Tuesday, January 13, 2026 Board of Education Study Session

001I still let's I think we'll do two. Oh, good. I don't know. >> You're not They're not going to work. This is like >> microscopic. >> I did ask for a digital copy so I could like blow it up on my phone. >> It is. It is a little better. I can read some of it. >> Yeah. Thanks. >> There's still a guy. >> Oh, you print this so we can't read it. The one that you put on the screen was >> it's tin. >> All right. Thank you everybody for being patient. Um, just wanted to let everybody know that we call our meeting to order at 60:04 at the pledge of allegiance and roll call and then we adjourned into executive session at 606 and we adjourned executive session at 6:55 and action was

002taken during the session. Um, okay, moving on to approval of the agenda. Um, any comments on the agenda? We'll be voting on this at next week's meeting. >> Okay. Same thing with the minutes. Any questions on the meetings minutes from the previous meeting? We'll be voting on these at the next minute next meeting as well. Um, communications. I know Scott, you had the state of the state book. >> Yeah. >> Um, put up on our packet. >> Just a quick I listen I listened to it today. There's the governor put out a thing. It was 164 pages of what she's proposing for this year. I added it to Fallon added for me to tonight's agenda. It was seven pages of her proposals about about education. If anybody's interested, you can see it on the board

003meeting website for tonight. >> Uh Mr. Johnson, just on that, uh the business officials asbow New York State ASBO got notification today that we should receive the executive proposal in full on January 20th. So we'll have a good idea as to about where we are with state aid in the executive proposal then. >> Okay. >> For real. >> Usually >> well I I don't know about for real but that's what the message that we got. >> It usually comes out day after the state of the state. >> It's yeah generally around January 15th but uh we got a message today from state ASBO that it would be the 20th. >> This is the election year. Is this the year she's allowed to the governor's allowed to delay it or is it the year after the

004election? >> Uh I don't know recall. I don't remember. >> Doesn't matter. One or the other. >> Which Okay. Um any other communications? >> I did receive something walking through Wegman's. A parent stopped me to say how excited they were that our proposal passed and um they were excited. their kids were in younger grades and they're going to kind of see all that progress and their kids will bear some fruit when they're excited that that passed. And again, thank you to our community for supporting us. >> One other thing, and I don't know where else this is going to fit, so I think I should probably just do it now. Um, as we were talking about before, um, our PTA president at Glendale, Jamie Mancine, um, will be stepping down. she did uh get a

005job somewhere else. So, the family will be relocating. Um the Glendale community, I know, is heartbroken right now. Jamie has done so much for that community, for the staff, for the kids. I'm going to cry if I keep talking, so I'm going to stop. But, um if she is listening tonight, just thank you so much for your advocacy, for your support, and the magic that you have brought to our families. So, >> listen. >> Yes. >> Anything else? All right, moving on. Unfinished business. We have none. So that leads us to the superintendent's report. Thank you, Mr. >> Thank you, Mr. Balante. I'm I'll put it up on the screen. >> Maybe I won't. I'm just waiting on the number. Oh, please try again. It's not even appearing on my list. Had to fix it

006here. Maybe that's what happened. Refresh. >> Want me to see if I can put it up? I will can't even get the um >> well try >> I'm not sure you what I want to do >> we can it all right so uh my apologies uh that this isn't working but I know you have the presentation on your screen and it is uh on the public site if anybody wants to follow um from home I mean, I can. You got Virgil's Apple TV. You try. >> I don't know if it'll go out. >> Oh, wait a minute. Hold on. I got it. No, still not. It's the Apple TV, right? Yeah. Not the Zoom room one. Hold on. I might have it here. Hold on. Oh. >> Okay. Hold on. I might have it here.

007Hold on. Okay. Hold on. It's not going to work on my computer because I'm running it. Try Virgil Zoom Room. >> All right. Wonderful. >> Only had this system for five years. We'll be there. >> We'll get there. We'll get there. >> All right. So, a couple things on the agenda tonight. Uh, grade three uh uh through eight testing results. We wanted to um share those with uh the board. Um we do have an update on our high school course handbook. Um the um chart that you have in front of you is the capital project timeline and want to say uh a special shout out to Mr. Bakawitz and I'll talk about that in a minute. Um so, uh Dr. Wilson uh you are on. Good evening. Thank you for the opportunity to discuss our

008New York State 3 through8 ELA math and science assessments. Joining me in this presentation, I have Dr. Beth Kazakowski, the director of curriculum and instruction with a focus on elementary education and new to our team, Lindseay Harrington, um director of data and um instructional technology. As we dig into this, there are two parts to our presentation. You see, we have our phenomenal principles here joining us tonight. Um, they are here as we start to unpack our overall results. So, there's two parts. This week, we will focus on the overall results. They are here um just as support and then to answer any questions that might be specific, but we really are going to get into the specifics of school by school uh next week and they will be back and actually joining us in this

009presentation. As always, we want to dig into our three goals that are highlighted in our strategic plan. Uh, goal one, uh, teaching and learning, where we really dig into those academic skills and experiential learning with that whole emphasis on student voice. Goal two, future focus, that those real world experiences and really centered around those critical skills um that are needed for every day for every student. And then goal three, whole child here. Making sure that we create an environment that is engaging, welcoming, accepting, and safe. And that's all wrapped up in the relationships and those real world connections. As we dig into this work, we will be looking at our whole area. We do we always do a comparison of of the area. So, we're going to dig into that. But just want to make

010sure you keep in mind that we are all districts are so drastically different. Here in Sweet Home, we celebrate that our district serves a a richly diverse student population representing a wide range of economic uh circumstances, cultural backgrounds, and academ academic readiness. With all those levels wrapped up in our diversity that we have in our district, we really have to focus in on intentional planning, targeted resources, allocations, and differentiated instructional approaches to really ensure that every student has that equitable, equitable access. So keep all of that in mind as we unpack that. I'm going to ask Dr. Kazakowski to join me. You can go on to the next slide in this presentation. Go on to the next slide. So the next couple of slides you'll see the district comparison of proficiency rates and so we

011have them broken up by content area ELA math and science. So this slide is showcasing ELA. So this has there are four levels. Level three is considered proficient. Um and you'll see that Sweet Home has achieved a 45% proficiency rate. This is three through eight for ELA. So, this is a three percentage point increase from last year. >> Um, moving on, looking at again the 3 through8 math um scores, we were at um 49 uh% proficient. Um, and looking at the comparison differences, this is also true in both um math and ELA. If you kind of look those comparison schools, um they're very close. Um so there's really not that large of um like a significant statistical district difference in some of um those. Um but we are at 49% uh proficient. That is the

012same that we were at last year. Um but I believe that we did also have a curricula a new curriculum roll out as well. So that does speak volumes that even with the new curricular curriculum roll out in um math we were able to maintain um and not see any sort of implementation um dip. So in science um it's different from 3 through eight. It's only two grade levels is fifth grade and eighth grade. This is a relatively new assessment. Um it's only we're only two years in. Um and this is that shift to the next generation learning standards. You've been hearing us talk about that um a ton here at board meetings because our high school is in the middle of that transition. The elementary schools went through this first um and then the

013middle school and now we're at the high school in that transition. So as you can see we're at 51% um and that is an increase and we'll we'll unpack the increase um by level in next coming slides. So you're going to see three graphs that are outlining the proficiency level breakdown by content area. The first graph illustrates ELA. So you'll see the comparison of 2024 to 2025. So across the district in ELA, we have the proficiency rate of 45%. But things that you will want to note is the decrease in students scoring a level one and an increase in the level three and the level four scores for ELA. The second graph is outlining the 3 through8 um math and so it shows a 49% proficiency rate. So that's staying consistent from 2024 to 2025.

