June 16th, 2026 - Board of Education Meeting

001Good evening everyone and welcome to the Ontario board meeting for June 16, 2026. We have a tobacco policy in place. There's no smoking within 100 ft of any school building. Please stand for the pledge. Word clerk, will you please call roll? >> Trusty Smith >> here. >> Trusty Jared >> here. >> Trusty Mitchell Morell >> here. >> Trusty Jerome >> here. >> Trusty Goodrich >> here. >> Trusty Ken >> here. >> Trusty Bishop >> here. >> Thank you. Welcome everyone. Um, we're going to move right on to item 2.01. Our middle school principal, Dr. Solomini, will welcome the board. the microphone. Sorry about that. Uh good evening everyone. Tonight I'd like to share some uh several scheduling initiatives that will be implemented for the 2627 school year. And at the center of this work are

002two connected initiatives. Daily common planning time and academic core. Together, they are designed to strengthen support, expand opportunities, ensure every student receives what they need to be successful. We wanted to increase the opportunities for teacher collaboration, strengthen MTSS, improve responsiveness to student needs, and expand enrichment opportunities. Rather than adding programs, we focus on creating time and structures that allow us to use our existing resources more effectively. Daily climate planning time provides a dedicated collaboration time for grade level teams. This allows teachers to review student progress, analyze data, discuss student needs, coordinate supports, and plan opportunities for enrichment. When teachers meet regularly, student support becomes more consistent and more responsive. Teams can identify concerns earlier, coordinate interventions, and maintain a shared understanding of student needs. This picture right here provides an example of how teams might

003use the common planning time throughout the week. The specific conversations will vary based upon the grade levels, but the process remains consistent. The teams will be able to review data, discuss students, monitor progress, and make adjustments. Grade six common planning time will meet during the when the students are in their quarterly rotations that rotate between art, general music, home and careers and health. Grades seven and eight common planning time occurs while students participate in band chorus and orchestra. This creates collaboration time for teachers without reducing opportunities for students. The information and planning that occur during common planning time help drive academic core. Together these structures allow us to respond to student needs through targeted support, enrichment, skill development, and student centered learning experiences. Academic core is a dedicated instructional block built into the student day.

004It provides time for support, skill development, enrichment, and student choice. It is not a study hall. It is purposeful instructional time. This graphic chat GBT is really cool when you use it right. This wheel right here highlights the many opportunities that can occur during academic core including literacy support, math support, project based learning, enrichment, skill building, and targeted support. This emphasis is on providing the right opportunities at the right time. For grade six, academic core alternates with music. In grades seven and eight, academic core alternates with selected electives. This allows us to per preserve student opportunities while creating dedicated time for students and support and enrichment. Student placement is informed by multiple measures, including classroom performance, assessment data, attendance patterns, teacher recommendations, and student needs. Most importantly, groups remain flexible and can change throughout the

005year. Some students may need specific targeted support, others might benefit from additional practice, or others may be pushed and have enrichment opportunities. academic core is designed to meet those students where they are and provide appropriate opportunities for growth. For an example, approximately every five weeks, which happens to be aligned to progress reports and report cards, teams will review data, analyze the needs, create groups, and monitor progress and make adjust and make adjustments to the students groups. This allows the academic core program to remain responsive throughout the year. Academic CPS strengthens tier one and tier two supports by creating dedicated time for intervention, enrichment, progress monitoring, and instructional response. It gives us another tool to support students. For students, we expect stronger engagement, increased growth, more enrichment opportunities, and timeless support. For teachers, we expect stronger

006collaboration and alignment. Most importantly, we expect a more responsive learning environment where every student has the opportunity to succeed. Any questions? I went through that pretty quickly. >> Any Phillips questions? >> First of all, thank you. That was so loud. Thank you so much for trying something new and that's already connected into the MTSS program that we're all so supportive of. It's really exciting. I'm just curious if you have experience with this from your own background or if you've researched like where like where does this come from? It's wonderful. >> So researching uh plenty of articles about the idea of a what's commonly called a flex period. I have used something similar to this in a prek8 building uh for the middle school program specifically where you had sixth, seventh, and eighth graders on the

007second floor of a building. What it designed to do is that the students who were excelling had an opportunity to delve into something like a passion project or something that would peique their interest. It also provided the teachers times to delve into something that they're interested in. But it also reduced the uh studenttoteer ratio for those who needed the specific targeted supports or skill. Now the flexibility allows that I didn't mention it but common planning time happens the period right before the academic core so teachers can have the opportunity right then and there on that day to shift groups so it's timely it's specific and it's strategic I developed it the schedule that purposeful by putting common pore the period right before the academic core for that reason uh specifically I've also seen it on

008a on a flexible grouping schedule on a the prek five round where students were moved between groups based upon the skill development. So, I've seen it work. I've seen it happen. I've seen it successful, but there's plenty of research out there. Actually, uh Stephanie provided me an article just as we were talking about it and really just jumped right in there. I could provide you some of the other links of some of the other other articles that I've researched and reviewed in developing this. um it just seems a better um a more efficient use of teachers and students time. Uh currently looking at the AIS program where there are not a large number of students sitting in the program um but it just seemed that they were you know spread out. So by having the

009academic core program where students are all participating, it enriches those students that need the enrichment, but it also provides peer um work and collaboration between other peers by incorporating the entire middle school. Sixth grade will be um each grade level will be separated basically, but it's also at the same within time that the groups can fluctuate and and well my expectation that they will be that they will fluctuate at least every five weeks. I want to echo um Trusty Jared's enthusiasm. Um I and point out that this sort of organizational design like using our small student body and our fantastic um teachers and staff to adapt to like a new moment and to try something new. Uh it's just so intentional and again a lot of gratitude. I can't wait to start talking to people

010about this. >> Thank you. >> Well, I'm going to echo the two trustees who have already spoken and tell you that um as as a a long time ago when I was an elementary school teacher for the first number of years, we did not have common planning time, but common planning time was initiated and it made all the difference in the world. And uh I think that our teachers are going to really benefit from it and our students are going to benefit from benefit from it even more than the teachers. >> So the common Thank you. the common planning time professionals speak anyway. They they do take the time in the hallways to talk amongst themselves on the grade level and even across the curriculum. So sixth, seventh, eighth grade English teachers have time. They're

011within the same hallways basically. But to to set aside if you find it valuable, you set time away. You set time for it in the schedule. So not to expect it to happen during lunch or prep or uh duty time. So it's intentional to provide it on an everyday cycle. Right now common planning time occurs every other week and it's usually during their um their duty time which is during majority of them during my lunch shift, fifth period. So they they step out during that period. They they plan but it's on every every other week basis because of just you know the needs of a greater whole. Um so making it intentional you also expect it to be taken um you know taken advantage of and used and so that's why it is definitely set

012up within the schedule. It was part of when you build the master schedule you build it around one or two main goals or structures or vision and one of them was the common planning time the other one was the academic core. So, those were the two things I hung the rest of the schedule on. Um, as the bonus is as a skeleton. >> Any other questions or comments for Dr. Solomini? Thank you so much. >> Thank you. >> On to item 3.01, uh, the awarding of tenure. Um, we're going to do it a little different this year and hopefully a little more organized way than normal. So, we're going to call principles up first to recognize the uh tenure recipients in their buildings and then we'll do the resolution to award tenure to all of

013the all of the teachers who are receiving tenure tonight. Right on Q, our first speaker, Mr. Gabriel Bono. Good evening everyone. Just when you thought you were done with me. I need my glasses. Sorry. I have them right here. Just good evening everyone. Much better. Let's talk about Miss Kern first, shall we? All right. So, Miss Kern began her career in Phoenicia Elementary School during the 2022 23 school year. She's a lifelong learner who's taught who has a strong affiliation with language. Her current assignment is to teach all third graders readers and writers workshop along with word study and read aloud. She's extremely caring and has a great compassion for her students. Her professional interactions with students allow her to engage playfully while also maintaining order and discipline. Miss Kern is very well respected by

014all and is a pleasure to work with. A pleasant demeanor, strong work ethic, and dedication to our students truly makes her an asset to Antior. Based on a comprehensive review review of Miss Kern's credentials, classroom observations, and performance, it is my very strong recommendation to Superintendent McLaren to recommend her for tenure. Laura Kern, would you please stand up? Is Nicole here? There she is. That was to Greg. Um, Miss Hasty, she began her career in Phoenicia Elementary School as well. Um, where the first few months of her employment at Bennett, her natural leadership and ability to play with the students was extremely clear to everyone. and she is and has been an asset to this community for years. Just to go off script a little bit, um I actually met Miss Hasty back when our

015girls were in kindergarten. When was that? A long time ago. About 15 years ago. And anyway, I'll go back on script. We spent a lot of time at soccer. Uh, Miss Hasty has a quiet, she's very quiet actually, yet professional demeanor. However, her professional interactions with students allow her to engage with them playfully while maintaining um a very structured environment. Her skill set to remain calm, gain the attention of a large group, and help manage students at dismissal is utilized every day and is very appreciated by the staff and also bus drivers. Miss Hasty is well respected by all and is also a pleasure to work with. Based on a comprehensive review of Miss Hasty's credentials, I strongly recommend to the superintendent schools that she be considered for tenure as well. Nicole, you want to

016stand up? Have a lovely board meeting. See you later. >> Thank you, Mr. Bono. Uh, Miss Carol Griema. >> Good evening. So, um, I'm going to read a little bit about MissWigley. MissWigley is a dedicated special education teacher whose work consistently reflects a deep commitment to meeting the needs of all learners. Throughout her four years with the district, she has demonstrated professionalism, compassion, and a student centered approach that helps create supportive and inclusive learning environments where students can thrive both academically and socially. MissWigley works closely with her general education colleagues to plan and deliver meaningful differentiated instruction in reading, writing, and mathematics. Her training in Orton Gillingham and the science of reading has strengthened her ability to provide structured explicit literacy instruction that is responsive to individual student needs. She is thoughtful in her instruction

017instructional decisionmaking and consistently focuses on helping students build confidence and achieve success. In addition to her strong classroom practice, MissWigley demonstrates exceptional attention to the development and implement implementation of IEPs. She ensures that goals are meaningful, progress is carefully monitored, and students receive the supports necessary to make growth. Her work reflects both a strong understanding of special education requirements and a genuine commitment to student outcomes. One of MissWigley's greatest strengths is her ability to collaborate and communicate effectively with others. She works closely with colleagues, related service providers and families to support student success. Her prior experience as a teaching assistant and an ABA therapist has given her valuable insight into supporting students social emotional development and contributes to her thoughtful team oriented approach to problem solving. She is a dependable and highly respected member of

018our school community. MissWigley has also contributed beyond her classroom responsibilities through her participation in kindergarten screening. Through this work, she has helped identify students needs early in their educational journey, supporting timely interventions and informed decisionmaking for students and families. Miss Quigley's dedication to her students, commitment to her professional growth, and positive contributions to our school community have made her a valued member of our faculty. After carefully reviewing MissWigley's performance, professional growth, and contributions to our students and school community, I am pleased to recommend MissWigley for tenure. Miss Now, I'm going to speak on behalf of Miss George. Um, it's my pleasure to speak on behalf of Miss George. Throughout her time with our district, Miss George has demonstrated a strong commitment to her students, colleagues, and the broader school community. She brings both expertise and

019heart to her work every day. With degrees in elementary and special education, she has a solid instructional foundation. But what truly stands out is her unwavering belief in her students and her dedication to helping each child feel successful, capable, and valued. One of Miss George's greatest strengths is her commitment to continuous learning and professional growth. She consistently seeks opportunities to strengthen her practice and better meet the needs of her students. Her extensive training in multiensory reading has significantly enhanced her literacy instruction, allowing her to provide structured, engaging, and effective support for a wide range of learners. She has also worked closely with all points consultants, demonstrating a willingness to collaborate, reflect on her practice, and implement research-based strategies with fidelity and purpose. Beyond her classroom instruction, Miss George creates meaningful learning experiences that leave a

020lasting impact on students. A wonderful example of this is her leadership um a wonderful example of this is her leadership of the Blue Connections Clear Water Sailing Program. Through this interdisciplinary experience, students connect science and social studies learning while building relationships with peers in New York City through penpal exchanges and virtual lessons. The program culminates in a shared sailing experience that fosters curiosity, teamwork, environmental awareness, and social connection. It has become truly memorable and enriching and an enriching opportunity for students. Miss George is also a valued colleague who works collaborative collaboratively with staff, maintains strong partnerships with families, and contribute contributes positively to the culture of our school. Her warmth, creativity, professionalism, and student centered approach make her a trusted and respected member of our faculty. After carefully considering Miss George's performance, professional growth, and

