Board of Education Meeting, 6-24-2025

001He's hoping tonight's meeting with the question of. United States of America. Considering all that for which it stands. One nation under God, indivisible, with liberty and justice for all. Okay, we got to finish shares remarks of yours. Thank you. Uh, good evening everyone. The moving up ceremonies for the Boston City Star took place last night and this morning, respectively, and they were absolutely wonderful. We're really proud of our students and wish them all the best in the next chapter in their educational journey. And additionally, I just want to extend a word of thanks to our families and our teachers and administrators for their flexibility and understanding as we had to adjust our plans due to. And, uh, although our year's gone to a close, many of our teachers are already looking ahead to the 2526

002school year. Our elementary teachers participated in the first round of professional development for our new literacy program, Arc, last week, and they will have another round of professional development, uh, starting tomorrow and on Thursday. And our ninth grade teachers went Monday morning working with Doctor Gary Ford on curriculum and TV Operation Friendship. Okay. Thank you. Okay. Yes. Thank you. Um, so a few remarks. Uh, at the onset of this hurricane season, we faced the task of filling 16 instructional positions. Following tonight's board meeting, we we have successfully filled, uh, 14 of those vacancies. This is a testament to the dedication of our village administrators and staff who have worked collaboratively, uh, to ensure we are well positioned heading into the next school year. And I want to express my sincere appreciation to our building administrators

003and staff who participated in this process. Uh, while we continue to address a few unexpected resignations, we remain committed to having all instructional positions filled at the start of next school year. Um, which remains an attractive district for talented educators and administrators. And much of that is due to the outstanding reputation of our school staff and students have cultivated. Um, as we've shared previously, feedback from our staff, whether they are retiring or pursuing other opportunities. An essential part of our planning process. Over the last several weeks, I've conducted exit interviews with many of these individuals. Those unable to be in person, we provided them to share their thoughts for a survey this week, that they will be reviewed over the summer together as a district. And then finally, I just want to take a moment

004to assure students, faculty and staff for resting on a joyful summer, and we look forward to welcoming back and forth, uh, for 20 2526 to be able. Okay. Thank you. Mr. Russell, I just did a quick construction update so everything is progressing very well. For starters, do you know how the infield is going in this league, which is the last part of the field? I feel that we have to make sure that the. Is sufficient to. Contract for release for securing area for this place down the track, so that's for sure. Track record. For the next two weeks. Uh, after that hit, we do our track feature. Uh, these are track. Uh, we are running this just in time for our guests. I bet this summer's busy. Construction is. Underway. Putting some conditions on the

005board. A field house that didn't take place this summer. Organize the area. For the next two years. For. Very excited about it. All right. Thank you. Thank you. Evening. Um. Several announcements. The first is a very happy one. Tonight we welcome, uh, two and three of our 2526, uh, student ex-officio board members. We have a minor. Alexander is a 12th grader. Um, and Sam Sanchez, who was an 11th grader, who will be our alternate, uh, board member and training, will be participating in all of our meetings and will step up. Um, so we, uh, very much appreciate their interest and willingness to take on this task and to work with us to figure out how best to incorporate. So thank you for taking your time. Uh, and thank you for your willingness to partner with

006us. I also wanted to provide an update on cell phones. So we spoke at our last board meeting. And the one before that. Uh, around the smartphone slash, uh, smart device ban that is in effect for New York State, the 25, 46 school year. Um, we thank everyone who gave feedback. We had a very robust, uh, response for the student and staff teacher and parents today, and we collaboratively analyzed those results, and we are continuing to use it to inform our decision making. As you that this is Andrea Lowe has an action item on the agenda tonight which is updating our policies, our board policy. Um, in order to comply with August 1st deadlines, that policy meets all of the necessary requirements of the law. Um, as we move forward into the summer and the

007details in terms of what each school's implementation plan looks like will come out through communications, student level handbooks. I will most definitely add this into our code of conduct for next year as well. Um, and I just want to thank again those who gave us input. Um, it very much is looked at and will be considered as we move through this. This will most definitely be a heavy lift where it's a change in, um, not just practice, but also a culture. Um, and it will take us working together to, to figure it out. Um, so again, we'll continue to communicate as we move forward. And, uh, we most definitely have all the pieces in place in order to meet, uh, upcoming deadlines. Um, I want to echo to Andrea those comments. Uh, and thank you

008for the flexibility, uh, that was shown for graduation for the fifth grade and the eighth grade coming out this year. Um. None of them won this point, but they were all wonderful in the whole world with it. Again, we appreciate the flexibility of family and students and thank the administrators for being able to fit in and provide the optimal. Variances for students due to weather conditions. Um, and I know that we have said this, but we probably haven't said enough. Thank you to our, uh, buildings and ground staff in our facility in Frankfurt when we went on yesterday. And I think the, our everything was set up like we were ready to go. So, um, we we greatly appreciate that. Um, and then finally, I know, um, that this is going out as it was.

009Folks are going to say more about these two individuals, but, um, I have, um, the administration I'd like to quickly get to our voting for members was Calvin Williams, and I was hoping I could not have more diametrically opposed styles. But you are both invested deeply, um, and after the best of kids. So I know that we have made progress together, um, and and have contributed to make this district better place. So thankful for your service. And my remarks, my comments tonight are going to be used by, uh, to do just that, to thank our two outgoing board members, the and more vocally. And she felt that, um, both of these trustees by serving their local sports for more and sacrificed their time and energy to assist this district in creating the very best learning

010environment possible for our students and staff. That public service is vital to the strength of our parks system. I'm going to have you the chance to say thank you or. Leonore was elected to the school board in May of 2021 to fill a term for an outgoing board member, and then was reelected in 2022 for a three year term as a trustee. In order to serve the district with thoughtfulness, care and reserve. Leonore may not be one of the most talkative board members, but what I love most about her is that when she talks about us, you know we're always looking to do what is right for the students and employees and does so with respect and pride for this district. Leonore was a longtime employee of the district as assistant director of transportation, where