014And you'll also see a decrease in level one scores and an increase in levels two and three. One thing to keep in mind, one thing to keep in mind when you're looking at ELA and math is that over the last couple of years, we've had some major changes. Um, we've implemented across the board computer-based testing, and now I feel like we're pros. They all smile at that. Um, we have also implemented new math curriculum. We um did a curriculum review and implemented math over a fa it was a phased approach. So we did it over a couple of years and so with those big changes usually you see those kind of big changes come with dips and we have remained consistent. So that says a lot about the work um that is going on in

015our in our schools. You can go on to the next slide. So here we have science. Um remember this is grades five and eight. As you see here, we had a six-point increase in in science across the board and a shift again that was noted a reduction in level ones resulting in an increase at the higher levels three and four. So, every time you look at scores when you're looking at the the levels, you really want to make sure that you're you're shifting students from level students from level to level. So moving students out of level one going into level two and then level two going to three and three going to four is the transition you want to see when you're looking at growth. We always have that question about tested not tested and

016so we're going to unpack some of that for you. Um so on the screen right now you have the percent not tested in ELA and uh we are at a 14% um that is a drop of 4%. Last year there was an uh 18% um not tested. So we did increase the number of students that are taking the test that are participating um in that which is then great because then we're able to get more accurate um information on how the students are doing. On the next slide, um it's has the math not tested. We again are at a 14% um of a not tested which again is a decrease by 3%. Last year it was uh 17%. Um and a part to note is math is always given after the ELA. So sometimes you

017can see more students um are not participating in the math than ELA just because they took it and then maybe they're just go home and say something to their parents. But um we are at 14%. So again we are continuing to get more and more of the students to participate in taking those assessments. So as always we want to talk about what are we doing to focus in on continuous growth right across the board. Those are our results but then what do we do with that? How do we continue to grow? Um much of this is a continuous effort. what we've been focused on through our strategic plan over the last three years. And so we've had a major emphasis on MTSS, multi-ter systems of support. This is an intense focus on intervention and consistency

018across the district. We work very closely with the University of Niagara um expert in the area. She works very closely, she has been working very closely with us the last couple of years. We focused in on a universal screener, identifying what that the best one for our district and then looking at progress monitoring and using that, but then also identifying interventions that support as many students as possible. We with such diverse needs, we really have to think about the multiple ways we support all of our students. And so MTSS remains at the center of that work. Um we and we use that information also to inform instruction daily. um continuous review of data. We have behavior, attendance, and academic data. Um we have data teams that are alive and well in each of our schools.

019Um you sitting in on the team, you're amazed at what the the the unpacking of information they do on every single student wrapping around um everything that is needed. Because of the NTSS work, this has springboarded into supporting that even more. um we've identified the best which is the behavioral and emotional screening system um that we use for social emotional support and that is helping us catch students who are right on the cusp of needing more before they need more. And so being able to really wrap around those students, it was amazing to sit in on the I sat in on the middle school team as they were using that data to drive their discussion around students who needing academic support catching them in the middle school before they get to the high school. And

020so right now that is up and running. It's a phased in approach similar to what we did with math. Right now we have it up and running at third grade across the elementary schools, third and fourth grade at Glendale um at the middle school 6 through 8 um at ready and then this the conversation to um implement it at 9th grade at the high school. Those are the things that wrap around all of the data points um and help us really hone in on all the interventions that we need to support our students at all levels. We've continued to support efforts to embed technology in this instructional programming. We're very fortunate to have our district-wide um tech coaches who support all of our buildings and just making sure that we're remaining current, that we're evolving

021with the latest resources that are out there. We want to make sure especially when it comes to computer-based testing that our students are really familiar with the digital tools so that when you're they're utilizing it in those assessment opportunities that it's just a natural part of what they do in their daily instruction and our teachers really make every effort to take advantage of a lot of our professional develop development and training opportunities. We also have um many collaboration touch points throughout the year to share strategies and supports. So leader and me, as you know, we're very fortunate to have our lighthouse schools and our principles have put forth a lot of effort um to make things grow. Middle school is really taking it on and and evolving it in a really great way. So we've

022had opportunities to share with our Lighthouse teams and coordinators to say, you know, what's working, how can we grow, how can we learn from each other. Um there was also a team that was put together and led by Mr. Pino last year to kind of identify our priority lessons for leader and me and also to make sure that we had consistency among the four elementary buildings but then also to allow for that vertical alignment. The middle school also did similar work where they're prioritizing having common themes to making sure that those foundational lessons are available to all students and that as a district we're moving forward together >> because of this continued work. Oh, I'm sorry. I'm jumping ahead of jump in there. Um just kind of the last point is to continue to work

023with our family to be um share uh dates of the assessments to be able to answer any questions that families may have talking to students about these assessments and really just um sharing with the families if they have any concerns to make sure they, you know, reach out. Um so we can help answer any questions they may have. um but really kind of just increase that communication with the families and even the students to talk to the students about the assessments um so they just have all of the information um that is needed. So really increasing that communication with parents and answering questions and explaining any questions they may have. A couple weeks back uh Dr. Janestri communicated that he was happy to report that our ESSA identification from the state. We are remember the

024term was good standing a while back and they change it every so often now it's local support. All of our STO schools are local support. That means that they are all in good standing. Um and what that means is that across every single subgroup that um the state looks at and measures every school against each other um our our schools are performing at a level that keeps us at that local support level in good standing. So just overall us being consistent um with the work that we are focusing on and offering the support to students in every way we can imagine and constantly being very thoughtful and very thorough in our planning and identifying any tools that we use or any assessments that we use and how we wrap around every student using all of

025those tools and assessments. >> Dr. Wilson, do I don't know if you want to talk a little bit and maybe Principal Doria or Dr. Kazakowski too about the eighth grade math and the seismic shift we made last year with algebra and that sort of thing. >> Oh yeah, we were talking about that earlier. Um so you're going to hear >> we're really proud of by the way. >> You're going to hear about that success um next week with um Principal Doria. The excitement. So you know we're up here today um the excitement that you're going to hear from the schools. We ask them to pick something that they're really proud of, something that their staff is just really um excited about um and really energetic about this is what's happening with our students progress. Um

026so they they picked the one thing that they wanted to shout out. They could probably pick many, right? But they picked the one thing they want to shout out. And then they also picked, okay, well, how are we continuing to grow? And so one of the things at the middle school that has happened over um the four years now that Miss Doria has been there, it has been a significant increase in number of students taking algebra. Um having access to algebra, the high school level course prior to entering high school. Um and so you went from one section to three sections. Yep. Three. Three all the way up to four. So and that's a significant leap. Um what you'll see across many other districts is they may identify one section of students. When I say

027section that's a class, right? So one section of students um that might have that opportunity. We are really looking at how do we embrace as many kids as possible to give them that experience, that opportunity so that as they get to high school, they open up more opportunities to e either go further in math or in other subjects in other areas because they um finished the requirements in um earlier um than most because they got a chance to start early. I don't know if you want to add more to >> and we so we had over a hundred students take the algebra and not the eighth grade assessment, >> right? And so those results, what you'll see with the um eighth grade results is a combined um a combined um score that comes out from

028New York State. You will see the eighth grade numbers being reported, but and you'll see the algebra numbers being reported separately, but then what we are ultimately held accountable for is the combined score. And so um because of uh the success at the middle school and the number of students who were able to meet proficiency at 8th grade um that impacted in a positive way the middle school scores. And I'm I must say and this is something that Dr. Janestri and I were talking about earlier today. There's a a there's a lot of research out there that says that if we can really push students to pick up those high school credits earlier in in middle school, not only does it boost their confidence, and confidence is everything. Not only does it boost their confidence