021contributions to our students and school community, I am pleased to recommend Miss George for tenure. George, thank you. Dr. Solomini. >> It's working now. And I'm back. So, I'm here to read about uh Miss Cole, Karen Cole. Miss Cole, where is she? There she is. Miss Cole began her career at Phoenicia Elementary School during the 22 23 school year. Within the first few months of her employment, her natural leadership ability and playful interactions with the students made extremely clear to everyone that she was a real asset. Her skill set to gain the her skill set to gain the attention of large groups of students and help manage them utilized every day and was appreciated by all the staff at Bennett. Her professional interactions and students allowed her to engage playfully while also maintaining order and

022discipline. Miss Cole was a valued member of Bennett's cardiac emergency response team when she was working there. Miss Cole was then transferred to the middle school effective December 1st, 2025, where she was assigned as a one-to-one teaching assistant in the six intensive program. She quickly developed a positive relationship with the student and is frequently observed engaging with him both inside and outside of the classroom setting. Notably, this is the third teaching assistant assigned to the student during this current school year. Miss Cole is well respected by all and is a pleasure to work with. She has a pleasant demeanor, a great work ethic, and is dedicated to our students, which makes her truly an asset to the Entoure Central School District. Based on the comprehensive review of Miss Cole's credentials, classroom observations, and performance, and

023my personal interactions with her, it is my recommendation to Superintendent McLaren that she be considered for tenure at this time. for Don. I'm filling in for Mr. Edelman at this time. So any errors, just blame him. Miss Djon, she here she is. Miss Don embarked on a career at Antou Middle High School during the 2324 academic year. And from the outset, it was clear that she was an exceptional addition to our staff. She seamlessly integrated into the music department, immersing herself in the wellestablished wind ensemble program previously led by a beloved teacher who had recently retired. Miss Djan not only embraced the existing culture, but also successfully engaged students deeply rooted in traditional practices, introducing them to innovative philosophies, techniques, and skills. Miss Djon also teaches general music as the middle school level at the

024middle school level. Currently, Miss Djan is assigned to teach high school wind ensemble and general music 7. Highly regarded and respected by her students, Miss Dian's classroom presence is a true pleasure to witness. She consistently demonstrates an impressive ability to address a diverse needs of her students. Her commitment and dedication are evident in the outstanding performances at a concert, both locally and at the county level, where her students have achieved significant success. Beyond the classroom, Miss Djan actively advises several extracurricular activities. She currently leads the color guard Pepsa to rejuvenate our marching band. Moreover, she has served as the director of the high school jazz humble and the orchestra director for the school musical. Through her extensive efforts, Miss Djon ensures that our music students have ample opportunities to explore and pursue their interest. Miss

025Djan's pleasant demeanor coupled with her strong work ethic and dedication make her an invaluable asset to the Ontario Central School District. based on a comprehensive review of Miss Djon's teaching credentials, classroom observations and performance and also as well as my interactions with her. It is Mr. Edelman's and my recommendation to the Superintendent McLaren that she be considered for tenure at this time. And next is Mr. Scott Richards. >> Uh so first off, I'll start with Jillian Juel. She's a teaching assistant at Woodstock. Uh Miss Juel first supported Woodstock Elementary as a substitute during the challenges of the pandemic and quickly became someone our school could count on. What makes Jillian particularly unique, there's a lot of things, is her artistic talent and the way she has used it to improve our school environment. She designed

026her sensory walls and created a beautiful mural that greets students and families in our front lobby. These are both visible reminders of her commitment to making Woodstock Elementary and the district a welcoming place for children. Beyond her creativity, she brings positivity, flexibility, and a great sense of humor to our school every day. Due to her willingness to step in wherever needed, she has successfully served in a variety of roles, including supporting multiple grade levels and working as a one-to-one teaching assistant for students requiring individualized support. Her versatility, dedication, and student centered approach have made her an invaluable member of our team. Miss Jewel. Next, I have Miss Josephine Catalano, uh, music teacher at both Bennett and Woodstock Elementary. Miss Catalano has elevated our music program in remarkable ways since joining Antiora in 2022. She teaches

027general music across both elementary schools and has directed chorus and now leads our elementary orchestra, all while maintaining high standards and enthusiasm for students. One of her most impressive and enjoyable accomplishments was bringing together the Woodstock and Bennett choruses for a combined performance despite limited opportunities to rehearse together. The performance was exceptional and demonstrated her leadership, organization, and ability to inspire students. She has also update updated and strengthened the general music curriculum, ensuring that students receive engaging and meaningful musical experiences. On a personal note, the last two elementary concerts, if you haven't been there, you missed something. Um, I've witnessed under Miss Catalano's leadership and the music department have been among the finest elementary performances I have experienced in more than 20 years in education. Her ability to develop talent while fostering a love of

028music is truly exceptional. Miss Catalano and I have one more. Uh Natalie or Cholley or Miss U as most of us call her. Uh Natalie arrived at Woodstock with extensive mathematics teaching experience from Colorado and immediately became a leader within our school. She is the person colleagues seek out for guidance on math instruction, data analysis, and best practices. What stands out most is her ability to use student data to identify needs and create targeted interventions that lead to measurable go growth. Whether she is providing AIS services, co-eing, supporting classroom teachers, or helping colleagues improve instruction, Natalie consistently approaches every challenge with expertise, professionalism, and solutionoriented mindset. I am also continuously impressed by her commitment to professional growth. Natively act Natalie actively seeks out opportunities to expand her knowledge and refine her practice, ensuring that both

029she and the students she serves continue to grow. Her impact extends well beyond the students she directly supports and has strengthened mathematic instruction throughout our building. Mr. Uroli The following named instructional personnel having served a period of probationary status consistent with the education law of the state of New York and provisions of the commissioner's regulations and having received continuing satisfactory evaluations of performance are hereby recommended by the superintendent of schools. for approval for tenure status with a probationary period of 8:1522 to 81426. Certified elementary teacher Laura Karna hereby receives tenure on 81526 with a probationary period of 8:1523 to 8:1426. Certified music teacher Marilyn Dison hereby receives tenure on 8:1523 the 26 with a probationary period of 9122 through 8:3126. Certified teaching assistant Karen Cole hereby receives tenure on 9126. With a probationary period of

0309122 to 83126, certified teaching assistant Nicole Hasty hereby receives tenure on 9126 with a probationary period of 9122 through 83126. Certified teaching assistant Jillian Juel hereby receives tenure on 9126 with a probationary period of 9122 through 83126. Certified elementary teacher Natal Natalie Eroli hereby receives tenure on with a probationary period of 9122 through 10926. Certified music teacher Josephine Catalano hereby receives tenure on 101026. With a probationary period of 8:1522 to 102826, certified special education teacher Elizabeth George hereby receives tenure on 102926 with a probationary period of 117. 722 through 11626. Certified special education teacher Katrina Quigley hereby receives tenure on on 11726. May I have a first? Trusty Mitchell Morurell, second Trusty Goodrich. Any questions or comments? just the huge thank you. Um we are so fortunate to have these teachers who are so good

031at their jobs, who care about our children, and um we don't as a board always interact with you, but we know that you're what makes this place work. So, thank you. Thank you. Thank you. Anybody else? >> Really? She said it for all of us. All right. All in favor? That's unanimous. Congratulations. On to item, excuse me, on to item 4.01. The board of education will recognize our retirees effective. So, how are we doing this? They're gonna bring they're gonna come up. Okay. So, as as I read your names, would you please come up? We have a little gift for you and we'd love to shake your hand. Um, effective August 31st, 2025. Nancy Wal Walters monitor effective October 4th, 2025. Steve Kenokei, uh, TOSA, teacher on special assignment, social studies. effective October 24th, 2025.

032Nicole Summer, Director of Transportation. I don't think Nicole is here tonight, but we are so grateful for her service. Uh, effective December 1st, 2025, Loretta Davis, food service uh, worker. Right. Loretta, thank you for your service. Effective June 30th, 2026, Principal Gabriel Bono. Also effective June 30th, 2026, James Grady, social studies teacher. not here tonight, but we absolutely appreciate his service. Uh, also effective June 30th, 2026, Amy Gustoson, AIS teacher. also effective June 30th, 2026, Karen Inge, teaching assistant. Karen is not here. We are grateful for her service. Uh, also effective June 30th, 2026, Joan Mayon Allison, elementary teacher. She's not here, but we really appreciate her service. Uh, Connie Rogers, school bus attendant. Is Connie here? Okay. And and and former school bus driver, Connie. Also effective June 30th, 2026, Leah Smith, typist. also

033effective uh June 30th, 2026, Brian Wonderlitch, school psychologist. ologist. Brian's not here either and we truly appreciate his service. And effective July 4th, 2026, Janet Briggs, teaching assistant. And Janet is not here either. So, we will move on to item 4.02 and the board of education will thank represented our our student representative and I get choked up. Did I miss something? Okay. Okay, we're good. Uh, we'd like to thank Jenny Albbright for her service. Anybody? Jenny's been a rock star. That's all I have to say. She's been great. Um, and on to item 5.01. Oh, no. I'm sorry. Five is our recognition of spring athletic student achievements. Dr. Solomini, you're on again. >> Can't get enough of me. Um just okay so um we review the spring athletic accomplishments for this year. Our varsity girl

034girls golf uh coached by Mr. Harkin was the section 9 state qualifier uh for Alexandra Young received third place and the New York State Championships for were also Alexandra Young for the 22 plus 16. I'm not certain what that means. Um, for varsity boys tennis, uh, the ML MH tennis qualifiers were Leo Haywood, Jeremy Hubber, Adam Jordan Grady, and Evan Piser. Uh, was coached by Steve Murphy. For the varsity boys track, the section 9 state qualifiers are Jir of the high jump. Bill Fox for the pull vault. Jeremy Huber for the shot put and discus. Leroy Lewis for the personal record of four minutes and 53 seconds in the 1600 uh distance. Coached by Mr. Kinda, Jason Kinda, and the assistant coaches were William Wall, Giovana Wall, Tom King, and Haley King. >> Dr. Dr.

035Solomini, I just want to ask the students that have already been recognized, will you please stand up so we can applaud for all of you and then in the future stand up when we when um Dr. Solomini is Yeah. on your slide. >> Nobody. Okay. Okay. >> We have um Alexander Young. >> Anyone from the varsity boys tennis? uh boys track uh ver varsity girls track for the record of five with a record of 5 in the division championships. The Steinhuff Cup small school invite uh invitational back-to-back champion, the MHAL championship third place and section 9 championship in third place. We have the individual event champions of first team for the MHAL. We have Sadi Kis shot and discus. Satie, please stand. We also have Hannah Matawi discus as well and Emma Mowi in the

036st the steeplechase. Then moving all to the all MHL medalists we have Quinn Denter second place silver medalist high jump. Heather Chisum, third place team bronze medalist. Pova, Jade Stanley, second place silver medalist in the pentanthalon. Section 9 championships. Uh, Sadi Kis first place shot Hannah again first place Pententhon. and a medit and al Alexa Hull silver medalist 400 hurdles for the New York State Championship qualifiers. Sadi Kas again shot and discus and Hannah Meowi Pentanthalon for the New York State Championship. Uh Sadi Kes for the section 9 sportsmanship award recipient. Sad missed the podium by first place by one place for shot putut. I guess somebody was supposed to be there. the Hannah Matalie for the personal best on the 100 hurdle. And I was coached by uh Patrick Birkhart with assistant coaches of

037William Wall, Giovana Wall, Tom King, and Haley King. Varsity softball, which was a merger with Roundout. We have Isabelle Warren, offensive MVP. She led the team in pitching. We also have Julia Young for defensive uh MVP which led the team in hitting for for a roundout record of 13 and five. Section 9 qualifiers for uh as well as coach V coached by Victoria Decker. And I am done. I apologize for mixing that up but >> No, you didn't. You did great. Thank you. Thank you. You've had a full-time job here tonight. >> Do my best. >> We appreciate it. >> All right. So, where? Oops. Find my place. We have a break and there are some cookies out in the hall to celebrate and we really appreciate you all being here. Congratulations to our tenure

038awards. Congratulations to our retirees and our athletes. All right, we've returned from our break on to item 6.01. Our student representative, Jenny Albbright, will give her report. >> Hello and welcome to my last board meeting ever. This is pretty crazy. Um, for the moment, for the moment. Um, so it's it's been a lot at the high school, especially for seniors. There's been so many things going on. There's been finals and responsibilities like your government meeting, your community service hours. Um, and there's Beller Bash coming up. There was senior summit to last week. There's it's just it's been very busy, but it's been very fun. It's also been fun for the rest of the high school. Um yeah. Um spring sports is doing really great. Um you saw the statistics for like state tracks and uh