011she served the families of this district and most important way possible, our transportation department ensuring their safety. She's also the proud parents of four boys who. From this district, and she was active in the PTA and their school life when they were here and in Brewster. Um, Leonore is also one of the nicest people that you could ever want to meet. Her calm and thoughtful manner. When she said that, she's nice to us. Um, her common boss was meaner. Makes it easy to serve on the board with her, no matter how difficult the issue facing the board may be. Leonore will be missed by the board, but we know that she has much to do to enjoy on Tuesday nights and from here on out. And she's expecting her first grandchild, so she'll have many,

012many more days ahead. Thank you Leonore. It's been a pleasure to serve. I think that's. I. It is an honor to speak about our fellow trustee, Jamie Callaghan at Williams. Jamie, as a part of a very large percentage of star alumni who chose to settle here so their children walk the same halls as they did. I recently spoke with a former classmate of Jamie's. I haven't seen her since, and when Gina's name came up, he said that girl had a ton of school spirit. She was always advocating for something. She's still like that. My answer was, well. Um. I first met Jamie when many of us that are currently serving on the board, including some past board members, were sitting in the audience listening and advocating for excellence in education for our children. Regardless of

013whether you met Jamie many years ago or just yesterday. One thing is true she is the definition of a strong mama bear that bleeds green. Jamie brings a corporate and business lens to the board discussions, and is highly skilled at articulating her interpretation and asking questions of board presentations on all aspects such as budget, curriculum and beyond. Her deep roots and the district's past knowledge of the present and vision for the future is invaluable. To say she is an asset to the board is an understatement. To say that she is a passionate force of our community is also an understatement. To say she is irreplaceable on the Board of Education is an even bigger understatement. Jamie has served on the audit and finance committees. She has also served as the voice of the community on

014the presidency Task Force and development of Vision 2026. Jamie also helped shape the recent Capitol project. She has advocated for data driven decision making. Feedback on in the form of surveys. Improving graduation rate. Welcome training for staff members. Equity in oversees. Enrollment for first year students. The end of teachers, college class sizes, morale, and the list goes on and on. Those of us that know Jamie understand that she will do anything for those that she loves and will stand up for what she believes in, especially when it comes to her three star community family. You may not know that Jamie carries the weight of so many and the community on the shoulders. She is loved because she is incredibly approachable, a great listener, and willing to drop everything she is doing to engage in a

015conversation about continuously improving our district. She comes to the table and says what many people in town are thinking, even if she knows that perspective may or may not be popular. When something is challenging, Jamie is someone that person needs in their corner. Thank you to your family. Husband. Tom, three children and. Patrick and Jack are sharing with us all of these years. You are one of a kind alchemist at the table. My name right. Okay. And our student representative is not here. Um, today, Sebastian Brantley. And I wish that I knew that that was their last. Our last meeting. That was last meeting. But I just want to say, even though he's not here, that he did an outstanding job. Student I have, you know, he had every school, every every event, you know,

016great attendance. Always here personable kid and is going to Clark. You talked to university? Um, I mean he's one of our top ten students, so he's a fantastic kid with a very bright future. So thank you to him. Um, and good luck. And how are you? All right, now, we will move to, um, presentations, recognition and discussion. Number one, the PTA recognition. Yes, please. Thank you. I'm going to ask Mr. Carbon, silent and stepdad, to kick off the, uh, the presentation, and then we'll go in, uh, and you not able to, uh. Um, but. Well, uh, before Mrs. Robinson, I'll get started. Uh, I, uh, would also just like to thank the PTA, PTSA, and and supportive groups. Um, I had the privilege of meeting with you each month, and, uh, I very much appreciated

017the dialog and, uh, the partnership. So if you're rotating off. Thank you. Um, and, uh, if you're coming back, I look forward. Good evening everyone. Today is my esteemed show to celebrate the many accomplishments of our past year with the support of our community. We have successfully hosted numerous pirate workshops providing resources and guidance to our families as they navigate the landscape. Education. We proudly participated in back to Them organized a very first, very first mental health fair in collaboration with the Putnam County Department of Mental Health, teamed up with Don Drysdale to learn about caring for children with special needs from a voice perspective and creating local resources by highlighting businesses that champion our special needs community. To name just a few of our initiatives. This dedicated team will continue to build upon this

018incredible momentum in the upcoming year. Now. You're not hiding. She's been a very silent sector component for many, many years, and she deserves the time. I'd like to take a moment to celebrate a truly passionate individual, a steadfast advocate, a true champion for our community's most unique works. Our longtime chapter president, Christopher, as she passes on the torch tonight, we honor the countless hours and every right education she has poured into serving the needs of children. For many years, Christian has been a resounding voice of advocacy, working to ensure that every child, regardless of their unique abilities, has access to quality and essential resources. Our vision aligns perfectly with his core mission to cultivate a truly inclusive community of ours, where we celebrate differences and empower our families to educate. Under her leadership, we have

019witnessed tangible increased finance programs to increase awareness, all contributing to a more compassionate and understanding educational system. Tonight, we express our profound gratitude for her dedication, everything and most, that pursuit of a brighter future for our children. Our legacy will undoubtedly continue to inspire us all and uphold the values of inclusion, understanding, and ongoing support. Thank you, Christine, for everything you have done to continue and not for children of our families. You have made an immeasurable difference in the community and for that future. Thank you. I'd like to thank. Mr. Cameron. The agency. Okay. So thank you everybody. Um, okay. School. Really? The PTA is the life and. The sign language in the back of the room I had to pay attention to. Um, but I think especially in elementary school. So let me see

020other people's names on the street in there and everything that they do for us. So our presidents, two vice presidents, Comanche. Quarter secretary, Mr. Harris, one day. Of course. I'm secretary. Treasurer. Yes it does. And our liaison. Yes, please. Their sole mission is to just see our kids have fun every meeting. We just want them to have fun. We want them to be excited. We want them to enjoy themselves. We want to have good experiences and that's what you bring us. Our field days. Our celebrations. We just finished them off. Thank you for all of that. Our slides, cones, the bubbles to watch the kids expression when they're out there. And forgive me everybody. This really is about education and academics. But so often the little ones and even the older ones when they grow