029as uh middle school students um being accomplished in a high school credit, but it also um pushes them to the next level so that they can go on to get that advanced regent. And what we know about the advanced regions is it's important even it's for it's important for all students not just students going to college. So >> is that one of the gateway courses that they recommend like chemistry that if you know you see a kid doing well that's kind of a milestone. >> Chemistry is one of those courses or there was something phenomenal that happened with chemistry in this past year. Um chemistry is one of those courses that you see the drop off right at the high school uh typically not just not here in Sweden but just in general. um students

030will take the living environment earth science and then they can go on to other courses and still meet New York State graduation requirements. So you see the drop off at Regent's chemistry. What we had happening was a phenomenon coming out of the middle school um scoring at at a certain level. They were able to choose to go to chemistry coming out of middle school and there were a number of kids who were fighting to go to chemistry. Isn't that like I see your face. Isn't that amazing? That's amazing. That's amazing. Okay. Um, so that that was a big deal coming out of um, eighth grade. Uh, shout out to Miss Corkran who really pushed them to think about going further and wanting to get into chemistry. So, I don't know if you want to say

031more, >> Dr. Wilson. I'm happy to see the numbers of people not taking the test has gone down and we're in a in a good place even compared to other districts on that. Is there something in that data that we could learn from it? Is there any consistency in the type of kids or is it the parents or is kids afraid of taking tests? Do we know anything about it that it's that we might be able to improve on that number even more? >> Anything from the parents who choose to still refuse? Is that what you're asking? Yeah. Um, you know, I we can I don't know if the principles want to say anything about what they know from families, but that's something that we can spend more time unpacking, talking maybe more of an

032more of a survey that we we could give as a district to gain more. Mr. Pino, >> I guess to me, >> I I noticed that there's like two groups, like two buckets. Usually, it's just families that uh have done a lot of reading about testing and they're just of it. And then there's the other bucket of uh kids that we'll see that don't take see that others aren't taking it. The parents don't know much much about it like oh we can opt out of it. Sure. I'll let you know. They don't question. >> Okay. So there's probably not a whole lot we can do about that group to get them. >> I think one of the other challenges is just the amount of how quickly the families get that reporting and those scores back.

033So typically the kids come in say April or May um and then unfortunately the families don't receive that reporting it's not data that they tangible or they can see for the end of the year. It's like why am I waiting to get information on assessment performance six months after my kids are I think if we New York State did a better job giving that feedback and that information to families sooner it might more families And to piggyback on that, it would help us as educators. We don't get it till into the summer and by then we have to have placements done and so it's it's not at a place where we can use it at the highest level. >> Thank you. >> I have a question. Um is any of this data reflective of including

034the New York State alternate assessment or is that a separate bucket that all of that goes? >> That is a separate >> Okay. So that the refusals are not part of that. They are not >> because that's a whole other >> Yes, that's completely >> worms. I'm not going to open tonight. I don't feel mean. >> But while we're talking about doing awesome things and test scores and success and all of that, I think we should acknowledge Maple Mirror. Yes. For being on the US News and World Report uh great elementary schools list again this year. So, just wanted to >> shout out to Maple Mirror and we're going to hear about their fabulousness in the next week also. But yes, >> sure. >> Shout out to Maple Mirror. >> I I was wondering I

035noticed on the on the not tested. I mean, Williamsville is really in, you know, out there. It's it's where all the other schools are similar. So is there something that there is with parents are like a group of parents that just do not want to have their kids take >> so you said you point out something that if you look at the results around the performance piece and >> that's the other piece I was like you know >> they have the highest performance but they have by far the highest amount of op optouts I can't speak on Williamsville I can just look at the numbers um just like you know you making that same connection But >> um the the levels one through four, I assume that's not um connected to the report cards, right?

036You know, in the report cards you have one >> through four. >> Yes. >> Just a coincidence that they're >> they they are they are not completely the same as when you talk about New York State. New York State uses a special algorithm to that the the gap in time that it takes to get it from the spring to the time we get it. There's all all this work that they do on developing. Each question has a level of rigor that comes along with it that ties into how it gets scored. And all of those different um things add a level of complexity that makes it very challenging to even predict what those scores could be going into the scores because of the algorithm, the level of difficulty that gets applied to each question and

037so on. >> They change the cut points every year, don't they? And that that ties into the cut points. >> One question, and we might hear about this next week, but as we look at levels one and two and three and four, did you dive deeper to see our subgroups and what's happening with our poverty kids and our uh you know, English's new language kids and that kind of thing. And and where I don't know if we'll hear about it next week. So, so at when we initially get the report that the scores are available, we get to go in and pull that and we get to start looking at subgroups, how kids are are performing. That's what um is used to develop that ESL rating that I talked about earlier, that local um support

038or good standing uh category. All of those subgroups, all of that information gets pulled into that measurement. Um and so the principles get uh they get the listing of all the students that tested. Um and then from there we there's a wave of reports that come. So that's the first wave just how many what's the percentage of threes, fours, ones, twos, right? Um and then as we get closer to the release date, you get more and more information. You start to get a comparison breakdown. You start to see how other uh districts around you performed. You look at you get information about how the county performed compared to the state and so on. So did you have you gotten the information yet about our subgroups and is that is there something you can share about

039what in you know insightful on what where we are with our subgroups and how they're advancing. >> There's so many different points in across each school with the uniqueness of each school. I we can we can get into that next week. >> We're maybe going to hear about it next week or not. >> Yeah. And we and we and we can give you a couple highlights next week too. Great. Thank you. Do you have something? >> Okay. Just generally on the content of these courses and these subject areas, has that changed much over the last couple years, three, four years? >> Well, we shifted to the next generation learning standards. Um, okay. >> And that has been something that um that's happened over the last few years. Yes. Is that bene has that been beneficial?

040And and is it something lacking in the new content that maybe was in the old and how is that tested now? Is there a different testing system or a measurement system? So the questions are crafted differently. So like for example, take science. Um they're written in in question clusters. Um so it's a progression of questions is the easiest way to explain it. Um I don't know if building principles want to say something about the feel or the the transition to the next generation learning standards. Um this is it's all inquiry based. It's all um centered around questions and really pushing kids to think. So applying the information a lot of times um in the past a lot of information was learned right but then how do you apply it? And so that's been the shift

041overall for everything we've been doing in New York State. The portrait of the graduate is designed that way. The next generation learning standards are designed that way too. I don't know if you want to add >> the standards from next gener. >> Yeah. >> Obviously the testing rates standards also but also Dr. set up across the standards are focuses rather than >> so we did um the walkthrough that we did at the middle school before the holidays. Do you remember were you Scott? You were there that day. We went into that science class >> and so was it living environment? I can't remember. It was living environment. So they were given like >> scenario of a woman who was like a marathon runner or something >> and she was running this race and they gave

042all the vital statistics for her and the kids had to figure out why she collapsed just before the finish line. >> So they had to look at all the data, figure out what happened. And it was like an episode of Dine. It was cool just to see the kid like all sort of well not in that way but like working together >> to try to solve what was going on. So they were taking that base knowledge that they already had and then applying it. So that's what that looks like. >> That's one of our big units, the marathon runner. Yeah. >> Yeah. Yeah. >> That's kind of where I was going. You think the base knowledge is still there? Now you're adding the ability to think with that knowledge, >> right? >> And how do

043you measure that? And is the testing valid? Is the testing or the assessments really showing the understanding or is it looking for some other measurement of understanding? That's a tough question I guess but >> yeah so definitely we we feel like it is it's a challenge. Um it it's um so take for example the science clusters the progression becomes it's a it's challenging for students but the more we have the opportunity to build that and you like that was a great example at the middle school um sixth grade uh you'll see similar things happening um they're looking at real world problems and they're looking at how they explore those. So it's more about the skills and the thinking that they used to to get there. And so these assessments are centered around students being able