039or um uh track states and um golf states. Really, we have phenomenal sports teams. It's amazing. Um uh any high school is officially out of session, but the middle school and elementary school is still in session about the 26th. So yeah, I like it's just been good. There's really nothing that's changed that much. Thank you so much, Jenny. It's really been a pleasure to work with you. Right here. Here. And now, um, we will open the public hearing for our for our code of conduct. And um that just means that the board will have um up to 30 days to review the code of conduct and uh vote on it um at a later time. And if there were um audience members at this time and and this could happen again at future meetings, uh

040we would ask if anybody on the board or anyone in the audience has any comments um at this time and we can table that conversation until a later board meeting unless there are comments now on the code of conduct. That's okay. Um I just wanted to mention um the reason that we have the code of conduct uh on the agenda with a hearing is because we should do that each time there is any change made and because the policy committee this year was so active and we um updated rescended um combined multiple policies that were actually referenced within the code of conduct. I went through and updated all of the references so that they are now again accurate. And also um we added one sentence uh in attachment E regarding dress code and that sentence

041states the dress code will be equitably applied to all students regardless of gender. And so those are the changes that were made. So we just want everybody to be aware um so that it's easy to discern Thank you, Chie Kudson. I think you had a question. Yeah, I read through the whole thing actually and um there was just one section that I thought was a little bit to my ear strangely written which was the Roman numeral three and I can't pull it up in front of me because my computer's not simply my password for some reason which is the it's about expected behavior and the way it's framed is the board will not tolerate and then it's a list of things that we do not want stu or we expect students to do or not

042do and Um I just found it odd. I mean many of them some of them are completely obvious that you know um because to me when you say not tolerate that's um sort of a a zero tolerance policy which implies immediate consequences um from the board but it's all kind of for behaviors that the board doesn't intersect with. Um, I don't know if it should be the district or um and and then when you get down a little further, it says things like I'm going to take a devil's advocate position here because I'm not sure it says this, but it's it's like um any behavior that hurts somebody's feelings essentially or makes them feel socially awkward. it it seems like the language doesn't quite fit some places what uh that people might feel that this

043is a very kind of you know um strict disciplinarian kind of place from the way it's written and I don't think it really I think it only means to address someone who's really bullying somebody or harassing them but you know high school middle school hurt feelings happen a lot right and uh um social awk socially awkward situations happen quite a bit. Um so I just wondered if that that particular section could use a little refining. >> Uh we can certainly go back and look at that if you wanted to um over the next couple of weeks share with me any suggestions you have. >> I'll take a look at it. Um, of course, >> I mean, many of them are obviously things that we do not tolerate, but then other ones are seem more of

044a, you know, almost a day-to-day thing for for um, adolescence. So, or depending on how you interpret the words. So, maybe just if the words were a little more clear, that's all. >> Forgive me if you already responded to the question over email. I just I didn't check after like 1:00 today, but is the uh dress code referenced here apply to PE as well is my question because my sixth grader was on the dress code committee that spoke to the PE department and there I know there was a lot of conversation in there and it made me wonder if this is the dress code or if there's a separate PE dress code and if so where that's addressed. Um so student dress code is actually covered by board policy 7312 and um that policy also

045has similar language uh to what we've added which is administration and enforcement of the dress code will be gender neutral and consistent. But this policy also speaks to um physical education. It says, "While the school administration may require students participating in physical education classes to wear certain types of clothing such as sneakers, socks, shorts, and t-shirts, they may not prescribe a specific brand which the students wear." And then in the student handbook, it also talks about um dress code with regard to PE, which is all members of the school community must be dressed in appropriate clothing and protective equipment as required for physical education classes, participation in athletics, science laboratories, technology classes, and home and career skill classes. Students will be provided with a physical education t-shirt to wear during physical education class. If student

046does not bring this shirt to their class, they will be asked to either wear a comparable shirt or borrow a spare shirt from their teacher. So, it's sort of threaded through a few different places. Is the addition of the application regardless of gender does would that apply down to all those different places? for example, that would mean that if girls may not wear tank tops that boys may not wear tank tops. Is that correct? >> That should be correct. Yes. >> Okay. Once this is added in there because it's not the case. >> No, that should be the case now. And if it's not, then that needs to be addressed with the teachers and with the director of PE. >> Okay. But according to the code of conduct, it should be. >> It should be.

047Yes. >> Okay. Great to know. Good. >> I'm actually not entirely sure about this, but I think when you say gender, you might mean gender identity or you want to maybe include that also. And I actually asked my friend who seems to know a lot about this stuff and I she couldn't get back to me, but I'm going to email what she says because she just is more of an expert on the topic, but I think we want to include that as well. Not really sure yet. I asked my friend who's more of an expert and I'll get back to you. But I think you know gender is more like your sex that you're born with and gender identity is how you identify and how you feel inside which can be different can be a

048different thing. But for uh in in terms of fizzed uh gender or gender identity really wouldn't impact the dress code, right? It would be it >> I didn't mean it in terms of gender. I I didn't mean in terms of the dress code. There's it's mentioned many times and I'm just wondering like when you're saying sexual identity, gender I think gender identity needs to be in there too when you're list religious like when you're listing a lot of things. I think pretty sure that needs to be included as well or even instead. That's the part I'm not clear about if it's separate or I don't know, >> but you're going to you'll find out and and Okay. And notify superintendent. Great. Thank you. Any other uh questions or comments at this time about the code

049of conduct? All right. So, we will close the hearing on the clo uh code of conduct to be discussed more in the future. And on to item 8.01. Our assistant superintendent for curriculum and instruction Stephanie Laughen and innovation specialist Wes Trabeli. Right. I I like to butcher names. um from olsterosis will present the AI survey findings and policy recommendation. Good evening everyone. I also want to congratulate our uh tenur newly tenured staff and our retirees. It's milestones to be celebrated and we were very lucky to have uh be able to welcome these relatively new staff members. We had a a great bunch tonight that got tenured and I'm very excited to have them and and work with them and we uh as we also say goodbye and and celebrate all the contributions made by our

050retirees this evening. So I want to add my congratulations to them. I also want to thank the board for allowing the AI circle team and the instructional staff the time over the past school year to consider AI policy recommendations as we gain a better philosophical and practical understanding of the work. There's multiple dimensions and they seem to be changing frequently and we really appreciate your patience and support for that. Before I begin, I want to introduce a little bit more about my co-presenter uh Wes Travels. Wes is an educational technology and projectbased learning specialist for Olster Boseies. And in his recent years, Wes has focused on studentf facing generative AI, exploring not only its promises and pitfalls, not only its promises, but also its pitfalls with equal rigor. His writing draws on the academic research

051literature in AI and education which he has been tracking and analyzing independently for the past two years. Work that has been cited by the Brookings Institute, published in ACM inroads and recognized by the international ed technical forecasting competition and we are uh very excited to have him as a colleague. His work here in Antiora helps teachers integrate technology in ways that drive student engagement and also deepen learning. He speaks not only from his experiences in the region and nationally but also from a place of deep familiarity. He has spent two days a week in our classrooms and conference spaces working with our students and teachers for the past five years and we are grateful for his partnership. Welcome Wes. Okay, so I want to highlight the members of our AI circle team that uh participated

052in this process over the past several months. It was um wonderful to have their partnership and point of view. I think everyone was coming from very different ideas and and points of view and um it was great to hear many voices in this process. So from October to June we participated in five sessions of professional learning on AI's role in teaching and learning at Olster Boseies. We had in-person workshops and also um virtual collaboration with other districts. We collaborated internally on policy considerations, piloted school AI, created AI surveys, analyzed survey data, created policy recommendations, and planned for next steps. So the survey that the surveys that were done um were created by the AI circle members. We had staff, parent, and parent surveys that went K12, but also student surveys that were grades six through

05312. Building principles shared the survey link with staff by email. Middle school and high school students were given time and social studies to complete the surveys during class, including additional opportunities following absences and extended access to the survey as well. and building principles sent out parent square notifications with links to the survey at the middle school level. Uh it was brought to our attention at the end of week before last that uh middle school parents were not necessarily shared broadly with the survey. So we reissued the survey. Our middle school principal sent that survey link out and our data um does include the new survey results. So, I'm gonna ask Wes to come up and speak a little bit about the survey. Um, specifically, I know you have all had time to look at the

054uh the survey, which has a lot of specific um data, and uh we're not going to speak to every slide unless there's questions perhaps on those slides, but Wes is going to highlight our process and and several of the findings. Thank you. Good evening. What is this? Is this a PDF? >> Okay. Gotcha. Thank you. Um as um Miss Lafin said, if you have any question about any of the slides that I did, I'm happy to answer any questions. I just flagged a few slides that I would like to bring to your attention. uh starting with the sec this one the second one that explained how I um did I made this presentation. So, we have some data about the number of respondents. I did use >> Excuse me, Wes. Could you um get the

055mic closer to your You might have to hold it or Yeah. Whatever your >> com Okay. Um AI was used to uh help me compile the um the document. However, it is not a chatbot like CH DP Chat GP. It's an agentic system called cloud co-work that can uh add tools, use tools, create a checklist of things to do and um operate deterministically meaning it can code. It works more like a calculator than an LLM. So for all the questions that were closed questions, meaning that you have only so many choices and you can answer one, those counts were just as if I did it with a calculator. There are some questions that were multiple choice or there was an other option and participants could enter and type whatever they wanted. So for instance um

056for the the question of which tools they use it was on the the survey offered the possibility to only select one. So for the many people who use several tools used the other choice to say to write Gemini Chbt school AI etc. So for that part I did use the large language models to analyze all of the other and add them to the tally. Meaning that if someone said other CH GPT and Gemini I tell you one for CH GPT and one for Gemini. I did check manually every single slide here. So I'm confident that if there are still any mistakes we're going to talk about it's 412 and not 413. But in the tendencies in general I think are solid. That being said, I did use uh artificial intelligence for this. So if you

057have the raw data of the survey, for the staff and the parents, it's definitely a manageable number of rows in the tables for you to if you really want to make sure to read manually. For the students, it's a bit more involved, 400 answers, but it's still still doable. Um, in terms of the very open-ended question that ended up placed in several buckets in categories on my slides. Uh the AI returned the analysis with suggested categories which I usually overruled and chose I usually may went for simpler options. So I decided on the categories that was my choice. So if you have any questions I can answer to this. Um I'm going straight to the eeky part the concerns and the opposition to um artificial intelligence in school which uh is a minority although um

058they have very strong opinions. So I analyzed all the opposition that I could find in those surveys and I put them into three different buckets. The first one that is the majority of the opposition, 62% of the claims, 400 instances total pertains to the educational nature of the problem, which uh is good because everybody's concerned about the same things. So those concerns can be addressed through education, through dialogue, through transparency in how the district could decide to implement and offer AI tools to students. The two other buckets are a little bit more tricky. Um, ideological such as environmental impact, copyright and intelligent um, IP intellectual property, sorry. So, some are open debates like the IP and copyright, some stem from reports on the environmental impact. I'm currently writing on an article. I'm researching trying to

059get to the bottom of those claims to see exactly because one claim we hear a lot on social media is going to be it uses a lot of water. Something else that use a lot of water is a golf course in Arizona. Is this more water? Is it less water? Can we compare which one is more useful? So a lot of aspect of these questions when it is presented on social media or in press articles are not the nuance is not there in general and a lot of people echo those concerns because they hear that something is bad for the environment and rightly they are concerned. So there are some actual concerns. I'm not negating this. Whether it is relevant to you and the district that'll be your choice. Uh the last one is existential.