021up. It's so funny that you really remember walking the halls. And it's that. JFK reads. Back to school nights. Open house. You're there for everything that we do. Literally. Figuratively. Our authors. Everything that we do. The fun stuff. The academic stuff. You have a hand. So truly from the bottom of my heart as your principal or Mrs. Cruz, the assistant principal. You know where I really can't express. I just wish I could often, and I do think of you to do these snapshots and take pictures of the kids faces. And you're there. You're physically there to see this, but to be able to do that for you, if there's ever a moment that you're not there to really be able to share with you and express the gratitude on the kid's face for the things

022that you did for us is just remarkable. So grateful for everything that you do. And so on behalf of us again, and we'll carry on any further. Thank you for everything, ladies. We are extremely grateful. Us. So as I wrap up my first year, the principal Shepherd. Over the past couple of years, I've been a part of the administrative team at CP star. Our PTA cabinet and membership has been nothing short of amazing. This dedicated group of parents regularly showed up for scheduled meetings in the evenings throughout the year, bringing events and ideas to the table as well as plans to execute them. The conversations held were always in the service of the school and the kids. What do you mean you were thinking we could offer. You would like to purchase for the building

023you would like to host at every meeting. This group was framed in the next contribution. To our kings. This year, some notables were the Harlem Wizards in Whispered Challenge. They play superstar dances, how they shop events, ice cream, social and or scholastic book fairs. These events and others held were solid successes. This generous group supported our ordering of our fifth grade class t shirts, assisted with concessions during The Lion King junior helped our first schoolwide read event, put together and ran numerous fundraisers, organized and ordered supplies to get our kids years gear started and built a fantastic year in color and treated the kids of the building throughout the year whenever our school or students needed. This group answered a truly have been a cornerstone of support to us and deserve their due recognition for

024the time and effort they put into their roles and the service of our building and our students. Thank you for everything you've done this year. Truly. Um, look, I just want to thank the Lord for your years of service. Um, your hearts will be placed. I'm just. I'm not happy right now that you guys didn't tell me about the jacket thing. You're not the only one. Okay. Um. You know, so we had great meetings this year. Um, only meetings at certain times because it is a very lively group. Um, but I want to thank our PTA. I hope that in case I was wavering, maybe it's less working in the last year. Um, you guys work tirelessly behind the scenes. No one notices. Uh, we get when they come in, everything is done. Um, so

025it is highly appreciated. Um, the experiences that you guys have created for us is, uh, always memorable. Um, from the Wizards game, which, by the way, is just what you say he is playing next year, if not the of class. Um, the book fairs. Um, the celebrate Valentine's Day dance for the kids to stay away from each other. Um, for the high school. Um, and, um, the final sixth grade Halloween dance. That was awesome. Um, because we all got to dress up. Uh, so. Which is lovely. Um, I love to see. Um, and then even just, uh, top of. Yes. Like the panoramic picture to our class of 2025. So with that said, we thank you guys for everything that you've done. Appreciate you on the way out today. We've got some plans. Um, great.

026Um, well, thank you for your support. Anyway, um, on behalf of the high school administration. This is for the high school. I won't call myself principal. I'll take a moment to recognize our high school GSA. I might just see on the slides above, we have our vice president, Tina Russo, our treasurer, Shawn of our secretary, Ryan Fagan, and our president, Harry Mendez. Uh, with our high school needed support, Kerry didn't hesitate. She stepped up energy, creativity, and unwavering time to watch these special families. Thanks to her, a leadership role able to host a wide range of events that truly brought our community together. And me to share that with the PTSA brought joy in this time to the teacher Appreciation Lunch with an amazing 92nd awesome just going out there. Uh, can you blow up

027boombox radio to all kinds of throwbacks? I thought that was back in high school. I loved every second. Um, they hosted a transportation appreciation luncheon and creating magical connections through the Holiday Craft Fair and the Trunk or Treat raffle for our seniors. The PTSA made a final of their final stretch of the journey. Unforgettable from Bear Hugs, a fun, heartfelt way to congratulate our grads, the Senior Scavenger Hunt and Senior Sunset, which I'm just kind of throwing there at the bottom left picture is I had no idea what was going on with the senior I had involved finding an administrator and starting a photo, so of course I had to rock out my Danny Russo. You know, Frank came to that place. It's awesome. Uh. Um, to the senior outside. Uh, they also help make

028milestones like homecoming dance and useful graduation. Whether it's truly special events took time and effort, planning and heart and carry the cookies they gave. All that and more. The PTSA didn't just organize events to help build memories and strengthen the bonds that make our school feel like. For Kerry. I wasn't here tonight. But on behalf of my students, the staff, the families of the high school. Thank you. Your dedication has made a lasting difference. We are so grateful for everything you've done this year. I will get through Kerry that I'll make sure she gets back to school. So thank you very much. Are you? And you have one more. Thank you so much. Thank you to you for everything else. It is very easy for parents to take for granted that there's moms and dads

029out there who are going to run the PTA and all these wonderful guys. So, you know, I think every year I've done this and said this, but. I encourage parents to either get involved or or at least become a member so that, um, PTA gets some resources to do all of these. Wonderful. So thank you to all of you. And I know that those items are for you. And I do not want to take the whole meeting. I don't want you to feel like you can't go get them. So, you know, if you want to, uh. Don't forget your plants and you're welcome to take all the steps to. Because. I knew that somehow I knew that better. Thank you. Uh. Do you go for the rest? Don't tell. All right. And now we move

030to our second interpretation of the climate and culture. For instance, talk about. Again. And we'll, uh, spend some time tonight reviewing the most recent culture and climate survey results. We'll take a quick, uh, reminder as to why we do this. Uh, a little bit about the difference between climate, culture, the survey instrument, and why we chose to use Panorama. We'll have some analysis, uh, sort of high level analysis of the data for the distant different constituent groups. And then we'll get into the, uh, trends and insights and how, uh, to link to what we're thinking in terms of our next steps in power. Um, so we start our presentations with our strategic plan, and all that we do is radiate from its efforts. You know, that these are the five umbrella areas. Uh, and what