044to express that. And >> and one more kind of add on here, you talked about multiple tiered success solutions, >> multi-tered assess um systems of success or systems, the data and the assessments loop enough so that you can start focusing and improving, you know, the overall effectiveness on our proficiency rates. >> Can could you repeat the beginning of your question? I'm sorry. >> The multiple tier SS, whatever the heck it stands for, is designated to apply certain additional support for students that may be falling behind. >> Does the system and the assessments allow for that to kind of loop back into designating so so that you can improve on the overall efficiencies or the assessments, the proficiencies that that we're getting? Yes, that is the overall focus and um what we are working towards making

045sure that we have identified the right interventions for every student, monitoring that, making sure they're building the skills that they need to be successful. Um and how are you looping back to that? I guess that's my question. If you're getting results at next year or in the summer, are are you getting measurements during the year that says we need to focus here so that >> Go ahead. I'm sorry. year like we come back in the fall, our data first data But the timing isn't session. >> Okay. >> When we shifted from James found is that there's more correlations. how students perform at each of those benchmarks to how they perform on status. So typically a student who is at risk or we're seeing or monitoring throughout the year typically those are the kids that we

046know have fallen into the one or two ranges we have by explicit intervention and support to to try to make sure that that's the nice part about you know using that universal screener three times a year that gives really diagnostic idea of where the student needs were um and then how we can support. >> Very nice. Thank you. >> And they all have data teams that do this work continuously. Um and they're pulling in that data. They're pulling in the social emotional um the screener that we've identified there to wrap around. And so there's lots of moving parts. Um our building principles do a phenomenal job working closely with their data data teams. um if you ever get a chance to sit in on one of their their teams, it's it's a it's really a

047a wonderful site to see and the plans that they put in place for students we see coming to life right in the classroom. >> Thank you. I I know I have another question. The um most of the proficiency numbers are falling in the mid to high 40s before Sweet Home and a lot of the other districts. In your opinion, I like your opinion about this is how much do you think we can actually like the district move the needle versus the student moving the needle? meaning that you know if we change the curriculum are there methods or or means by which you have seen in the past that districts you know in in other areas um you know meaning other districts or subject matter >> actually like well they they've done something to move the

048needle and then what does move the needle mean like is going from 45 to 50 like that's like pushing a boulder uphill It's just not a reasonable target for us as a board to say we want to try to have that as a as a something we would work towards in the next 2 or 3 years or you know um is this something that you really don't want to set a target for because it's not meant for that because to me part of what I'm thinking of as a board member is like well how can we use this to make to to improve improve learning like you know figure out the gaps >> or is it just like okay it's mean it's interesting information but you know I think some of the questions are really

049like what do we do with it and can we actually use it to you know improve on the numbers >> so my you asking my opinion and my through experience um I believe we are doing the right things and that is um moving in a direction where we offer consistency. Not only does that offer um equity across our schools, all students have access to u grade level material and higher um and they have access to all the resources that we have in every single school. Um but when you are consistent like that and you have every teacher in every classroom on board, every support staff on board working towards um implementing a core curriculum um your your the students overall perform much better and you will see those increases of three to five percentage points

050um that will come out of that. That's the work that our leaders are engaging in right now. Um, it's the work that we started engaging in right out of the gate as we looked at reviewing our math curriculum and looking at how we brought some consistency across three through eight because we saw a disconnect at sixth grade going into middle school, but then also across all four schools. We needed to close some gaps in curriculum that was offered. Um, and so right out of the gate, that has been the work. And I think you've realized um all of the all of that all of that work has shown up in the abil our ability to be consistent. Um so we've seen some increases in years and you've seen us remain consistent for the reason that

051we are all focused on the same goal core curriculum offered to all students on grade level focused um that is available to all students. My mic just went out. >> So at that did that answer your question? Yeah. No, I I think, you know, it sounds like what you're saying is it is reasonable, >> right, >> that we can feel that that the needle can be moved a couple percentage points or whatnot. And and so I think it's a reasonable expectation for the board to look at these and say, >> um, >> you know, maybe not one year to the next, but over time, if we're doing the right things, we we may see, you know, those numbers go up. and knowing that there's other factors economically, socially, you know, there's a lot of moving

052pieces, but >> capacity uh to roll out new curriculum different. So, those are all the items that we've always considered as we look at um what we're rolling out across the entire district. And so, we want to make sure we're thoughtful in that. So, for example, with math, we chose a phased roll out because if we're looking at math and ELA, they really are the same teachers in the elementary school. like how for example, how are we offering the professional development they need to um be able to implement that curriculum at a really high level. And so taking all those things into consideration, you have many things that come into the picture. Um when you have big things changes like changing like curriculum changes, standard change changes, items like full-blown computer-based testing, you typically see

053again you typically see districts have a dip in performance and you have not seen that here in Sweet Home. >> So couple more questions. So as we progress, do you see us ch because of the information you got, is there going to be any change in our strategic plan as we move forward? Because we we know that's a fluid plan. >> Yes, that's a great question. Our big goals, our big overarching goals we see is staying very consistent with what happens are the steps we take to accomplish those goals. So the action items, you'll see those uh shift to support where we are because remember our strategic plan, the initial plan was a lot of auditing, assessing where we are, what do we need, and identifying. Now we're three years in and we've identified uh

054a universal screener. We've identified this is the direction we need to go with different um subjects. And so you'll see those items change, but our big overarching goals remaining very consistent. And it was interesting today we got I got the on board and it said scores rise on grade 3 to8 ELA and math assessments. So we're consistent but on the bottom it says regent exams show decline in proficiency amongst all categories of students. So a disconnect with reg I didn't quite understand that disconnect. >> Yeah. You'll see that that's part of the shift in the blue ribbon commission and the portrait of the graduate. Those are some of that's some of the reasoning behind that. Um there's there's not a lot of alignment between what goes on in 3 through eight assessments versus regions exams.

055>> They did mention algebra 1 and they said there was a 6.4 percentage point decline in the number of students scoring proficient or better. >> Yeah. >> But we we're changing that trend. >> Yes, we are. We're increasing the number of students who have access to it earlier, building their confidence, especially in the subject like math. That's really important and um opening up their opportunities for the future in high school and beyond. >> Thank you. >> I I just I don't know if anybody had any other questions, but I just want to say thank you to the principles for being here. They won't say it but um in three and a half years they have faced changes in the standards changes massive changes in curriculum um our enrollment continues to rise computer-based testing um and

056uh on and on and on. Their leadership has been phenomenal. um never let a challenge u get in their way of doing great things and I just really appreciate them all being here tonight and I know they're going to be back next week but uh I want to say thank you uh to our to our principles and Dr. Kazakowski, Dr. Wilson, Mrs. Harrington um for their work as well. I think you know we're on a great path and I want to just piggyback off of what Dr. Wilson said. This is all happened over past three and a half years. I know I'm missing 10 10 other challenges that they faced. This these changes have all happened. MTSS, a new a completely new MTSS system. Um, over the past three and a half years, um, the

057word consistency, I think now we're on a path of consistency, um, which, you know, took us a while to to get there, but we're there. And I and I'm encouraged to see what this consistency continues to bring. A new screener. I I keep thinking of of things that we've done new uh, in the past three and a half years. And um to see our scores where they are at a consistent level and some and bumps too um has been pretty impressive um considering all the change. So um kudos to to you guys and um and and to the team because it's been a lot of work, a lot of effort and the way they've communicated that to the teachers and the teachers all being on the same page. It's pretty impressive. >> They have some