060I called it this way. So for the cognitive harm and skill atrophy, I know exactly what they're talking about. It is a concern. That is the main concern actually for anyone like me who's trying to figure out how to to integrate AI into education because that's the main problem that we have. So we finding solutions to avoid this problem. Um, in terms of the mental health impacts, that's also very true. So, I don't have the number here, but uh, you'll find it very easily in terms of the the proportion of teenagers who use it for companionship. Um, there it led to some very clear problems. Just a few for now. To me and now it's just not the survey, but in my opinion, this is all the more reason to address it in school because

061the more you understand the tool, the less likely you are to repeat the mistakes of some teenagers that have sadly misused this tool. >> Yes, >> thank you. Um, and thank you for all the work. I'm just trying to contextually understand. Um so first question is about like the number of teachers versus students. Is that pretty correlatory to what the student teacher ratio is 66 to 413 in the school? Like did like I'm just curious about at a high level understanding the numbers in this like does that seem like a pretty even balance? >> You're asking if the sample is representative. No, no. I'm asking on the page before this, it said the number of respondents, there's like 66 teachers, 412 or 13 students, and then a certain number, 149 parents. And I'm just asking

062a simple question like is that like how many teach like if we split all the students up into class sizes and applied the number of teachers, is that like what we're talking about or like talk I just want to understand those numbers on a more basic level. >> I understand the question, but I do not know the total numbers. So I don't know the ratio. >> Okay. So those are just the numbers whoever responded to the >> okay >> to the survey. >> Yeah, >> I just I wrote that exact question out of my paper. So I think the question we're asking is what is the total teaching staff in the middle and high school building? Is it anywhere near 66? Is that like middle most? >> This was the entire K12 response, not just

063middle school, high school. All teachers were sent the survey. It's the middle school, high school students that were sent the survey. All parents, all staff, only middle school, high school students. >> How many is like if you had to take a wild guess? >> Monica, do you know how many approximately how many teachers we have districtwide? >> Okay, so less than half. just trying to paint a picture, you know. Um, and uh, and then on this side, sort of the same thing like I'm just looking for some context. So, I think you said something at the beginning like can't I didn't really hear that these were a large number. These were concerns were higher than you expected or lower than you expected or are we just not is are they just what are what it

064is sort of thing. I'm not sure. So right right now this slide in particular is only looking at the the opposition the concerns. So it doesn't re it does those numbers here does not reflect the percentage of people actually concerned because the majority of people are in support of AI integration and teaching literacy. >> Is there a slide that sort of diagrams that then before this one? >> Yep. >> Okay. >> Wait, can I just um can we just Stick with this slide. Is your question about this slide? Okay. Go ahead. Go ahead. Sorry. >> I'm just looking for the this is the exposure. Which tool are being used? It's being used is for learning. It's going to come after the very next one on slide nine is should students be taught AI literacy? So

065you see that uh the three groups don't have the same uh type of answers like and I'm not inventing the the exact same number of teachers said for that said yes and unsure. So 43.9%. Um the parents are the least unsure category the most no and the most yes. Um so we see that globally in terms of parent and students we have a majority that is in favor of integrity of teaching AI literacy the I'm I'm only working on the data provided in this survey with the question that were asked. So for instance, I would like to know in the unsure category which portion of the people have concerns that are educational that could easily be addressed. How many have concerns that are existential? That's more difficult. So I do not have this answer. I

066can only show what I could get with this data. So we we could have more survey that is more granular, but at this point that that's all I have. So the teachers the most split vote here and I'm not sure what you make of this to be honest. I want to draw your attention quickly on the slide 10 and 11 because to me that's the the muddiest finding which is the least clear is when at which in which grade should that start? Should this process start? Um, this is the answer of teachers organized by where they teach. So the left bar is only elementary school teachers. The second one is middle school teachers and you have the colors in the legend. That's what they said for when that should start. I would like to point

067out that the word AI literacy was not defined in the survey and there are very varied definitions out there. So they could be that could explain uh the why people are unsure that could explain why they have wildly different ideas as to when it should start because for instance learning how to use chat GPT to write code to make a website is one thing. We're not going to give this to K2. But teaching young students, young learners that nowadays what looks like a photography of someone does not necessarily mean that thing is true. I have a son in kindergarten. I want him to know that is the case. A video or a photo of a human or person or a situation may not necessarily be true. There are ways to teach this without being scary.

068I've developed lessons to do just this in a playful atmosphere with the game. trying to understand the fake it just to know that a photo this is new to us for the kids who are growing up in this world that's what a photo is now a photo is sometimes it's real sometime it's not so would you put this in under the term AI literacy if yes then I understand the people who said K2 if we're only talking about the chatbot the chat GPT etc then yes that makes sense to wait until well the usually the terms of service uh say 13 and up or high school but to me those slides nine and 10 for the entire survey those are the the least clear uh finding yes sir >> and um were the ranges was

06968 was as narrow as it got it you couldn't just say eth or seventh it was if if you thought it should start in eighth you had to 668. >> Yes. >> Okay. Thank >> um this only shows the answers of student and parents to the question what exactly student should learn about AI. >> Slide 12. This is a multiple choice question. So they could select several. And there was an other category for open-ended question. On the right side of the slide, you would see some of those answers with the number of student and parents that uh indicated for instance environmental impact. Four students said that they should be taught in school and three parents did too. overwhelmingly responsible use, privacy and safety, what AI is, learning to verify and check claims, the fact that

070the fact that AI is not always accurate, which is very important piece of knowledge. Um, apparently the students are not concerned about career career readiness for some reason. Maybe they're already ready. Um but yes, so that's that's what the the parents and students said they think that the mandate of the school what the school could uh help with in terms of teaching them about. Now for the part about we ask again parents and teachers about teacher using AI >> 14. >> Yeah, slide 14. Sorry. Uh I also decided on those categories uh because I did I did I did peruse extensively the actual answers in the document to look what students were saying. Some were very funny to be honest like the the third the third one should teachers use AI the answer was they

071have a PhD use your brain. Um so I put this into misconceptions. There was a lot of answers especially from students who seem to be under the impression that teachers are walking books and that if they get content from a different source that's somehow cheating um or that yes so in substantive there were real opposition such as I it wouldn't be okay for AI to grade me. I don't want to be graded by AI. I don't want to have important decisions about made by a robot. We all agree on this. Those are classified under substantive misconception are really um I engage you to go read the the actual answers in the document. You you understand what I'm talking about. Broadly, the students understand that this is a resource and that it can help teachers. >>

072Yes. So I will share the full survey documents with the board. I'll share all the data back up and you know I should be able to send that out tomorrow so everyone can see the granular specificities. But you know what Wes is referring to here is what we noticed is that you know some some students seem to think that teachers should not use any source for anything. They should just share what they know and if they don't know it then they shouldn't be teaching it. which is obviously as he's saying this is a m misconception about how it works. teachers have been using sources whether that's the you know 20 30 years ago the teacher that retires before you they leave their file cabinet you get in the file cabinet right you go you look

073at something in a book in a library or you know then suddenly there was the internet everything's out there and all the things right teachers have been using sources and tools for years so it was he's pointing out to the um the comments that were made in the survey it's like if teachers have a PhD well not many teachers have a PhD, some do, but you know, just their misconceptions on how it works as how teachers prepare their lessons. >> Yes. If you if you look at the top one, the most often misconception is an answer such as, well, if we can't use it, why can't they? But we usually say that they can't use it because we're trying to assess what they know. They're trying to learn. Whereas a teacher already knows most of

074the content and use resource to build lessons. not the same process at all. So that hypocrisy comment, I understand where it's coming from, but I I don't think it's relevant. Uh and then I'm going to switch to the last one and take more questions after if you have any. That's slide 22. That would be the last one. So after looking at all of the closed question and open-ended questions, uh my tool came back with 10 action items that the community all included meaning parents, teachers and um students seem to be uh wanting from the districts classified. So one teach AI literacy in school. Two set clear symmetric rules for students and for teachers AI use. Three provide concrete acceptable and unacceptable use. So concrete examples that they can understand easily. Establish platform safety approval criteria.

075This is falls under the laws and John Rymer can help with this. Um five restrict and curate AI tools. one a few people said that there should be no restriction at all in this the far west and we can do whatever we want. Um but most people understand that it should be at least um supervised and restrict restricted. Um 25 students explicitly request transparency. So a lot of people thanked in were expressed gratitude in the survey for the district offering them a chance to talk and give their opinions. So I think it's a good trend and to that should be continued. Um student in question 16 shows many soften opposition when transparency is mentioned. Number seven is also uh related to transparency. Regular family communication about AI use forbidding teachers to use AI for grading.

076That doesn't mean that they can't use AI in the process somewhere. It means not like I'm the AI is doing it and I'm not even looking at what the the tool is doing. I think everybody agrees on this. Um of course professional development and implementation support for the staff. And the last one, the environmental impacts and the concerns should be addressed and acknowledged, not swept under the rock. You have any Do you have any questions? >> More questions, Rick? >> Thank you for all the work. It's really interesting. Um, I'll tell you the first thing that jumped out to me was the page about which AI tools are being used. Um, we just finished reading a lot of the Brookings um, report that you're quoted in. Um, and um, they pretty much came out and

077said that they feel that chat GBT and I'm assuming Google Gemini might fall into this category too is sort of the lowest quality tool that's available out there. It's the most prone to error. It's the most commercially oriented. Um, and it struck me that and and if if I'm wrong, correct me first, but it it struck me that that's the top tool for not only our students, but for our teachers. And so I wonder if you could speak a little bit about your perception of what the state of the industry is in AI, if there are better tools coming, if there are better tools out there now that we could try to point our teachers and our students to. Um and uh yeah >> sure um so that that's a surprising assessment uh especially considering

078the fact that the chat GPT and the Gemini and Claude are the only ones out there school AI the tools that was provided to students and teachers is chose those those educational technology companies school AI magic school etc they don't make AI they're not AI labs They use the AI and repackage it into something educational trying to automate and simplify some workflows because they understand what teachers need. But what they use the technology that they're selling you underneath that's shaded PT under the hood. So if CH GP is not good is not good. On top of this if you look at the different models that you can buy from OpenAI that the companies that make CH GPD there's dozens of different models. They don't have the same price each. Of course, usually in the education,

079you're never going to have the best ones. So, going straight to the source to CH GBT and to Gemini is the best way to get the best models. >> Okay? Because I think my recollection from that study was that they said that there is hope in the future that it matters very much what data sets the AI trains itself on. And if and um my understanding is that open AI trains itself on everything the whole internet basically and that the that higher quality educational AI could be created by restricting um the data sets that the AI trains itself. But you're saying school AI does not do that. >> No. So the companies like school AI or magic school um when you you can opt for the free service and if you buy into it then

080they had they add levels of customization. the levels of customization that they provide um on their prospectus. They're going to tell you that they're going to take all of your district content and your curriculum etc and put them in a system so that the the bot will go inside this inside the system to draw the answers. That is true. However, the manner in this in which this works is called retrieval augmented generation and it is something that's very imperfect. So the image that I take usually one of the biggest names in um pedagogy is Le Vigotsski. If you give all the works of Le Vigoski to the book to the bot it can regurgitate quote from the book accurately no problem. It's not going to learn from the book so that the bot becomes a

081better teacher itself. Every time you open the bot you start from scratch. It has no clue who you are, what you want, what's going on and every time it has to go through all that data and to answer the question. So when you have specific question about something that you have in your curriculum, yes, you can uh that could be useful. I don't think it's transformational because it's very it's not perfect at all. In fact, there's some studies that came out this year that showed that when you increase the context, meaning the the more you give it, if I give it like all the the curriculums from K to2, etc., that's a lot of data, then the accuracy drops significantly. So that's how they sell it to you. It is technically correct. What they're saying

082is true. That doesn't mean that the quality is better. On top of this, if you contract directly with uh school ch with open AI and you have an enterprise plan, you get the same you get the same service but straight from the the real model. So another consideration to take into if you thinking about competition to the big AI labs is that to run effective models, it requires an extraordinary amount of computational capabilities which is the war that they're all waging against each other right now. It could billions and billions and billions of dollars. So thinking that an educational model trained on educational data can rival the big air labs is it cannot happen. That's not possible. >> Wow. Thank you very much for all this information. Really, I mean, we've gone to a lot

083of rural school association uh meetings where all the schools in New York State meet and you know, I've heard talks and uh what you're presenting here is is very useful. Thank you. Um I'm a little confused though because I was told in these in rural school association that they were going to provide specific AI tools that will make AI safe for students. So what you're telling me is that doesn't exist and may not exist in the future. So, >> so it really depends what you mean by safe. >> It would be it's well chat GPT is like the wild wild west, right? We don't want to have everything all our students, especially like a sixth grader access to that or recommend that. Uh be nice to have some type of tool that we can give

084access to the students here at Anora on their laptops with and and feel safe that they're not going to do something bad. >> So all of the main AI labs, so right now we're talking about Google that makes Gemini, Open AI that makes Jet GPT, and Anthropic that makes Cloud. Let's talk about those three. three main. They have a vested interest into making sure that their chatbot does not spew inappropriate content. It's I encourage you to try go to chat GPT and try to get it to say something inappropriate. It's exceedingly difficult. On top of this, as I was saying before, the school AI is using CHP. That's just CHGPT. The layer that has on top that doesn't you don't have with JGBT is oversight because when students use school AI the teacher has access

085to their conversation it is monitored automatically and if one student is using the bot inappropriately the the teacher gets flagged. It says oh you should go and see Johnny because Johnny is talking about self harm or what have you. Even when they're using it properly you want to look at the transcript because a way to assess what they understand. So the oversight uh is to me the main selling point of those tools that currently the Gemini and the CHP don't have. Meaning that if you give we could technically give Gemini today to the students because we have access it's just like turned off. But if we did this then we would not be able to see what they're doing. It will change because that's I've talked with with Google engineers that told me face to