031you can see through the survey results, the questions that are asked, what we're looking for in terms of, of answers are either directly or indirectly related to all five of these categories. The left hand side is, uh, our number one goal, uh, for this whole year. And, uh, maybe a spoiler alert for next year, too. Uh, but, uh, the 20, um, for the 24, 25 school year we wanted. Um, it's true that I think that these survey results. So the whole idea behind this is students are physically safe. Do they feel. Um, we also talked about how, uh, you're mister or doctor and course, um, ongoing, uh, data analysis, uh, to strengthen not just his department, but our, um, delivery of service to our, our teachers and staff. How are we using these results in

032order to do just that? So this measures climate, culture. What are they? What's the difference? How related to climate? As a reminder, is the quality character's life culture and the shared beliefs values. And we're thinking about sort of a linear relationship here. We see that's old school culture defines. I think this support in particular the community is convinced as to why it matters. But here is a list of what the research literature tells us about why school climate, uh, impacts all sorts of outcomes. Um, these are the important versions. But if anyone is interested in working in the community, then, um, click on the link that says research supporting us to get that information. Uh, Panorama was the and has been the survey instrument instrument that we have used. Not only do they have, um

033patricians and uh, individuals whose job and whose credentials and PhDs are not led to there that are any qualified to create these survey instruments. Um, it also allows us to inform, uh, across, um, across the country so you can see one out of every four public high school team surveys. So it does help us to look at some comparative data when we're thinking about schools that are like us, uh, um, in certain demographic areas, uh, and where we fall in search, uh, and quartile measurements. Um, we have used this repeatedly for future staff surveys of students survey since June of 2023. Um, this is the first year that we have been able to use it for parent and family survey. And we have some beginning and end of the year data to look at. All

034right. A lot of information on this slide. But it tells you what it is that we assessed through this survey tool and what the response rate was. Um so you can see a bit of overlap when we're looking at, um, what is measured or assessed through, um, the three different surveys. Um, school climate, of course, uh, being one of them safety that sort of runs through um, and even some of the sort of sub topics or the way the questions are asked. Let's take a family survey or relate to the student and, uh, experience, uh, and like that, like, kind of like through your TV. Um, we had a significant increase in the family response rate, a lower left hand corner to 243 respondents, uh, from 119 in the fall. And that was the breakdown

035across, um, the four schools, particularly high response rate with, uh, for the high school, which is encouraging. There's a slide that, um, that shows that that later in the presentation as well. Uh, we see a pretty good, um, student response rate as well. And we see the high school, um, somewhat less, uh, less. So, um, while we, um, most definitely wanted to, uh, get, uh, higher response rate, we know that, uh, this one time, um, the teacher checked out, but we do have some of the senior survey data. We asked them a couple of questions before they leave us, and so we included that, um, at the end in order to, uh, again. Um, the staff and teacher survey. And although they're related and they measure, um, five of the same constructs as the instructional

036resources in that back to work mindset that's critical for teachers. Um, this is the breakdown and response rates for, uh, those a pretty healthy, uh, response rate across the board. Um, and given the information that we have now and the historical data, you know, we can look at, uh, this information. Uh, just a reminder around our, uh, history, um, panorama. So again, 2023 was the, um, it was the first administration of this. And one of the benefits of working with them is this is what they do all day, every day. Uh, so we have taken advantage of some of these executive briefings where, you know, we're looking at it through certain lens. We're looking at certain trends. Um, what do they see, given their experience, given the other work that they do with other schools?

037Um, and then how can we can use that to push our thinking, not just when it's looking at these particular survey results, but as we get better and better at digesting data. Now, how do we translate that or scale that into our our practice? All right. So here's some analysis. So the 3 to 5 student survey and the 60,000 student survey measured the same constructs. They asked them and the questions differently in a more developmentally appropriate way. So that's why it's passed out here in this particular this particular case, as we see it when it comes to relationships with time and longing safety, this is what it says five over time versus five I'm sorry I. Earlier today. Some how on the left side that the block that that access it. Yeah. What are you

038measures. Are we seeing a oh I'm sorry percent favorable for this particular demographic group. Okay. So are we seeing a decline between the first to the last of teachers? Uh, the belief that teachers and students have positive relationships in 3 to 5. We are. Okay, but yes. So thank you for these are percent favorable. So regardless how the questions are asked, did students answer them in a way that we wish they were, even if it's like negatively scored. Right. So that's that's one that's what that percentage shows us important to, to show, um, what you'll see in a lot of these surveys is that first, administration is higher, for whatever reason, your time of year. I think we did it, uh, in 2023, the last couple of weeks of school. So, you know, looking at

039to me, the trend lines on this aren't concerning. What I want to do is I want to say, okay, safety is pretty consistent. That's good. We saw an increase from the fall for this. Um, I also when we look at things like belonging, that's something that we need to improve K-12. Um, and then when it comes to teachers in relation to teachers and school climate, um, what does it look like 20th June necessarily. Right. Or what does it, um, what what are some of those, uh, through lines that we can, we can look at and what does it look like when we're looking across, um, uh, the nation or across, uh, the similar sort of schools? So, um, that is, is it not, um, concerning to me in particular? Um, what is interesting is when

040we talk about some of these next steps, um, something that we have thought through, um, is how do we ask some follow up questions for this? And we have asked, uh, we call the, uh, we have, uh, a group that you start, um, we had talked about how do students know what respect means? What does it mean to them? And so those are the there's a reason why this survey sort of stand alone compared to 612 is because like if they're in that, you know, that that that zone of um, maybe respect does mean different things to different kids. That's what these follow up quality of conversations. So, you know, I am concerned. I say the first time on your. You know. But it still is concerning to see. Contract. Are the questions consistent? The

041questions are different 3 to 5 versus six for 12. And I suppose a language is from like June 23rd to June 25th. They are yes. We can do surveys. Um, the other thing that we need to do a little bit more this summer is look at cohorts of students. Right. Because these are even though this is across, um, you know, three years, we're looking at different, different groups as a search cycle through. So how does that that is let's say the current seventh grade book and one particular, you know, measure across the board. Right on to students grade 6 to 12. Again, this was put together because, uh, this was um, these results were combined because they asked the same question report reported out in this way. Uh, so we see, uh, some variation. Across

