we have coaches that could have filled other positions but they were already coaching? Let's say let's say cheerleading and the cheerleader wanted to coach cheerleading but then also wanted to coach girls soccer. Were they allowed to coach multiple sports? So I I don't the schedules are set individually by the athletics

141department for each of the programs. Um any allowance or not allowance uh doesn't come from HR for that. Was there overlap in the schedules? >> There is. Yeah, >> there was a little overlap. >> So, there's overlap, right? >> Okay. >> Which and like I like to say this also, I went off of last year's schedule related to how they did the sports as we move forward. If we get post again tennis, get something for different other sports such as wrestling, then I will put that back in. So, it's not something that this year that next year I won't do that. There may be another sport that we could add into the campus as long as we get the individual to do. >> So the interview process or how you select the selection process. >>

142Just the selection process. >> Okay. What was the selection process? >> So individuals would apply for the position. We would interview them. There's a rubric that we do for the interview process. >> What does that rubric involve? >> The rubric is a common rubric that the HR department uses related to the steps. is based off the questions, how the applicant answers those questions and then we based off of the >> So there's a there's a suggested rubric from the HR department for summer camp. >> Yes. Yes. Well, that's for all the processes that >> there is. Yes, sir. >> And who is who does is the committee comprised of? The committee is comprised of myself, my two athletic managers, a principal or an assistant principal, right? And everything that we have for each one of

143those teams. I eventually we're going to start moving it to maybe a parent, a staff member in the building. The reason why we weren't able to get all those different we had nine people that were part of our committee for both the summer and the winter camp uh winter sessions, but we want to make sure we want to include more people. So as we keep moving forward with the committee for the different interviewing for the process that's >> so human resources why why isn't Sarah on that >> so I just if I don't mind I just want to clarify a couple things when Mr. Patterson is talking about the rubric I'm not um an expert in athletics. So the rubric that he's speaking of, it's a it's a standard template that we use as part

144of interview processes for various p um positions throughout the district. So it's it's basically a standard template. The questions I'm not developing, but the process of the rubric, what they look like, and then how the questions are judged or rated, that is something that I did put together. Yes. >> Okay. So it wasn't a coaching I'm not making up coaching questions just like I would make up a carpenter question. >> I understand. So my >> were these in-person interviews? >> Some were in person, some were phone call. >> How how >> do you determine who how do you determine who is interviewed on the phone and who is interviewed in person? So example, we had one candidate who was in Mexico called the interview and stuff and so we couldn't do it in person because

145he was still in Mexico. So we did the phone call and stuff. If individuals were working during the day and they couldn't they couldn't they and they had to during their break they wanted a phone interview. That's how we did the phone. So I gave a choice of in person or phone. The majorities did in person some did flexible in that. How much time did they have for the interview when they were notified that they had to do a phone interview? >> So, for the summer sports, we did between 15 to 20 minutes for the winter. >> No, no, no. How So, when you contacted them to say, "Hey, we're going to set up an interview." How how much time did you give them for that time to either phone in or come in person

146today? >> I usually would I'd ask for their phone number and I would call them. >> How much notice I'm talking? How much notice did you give them prior? >> Was this a couple days? Less than 24 hours? >> Yep. Yep. I gave him a couple days. >> So, it wasn't a 24-hour, it wasn't a phone call, it wasn't a contact on Monday and then on Tuesday they had to be done. >> Okay. Anyone else have any questions about the summer camp? >> So, we're just to be we're getting more summer camp appointments at some point. >> Oh, you mean for next next year? >> No, for this. Yeah, we're gonna have two. That's it. So, Chief Prime put in >> there's a posting that went out today. >> Yeah. >> Um for an additional

147soccer camp coach and also cheerleading as well. >> So, soccer will be open for boys and girls. >> Yes. >> Okay. I just want to make sure >> applications will stay open for parents so they can uh get their scholars in until July 3rd. Okay. All right. >> We started we posted for the flyer appearance on June 9th. >> Do do we have a number of methods of getting the word out to our students and families, >> transpar of of >> I haven't saw the numbers. They're going to give me the numbers uh on the 25th and then we'll look at them and then we'll get them out. >> I would think cuz we ran it last year and so it was really successful. So I would think it's going to be even bigger this

148year from those who learned about it last year at the end. So I would expect that you'll get a you'll get a nice >> and I would suggest I don't know I know this is going to cost money um but printing or some sort of like flyer they can go home with the kids. I know we have a couple days left to school but it seems to be getting better traction. And I know um like softball was handing them out at a softball game or cheer, you know, the cheerleaders, some of the girls had them cuz they come and help. So like if there's any way we can get the piece of paper maybe that's already going out or like something smaller and just black and white for people to at least bring them to

149the athletic um landing page to sign up their >> We should do colored print. >> Okay. >> Any other questions about about this? Any other discussion or we move the question? >> No. >> Okay. So, all in favor? >> I >> opposed. Motion passes. >> Uh, did someone ask for me to pull 71? >> Yes. >> Okay. Need a motion? >> Second. >> Okay. Any any discussion? >> Okay. All in favor? >> Abstain. Motion carries. >> Okay. Top page 78. No, >> I'm sorry. Bottom of page 78, middle to 80 to to page >> 81. >> Need a motion. >> Move it. >> Need a second. >> Okay. Um, >> someone making a motion to table it. >> Yeah, I'm moving to table this. >> Okay. Second. >> Second. >> Any discussion? All in favor?