058phenomenal celebrations and they've they they should be proud. They've done some amazing work. Um and so you'll get to see all of that coming into next week. Um some phenomenal things that are happening at our in our schools. >> Thank you. Thank you. Thank you. >> Thank you to you all. >> Next, um we do have a few changes to the high school course handbook that we wanted to share with the board tonight. Um you'll have uh if if you're okay with that, we'll have a week to review and then um put it up for a vote next week. So, Mr. Lucenti worked very closely with the BLT. He he he has worked really closely with the departments. He's worked with the counseling team. He has really done his due diligence to spread out and

059really make this a collaborative effort. And so, kudos for that. Um um to Mr. Lucenti here's he's here tonight to talk about just the changes to the course handbook. >> Thank you, Dr. Wilson and thank you to the board for having me here this evening. Uh this should be hopefully a rather short presentation because the changes are are somewhat minimal uh in in in the handbook. It's a 36-page document. I know you don't want me to go over page by page so we won't. But there are are are some fundamental changes uh that have been uh added to to the uh to the curriculum guide. Um, some of them are as simple as minor changes in descriptions of courses. Some of that might come from state ed in terms of curriculum emphasis. Some of it

060just based on the evolution of a course. Um, the one thing about education and and I think I heard you say this today, it's it's dynamic. It's it's fluid. Uh, and it should be because learning is about growth and if you don't uh change, you can't grow. It's as as simple as that. So that that was a minor change made in the art description uh courses and the business department in particular. There's also included two very uh important areas. The seals of bi literacy and the seal of civic readiness are now included. Those are major SED changes that allow our students to fulfill requirements in a different path, but also recognize some of the things that they bring in talent that didn't show up years ago in terms of uh specific assessments like regent exams

061and how that translated into what a diploma looked like. And so these seals are very important. We had a presentation uh this morning to all our seniors about the seal of civic readiness. So that has been included in the curriculum guide because again it's an important element for parents as well as students to know this is available to your your pathway to graduation. A third change is the uh addition of an AP environmental science. We've not offered this previously. It's one of the few sciences that didn't have an AP attached to it. And I think again the opportunity that we should present to our students who excel, who want to advance, who want to earn college credits, um again this is an extension of that and we will not next year in its first year

062uh offer the AP exam for it. uh the AP just introduced this course. We're looking to build upon it as opposed to jump, you know, uh uh head first into it. So, uh you'll see something in in that description that talks about uh the the whole premise behind it and that's to take environmental science to a higher level. Environmental science is becoming huge in the state mandates. Um when you you look at some of the name changes of courses uh for example what used to be just earth science is now about uh earth science and space uh climate is a big part of the curriculum. So there is uh an awareness building that is taking place on the part of the curriculum that SED is uh using in in in our sciences particularly our foundational

063sciences. Uh it it's it's important that these young people realize the impact that these things are having on not only their lives now but in the future. And and I think if we look at the foundation of everything we do, uh I look at your your um mission statement, ready for the future. And I think the fact that these changes are occurring are built on helping our 14, 15, 16 year olds be ready for the future when they're 45, 46, 47 years old. and and that's part of the the changes in the statemandated courses but also in in terms of extending this to things like AP environmental science. Um the fourth change is just simply um the requirements verbose acceptance. One of the things that I I've learned over time is that and this is

064common sense not everyone is an academic. We we know not everyone should go to college. Um the skilled trades are are something that we need to push more and more for a number of reasons. Uh a lot of our students are skilled at that. They love working with their hands. They love things that are mechanical. Their brains are wired that way. And it's it's sad when we don't give them that opportunity. And yet at the same token, we still have to get through a lot of the course. And one of the things that worked wonders uh in my my school at Akran from which I retired was the idea that you you offered a bridge after sophomore year and that bridge was for students who weren't strong academically, but it dangled a carrot for them.

065And that carrot was in order to go to Boseis for a program you had to have eight credits in the four in the four course English, math, social studies, and science because those are the things that typically if they fail and don't earn credit, that's the gateway to dropping out. And so the importance of those courses and and there were a lot of interventions that were done to help those students. But nothing helps a person more than selfm motivation. And when you can sit down with a sophomore and explain that next year they hate coming to school, but next year as a junior you can go to a program and do something for a half a day that you absolutely love. automotive, you know, technology, criminal justice, whatever it might be. Um, but in order

066to get there, you've got to pass your global 10, you've got to pass your geometry or whatever it might be. That was probably the single biggest motivational factor I saw in the success of students uh at at Akran. And I think in the end, if they know about it from the beginning, they're more apt to connect the dots. And and I think as adults we typically see point C when we're at point A. Teenagers don't. And I think the more we can help them see that connection, the better. That's the changes uh in in the Bosey's acceptance. We've uh changed some of the wording in some of the AP descriptions and the only change really is about uh the the awareness of the fee that is required for AP exams. I think there's there's two

067schools of thought. One is to be upfront with parents to say there is a fee and that statement includes there is a waiver for those who qualify. But there's also a school of thought that says, you know, we don't want to deter students from taking an AP course because there's a fee that they automatically perceive they can't afford. And and it's roughly $99 right now, but if you're taking three APs, which some students are, you're talking about $300 in in uh exam fees for that. So what we've done is we've condensed instead of it being under every AP course description, we've condensed it simply into a prefacing statement. Now the one thing that I will share with you and it's not uh exclusive to Sweetome. Parents don't always read things. You heard that in our

068meeting prior to this. You know, they they why why should I read this? Well, it's like anything else. Ignorance of the law is no excuse. So sometimes I think we could put neon signs up and people still wouldn't read it. But I think what's important and and I'm I'll be very emphatic about this. What many people don't understand is a master schedule is based on numbers. Those numbers come from course selections. So the process of a course selection, which is really the whole purpose of this curriculum handbook, is that students and parents make informed decisions on what courses they're going to take the following year. But it doesn't stop there. the current teacher of of let's say that subject, the receiving teacher of the course they're going to take next year, the counselor, the data,

069attendance, previous scores from grades from from assessments, all play a huge part in that equation of what is the best course for this student to be placed in. One of the things we've changed is that final decision on anything involving a a course placement is the high school principal. You have to have a a a central figure if you would a central clearing house and and a good principal should be informed from all those other people of why this is the best uh course for that student to take. But if you don't have one person uh then you have too many cooks in the kitchen. there become inconsistencies or worse parents just think that whenever they want come November I don't want my kid in this course anymore and the problem with that is and

070and it should concern you as a board I said that that master schedules are built on numbers if I have 15 students sign up in the spring for an AP chemistry class and we don't do a good job of placement and we don't do do a good job of advertising to parents the deadline for dropping this. How do I justify drops that take a 15 person class to eight kids and we're paying a teacher a 20% of their salary for eight students. And I think that's something I ask you to consider greatly in in trusting my successor and the system because it's not willy-nilly that we say no. It is we want this to be thought through. I often use with students and parents college that the whole concept behind college is is your own

071independence and your own responsibility. uh you drop a course in college, depending when you drop it, you might end up not only with a percentage of your tuition still being taken from you, but you'll get a drop fail. There is a consequence for you saying, "I I changed my mind." Now, it doesn't mean there aren't good reasons to drop a course, but one of those reasons shouldn't simply be, "Uh, it's too hard for me. I never thought of that before. Uh, and it's no different than making a a big purchase when you're a grown-up. Do your homework. Do your research. Make sure that what you're buying fits your needs and that you can afford it. And it's the same thing when it comes particularly to more advanced courses, APs, honors, and the like. I think