042the board when we talk about belonging. And remember, this was a district called, um, we see decreases in belonging across the board for students. Um, and that, um, it's particularly frustrating to me having my dissertation topic. Um, and so, you know, how can we we would really like to keep that as a goal for next year. And, um, look at some of the resources that Panorama has. Um, and then also some of the other existing resources to say, how can we improve those numbers not just for the sake of improving them, but because we know is directly correlated to, um, every positive outcome that you want to see those. Yeah, but they're not the same brushes that. They just take the same questions. We're getting into out of step survey. In addition to this is

043what I lack a better term? Um, not instructional staff that are in the building size of these monitors. Um, the teaching assistants also took, um, to the survey. So we saw an increase in participation rate as well as increases across the board, which is, uh, which is encouraging. Until the teacher sure dies. So this is grades K through back pre-K through 12. You can expect this survey with 200 and more responses. Again very robust response rate. Uh, we can see things uh, areas like educating our students increase. Um, and some of those uh, questions are around teacher efficacy. You know, how do I have the tools? Do I feel like I can best serve my students if I have all the tools I need to do that? Um, I would like to, to jump to

044a conclusion that all the work on differentiation this year and all that professional development can show up in the metric. Love that. That's something that that's an assumption that I have to check through or the person passing out this data. Um, but that was, uh, encouraging. Yes, please. So, um, you know, I'm happy to see, uh, between staff and teacher and crew. Uh, you know, it looks like there's upward trends for the most part, those things. Are you guys going to break this down? Like you have a lot of, uh, new leaders in your building? So, like, this summer, you guys are giving us a summary. Uh, um, uh, 3 to 12. Are you going to be breaking that staff leadership relationship down to your principles? I would just rather speak for all of us.

045That's right. We have three principles in interview for our core building this year. So is that going to be. Something that you guys write down and have those conversations with. So this is where, you know, like where we see trends and so forth. What do you guys want to do for next year on improving it overall? But then also if you saw a decline in your subset for us, yes. Uh, we have a very ruthless move. We have in part one of our district retreat tomorrow evening. Um, so we will be spending part of the time looking at this. Um, but most definitely will be follow conversations with those ministration, with them, with their teams for them to be sensitive to the different lens that is, that is 100% ruthless. And I'm not even that

046me and we all know like that's just. Only going to be 95 degrees tomorrow. People are talking like I mentioned how we of course do the Panorama survey, but we also survey year, um, two questions from that survey that we thought were important. Number one has to, uh, do the same thing. So you can see Twitter at 70. Student responded to you. I'll see you. Have you felt at school during your high school experience. And you can see quite a bit or a tremendous amount of information that can. Of that. It's the, um, lower results, uh, diversity, extracurricular activities and red flags. Remember that this was part of our strategic planning conversation, because we saw this as a proxy for the extent to which you felt like, is there a club that they can join

047that or they feel like that, you know what, they're people, um, or where they're able to further expand horizons, are participating in, uh, activity. Um, and so you can see that, um, these numbers are pretty encouraging. We don't have your data. Uh, but, um, are. All right, so we're gonna jump into the family survey again. This is all high level numbers, and we're going to get to a part where we say, okay, so now why would you do this? So we can see the number of responses increasing in three of the four buildings. Um, and parents were encouraged and they had students in multiple buildings to complete it for that specific task. And we did have that happen in the comments that were. Don't forget that this is my fourth time. I felt like, so

048I go first. Um. All right. Percent favorable for our family survey. The four topics that we surveyed are on the bottom. Um, we do have one that seems stagnant and, uh, 40% or three of the four, uh, percent favorable increases, uh, from the fall. The Parent and Family Survey had a lot of opportunities for, um, very short response answers. Um, so we picked out some that were super in line with some of the conversations that we had, or just in general within the spirit or essence of what we talked about within our strategic planning. So if we pull out some of these from this qualitative feedback ideas for increased parental engagement, there are a number of um, uh, responses that would say, you know, would be great to have coffee, um, with the principal or

049curricular conversation, you know, over tea and coffee. But to have like sort of these, these theme based nights or conversations, opportunities to interact for this, um, smaller group to sort of dialog around, um, what, uh, parents are looking for, what is it that they can do in order to help their, their son or daughter at home? 0.93 it was tied to, um, our community partners, uh, work that we've done and what we tried to do this year through entrance interviews, um, and, and action plans, um, with leaders in the district and involved with those people. I think we had pretty good inroads and built on a lot of the partnerships that that did exist. But it's good to see that or to think that, um, parents are see that as a priority as well. Um,

050there's 0.5 where opportunities to volunteer and to get on the PTA. Uh, I would say that many more opportunities, but I think there were um, it wasn't more as much PTA based as maybe was in other than Eastern School, but that was our other, uh, that was a deeper conversation that you can have two buildings. Um, a couple of parents said that it would be great childcare was provided with them. Consider they bring their kids along with their students is helpful. Um, it was it was nice to get a few. You know, you're on the right track. Keep doing what you're doing. Um, we appreciate all here. You're saying. Another thing that we heard a few times, um, was, um, the school does a lot to try to, um, get. Parents are participating. It's not

051because we don't care. I love sports fields or whatever else. So don't take that as you don't care or you don't want to partner with you. Um, it's just more a function of. But one of the things I do think that coffee with. I recall the coffee chats previously. They were highly attended. Much more. For those that are non-controversial for them and so forth. So if you guys can bring those back, I thought that they were, you know, um, excellent, you know, engagement opportunities because again, we could we do it because we want to hear from the community members and so forth. And that's what we're trying to get. What he wants to talk to us. You know, like they want to talk to, you know, leadership in school. So what's it like being able

052to see that? I think it'd be great. The other thing is just like, because there was a jump in, um, family engagement trying to pinpoint exactly what you did a little bit there. And then that trying to dial that up because like 133 and 2000, 3000. And we probably have like somewhere around, you know, 1200 families coming back from less than or a little bit over ten. So like being able to figure out how we've dialed that up, um, significantly each year, I think is going to be important because that's one of the goals, you know, of community engagement is to support our family engagement and be happy. Um, so I do think, like whatever you do to get that, do more of and so for us and I guess. And some feedback actually from