086face that that's the number one ask from educational institutions oversight. So it will arrive at some point. Um but in ter in terms of safety I want to address something else is that there's a when we talk about the cognitive harm meaning that students are too reliant on AI because they essentially use it just to get the answer and that's counterproductive. A safe way to address this is to make sure the bot doesn't give you the answer. The bot refuses to do the work for you. The bot will help you get to the answer. What we've seen and that's what the the first I'm sorry left. The first bot to do this was Kigo from Khan Academy and they just like threw the towel this spring because they saw that kids when they have a

087chatbot that won't give them the answer get frustrated and then cheat with a different chatbot. So the technology exists like for instance in Gemini and CH GBT there's a learning mode that you can choose and toggle on and it will help you learn. I've tried it myself. I encourage anyone here to try um to try to do something that you legit try to remember your math instruction. Try to remember at which level of math you you you don't you can't remember anymore and try to learn this. It works. It only works if you want to learn that the caveat. I got one more thing I want to get this um you're the first one to actually mention dollars. I I read AI stuff all over the place. Nobody mentions dollars. I mean, you want to

088listen to Bloomberg and they'll tell you all the dollars that's going to be spent on data centers and AI. They're going to build a AI data center in Louisiana the size of Manhattan. 300 football fields in Montana. SpaceX data centers in in space. >> And at the bottom of the ocean, Microsoft has experimented already. >> Yeah. So I the schools Anora Central School is going to have to realize we're going to be spending a lot of money on AI and we need to plan for that. I I predict by 2028 we'll be spending a million dollars on not the free version of these tools like chat GPT but the ones that we pay money for. And I could be wrong. Maybe it's 2030, but eventually we're going to get to a million dollars for the

089school for these tools. Do you think I'm wrong? >> Yes. I think that right now the battle that is being waged, that's the essay that I wrote that won this international prediction competition. The battle that's being waged uh between the big labs to get the teachers workflow is to provide it for free, which is what Google did this year, last summer. it it included it into the service that you already subscribed to. So, no one had to do anything. One day we all woke up, logged on Chrome with our account and there it was Gemini for free. Like I said, it is available for students too. It's a choice to not activate it. We could change that tomorrow. It is ed 2D compliant. So, data privacy, it is one of the best AI on the

090market and you can give it to all students for free tomorrow. So the access um what's going on right now is that the the the level of capability and the those billions that are being spent is for a different kind of product. The kind of product that I used to make this presentation. So if you understand the the the the qualitative jump between working without ch and then ch's here and you use it to help there's the same kind of job from chat GPT to the kind of tool that I use to make that presentation that increase productivity and you can leave it to work on your on on its own for 12 hours to do the work of like a months of humans. That's the kind of war that they're waging at the moment.

091Not the chatbot, not what we're talking about for students. Those ones are commodified. They're going to their price, it has been long prophesied, is going to converge with the price of energy. It's going to be the price of electricity is the price of AI. New York Times had a uh article recently from California State University. I think they recently spent 16 million on AI. They went too far. That was the gist of the New York Times article. So 16 million for one university. I realize it's a big university. So it's somebody's got to pay for all these data centers. And I think they're going after the schools. Jesse Kenudson, >> just one quick followup. Um, on the, uh, models that you said have oversight, teacher oversight. I assume we're relying on the bot to turn

092in the the the questionable content to the teacher. When you said that, my I pictured like a security guard with 20 closed circuit monitors. Like imagine being a teacher trying to monitor all your kids interactions with with a bot seems like a big burden on teachers unless is the is the bot actually doing the the policing? >> Yes, that's automated. So essentially the bot is constantly analyzing the interaction between the student and the bot. So whether the student is using the bot properly, it you still get a report like Timmy is using the bot as intended, asking very good questions or someone is not doing anything, the bot is going to flag no activity, red flag or someone is trying to have the bot to say a a bad word you're going to get flagged.

093He's trying is off topic. And so that comes as a notification on the teacher's dashboard and the teacher can then see what's going on and what exactly the the student is doing. Personally, as a teacher, um I I welcome this. I think this is great to have this capability, but I'm more interested in the oversight. So I can use the transcript as an assessment product because while it is easy to produce a piece of writing for an assignment that I give, it's not as easy to fake a conversation with the butt. So if my assignment the way that I'm assessing the understanding on my content is through a conversation between student and bot that doc that item that artifact is currently harder to fake. So when I see the how the student questions and how

094it reacts to what the B is saying, I understand the thinking process of the student and I can use this for assessment. So that's what I'm interested into the oversight. So in that case with that bot that's monitoring monitoring a classroom that's an agentic feature right you're talking about retrieval with the students the student side would have retrieval whereas the teacher administration st side side would have an agent working for it monitoring whole classroom has a job to report bad bad conversations etc right so there is a gentic AI in the classroom. It's just being used on the teacher side of things. Is that correct? >> Yes, that's correct. Agentic means a lot of different things from very very narrow. But yes, you >> love that. Love that point because I would also bring up

095this point to our board and to our administration. How are we even having this conversation when we don't have a def definition for AI literacy? How can we even propose to teach AI literacy when we literally don't know what that means? um you know understanding the nuances of agent you know larger LLMs versus the the skins over them you know what tools do we use right now by the way do we use tools or do we or do we just have chat GPT on our computers but then you turned it off or like what's in the classrooms right now I'm so curious >> you mean sanction tools >> tools in onora >> nothing was reused to my knowledge >> okay just curious because again I I don't even know. >> School school AI was available.

096>> It is still >> school AI. Yeah, school AI. We purchased accounts for all of our staff members. >> School. Okay. >> Right. And and the advantage of school AI the way we were sandboxing that is that it contains the data as opposed to chat GPT anything we're putting on. Right. So this is a self-contained data. So when it comes to student privacy, that was our plus on that. >> Yeah, I got the logic there. So that that was another just what's so that's the tool that we're using now. Is that the tool that does that's not the tool that you're talking about though that monitors classroom conversations and reports. Oh, it is. Okay, good. Just we don't know those things. So there you go. >> So that that's built into school AI and remember

097that's not used at all K5. If it's used at the middle school level, it's parent signature required, parent permission required. 912. It's being used sporadically by some teachers. >> Fabulous. >> It's not heavy use at all. >> Good. Ju just curious, you know. Um so yeah, I guess my big question is like there's some big unwieldy terms that I think we have to really figure out what those mean to us. um before you know you were talking about some nuances of like wanting to teach your child a doctorred photo versus one that's not and how that could be a very early situation versus like teaching them you know more complex things about AI. Yeah, it's like I think we have to go even before that um to understand. >> I'm not sure what the definition

098was in the Brookings Institute report from January, but I would trust that definition that could be one. The European Union that I don't like particularly different question but did an excellent report too with a very good definition of a literacy and I forget the name of another institution that have a very good one. I I can find it. I can send you this. those could be um looked at this high quality document made by competent people. >> Sorry, could you repeat the name of the the group that you said that did an excellent definition >> the the it's it's by the OCD the OECD >> OECD. >> Yeah. >> Thank you. >> I forget the name of the the title, but if you look at framework AI OECD, you should find it pretty easily. Thank

099you so much for this. I feel like if there's anybody that I'm ever going to meet who can answer this, it's you. Um in the um reading that we did as a board about educational technology, um Dr. Horvath talks about how important it is to know what the actual positive outcome is from something and how if we look at it in a void, it can be really misleading. And he like compares the positive educational output for educational technology. when you look at it alone, it looks like, oh, it improved things, but when you compare it to air conditioning, air conditioning a classroom has like a higher positive impact on student learning. And I'm just curious if you know of any actual like empirical data that students using this at all, like how does it square

100against like paper and pencil essay writing versus using AI scaffolding? Does that exist yet? That comparison? Um that is my hobby horse actually to look at the science because that I was interested in the same question you were and I was trying and I try and still trying to find the answer. So there are studies um the Stanford the Stanford uh the group at Stanford it's called the scale initiative the AI hub for education uh they released a report in March uh where they started from 800 paper that they had to trim down to 20 because they said that most of it is noise. I wrote an article 12 months prior to say the same thing. uh high quality experimental uh studies. So a lot of studies it says study. So you'll see in a

101in a news article it says study shows that AI improves learning outcomes and you click the link you find a study and the study is just a survey like people ask students oh did you learn good? Yes. Okay. So yes, it helps or sometimes just opinion paper like straight up researchers stating I think it could be good for this, it could be good for that. In terms of there are now there's experimental studies who give the bots and assess the bot. So you have a test math test and I give you the chatbot and because you have the chatbot you have a great book good grade. So ha it helps with learning. In my book learning is only they're not rely on. So those studies that are high quality experimental that give the AI that

102have a proper control group that does so they can compare things that are comparable and then remove the AI and then give the test to everybody. There's very few none in the US yet in K12. Uh most of the studies that exist, they all say the same thing. Doing it from scratch is better. It's only part of the story in my humble opinion um for several reasons. One has to do with the tasks themselves that they uh they they give the participants to do and the second one is has to do with the non-compliance when someone in the control group can do it they eliminate the from the sample a recent example a study that is done by Oxford Harvard Stanford and Carnegie Melon so brass experimental study they use fractions so you have fraction

103operations some are like one steps or two steps or three steps and they decided to remove the people who couldn't do any math at all. So in the AI group that was almost nobody but in the control group it was a quarter of the people couldn't do a simple fraction operation a quarter. So in educational term for me as a K12 teacher it's just as if Miss Lafing came to me and said Wes I need to know how your teacher your students are doing on fractions. I said perfect. I'll give them a test the day of the test. I take my bottom quarter performers. I get send them to watch a movie somewhere else. I give the test to the remaining student and I say here's my class average. So when those studies present results,

104they always compare students or people that went through all the steps of doing the work unplugged, followed all the directions and submitted the work. And then they compare this to the people who use AI in the process and we find that the people who do it this way tend to learn more. That's correct. But I have examples here of project with high schoolers on end of unit of Shakespeare where they did use chat GPT to create a script and then they made a video out of it. had a tremendous amount of fun. And this is students when I showed the video to uh to other teachers. Two of them told me that for one of the student it was the first time they heard her voice and for the second one it was the first

105time they saw her smile. Those were students that would not have done the work without AI. So if you compare what they would do not what they could do that brings a great difference into those results. So even the negative positive results are to be taken with a grain of salt negative results as well. So to answer your question, there is data. The Brookings Institute report uh conclusion is that the risks outweigh the benefits. However, they also acknowledge that it's not like we can't do anything about it. You can't wish it away. The students are using it. We cannot we can restrict and ban it from the Wi-Fi network. You can't do anything about the cell. Well, they're not supposed to have the cell phones, but Now there's smart glasses and god knows what they're

106going to invent next. So there's the root root of playing whack-a-ole to try to keep it at all price out of the building, but you can't do anything once they're out of the building. So for for math, that's fairly easy because assessment is quick and very specific. For the humanities, you can't always rely on something that can be done in 42 minutes. Sometimes the real work of humanities has to be in the long run. And so if there's any interruption between the moment that your students are in front of you, then all bets are off because you can't restrict the access and you cannot detect it reliably and they are using it. So, as far as I'm concerned, I prefer teaching them how to use it because also there's also other studies that are less

107cited that show that the more people understand the tool, the less likely they are to rely on it and to suffer the effect of the cognitive harm that we're talking about. When they understand what it is, they're not being fooled into thinking that it can do the thinking for them or when they have stakes. So, when invested in a task because one of the main problem with AI is it's perfect to do something that you already know how to do because when you give it a task that you know how to do then you can judge the output and you can say oh this is great this is not so much change this change that etc when you don't know to do the thing you're asking like if you're asking to translate in a foreign

108language try to translate something in French you don't speak French it looks good it's the right length the punctuation is correct But you have no clue. So expertise in the workplace determines efficiency in use. For students in my opinion, the lever is the investment like do they want to do it? Are they using to do something that they want to learn that they want to achieve? Does it has authentic goals? Are they going to is this does it have to do with the community? Do they want to do it? because if they do then they're going to pay attention then they're going to be critical of the output. There's no uh studies not a single one at this point that try to give something interesting to do to participants. >> I love the use case.