072a lot of people are under the impression that it's the label of the course that makes it. And I will tell you a 72 in AP is not worth as much as an 85 in a regular course. And college admissions committees know this. So there there is that that kind of balance that you need. And so we we we've updated that language for the purpose and and I think it's important that my successor uh with your blessing on the changes here uh enforces that. I I am looking for uh a new process when it comes to uh dropping ads because right now uh the practice is you can drop a course 10 weeks into the school year. That's an enormous amount of time in order to figure out this isn't working out right. The other

073part of the process is the data that we collect for something like that. And that data should not simply be mom or dad says I want them out or the student says I want out or even the teacher says they they could be out. I think there's data. What's their attendance? How many times have they sought extra help? How many homeworks were not even submitted and all effort? Because for any student that gives it their all and the teacher says, you know what, this kid is truly trying. it's just not working. Absolutely. Absolutely. We should not penalize that student. But for the student who just simply says, "I changed my mind. I don't want this anymore." Whatever. I think we're doing them a disservice by simply saying, "Okay." So, those are some of the things

074that we're proposing uh uh for for next fall. And and finally uh the ECC and NU courses we've adjusted uh particularly in economics, accounting and business law because there have been changes coming from them. Uh many people don't know but but when you do an agreement with a college some are better than others in terms of their flexibility. Um, it's very difficult in some cases to have a teacher approved by a college because a college doesn't want a masters in education. They want a masters, for example, in English as opposed to English education. They're very different uh, you know, programs and and some are more reasonable than others. So, we've adjusted some of the wording in there just to reflect the changes that have come from from that. Um, in essence, um, I I think

075it's a very good document that you have. Uh, I I appreciate the trust you've placed in me over these past five or 6 months and and I would truly recommend that that you know, you accept this and whatever questions you might have, I'd be happy to to answer. >> Yes. >> Questions. Um, I know in the past we've always it's been difficult. We've struggled with those one on one's courses. How are we doing trying to I don't want to say whittle down but those have always been a scheduling nightmare for who's ever in there. How are we doing with that? >> Well, one of the things is is it's it's a number of variables. Um when you I' I've built 38 master schedules in my career and we call those singletons. Singletons are a nightmare.

076uh they're a nightmare for a small school more than a big school. Uh because big school you have more opportunities. When I say big, I mean enrollment. But the reality is we're here to give kids opportunities. And that's why I use the numbers as an example. It's not that I don't care about those eight students that might be in an eight PCM class, but if staffing doesn't allow because I have chemistry classes that are overloaded, but I only have eight in in an AP. Uh, we have to balance those variables and balance those needs. I think the other thing too is being creative. Um at Akran we would alternate AP chem and AP physics. We couldn't afford to do both of them in the same year. So what we were able to do is alternate

077years. Uh and and it worked because for the student and especially again when you make students aware when they're coming in and when your counselors do a good job in building a pathway to to their diploma, that's where you build the plan. Uh and and so that plan could say to a a student, you know, Javon, you you're going to be able to take AP Chem junior year and AP physics in senior year based on the alternate rotation. So there there's always creative measures that you can take and I think in the end that that's how you you can solve that problem of of too many singletons. >> My last question is um do we offer anything in financial literacy? Absolutely. Now we have to >> All right. Because I just want to make sure

078that was in there. >> Yes. In fact, we're we're that's one of the advanced courses in business is advanced CFM, which is career in financial management. Um I will share this as a sidebar. Um, one of my proudest accomplishments at Akran was two years before I retired, uh, went to the board and asked for two additions to our local requirements for diploma. Something I would encourage you to think about. Uh, one, the state has finally done it. It's taken them forever, and that is financial literacy. But the other is we I think are the only school that I'm aware of in New York State. We Akan uh we moved health from a half-year course to a fullear requirement. Everyone talks about the mental health crisis going on today. This mental health crisis has been here

079for 15 years. Co put it on steroids, but it's been here for a long time. And it's sad that state ed talks about it all the time but does nothing to help it. And and the answer is not simply social workers. Absolutely. But if you're teaching kids about anxiety, give them the tools to use it. And when we did it at Akan, it was actually comical because teachers were coming to me at the beginning of the new year that we started this. And when you give a health teacher 20 more weeks to cover their material, they could get in depth. And and teachers are coming to me saying, "Joe, what's going on with these kids?" I give them a test and they're sitting there breathing and I just smile because what they're learning is how

080to deal with anxiety. Deep breaths, close your eyes, 60 seconds. And in the end, it worked. We had mindful don't no we had meditation Mondays. So I I think when you look at as a school about being create creative with courses I think financial literacy was something the state should have done in 2008 after the mortgage crisis. If that didn't teach us that we haven't done a good job preparing kids for for just survival. I don't know what would have. But the state has finally required that. So, in the end, I I I pray for the day they do that with health and expand it because it it's so needed. >> Thank you. >> You're welcome. >> Yes, Javon. >> Um, so for like the business uh the financial literacy classes they're adding, would that

081like be a required course like every student has to take or would business electives still be an option? >> Every every student, it's a graduation requirement. same as English, same as US history. Um, it's it's a semester course. It's not a full year. Uh, but the good part about it is you could advance in it, too. Uh when I think of how many high school graduates going on to college and get a degree in business or in finance or or um you know the like I think the fact that they would have a strong foundation uh coming out of high school as opposed to because economics is not financial literacy. Two totally different animals and if you ask me financial literacy is more important than economics. Then um also like for the science classes like

082I know for example like chemistry like for the prequizzes like you have to take living environment. So like would that stay the same or like if let's say if you're taking like one of the new science courses like could that like substitute for living environment? >> The the the the way the state defines requirements is is by uh a regions exam and a lab associated with it. So for example um if you have to have two of those it really doesn't matter which two you take just that you have to have them. I think the issue becomes in uh the difference in them and how well are you prepared for them and and math plays a role to a certain degree in in all sciences really. So there are more than just simple variables of

083saying what's the prerequisite for this. Uh which goes back to why this whole course selection process is important that we have as many experts involved in your desire. Uh it it's no different than going to a doctor with a problem and saying, you know, we're going to send you to a specialist. You want people who truly are specialized in that area to give you advice, to give you a recommendation. >> Okay. >> All right. Thank you. >> Yes. >> With the changes for ECC and NU classes for the will that affect any of our current teachers that are teaching those classes, will they have to change any of their to my knowledge all of them have been grandfathered that that that shouldn't affect any anything there. I think it's more in the development of of

084of of new courses. Um, one of the things that um w with the generous donation that Sweet Home received uh from the family for the the media uh uh program, I I think one of the colleges I would encourage Sweet Home to talk to about some dual enrollment opportunities is Villa Maria. Villa Maria, small little college in Chawaga, um has probably one of the most incredible mass media uh programs going. And when our teachers and uh students went to visit it uh a month or so ago, they came back like kids who just met Santa Claus. Uh and and I think there's a partnership that can be developed with them and should be uh for that particular thing. And let's be real, it helps Phil and Maria. It it it truly is a mutual beneficial

085uh opportunity. U but they they're doing a great job with that and with what we're doing with this this this uh donation. I think that would fit perfectly into that. >> Thank you. Anything else? Yes. one I want to just compliment you. I when I saw you on opening day, I said, "This guy's gonna make a difference. You really your your experience and and what you're trying to do is amazing." >> Thank you. I'm humbled by that. Thank you. Um but could I add to that? My decision to remain here for the year is because of what I witnessed those first couple months and that was incredible young people and incredible teachers. You might have your 2% lunatic fringe, every school does, but the press that that Sweet Home got uh was sad because it

086didn't represent what this community is and and that's why I chose to stay. and and if I were 5 years younger, uh I I would be applying for your your principal ship for the future, but I'm going to be 71 in couple months. >> Do you have a junior clone out there? >> Kind of. >> My family will tell you you don't want a clone of me, but I'm I'm humbled by your kind words. Thank you. >> Thank you for sticking around. >> Thank you. >> Appreciate you. >> Any other questions, concerns? I I need to go home. Thank you, Commission. >> Pass my bedtime. >> Thank you. Very nice. Um I know Mr. Feldman is going to want to be here to hear this, but we're going to move forward anyway. So, in front