053the board, which I think is important to incorporate when we're communicating, is we're doing this because you gave us this feedback or we heard this concern from here's how we're trying to do it, because I think we do a lot of, um, follow ups, trying to be proactive, but not necessarily like have to doctor people so they feel like we're listening to the surveys and we're looking at them and thinking through the ideas that we get, that maybe another way that the discussion just. There's also, you know, a lot of parents and they hesitate to speak up for meetings or reach out to teachers and principals because they don't want to feel like a pain or a bother. Because I think a lot of a lot of the parents recognize the busy everyone is. So

054if there is an opportunity where it is not. For some say in my telling window, my Jack, I forgot, um, that you're on your own. Um, that's not like, you know, a conversation or reactive to something where it's just like, hey, let's just sit and chat. You know, it's just kind of like a conversation and also get on the phone and feel comfortable and purposeful and and things like that. And, um, where it's more of just like a partnership instead of a reactive. Something that I think that's awesome. And even if I understand that, like, um, the sports, uh, extracurriculars that uh, for, we've talked about that, about timing and stuff. So we understand all those warnings, but we we hear you and then we're responding as a fourth. But even after that forum, there

055was a lot of parental engagement. The parents don't always feel comfortable in the raising of the hand. So like that more informal thing, you know, like, I know you guys like I know admins get swarmed when they're out in the wild and art can be near and near, uh, people. And like, oh, I want to talk to you. Like just being able to break down that barriers of being able to do that engagement. I think it does help. And having, you know, those opportunities, I think you're going to hear valuable things. And again, this big 20 goal might be the 6040 goal of, you know, you're talking to me about some crazy stuff. That's a one off versus this is valuable feedback that is very broad we can incorporate into our work. All right. I

056see some ideas from the survey, from the family survey on how to improve social climate. I think all of these fall under the umbrella of just increased opportunities. The last bullet point is these opportunities for social connection, that it's culture based activities, whether it's student focused, whether it's parent focused, whether it's both, um, just ways for people to connect outside of the academic day. Um, JFK reads, um, the JFK program was mentioned a couple of times as well. Great way to not just the literacy, but that school spirit and community. Um, and just more ways. Students can get to know one another. As parents, we all know that we have. This was shared with the board previously and some ideas for board forums. Just the word cloud that just summarizes. Um, and again, in broad

057terms. What? Yes, I guess are. All right. So again, high level. We could have done a mini presentation on these results. Everybody is still not uncovered everything. But in terms of the executive briefing, I think you guys are us tracking what we have been looking at over time. Um, and our general impressions here are some of key takeaways. We saw an increase in school safety for um for grades 3 to 5, and that's great. Right. And you can see where we are percentile wise. Um, we're pretty high as well. Um, so that was affirming for us in that, you know, especially with the Covid ministration and how diligent they are about safety. Um, that was a nice way to say yes. Some students are feeling better than they did before. It's still pretty good overall.

058Number two. We talked about this when we were looking at the staff survey. Slide is on increase across all topics for staff across the board increased for from the top of science. Um, as soon as I mentioned before that some of those sort of topics around you have some sort of sales professional wearing that yellow because Nelson and the buildings have provided, uh, perhaps that's part of it. You have to figure out what the secret sauce is there to make sure you get a customer, especially as we look at what's our rising literacy program, uh, etc. I like the sea star. Student survey. We see some conference between where parents are feeling and feeling this together across the board. Right. All right. I mentioned uh, uh, frustration with, uh, belonging and that particular metric that

059we see a downward trend for that. Um, so that will be a vote for the district next year. Um, and it will be something that we have to go back again, not just to raise those numbers, but because it matters in the research, literature, literature, for so many other outcomes. Um, academic, social, emotional. Physical health. Are tied to high levels of. Okay. So, um, doctor in. So I tried talking about this because I was. Allergic to it. Uh, it was really surprising for us. So we had talked a lot about and I continue to improve our mentoring programs, uh, for newer staff. Great. We get good feedback from that. Yeah. It's a collaborative process for continuing to collect data and, um, being flexible and adaptable to that, that, that data you've also talked about. And

060it's not a booster problem necessarily, or not just a future problem, but across forward, people can reach a certain point in their career where you're doing the same things you think are ever long and they don't feel inspired, hopefully in part to help motivate that. I look at what we see here with, uh, this particular survey set teachers. Yeah, this is that 3 to 10 years. Uh, we tend to increase it necessarily 3 to 10 years teaching that orange is not good. Orange is a decrease. Um, and you can see that if we look at teachers who have been teaching for 3 to 5 years and 6 to 10 years, um, some of the um categories, such as resources, um, are lower by 16. That's that's job shopping. If you look at female students, by

061the way, we generally increase teachers. And from year three to 5 to 12, uh, for that subset. Uh reports. Responded, um, in a negative way compared to their peers. And then, um, yeah, uh, and the staff leadership relationships as well. Um, so this is something we most certainly are going to, uh, aggregate and slice and dice and the for the follow the questions around, um, because it, it, um, is not a group that was uh. It was not a group that was a concert part. So, um, I find this fascinating, I think. And I actually worked on 11 or more years with this, uh, lower, um, than that, and it someone like, I couldn't do what you do. I'm, I'm fatigued in my job, but, you know, two and a half years in this role

062and I have to figure out my next role, and I can do that within the same company, and it'd be a dramatically different thing. So I'm actually fascinated by that. But what I would encourage is, um, you know, how do you take this and move away from data and get to because like, uh, one of the things my company has, has done and they are so rich in surveys and they blast it out to every single one of us, like, you have to tell us, you have to tell us, you have to tell us. And then they take it out and then they're like, okay, these are the three things that we've heard. These are the three things that we lowered on. This is how we're going to what we're what we're going to do.