150Do we need a roll call vote? >> Is there anything that the board would like the administration to clarify in the meantime while we're tableabling this? >> Yes. And I think that that documentation and conversation that we can have when it moves forward. >> Is that everyone in favor of of tableabling it? I >> I Anyone opposed? It's tabled. discussion. >> Page 88. >> Move it. >> Okay. Need a second. >> Second. >> Any comments? >> Yeah. suggestions. Okay, go ahead. >> Was my talk about we need to >> want to do executive? >> Yeah. Can we pop into executive session for a minute? >> Do you are any of the other items? All right. Can I I think the only one left I have is the uh >> before we 94 and 95. >>

151Yes. >> Um so 94. >> So we we already moved 88. So we need a motion to table for a second. >> We need a motion to table it. >> Second. >> Okay. All in favor? >> Opposed? Tabled. Need a motion on the bottom of page 94. Is that what we're asking for? >> 94 and 95. >> 94 into the top >> into the top of 95. Yes. >> I'm Okay. So, are you looking to table that >> motion to table? >> Okay. First, we have to we have to I need a motion. >> Move 94 into >> and page 95. >> Yes. >> You want the whole >> No, actually just to the bottom. Okay. >> No, not to the bottom. I understand. Just below the or just above the bottom. >> Okay. >>

152Correct. 94 twister. >> 94 and 95 except from the last top. >> Yes. >> Okay. >> Second. >> Well, we're moving it to we're moving to table it. >> Consider it. >> Yes. >> Okay. >> Considered. >> All in favor of considering it. >> Okay. Motion to table. I >> Move it. Second. >> Okay. All in favor of tableabling. >> Opposed. Okay. I need a motion on um >> bottom of 95. >> Move it. >> Second. >> Okay. >> Any discussion? >> No discussion. >> All in favor? >> Abstain. >> Okay. So, I think we've covered that. >> Okay. Now I will make a motion to remove page 88 from the table. >> Move it. >> Second. >> Oh, he's >> okay. All in favor? >> I >> take it easy. >> Now I'll give

153you your motion to go into executive session. >> There you go. >> Move it. >> Second. >> All in favor. Five minute recess. I'm getting punchy. >> I think that's the only Brandon. All right. Stop. >> We're not proper. I need a motion to come out of executive session. Move it. >> I need a second. Okay. All in favor? >> Okay. We're out of executive session. Um, and let's see. The next thing on the agenda would be the financial report. Are we >> Ian's not here right now? >> Look, he might be asleep. [Music] >> Uh, I'm I'm here to uh Ian stepped out tonight, so I'm here as his replacement. Um, as it relates to the April statements that you have in your board packet, um, the only thing you may notice is that

154revenues appear to be down a little bit compared to March. In March, we have a huge state revenue check that comes in. Um, so we're right we're right on target. Um, I do want to mention we've begun meeting with Dr. expense on a regular basis once a month as as a a regularly scheduled meeting to review cash flow to ensure that as we move forward with our unrestricted fund balances that we have enough money to advance to school lunch and to capital and to our federal grants when necessary. >> Okay. Anyone have any questions for Heather? >> All right. Thank you. Any continuing business? None. Any new business? >> Yes. I need to make a motion to change the location of the meeting on June 24th from the administration building to Proctor. >> Move it.

155>> Second. Okay. Any discussion? I just wanted to ask that the time of that meeting is >> what time? >> 5:30. >> That's okay. >> 5:30 for the meeting. >> 5:30 on the 24th. >> Yeah. I think I also need I will make a motion to move the location of the public hearings on June 24th which we're >> you're including that in you're including that in your motion. >> Yeah. Do a second motion. We already voted on the other one >> uh to Proctor Auditorium. >> You need a second? >> Second. >> Okay. Any discussion? All in favor? >> I >> Okay, that passes. >> And the next one. >> Do we have a time for that last one? We need to schedule a special >> July 1st. >> Oh, no. >> If I didn't

156say five o'clock for the public hearing, it's 5:00. I meant uh to schedule a special meeting after the reorganization meeting on the first. >> That's the first. So, that's going to be >> Do we have a time for that though? Or just >> What time is the organizational meeting, Kathy? Do you know? >> Six o'clock. Okay. to schedule it directly following the re >> directly following the uh >> the reorganizational meeting. >> no, it has to be after. >> No, no. Can we do the >> reorganizing at 6? >> I don't see why not >> 5:30. >> You want to do it at 5:30? Thank >> the reorganization meeting. >> 5:30. >> At 5:30. >> 5:30. And then you want to do the special right after. Yes, that's correct. >> So, I need a motion

157for that. >> Move it. >> Second. >> And that location will be here. >> Okay. All in favor? >> Opposed? Motion carries. >> Any communication? Tal? >> I'm good for this evening. >> Excellent. Anyone else? >> So, >> okay. >> Um, we're going to skip the third executive session. We need a motion to adjourn. >> Move it. Second. >> All in favor? We are a journey.