109That's I think a little bit what you know when I read this and I look at them all and I you know it's a lot of information but when you tell me there was a Shakespeare video that was made and they worked with the content they compared the content they created something and that people who otherwise wouldn't have participated participated that resonates with me that builds trust with me and it builds trust with our district. I would love to hear more use cases where it can be or like what you were absolutely I mean um I'm familiar with it enough so that yes, being an expert makes all the difference. A teacher is an expert. A student is not an expert, right? So, they're going to leverage the tool in a much different way. But

110illustrating that in just a simple way that we can all share and understand and our students and parents and community can share and understand, I think that would be um a great learning tool and help for like figuring out what our adoption will actually look like. And then as I go back to sort of help with these definitions that we really have to it's hard for me to say yes let's teach AI literacy when I don't know what a AI literacy looks like and it to what age group and this starts to tear that apart but um bring it bringing it to uh plain language which is what I like to do with my models a lot um is really really important for us to all to understand and for maybe communications to communicate as

111our committee does >> and I was also just struck that in that story there were another important aspect is that there were two students working on that that Shakespeare project together right >> there were three actually >> three right so that's the other thing that we have to remember is that these bots cannot replace human social contact which is something that we all crave deeply as human beings um and so then if if working with their fellow those students and their teachers as human beings becomes the highest value. Then the tool just becomes a tool. >> Any other questions or comments at the moment? >> So I'm going to go back to the dollars and cents here. So we got a thousand students in Anora. Do you think um in two years if we spend

112$10 per student on AI tools or $100 per student for AI tools? Is that going to be that includes the teachers by the way? Is is that going to be enough or we do we need to budget more money in the future? That's a good question and that also depends on what you mean by AI tools. Um, to me there's currently three kinds of AI use that are very different from each other. The first kind is to leverage a tool that uses AI to do something that a teacher would so that a teacher that has 120 students can do it for every student every day. For instance, there are tools that to help with writing. So it doesn't do anything for you. You're not a allowed or able to copy paste anything. You have to

113write yourself and then when you're ready, you can click a button to request feedback. The AI gives you feedback glows and grows in into your writing and suggestion open-ended suggestion to how to improve it and then it's your decision or not as a student to to work to do something about it and then you submit your work. So this is using the same technology large language models but the student is never in contact in an exchange with the AI. It's not it's not able to do anything with it. There's only one thing it can do is require request feedback on the piece of writing that it just produced. Those are very narrow tools. They're being tested uh at the moment. There's a big national survey from a researcher I know that is looking for districts

114to participate in the survey for a tool just like this. Then there's the tools like um school AI. So the the school AI the the tool that was purchased this year the main use case is that it's a new way to access content. So if I do a um a a a lesson on the human cell for instance I'm going to design a bot that is going to be determined to only speak about that. And so if the students try to say, "Hey, help me with my math homework." The bot is going to say, "No, focus." We're doing the human cell. That's all we're doing. In back in the days, at the beginning, it was easy to it's called jailbreaking. You get it to do something it's not supposed to do. Nowadays, it's a lot

115harder. I've tried and I failed. So, this kind of bot is closer to the experience that you and I can have with CH GPT, meaning that you converse, you have an exchange with the bot. and this is monitored. Then the last kind, the kind that I'm particularly more interested about is to just use AI to do things that were not previously possible. For the two first one, those have a cost. For the last kind, it's free. You have it as Gemini. Sorry, we're very interested in this topic, so we're keeping you for a while. Um, so one of the things I was really encouraged by in the survey is it seems like the students themselves are thirsting for guidance from their teachers, from the administration on how what what is the best way for me

116to you to use this, to not use this, what are the guidelines, what are the good ways to use this, what are the not good ways to use this. And we as a board, one of the our ongoing discussions here is that we want to try to help the parents. Um so I'm wondering what you think. Um we're hoping to be able to reach out to the parents to offer the parents in this district some sort of educational outreach event in the fall. What do you think is the most important thing for our parents to learn about um AI and education and their kids that we could how would you frame an evening like that? >> I don't know. >> Answer may be different in three months. >> No, but it is something that u

117I've thought about and I'm not sure. I have to get back to you on this. Um addressing the concerns of the are strongly opposed seems to be a good start and then the transparency but for an outreach I I hear what you're saying and I do think it's a good idea but what form that would take I don't know >> so I realize that Wes is a much more um exciting piece of this than I bring to it. I just want to switch at some point off the results of the survey and kind of wrap up this presentation if that's okay. We can certainly arrange some time for Wes. So, if you guys recall, um, we asked for some time to really get muddy, get messy, learn a little bit more as educators about this

118process with the hope that we could make some recommendations for the board's consideration for AI policy. And, uh, those recommendations are as follows. um to adopt the NISBA policy with minor changes as it allows for technological evolution while establishing appropriate safeguards for students and alignment with our educational mission. Uh we need to refine some staff titles with specificity to align with the district structure and to uh revise the approval process to align with operational expectations. So the AI circle team uh were prepared to share our explicit suggestions with the policy committee at their next meeting for their consideration. Uh next steps for the AI circle team and our K12 instructional staff is to create staff and student guidelines that fit within BOE policy to provide clear expectations for usage. We've started working on these guidelines.

119they are in process and that would include things like the uh definition of AI literacy. We need to refine because there is some AI literacy curriculum that is in our uh library media standards that we are all we already work through on digital citizenship. Um that's part of our digital fluency curriculum. Um and we need to continue to deepen our professional learning and continue to collaborate with other districts through olsterosis and our our partnership with with Wes. So um again we you know felt like we were able to make our suggestions around NISBA. It was very wellreceived at the end. We understood why some things were explicit, why they weren't. And again, I really just appreciate the time for us to work through and understand um what this really meant to have some time to

120use tool with students and to use it with our colleagues and think about what worked, what didn't, how we might use it. So, outside of of Wes's grand knowledge, which fortunately we we will be continuing to have access to um next year, are there any questions for me about our recommendations or our next steps? >> Did did you at any point have the staff assess themselves about their own level of AI literacy? Like, do you understand what I'm saying? how the staff feels, how literate do they feel themselves, and what level of professional development they need. >> There was a general question on that, but again, the specificity really wasn't there on the surveys. We wanted the surveys out. We needed something to kind of work with. And anyone who's written a survey knows it

121is it is very tough to do. Um, professionals writing surveys and and teachers wrote these surveys, right? We all work together to kind of edit it. So if we had it to do it again, would we shift some things? Absolutely. But you know, as far as feedback from teachers, what they need, what they ask for professional development on, what they speak to their administrators, what they sign up for, that tells me a lot about where they are with that. And there's also, you know, a variety of comfortability and willingness on on where people are comfortable experimenting. So, thank you so much for all of this. This is so great and I'm having trouble finding it now. So maybe I imagined it. Um I do I remember reading somewhere in here that um there was a

122possible suggestion that we might want another layer of something in addition to the NISPA policy like a a local OCSD. Um >> yes. So we're working on um we're working on the staff and student guidelines. It's an it would be an internal document that you know we're working and tweaking on um and that would be something that would evolve right this is like okay for this school year this is this is our working operational theory and everybody has it and we test it but if we decide three months in hey this needs to be shifted our guidelines or something then you know we meet together we work together we reissue we talk about it you know on this topic there's there's so much you're not going to know operationally until you hit the ground and

123and go in. But that is um that is something that that we're working on and have a have a good jump on. >> Yes, thank you both. Um so much this is so much right. Um and I'm really looking forward now to like refining moving from the general to the specific from my art school background. um and refining and I hope that as we start to test definitions, start to you know again a great use in my opinion for AI is doing little mini assessments three questions you know did you you know what does this mean to you or something like we can now that we have this great starting point makeer versions of things and um I think it went pretty out pretty smoothly with the exception of the middle school And um I

124would love to see more of those just really small samples coming in around specific questions that we have. I'm really excited for this work. Thank you both. >> Anybody else? >> Thank you both so much. Oh, sorry. Sorry. >> I I just want to say I love the examples. Uh when you gave the example of three students, uh we all kind of lit up on that one. that was, >> you know, everything that we've read so far that was new. So, if you got more examples like that, that would be great. >> So, I just want to reiterate, we know when I spoke in Wes's introduction about his value as a member of spending time in classrooms and working with staff over multiple years. That's, you know, he he's just not any fill-in-theblank consultant. He's

125uh he's very special and um we're happy to have him. Thank you both. You'll come back, right, Wes? Maybe we won't keep you so long next time. >> You, too. All right. Um, item 9.01. Um, may I have a motion to enter into executive session to discuss potential litigation? Trusty Jared. Second, Trusty Jerome. Any questions or comments? Oh, I just wanted to add we are also going to take a few minutes um I know this was only a proposed to be about a 15minute executive session, but we are going to take a a couple of minutes to discuss uh advice from the attorneys on the um the student support resolution. All right. All in favor? That's unanimous. Thank you. All right. Um, may I have a motion to exit executive session and return to public

126session? Trusty Kudson, second Trusty Smith. Any questions or comments? All in favor? That's unanimous. Thank you, Emily. You said yes, right? Okay. Thank you. Okay. On to ex acceptance of minutes. Uh, the board of education hereby accepts the minutes of the June 2nd, 2026 meeting. May I have a first? Trusty Jerome second. Trusty Jared. Any questions or comments? All in favor? Okay, that's unanimous. Thank you. Superintendent District News. >> Seems a little late to be saying good evening. >> Um, I wanted to just let everybody know, I know a few of our trustees uh were able to uh meet him, but we are recommending a new assistant director of PPS on this board agenda this evening. We will be welcoming Anthony Deruso to our administrative team in July when Ariel McGrath moves into her new

127position as principal of Bennett Elementary. Um, we have really great news to share. Uh, we had a meeting with the CEO of the YMCA of Kingston and the child care director last week and they have agreed to um explore creating a program in both of our elementary buildings. They believe the earliest that we can anticipate the program being available will be January. But they have uh already begun the process of applying for lure with the office of children and family services. We will not have a formal agreement with them um to for the board to approve or anything because as a community organization that will they will just be a community organization utilizing our space. So they will complete a building use application similar to any other organization that would like to utilize our space.

128The next steps um are for them to have site visit with our principles and identify the areas that they might use for the before and after program. Um they did share that the most timeconsuming portion of this process for them is um getting through all of the lensure and then hiring and training staff but we are excited to support them in this process. Um and we really have high hopes that this will be a positive um interaction and a really great support for our families. This is uh the most busy time of the year since the last meeting. We had our community mentor presentations here at the high school. We had a scholastic achievement breakfast at which Jenny Albbright was recognized along with our validictorian and saludiatoran. We had both elementary music performances and as

129um I think principal Richards mentioned they were incredible. Um the the breadth of music that they presented was just amazing. Um we also had national honor society induction, our senior scholarship awards and our uh athletic awards. So, I would like to express my gratitude to everyone in the community who donated to the scholarship awards because every year I am truly astounded by the support that our students receive as they head into the next phase of their journey. And I know that next week we also have another very busy week um with moving up ceremonies and various events culminating with of course graduation on Friday evening. And that is the most wonderful and moving ceremony and everyone should please please try to attend if you are able. This week I was visited by a lovely gentleman

130named Chad Gordon which I can pass this picture around. Um he was among the group of students who first uh entered this building when it was erected and a K12 building. In this picture, he is the child. Um, and he on his left is Reginald Bennett, who we all now um know was instrumental in creating this central district. On his right is his father, Phil Gordon, who was on our school board for 20 years. Um, so he came and spent some time with me. He had a bunch of pictures uh from that time of different um gatherings, different groups of schoolboard members, uh a couple of ceremonies. So, uh I'm going to keep those pictures and try and add them to whatever historical archive we have. U but I very much enjoyed uh getting to

131know him a little bit and and getting some of those pictures. It was really a very interesting visit and I appreciate his uh reaching out and bringing those things in. Uh and then just for a capital project update, our design team received some feedback from our librarians on the initial library design. They took that feedback and provided three additional layout options for the expanded library that was shared with the librarians. After reviewing the three options, the librarians provided the design team with their preferences. Um, but what I really appreciate is the design team's enthusiasm for making these spaces truly what our faculty and staff want. So, even with the most recent um, design option that they provided based on the feedback from the three, they have even offered an additional modification to be considered. Um,

132so and we are also meeting with our design team tomorrow to have initial discussion of potential finishes for the new spaces. So I will share more after that meeting. Thank you. Any questions or comments for the superintendent? All right. Any board district news? Just want to celebrate that the middle school band went to NISMA majors and achieved a gold and the select jazz band which is sort of I guess grade six through high school uh earned a gold with distinction. And I got to go and listen to the judge's comments because we threw them a little party yesterday and it's just really awesome to hear somebody who's a total stranger to our district respond to our kids in real time. It's pretty awesome. Um I love the music program in our schools. I love that