063We'll be able to go and have brand conversations in small groups to be able to say, what do you mean by resources? Like we're looking at, you know, when we look at, uh, the funding that we've got from from New York State, you know, the support from the community, um, the Apple project and all these things. We're pretty flush in resources and being able to hire people and all this stuff. So being able to break that down to a really tangible level and get people to talk in smaller groups, and maybe it's not led by an admin, but, you know, some other facilitator that they're going to be able to come away and be like, yeah, this is what we're doing is where you have to go to. Because otherwise, if you rely too much

064on surveys and you know how I feel about surveys and I'm going to talk about that later on tonight, I think out loud. But then how do you get to the tangible facts to be able to really dig down? And so how do you do that from this level now to a more granular, tactical level, to really be able to say, we heard you, and next year you should see an impact to this, that doesn't mean you go up. You know, when you drop 16 points doesn't go up 16 points. But hey, we heard you and we went up for points. You know, to be able to say that we're able what we're able to figure out what that that real tactical level works. Yes. And Panorama helps give us some resources to do that.

065Um, the other thing to know, and I don't know if it's better or worse, but when, um, people take a survey, it's not like, okay, now I'm gonna ask you questions about my students. I'm gonna ask questions about resources, right? If they're themed based and tied to that particular, um, kind of that particular theme that explicit in the survey itself. So what are those questions asked? Yes. Any. So to answer that, I would love to take a deeper dive. And I think when you talk about belonging to go play right now look younger years and then as well you know like you that to love sportsmanship athletics. Um you know down in Vietnam we spoke on that block five times down the years in the lower grades. Um. Each other night. It will be. Um.

066And then. My. I impress along the connections. They start the younger age they come. Modified. I really. Focus a little bit on and see how families, players, coaches feel about this. I don't know how you feel about this. Um, dad, dad, he got into that to that. But it. Yeah, I would agree. I wouldn't be specific or I don't know that we can extrapolate, you know, what's in here to what I think experience. And I get really still attached to that. Oh yeah. And that is that. When they speak about belonging. I'll be talking about when they belong to them, but they join a team. Um, I think about. That's where I. My gloves might. Not necessarily. I just said that. Okay, guys. And we would, you know, to your point, I don't know that

067it reflects the athletic experience enough. And then we have to be able to follow up questions for, um, you know, student or student facing, um, uh, feedback, um, you know, the extra curricular work. And I think the question specifically said. That's either a general skill. Um, one one thing I'll just add to that is that, um. One of the things as a parent. Um. Um, um, but I. I feel like there are certain teams that are amazing. Like, you know, there's no better team that I've witnessed than the cross country team. Uh, like that year, from 9 to 12, they go out to breakfast. They like and like, you know, kids are driving each other like, I've never seen that in any other sport. You know, probably maybe next year it's wrestling that's doing the

068cross country team. It was like incredible. Like Roxy, you know, like even though there's, uh, factions within that team of different groups, Roxy has some of those things, like so being able to um, and I'm not saying for this stuff, but I'm saying for like when you dig down into the of being able to sit and say a simple question to ask where you feel that you belong, like you have your legs. Exactly. And then being able to find that and then mimic it. So what you're saying is cross country, you know, and I could tell you, my child's game running more than anything. But love the camaraderie. So if you're able to say like this is wonderful. How do you examine that and say, great, now let's figure out how we apply it. Because

069it if there's so point of it that's an equation that they've got this they have like you know this type of camaraderie and they care about whatever the magic is. And then figure out how you can you can multiply that in other areas. So but it's not this survey per se. But it's like for you that participate where's your home. And how do you know you're going to find like in the music department this you're you can find all different places. But how do you mimic those that are like the shining stars and then say the kids like, what are the things you participate in? Because if I raise my hand and say, it's this one thing that I have for other things and they're not, then that also is knowledge to be able to

070say, how do you get to blogging and mimic all that and still shamelessly from one route to the next, so that you're able to, to, to make sure that every kid has a place that they. I just I guess I have more concerns with the resource thing kind of bottles in my mind. I think figuring out what. What? Where they think there's not resources is important. Is it support? Is it? I don't know, but like I really think that's a huge, huge thing. Uh, especially because it's a drop all the way across except for the older teachers and being able to teacher. Um, I can say, like, genuine worth of corrections about not having resources. So, um, but we also, I guess we do. So I don't know about that, but I really be interested

071on that. Um, with the three, five kids, um, I think the idea that school is so low, it's like it is somewhat bothersome. And I'm really wondering, I'd like to see what you guys come up with from, like the debrief of that. Like, is it that they don't understand, like, like you said, that there were so many things that they need to them? Um, a lot of times I. Then you come to my high school because our needs met. Um. Then my first day, I found out that day to my cool. And I was talking about a dank dungeon. Unlike no dungeon. Not cool. But anyway, um. So I think, like, that's important. I'd be really interested if that idea of forming the cohorts. I mean, I know we have this by school, but, you

072know, is it the same kids, the same grades, having the same answers across the board? Because I think that may be really telling of. Growth in that real growth rate because they're going to show up late in the year following the sixth grade, last year to the day that I asked them graders like, what are you? What do you see is their growth this year now? I think that might even be more symbolic than just like putting together a the. Um. I just I didn't realize this is not. This is. Welcome to all the emotions and the drama, the differences between us, this fragrance wealth creator. But I also understand. That's what they do. Um, and it just wanted to be able to bring up a good point about your five stories. It really should

073just be a starting point, right? Because if you walk into that building, something feels right and you talk to cases on the experience. Right? So I you. How do you use that as a starting point for conversations? Um, to get the full story. And, you know, I hear everything about athletics and belonging with athletics. But as a kid, as a parent of kids who don't play sports, um, I. I guess in so many aspects of the world, in the world. But like feeling safe and feeling belonging, school is really something we need to focus on. You know, a little bit more. What do you say? Where do you start? Um, I think it's maybe the better question to ask of, you know, not just do you belong or you know, or how you think I

074know, right. For certain things that way. But, you know, where is it that you feel like you belong? Um, might even be like a better question to that. You can do short answer question. Yeah. Not in the long. Yeah. And I don't want you to correct your data here. It's but it's like an answer. And I think you guys have said that in the past like kind of ancillary stuff that you're able to add on because you do want to be able to stick to trends and be able to see some of that. Um, but really being able to drill down, take what you're learning and say, like, oh, we have a belonging problem. We don't need to go. I'm kind of shocked by the JFK one, too. You know, you always think about school