087of you is a capital construction project schedule, and you know, we could we could um talk about it more as the weeks progress as well, but I wanted to um share this with you. We wanted to share this with you. um tonight um and and um talk about how it was constructed. Um I think one of the most important things as we progress through a $90.5 million capital project is that we tap into every dollar of state aid that we possibly can. And this schedule was put together um in order for us uh to do that. But it also balances our priorities, our high priority items. And I think one of the things the public told us is that they wanted additional space especially at Maple Mir as we move forward. So, um, what we've

088done with our architects and our campus construction team and our financial advisors is to to just put a plan together that would phase this project over it's going to be five years, but it would phase it over a period of time where we address our priorities first. Um and then we um tap into every dollar of state aid um that we possibly can. So it's broken down into uh really three phases. There is a phase 1 A and a phase 1B. Um and it goes into phase uh two and then three. And so um you may have seen um that even last week we started user group work um to build the addition at Maple. And right now that is our focus um as we move forward. So um we um are very thankful for

089the teachers that um filled out a survey prior to the user group meeting that took place on Friday um at Maple and and and CIP phase one um that includes uh work from Proposition One and Proposition 2. So uh that 1A is the Maple edition. Um we had our first user group meeting last week. We're um on the books to schedule another one very soon. Um we had a a great amount of input from our teachers, our administrator, Mr. Ryan um and um uh the group at at uh in regards to Maple. After we finish um user group meetings, which we have, I think one or two more scheduled um by March, we want to um really start the design and the construction documents that's going to be built for state ed. So you'll see

090that in green there will go through um next September and then hopefully by the end of September of 2026 we are sending the documents to state ed for their review um and their approval. That will take um approximately 6 to 8 months according to this document. But that's a fluid um so where what you see in red that's right as of right now that could change over time. Um, and then in the yellow piece, we would uh you would see bid documents um happening in uh February of 2027 where we would start to collect bids. We would do our submitts um in in um February and March and hopefully um by April of 2027 have a shovel in the ground for construction um over at Maple. Um right now we're slated um to try and

091get the addition completed by uh September 1st of 2028. Um so our students there would have that space um to occupy. Um in phase 1B uh we have included work um with BCS items as well as work at the bus garage and the high school baseball and softball fields. Um and so we had an athletic council meeting tonight. Um in March we're going to have another one where Young and Wright will come in and we've we you know with your blessing we'd like to use the athletic council as the user group for the high school fields. Um they they helped um put those ideas together and we think it's only right that they also um be the user group for that phase of work. Um we're going to get a survey in their hands before

092the March meeting. Um and then the at the March meeting we'll have Young and write in. Uh we'll also um they'll start design and construction documents on the middle school roof which is at end of life that needs to be completed. Um and then um we move into the electrification of the bus garage to support um uh charging stations uh and um electrical service to the bus garage for um that work. Um, and then again, the high school, baseball, and softball fields. We want to get those turfed first. Um, and then, um, work on our plan to pull up the existing carpet that's at the football field. Um, and and the current turf, baseball and softball fields. We need a baseball field and softball field to play on while that uh, turf is being replaced.

093The current turf is being replaced. So, we'll get that work done. um that would include the lights, the fencing, the scoreboards, the dugouts, um etc. over there. Um and hopefully have a shovel in the ground um by June of 2027 on that work. Um we want to get that middle school roof done um as quickly as as we can. Phase two then would work into the additions and renovations at our remaining um elementary schools. Um so at Willow Ridge it would be the renovation. At Glendale and Heritage it would be the addition and the renovation. Um you can see uh we will get user groups going in October of 2026. Um for th for those three buildings. Um the design and construction documents will take from February uh 27 um into January of 28 sed

094review. Um and then construction would start in um November December of 2028. um on those buildings and then the final phase would be the Maple Mir renovations um and we would complete the high school fields and then we would convert uh Dexter Terrace in the district office and Dex and Ready Academy would move um into this facility um that we have here. So all the work here is covered. Um it would um you know hopefully be done um by December of 20 it will be done by December of 2032 in full completion um which we realize is quite quite a ways out um but with the amount of work that's got to take place um we don't want to do it all at the same time obviously um but we we we're very methodical and

095strategic in in building this um plan and and putting it out there. So, um, want to thank our architects and construction managers on putting this together, but like I said, it does touch our priority items, um, at the beginning phases and does maximize um, our state aid. And I don't know if you want to add anything. >> Uh, just a couple of quick notes uh, more so than anything else. It is likely that in phase 1B when we're working on the high school uh fields, the baseball and softball fields that we'll also include the improvements to the high school track. Uh we're working through that now, but it looks as though that that's going to kind of be how that that hashes itself out. I would also make note in phase one u as Dr.

096industriate said we had hoped to get or we hope to get um the additions complete by September of 2028 which coincides with the end of the lease uh on the temporary classrooms. Uh you'll see on the agenda tonight that we're asking you to approve a lease uh to extend from to the 26 27 and 2728 school year. Uh so that coincides there uh as well um uh from that end of things. Um and then the last piece, the very last line, that yellow line at the end in 2032, that's when our next amount of debt service falls off. So it will be likely starting in 2030, uh that we would be looking at another project. So we will be working on a project and building the next project. Um in that vein >> kind of

097like we did with this actually. >> Yep. We started. >> Yeah. Yeah, we started I mean we did start correct. Yeah, it you know the vote obviously was after the project was done but uh this one will likely the vote for the next one will happen while work is going on in this present one. So again thank you to our community for for supporting this uh to to truly transformational work um that we're going to do. It's going to um really benefit our elementary as well, but athletics, every building's um getting touched and and we didn't outline the maintenance items, but there's a ton of HVAC work that needs to be done. Roofing work at Glendale needs to be done. That's all included um in this in this timeline. See, any questions? Um, so like

098for construction happening like throughout the school year, like how would that affect like yep >> learning in classes? >> Glad you asked that question. So if um when when the additions happen um they will be in an area that will be off limits to students and we'll have fencing um on there. So when the additions are being built, we expect school to still um take place and we'll make sure it's a safe environment for our students around the project that that's happening. We're still working out details when the renovations are going to take place. They're going to take place over summers. Um I we don't know yet how long they will take place, what adjustments we may have to make. Um but as we get closer to which is phase two, I believe we said

099um we're going to make those plans and make sure you know at least a disruptive disruption is possible. >> All right. Okay. >> Good question. >> Because I know at one point we had talked about maybe having to transfer kids out. Is the likelihood of that a lot lower now? A >> lot lower. Yeah, we're going to avoid that as much as possible. Um we want to we don't want the disruption. Um and I think we're going to develop a plan that will >> and with the learning cottages that what we'll be voting on, you know, the extension, the state's okay with us saying that's still temporary. >> Yep. Uh we just got uh approval from the Department of State um I think it was Friday on the two variances that we need um to

100allow us to continue to use it in a temporary fashion. We got a variance from uh foundation work that would otherwise have to be done if it was a permanent building and then we got a variance on water and no running water plumbing or something. >> Correct. Correct. So uh that was the first step in the process. The next step is for the board to vote on uh the extension of the lease. The third step would be for the public to approve us to use um general funds to uh pay for the lease over the next two years. And that'll happen in May. And once that happens, we submit for uh approval to SED and we'll be we'll be good to go for another two years. >> Thank you. In phase three is the bringing