133when I'm out talking to grandparents and random people, they're all everybody's so proud of it. So I just wanted to celebrate those kids and um Mr. Boyer and Mrs. Leonard. And just really quickly, I heard some of those same kids on the um at the Maverick Open House on um Saturday. I think it was June 6th. And uh it was a really exciting to hear that those bands in that hall, which is acoustically designed to project their sound. It really they really sounded like a almost a professional band. I think um one I overheard one of the concert goers said, "You sound just like I forget who they said, Lester, Lannon or Guy Lombardo or something." But anyway, uh they sounded great and it was a really fun day. They were great ambassadors for the

134district at that event. I was really happy to um attend the scholastic achievement award ceremony with superintendent and um and principal ed principal Edelman and um I was surprised but I shouldn't have been to realize that a another on student was recognized at that uh event as a valictorian of one of the Boseies programs and his parents he and his parents were there and it was really lovely to see Lucas Laid Law um be honored as the valictorian valictorian of his program. Um so and he's doing great going to go to college and super excited for him. Anything else? All right on to item 13.01 discussion uh of the uh student support resolution. Um We discussed we uh last week we um discussed some edits and some uh additions to the resolution. And we uh

135did have a brief meeting uh this afternoon with our attorney who uh gave us some advice and went over uh as we had said last week, we were going to run it by our legal ad uh uh advisors because we want to make sure that everything in our resolution um can be promised, can be done. And uh and so he advised us on a few points. Um, Trusty Kudson, would you mind just highlighting those those couple points? >> No, if you watched the last me you mean last meeting um two weeks ago, last week. >> Yeah. Uh, so yeah, at the last meeting we intro we read all these edits aloud. So if you're following along, you've heard most of them already. Um the changes are really just uh he looked up the actual section

136of um the um ed law that was uh the modifications to which were made in on May 29th of this year. I referred to that at the last meeting. It's section 3201- of New York education law. and anybody that's cares about this topic, I recommend if you can get a I think he was on Lexus Nexus, but I I assume this is open to the public somewhere, but if it has a lot of the great um provisions of what the legislature passed, it's it was passed as an amendment to the budget this year. Um but it really spells out um all the protections that the government that the governor has um committed to in terms of um protecting our schools um from uh warrantless or uh illegal um uh immigration uh enforcement. Um so that

137section that whereas section from last year now specifically references that piece of code and then there are some minor modifications to the be it further resolves. Uh we qualified he wanted us to qualify that um where is it? Oh yes, it was in that section um that they need to not only have a judicial warrant but a judicial warrant authorizing a search of the arrest of an individual present at the time the judicial warrant is presented. So he thought that was an important qualification. So we put that in and then the rest of it is pretty much the same. Um we did he did we did add um we are um the district is going to make available to all staff students and families information regarding their legal and constitutional rights as well as information

138regarding the development of family preparedness and emergency care plans. But that's going to be upon the request to the superintendent of schools. So that is going to flow through the superintendent. um something that the community should know and the rest of it is the same as it was last meeting and it was of course published in the agenda as well. >> Is there any um any further discussion any questions before we consider um adopting the resolution as written? All right. May I have a first? Trusty Jared. Second, Trusty Jerome. Any questions or comments? All in favor? That's unanimous. Thank you. On to item 14.01. Uh the board would will acknowledge the public be heard comments from the last meeting and the um these are the folks who spoke. Abigail Elliot, Samantha Navaro, Jude Kurjenf Frank,

139Russell Kurjenfrank, Ruby G, uh, Gahhagen, uh, Connor Gearoff, Gearoff, I'm sorry, Adam Grady, Hazel Haynes, uh, publicans and on to 15.01 is as public comment. Public and students may comment on any agenda or non-aggenda item. The board appreciates hearing from the public, including students, on any agenda or non-aggenda item. Please understand that by our adopted par parliamentary procedure, the board can engage in discussion or answer questions during public bee heard. Please know that we hear you and we take your all your comments into consideration. The board does reserve the right to correct any inaccuracies or misinformation during public be heard. Please limit your comments to three minutes. Be civil and do not name any particular individuals or promote any commercial ventures or products. People wishing to express individual student or personnel concerns can bring them

140to the superintendent's attention in private. Sure. >> I'm gonna give Cindy a break because it's late. Further, all individuals at board meetings are expected to abide by the rules for public conduct on school property as set forth in the district's code of conduct. At board meetings, speakers and observers may not engage in behavior that disrupts the meeting, such as shouting, interrupting others, blocking the free movement of others, or obstructing the views of others. In the event of such disruption, the board president will remind those in attendance of the rules under this policy. Any board member may request a brief recess of the meeting, which would serve as a cooling down period. The board president may order the removal of those who are a threat to the safety of others who dis or who disrupt the

141orderly conduct of the meeting. We understand community members are passionate about certain issues. We all want our schoolboard meetings to serve as an example to our students that members of our school board and members of our community can deal with controversial issues in a civil manner and show respect for one another. In that spirit, we ask that all speakers and members of the audience maintain civility and respect for the differing views of others. Jude. Good evening, Jude Kirin Frank. This is my fifth time appearing uh regarding the URR resolution to protect immigrant students and families. I am disappointed in the updates that the board approved for the student support resolution. While it starts to move in the right direction, it's woefully inadequate and does nothing specific to offer protection. There is nothing about training, busing

142guidance, or useful protocols if a student is contacted by ICE on school property or if ICE fails to cooperate and enters the building or grounds without permission. Some of you may seen on the news that just the other day in my hometown, Baltimore, Maryland, ICE kidnapped two people on the school grounds just outside of a pre-K stepping up ceremony. By the time school police arrived, ICE had already left with the two people that they abducted, leaving behind forever traumatized children. I bring this up because this is an example of the kind of scenario that we have bringing to you for the last few months, begging for you to include, amongst other important elements, training for faculty and staff in the event that ICE arrives on school property. It seemed like you were coming around to

143the idea of training, but then in the last meeting you changed your tune saying that training wasn't necessary because the protocol is call the office, they call superintendent, call the lawyers, and if they come onto school property without permission, call the police. But as you can see from this example in Baltimore, it's insufficient. This set of procedures that you've provided assumes that ICE will knock on the door and politely wait for the lawyers or police to arrive. ICE has kidnapped and murdered people. We can't just assume that they will act how we think they should. In the last meeting, it was shared that there's a thousand-page document with safety procedures for every possible scenario. Excuse me. I want to know why possible ICE scenarios aren't being treated with the same level of care and caution.

144You may think that because you've passed this uh resolution that the matter is closed, but it is far from it. and I and we will continue to show up and demand that you step up and protect immigrant students and families. >> Thank you, Jude. >> Would would anyone else like to speak? So, um, some of the things that that you're asking for us to, um, add to our resolution are very well thought through, planned, um, procedures that are in place here in Ontario School District, but we're not willing to spell all of that out in a resolution. Staff is highly trained. There are procedures that staff would follow if ICE were to force themselves into a building. Um it it you know it would be a breach of security like anyone who would be forcing

145themselves into a building. The difference would be that uh they would be armed. Uh you know the police would be called. There would be an immediate lockdown. They're not getting past the entrance. um you know and and with all the other scenarios there is training. We we're not going to discuss what our safety plans are. We don't do that, you know, and it's for a very very good reason. We don't want everyone to know what our safety plans are. They should be confidential. I don't know if anybody else has anything to say. Well, um I just know that uh the Olter County Sheriff's Department does not support ICE. They do not um you know, they they're not going to uh work hand inand with ICE if they show up uh in in in a place

146where er sheriffs or deputy sheriffs are are working. Our SRO's are Olter County Deputy Sheriffs. We have excellent SRO's on our campuses and uh you know and they're they're highly trained to to act if confronted with uh any any kind of an intruder. >> Yes. I want to acknowledge you, president of the board bishop and trustee Kudson. I am I really can't think of anybody who could be a president of a board of education that would have like more personal investment in a cause such as this, which you have personally been involved in for such a long time as a citizen. And I I just hope the community knows that if there were ever a president and vice president who would do everything within the boundary of what we could do as a board of

147education of a public school district. These are two individuals that would do that and have done that. Um and and that does mean something because it it is a a p cause that is close to your hearts and you have worked at this very hard and I imagine it's been very challenging for both of you to not be able to do more. I actually know that it has been and I think of you both every time we sit down to talk about this. Um, and I just would like the community to to know that we've have gone to the boundary of what we can legally do. And I think it's a wonderful thing that any of us that go to legislative day this year can bring up to our legislators that we as school boards

148can do know more and would appreciate um the governor perhaps you know giving us much firmer clarity around like school property. Um and I encourage anybody who also feels passionately about this as I said to the students. We had such a wonderful conversation with in the last meeting to um to send this message now to people that could actually move the ball further because we cannot. Um, but I I want to thank you and acknowledge how challenging I know this has been for both of you and I feel really good about where we've gotten to because I feel satisfied that we could not do anymore. So, >> um I I just wanted to clarify that um in this uh in the section of the resolution that discusses the uh education law 321A. Um did did

149our attorney say that we were going to be attaching that section to or um attaching a link to the resolution so that that is all very clearly spelled out or did he remember he mentioned that? >> Okay. Yeah. And that that would be attached to it. And then also >> could we attach it to our next agenda >> with the resolution? So, it does it does spell out, you know, a whole range of, you know, more specific um prohibitions. Uh, you know, now any any of our employees that would think about ushering in a warrantless ICE agent would be breaking the law. Um, and there's a lot of other um provisions in that. And I I just want to say like if I were king, if you make me king, I'm gonna say, you know,

150ice can't come within a thousand feet of any school. You know, I I would do that. But I'm not I'm, you know, we can only um ask of our employees and promise to our kids what we can legally promise them. Um and that's the bind we're in. And and it's not because we don't care. Uh, and I hope I hope you understand that. And it's not because we don't think what you're saying is important. Um, it's we have a a whole range of responsibilities here and and a and a mandate as a as a governing board um not to um not to legislate into weigh into operations of the district. All right, we will move on to the consent agenda. Item 16.01. Um, the board of the board of education hereby approves items 16.02 through

15116.06. May I have a first? Trusty Jared second. Trusty Smith. Um, I reviewed the schedule U and everything was in order, although I did not communicate that to the board clerk. So, sorry. Um, any questions or comments about the personnel agenda? I mean the consent agenda. All right. All in favor? That's unanimous. Thank you. Uh, the personnel agenda. Oh, no. I'm sorry. Move on. Uh item 17.01. The board hereby approves items item number 17.02 through 17.06. We will be approving all contracts and independent contract retainers. May I have a first? Trusty Smith. Second. Trusty uh Jerome. Any questions or comments? All in favor? That's unanimous. Thank you. On to policies. Item 18.01. Uh first reading of policy 6160, professional growth and staff development. Uh so this mean just means that we have uh a couple

152of weeks before we need to uh have a second reading and a vote on that policy. And on to committee reports. Have any committees met? End of the year. Okay. All right. Unfinished business. Trusty Mitchell Morell. Um I emailed the board. That's why I'm laughing. Um I have brought this up before, but I think it would be so great to have a perspective parents or perspective parents tab. Um, and just talk about things like our student staff ratio, our average class size, about our free lunch, about the sports we offer, the extracurriculars we offer, the special classes and APS we offer. Maybe link to some key policies about edtech, which we're about to do, or homework. Um, maybe links to articles about recent awards or things that have happened around town. um a link to

153a way to tour the schools, Bennett or Woodstock or um Antiora. I always really enjoy the tours myself. Um anything positive? You know, I just think um you know, PR isn't reserved for private schools and it would help not only with recruitment but also just knowing about your own school. I think the elementary school can be a little siloed and um I gave an example that someone was like, "Oh, I heard Kingston has a robotics club. I wish we had that." And I was like, "We do have that." And I wish I could have been like, "You should check out this link where we talk about everything we have." And I just think it would be great to have it easily accessible. I don't think it would be a huge project. Maybe I'm wrong, but

154um I'm into it if you guys are into it. >> I sent you an email. Did you get it? Yeah. Yeah. very that's such a hidden document to me like I'm thinking front page news. >> So what I said to Emily was that in the budget newsletter there was a whole page called FastFax and I believe our communications consultant Bosei said this is winding its way toward the website but I it's not there yet. Is that right? >> Uh I actually reached out to her today. I think they're going they have I think they have the draft web page up. So this started because it was pointed out that Sarities has that website. So we created it and then we just used it in the budget. Um but I think also in response to some

155of the other thoughts that Trusty Mitchell Morell had, we do have a new family packet that we give. So we could maybe look to curate some of the documents that are in there and put them on the web page as well. I mean, and this is a great thing to say because it's my last meeting. I feel like being on the board has taught me so much about what goes on and made me feel so good about sending my kids here, but I'm just realizing if I hadn't been on the board, which most people aren't, I wouldn't have known so much of what goes on and all the great things. So, it's just like I want that so easily accessible and just more partly just so I can share that with people and that it's,