101ready back here and moving district over to Dexter. Correct. That's the timeline for that. Okay. >> Yes. >> Any other questions? >> Dr. Just the bottom half of the sheet. It's not up there. That's just our standard projects like our >> replacements. Um door projects uh sign at the high school. Those are our capital $100,000 capital. >> $100,000 capital allay projects. Okay. >> Um, and then I just wanted to say, uh, middle school science teacher, Mr. Alan Bakawitz, congratulations. Um, um, I know the middle school is excited. He is a grade six science teacher at the middle school. He's also a New York State master teacher and he was named this year's outstanding educator um, by the science teacher association of New York State. Mr. Beckowitz is certainly a um top leader in in science

102education at the middle school level um throughout the state. He is an influencer in curriculum development. Um he is a fantastic teacher. Um speaking as a superintendent and as a parent. Um we're very lucky to have him um in in our uh district and just want to send a special congratulations out to him uh for winning the outstander outstanding educator of the year award from >> bring him in to congratulate >> we and then thank you to our respondents whoever um to the strategic plan the survey uh is now closed. It closed on January 6th and we're going to go through the results um and um use that to influence our next phase of the strategic plan. That's what I have for today. >> That's it. >> Thank you very much. >> All right. >>

103Um All right. So, upcoming events, we have a couple uh PTA PTSA meetings. Um, skating party for Willow Ridge, a glow party at Glendale, our high or sorry, uh, couple more concerts. Um, the Martin Luther King Jr. Day observance is January 19th, so there's no school that day. And at the high school the following the rest of that week uh the 20th to the 23rd is regent exam week and students should have gotten their schedules for that um for their exam week. Um couple other things MC uh Maple Mir's MC teacher night uh dance at Heritage Heights and the middle school winter activity. Um another scheduling note right February 3rd is the 5th um our our February first February meeting um February 3rd um is also the special vote day which will be taking place

104in here um that is set by Governor Hok for our state senate 61 seat which we are part of. So, um, the board of ed meeting will be moved from Virgil's to >> it's a it's a room off the library where we do ENL instruction. Um, the number is escaping my my brain right now, but I will get that out. >> 402. Yay. Thank you. So, um, we've already we talked to Mrs. Msaceio. She's all good and we're going to convert that into the boardroom and we'll make sure that people have instructions how to get there. >> Okay. So February 3rd, there will be a vote in Virgil's and the board meeting will be moved to room 402. >> Okay. >> Can I say a couple words about that, Pete? >> A little bit involved

105with that. But that district 61 stretches across Amherst town of town. >> We can't hear. >> Yeah. District 61, state senate district 61 stretches across Amherst, town of Tanowanda, city of Tanowan and Grand Island. It's a and parts of North Buffalo. It's really a very big district and again so I'm a little involved in that. It's uh it also has early voting. So it's not just the uh day of the vote. It's also and I believe that still is at the senior center. So people should pay attention and vote. It's an important seat for this area and uh that is because it was vacated by our new city of Buffalo mayor uh what's his name? >> John Ryan. >> Thank you. >> That's all. Thank you. >> Thank you. >> Um okay. Any questions about

106upcoming events? Okay. Um open session. Um any takers on speakers? >> No. Okay. Um, new business. Uh, we will be voting on new business next week. Uh, we have, um, a, uh, special education and class placements and preschool place class placements. Sorry, Maryanne, how you doing on those? >> Yeah, I'm reading through them. I'll have them dump. >> Um, B is our monthly financial reports. >> Okay. Um C is disposal of obsolete property, which is some kitchen service lines from the middle school and four buses, diesel buses, which I believe are being traded in for as part of the grant for the new electric buses that we we have. >> Correct. Coming. >> Correct. >> Um uh any questions? Okay. Um D is our revised policy for our first read. Um for policy 1410, um

107this is our policy committee, right, Scott? Um it's on the next page. Um I believe there are eight to 10 of them. There's board members and nominations and elections, which is word changing um for the the times and also to include um some language on the exeicio student position. um which is state changes with when they have to be appointed and stuff like that. Um uniform grant guidance for federal awards is wording changes I believe. Um the data network and security access um same thing. Uh school safety plans that's teach law. Yes, >> that is an addition to that for the sudden cardiac um issues. um the maximum temperature for school building and indoor facilities. That's the New York State extreme heat law that was passed um last spring I believe that took effect September

1081st. Um can I just say with that one um we're going we we're asking the board to adopt the policy even though we we have air conditioning in all of our buildings. We're very fortunate here at Sweet Home um to do that. So that while we we have to put that on there, it should not um have it should have no impact. >> Okay. Thank you. Um there's this cyber security incident responses um use of internet enabled devices during the school day which again is another New York state law that is already cell phone and electronic device policy that's already been implemented for at the beginning of the year. Um medication and personal care items I believe that's on administration of them by nurses, correct? and storage. >> Um, students with life-threatening health conditions and

109then concussion management. >> Any questions on any of those? >> Vast majority of this stuff was mandated changes as we've rolled through it. The one I found interesting was cyber security incident response. They want us to report out on anything as simple as those fishing messages we get on a regular basis. We have to report those to Homeland Security was it? >> Yes. Yes. Right. >> Those things like that we get, you know, sometimes, Don, you'll send out something and say, "So, those all have to be reported?" >> They all have to be reported. Yes. >> Yes. Y. >> Yeah. >> All right. Moving on to E is the high school course planning guide, which we just had our nice presentation on from Mr. Luceni. Um, the Maple Mir temporary classroom lease renewal that Dr.

110Mr. Felman just told us about um which would expire on 928 hopefully with the opening of the new constructed classrooms there um which also covers G is the seeker for the state environmental quality review act also for that temporary classroom. Um H is the amendment to the district safety plan um that is that is in conjunction with our with teachers law. Um I is acceptance of donations which is uh two buckets of baseball um from a middle school parent. Um and then J, K and L um are resolutions um or of a settlement of a legal of legal matters. Um for one is the settlement, two is the budget adjustment or K is the budget adjustment for that and L is a bond resolution um on that as well to cover the costs. Um any

111questions on any of our new business? Mr. Volante, I would just say that um the H letter H, the amended district safety plan in response to Tisha's law, when I was here last month presenting to the board, we did open it up for public comment. Uh and we've not received any comments just for for the good of the board. >> Thank you very much for that update. Any other questions or comments on new business? >> The donation coming from a woman that's runs. Does it say yes? So, it's a I thought it was a maybe I didn't read it right but um program out of Buffalo Buffalo schools >> it's a good program I think I just don't know much about it so that's very nice >> I just don't understand the connection just a

112parent I guess parent of the >> I I I believe it's a parent of a of a >> middle schooler >> middle school middle schooler >> play baseball >> it was a middle school parent I received a phone call from her um she just said she had two buckets of um unused baseballs uh that she was just storing and she would like to donate them. So, >> okay. Very nice. Thank you. >> All right. So, no other questions on new business. That leads us to our second open session. Any takers on the second open session? All right. And that leads us to personnel. We'll be voting on these personnel appointments next week. We have um our normal teacher and administrative and then our service. Any questions, comments, concerns on any of them? >> Just the

113one on the retirements on the teaching side are these five people that >> um I believe yes that ends Friday January for Thursday. >> Thursday is the 15th I believe is the last day that >> for it. So it could be >> I assume they're all qualifying for the first eligible. uh not necessarily but have given us their paperwork. There might be some other um benefit to them doing that but but um I think I think this group is for selling. Yeah. >> So there's potential we'll see >> there's potential we could see more next week because yes the date ends um is January 15th. Okay. That group is all for selling. Yes. >> Thank you. Are any other questions on personnel? All right, that's all that we have. So, may I have a motion

114and a second to adjourn this meeting? >> So, move. Second. >> All in favor? I thank you very