156you know, easy to find and even when people are weighing their options in kindergarten or fifth grade or whenever they can say, "Oh, you know, like I was looking at the Woodsack Day School FAQ, it's like I want them to look at it right next to ours and see we've got it all." You know, >> I would just like to say thank you, uh, Emily, because the email that you sent today is sort of, uh, an outline of of really all the all the great things that we could be kind of promoting. So, I I think I would love to see the communications committee just take a look at that email and take a look at the fastfax and see, you know, what we can kind of do with both of them to make it

157um you know, easily accessible and attractive, you know, user friendly kind of uh format because I I do think it's an important piece that we're missing. >> Absolutely. It's a communications uh it's a job for communications and I think that while we our social media is maintained and kept up and does a certain job having this live on the website is really important and um that will be something that we take on. I I think we're all on board with that. >> Awesome. Thank you, Emily. other unfinished business. Jenny, would you like to take the lead on the convers who would like to take the lead on the conversation about edtech? >> What am I doing? Let me talk while I can. Um, so we I mean I I just don't want to get too

158in the weeds here. I know it's getting late. So, I just want to say a few things. One is we don't feel like we need to reinvent the wheel. We really like the LA policy. Um, I find it's like researched. It's flexible. It's not uh like micromanagy. It provides kind of like a highlevel big picture framework, which I think is what we're looking for. And I think just part of our issue is that we have so many policies for everything. And then this is such a big thing that we have no policy for. So, we're just really trying to get something in place. It doesn't need to be perfect. We can change it in a year, you know. And I think some things we're like just super concerned about or or sensitive to are like,

159you know, a YouTube video during snack time or, you know, a YouTube video for like a dance game when you can just use music. Like these kind of things that, you know, when you can go either way, air on the side of not using edtech. Um, I think that's sort of what we're going for. um keeping in mind the readings like it talks about or maybe it actually didn't talk about this. I can't remember if I'm just thinking this um that we sort of sped ahead with COVID understandably with the one-on-one devices starting in kindergarten and that you know uh there's just so much research coming out daily toing the ne negative aspects of learning through edtech that we just want to be intentional with our use and you know feel like we're responding to

160the data not ignoring it and just being like this is the path we're already on you know like flexibility is key intentionality is key And our idea was to maybe put the LA policy in a Google doc and kind of, you know, add stuff, take away stuff, edit stuff, and just kind of start the process that way and maybe by the fall have a policy. >> Is is there a NISSBA policy on edtech? Do we know? Can we can we check into that and uh see if there is and maybe compare the two? Uh Jenny, >> yes. Everything Trusty Mitchell Morell said, this is actually a resolution, not a policy. The And I don't know, you know, I don't know because I only been here a year. I'm sure there's a difference. I don't know

161if Yeah, I figured. Um so that's something to throw into the mix. I don't know the difference between the two. So, so there's that to think about. >> Well, I think a resolution is a um it's a it's yeah, a declaration of intentions. A policy is something that you you strictly adhere to. So, I mean, when I read this, I it's funny because I thought it was it read like a resolution, but it is called a policy. And, you know, the the front page calls it a a policy. It's Yeah, I'm not sure. I'm not sure. And um so I I would want to take a look at it. It it reads it to me it reads more like a resolution than a policy. Um bec and because it's not um uh that specific. It's

162just a lot of really good ideas. Caroline, >> yes. Uh resolution. I think that that's what it is and I they're they're good common sense um recommendations. I think it definitely aligns with our human first approach in this district. I would love to see this go into a Google doc and um pick it apart and see what um what needs to change if things need to change. But I do think that this is happening now and um I think that the board should have a have a have an outlook. Thanks you guys for um putting this stuff Does the board not think that? So when COVID happened, we asked our staff to make major changes to the way they teach in a very short time and this potentially has the same impact on them. So

163I don't see how we can craft a successful major turn in this area without significant impact from the teachers, the administration. So I feel like this is maybe a bit more of a process that's going to take a little more time. Uh just just put that's that's my initial um reaction to reading the resolution or the policy, whatever whatever it is from Los Angeles. that um there are a lot of interested parties here and you know it affects pedagogy, it affects all kinds of things in teachers lives. Um so I just want to throw that out there and the other the other part that I wondered about I saw the at the end they had guidelines for daily times on screens for grade by grade. It was like 60 minutes for high schoolers or something

164like that 80. Okay. But so what I'm wondering then is what is that how if how do you manage what got used in first period versus what gets used in sixth period and are we creating a turf battle between teachers. Um, I think there's just a lot of, as with any resolution, sort of the devil's in the details. And I I don't wouldn't want us to rush into anything that would, um, you know, uh, put our teachers in a very difficult position by changing too fast. >> Jenny, yeah, I was just going to say that it's to me it's uh, I think it's very it's interesting and I like a lot of what's in here. I really do. But I agree that it is it this is a longterm um like to put something like

165that like this in place would be a real process. Um you know like like Trusty Kudson said meetings with staff meetings with you know it's I'm like we're looking at the AI circle. I feel like this could potentially become a an edtech circle, you know, and uh to get feedback not only from our own staff but from you know other districts in our county. So I'm all for the conversation. I just don't know um you know and and I and we have to hear from our administrators on it. you know, not not this moment, but we, you know, I mean, it's they're they're the people that are going to put that would be putting something like this into action. Yeah, I completely agree that, you know, it's a big it's big. It's a lot. Um,

166and we I know we're all feeling like it's been a long meeting and it's a big thing. So, we didn't really discuss the we kind of went right for the this, you know, and I think in I if I could just backtrack, I think we maybe like ended up someplace that we didn't mean to be because we tried to just kind of get through it quickly because it's we know it's late and you know, circumstances are what they are. Um, so I totally agree. Um, and I think there's a lot to discuss here. Um, and I I just think that it is like AI um not going to be perfect and it's it's huge and it's complex and it's that the technology is touching like every part of our kids lives you know and it

167is hap that happens in school too but I I do agree with trustee Jerome that uh like Governor Hokll made a statement last week that this seemed like the obvious next step after the cell phone ban. So, it is the conversation that is fully happening and I just think that I know we all want to be moving forward and not reactionary. So, I think that we're we're in a the right time. And what I would just say is is like I I think by putting this in a Google doc just as a placeholder, you know, as we read these things and discuss them and hear from our questions answered, you know, because I'm sure we all have a lot of questions like I did today, like what what is that? What are they using? Like

168what programs do we have? Like I'm really curious, you know. Um, I think there I do think there are some really simple things though that are in here that I don't think are requiring I don't think I could be wrong, you know, like a a big overhaul, you know, that are are really like I would put like common sense uh you know, like at what age do the kids like just put their Chromebooks on a cart, you know what I mean? like, okay, I I said this to I had this conversation with Emily today and I shared this and Emily said, "Oh, that was really helpful. That gave me a lot of context, so maybe I'll share this brief thing." But every kid is different, you know, and I have one kid who could could

169not actually have a device that that was unlocked in any way. It she's just not developmentally there yet. My other one, not so much. her device is completely locked as a parent. She has zero minutes on it to do anything but call us or take a photograph or listen to music. But when she is at school, she's shopping on Amazon. She's do taking Buzzfeed quizzes. She's all over the internet. And a lot of the time it's just like it's okay. It's brain boot camp and she's done all her homework and it's like a reward. It's like you finished this and they have them with them, you know. And so like something in the LA thing that I saw that I thought like that just makes sense to me is like maybe there's a certain age

170that at lunchtime or in passing periods or in a period when a child's work is finished like maybe that's not a time that the Chromebook is is what they do. You know, maybe that's a time that like the Chromebook can just be someplace that's not carried around with them. Like these are just the questions that I feel like it's not actually instructional time that we might be talking about like snack time in elementary classrooms, you know, like we as a board spend a lot of time talking about why, you know, crafting this amazing attendance policy. We want you here so you can talk with your friends and you can learn how to be in a world with people you like and don't like and do all this. But when I put on a movie for

171my kids at home or the TV, I know what happens, you know, and that that's not what happens, you know. So maybe we can ask ourselves like what are the things that are happening in the non-instructional time that we could just put a little intention around, you know, like I wonder if maybe that's an easier place to start. I just want to point out that the teachers may agree with many of things. You know, it's it's not I just I I I just feel like it's important to get them in the conversation as quickly as possible. So, I I don't know if the best way to do this I mean they're probably sick of filling out surveys, but you know, uh maybe sometime between now and fall we could survey the staff and say, you

172know, do you wish that the that the Chromebooks run a cart more? Do do you do you feel like the amount of access that your kids have to Chromebooks during the day is too much, too little. Exactly. Right. And just see where take the staff's temperature on on on where they feel because obviously they're in school every day. Um but you know, obviously it's this is one of those situations where it's everybody is touching the elephant from a different side, right? The experience is very different. Um but uh it just is such a both the shift into one to one I must I imagine must have been huge for the staff and then um to then jerk the wheel the other way really fast. I I I I just want to make sure that we

173that everybody understands what I'm saying. >> Yeah. And that's not at all I think what's being suggested here. I think I'm like let's go let's go let's go with the AI let's go with the edtech. This is not something every meeting we should be you know with and I do I mean I know that um our staff and teachers are are giving great assignments to sort of keep the children in touch with the work and to keep their I I know that's happening but that doesn't mean that this isn't on the table right now. We need to be talking about it. We need to be thinking about maybe what pieces look really common sense, easily adoptable, what are going to take more conversation. If they are, how do we engage? You know, let's go. Let's

174go. >> I think what's important here is for the board to be at a high level and to let the teachers know. Uh, Trusty Jerome said it, um, human teachers first is what we support. You know, if if you if you're a teacher and you find a way to to teach something without technology, we're for it. You know, we like that, right? Let them know that, right? That's what's important and they'll find a way as opposed to the California State University who went all in on AI and their administration said you were they mandated those professors to teach AI and they went too far right and they had and the teachers the professors had to do that because they were firing professors left and right so they were kind of forced into it so we

175don't want that kind of an environment right so yeah teach without edtech is Assistant Superintendent Laughing, I'm just curious. I don't I'm not I'm not putting you on the spot. I'm just curious. Is this a conversation among the um you know the your your colleagues, your assistant superintendent colleagues? Yeah, I would assume. Okay. Okay. All right. I think we should continue the conversation at at the next meeting and, you know, go ahead and put this on a Google doc and see if we can find um if see if NISSBA has an edtech resol I mean a policy and get some, you know, and maybe try to gather some uh policies from other districts that are already, you know, ahead of us on this. U because I mean this is this is a gigantic city unified

176school district and we're it's just like a tiny little district, you know, trying to do what's right for our students. So, um I think we need to really take it like we can get going, but we got to take it slow and see where see where we end up with this. Might I suggest that we uh send Well, I know and I don't want to keep anybody super late, but did we feel Did anybody feel like the Horvath or the Height reading were helpful? Would would anybody think we should maybe uh share them with the new trustees so that they could have read them by our next meeting? Maybe we can actually backtrack at the next meeting and get into some of the ideas, you know, because I think that that that's was really helpful

177with our AI understanding. You know what I mean? >> Yeah, good idea. >> Can I just point out though that next meeting is reorg and NISB resolutions. I think this is going to have to be August. Yeah. But that's good. It'll give us more time to sit on the beach and think about this stuff. >> Any other unfinished business? Any new business? Any requests for information? So, I've said this before a couple times, but I'll say it again. This is my last board meeting, and it's been a pleasure working with this board. The people on this board are unbelievable. They really are. And uh our superintendent, our assistant superintendent, they are great. I don't know if uh the public understands how lucky we are to have them. So, thank you. It's been a pleasure. I've

178learned a lot. So, thank you. >> Thank you, Clark. It Yes, of course you can. Yeah, Clark, take your uh your name take your name plate. Um yeah, it's it has been really an honor to work with this board. It is. This has been such an amazing board. Um, we are going to miss you, Clark. We are going to miss you, Emily. Uh, don't be strangers. Um, yeah, you've you've >> be on a committee if you need me. >> All right. I know Clark said he was going to remain on at least a committee. Yeah. As a citizen, community member. Um, yeah. I mean, we've really we've come so far as a group. We should all be very proud. Uh you served three really challenging years and the outcome because of you and the rest

179of us has been really, really positive and I'm so grateful. Thank you both so much. So, may I have a motion to adjourn? Trusty Goodrich. Second, Trusty Mitchell Morurell. Um, our next meeting is July 7th here in the middle school high school. Have a great summer, everyone. Oh, don't leave us yet. We have to vote. All in favor? >> Now we can go. >> We'll see you at graduation.