075as like, you know, happy land, but it is normalized, you know, across the U.S. so it is like those kids, like everywhere you go. What are your first slides on Panorama with? 25% of high schools are doing this, are they are they not as prolific in the lower level schools? It was one of the, uh I don't know I don't know, I out, I just, I just so I, I should say this in the beginning, um, the K-2, there is no K-2 student survey. Oh. That's right. I'm sorry I met you. Guess I know your. Yeah. Um, three five as a separate. That should be happiness in the lower grades. There's still a chance that. Oh, there's over there. Once that going in there, should you remind me of it? Um, is that, like, if

076you think about the CV star kids, they're the kids who started school during Covid. And no, nothing else other than having the public in their face all the time. So like we were talking about, we talk about like limiting public usage during recess and stuff like that, um, injuries and stuff like that. I think that's something else about it'd be interesting to see how this might change, uh, like the cell phone that comes into play and like that type of stuff. Um, not. But I mean, watching kids with their faces and their electronics, little kids. And I see it every day in school. Um. Interesting to look at it next year. I don't even like. Um, and then get around to, um, share that there's an opportunity for, you know, additional, um, we just pass

077along our goals and pass the ball. What you can do. Um, so. Well, and I mentioned a little bit before, but in addition to having the survey instrument that I would tell you, both of you would say, okay, any ideas for family engagement and the middle school level for, you know, I need to be close to one side. Um, and if you give you, uh, classroom based strategies for wide strategies and strategies. So I will be making sure we get really familiar with aspects of. That playbook as a way to do some our our overall. All right. So we talked a little bit about this, uh, just thinking about, you know, this is one, um, uh, this is a collection of data that measures like all the things that we just talked about, and it

078is connected directly or indirectly to a number of the areas that we're looking at. Um, there are other ways that we would have data and inform what we are making for next year. Uh, but to, you know, just give a rough sex. I think that's what we talked about previously, right? That we would use this to help to think about what we would want to do for her next year. Um, so we the idea of physical emotional well-being or safety, however we want to call it, should be all that we do all day, every day. Right? So, um, nature, physical safety, still something that is, uh, explicitly stated and measured. Um, and then we're focusing on belonging. And what that means across the board is not another thing. Right? It should be woven into all

079the things that you, um, one of our goals has to do with our. Learning environment. Uh, and and construction. Um, and so, of course, you can do that for next year. Uh, and, uh, Doctor Hancock has, um, some ideas around what to do with this information already and what a summer might look like. And I know this it so obviously I'm feeling as though we should have a human resources call and have some gets be defined deliverables, but definitely part of the impact that that's sector. Um and then. This is Andrea, along with all of us. Uh, have a lot in terms of deep learning. Uh, I want to see for you literacy program. And that's why I continue to expand our our shadowing opportunities. Um, I know, by the way, vision 20 2626 over

08023. Um, so you're in the planning process for next year. And, you know, we want community feedback on this and of course, for feedback, but, uh, for end, uh, I don't see us veering too far from where we are. And instead of saying, hey, what's this next level, we g these things we start to do. We say, what? What have we learned? Uh, where do we put it that how can come back to with our content? So a couple things. Um, one is, um, I would actually also, uh, you know, and again, you know what, 75 different goals. But I am I am concerned about resource that resource day. And so being able to make a goal of making certain your resources again we're flush district making sure your, uh, resources are appropriately deployed to

081aid in student success, I think is a really important element to dig down on now and then also look at how would you bring that to life and the goals. And for 2025, 2026? Um, the other thing is, is that, um, apparently I can have some free time. So I will join the 2030, um, one. So I'll expect, uh, and in that process, uh, but with that, when you're sitting down to do that, what what should be critically important in level seven is this is where we were I think it was 2020 and then it got moved to 2021. This is where we were. This is where we are. So you know, when you talk about my favorite topic of literacy, we haven't moved the needle as much. We have now programs in place. That

082should be the scaffolding to do the next big leap. But being able to see that data from 2021 to 2025 will be critically important. So how do you stay the course? Because the path is right. Or, uh, we need to, you know, tweak the course or completely rip out the course because we have not been able to demonstrate, you know, where we're going on some of those things. Um, you know, so how do you bring in the data and the growth of what has happened, all of the programs that have been implemented that may not have had the right of way to get the data to support it, but being able to show that picture to whomever joins that, that, uh, that grouping, to be able to say that was where we were, where we

083are, where we want to go, I think will be critical. And I'm sure Norville will do that. You will? Tell. My children nerdio last night in the speech, as well as underdogs as. He is but your dogs? I did not expect that a whole nother level. Um, I do want to I because I'm leaving. I will never remember to put my microphone on. Thank you. I mean, I really like, uh, I have dogged you for a long time about them. I will say that someone may have mentioned it in his interview about Panorama, and then all of a sudden we get Panorama. So but I this is invaluable data for you guys to be able to show your growth through weakness areas for transparency. So I really I am super appreciative of the willingness to

084see good, bad and ugly and then tackle it and not hide behind anything. So everything looks glorious over here. Really get down into the into the details and be able to do that. So from the bottom of my heart, I thank you. I will annoy you about other servers and you will hear from me, but I am truly appreciative of where you guys have come on this and on data and all of those other areas, because it's just figuring out where your growth needs to be is. Is the tactical plan for your execution of your strategy. I also want to thank, um, the building administrators. I mean, this is a very valuable thing. Um, and as you mentioned, here, we have, um, our, uh, 21 administrators. Uh, between our. Yeah. So, um, there's, uh, uh,

085I think it shows their professionalism, dedication as well as everyone and also trust that exists right now that, uh, this is a data point we learned from it. Um, doesn't tell the whole story, but. I also just want to add to that too, I think. I just want to say thank you to everyone that took time to complete the survey. Um, the data is super valuable for making and. So it is, you know, definitely taking a risk to, um, you know, look at this and share it publicly. So the truth about ugly and the board has said in the past, you know, looking at this is not like any kind of gotcha whatever, but where are we? And, you know, looking obviously to see kind of where we're going through this as we go on

086is super important as to just where does the resources need to go, you know, across the board to support and all of those things really the purpose of us seeing us. So. Just wanted to say that. Then, um. Is this a time? Some comments about, uh oh yeah. That's okay. Um, so that's for the student learning the new literacy program to be more exciting. Um, other than I understand that that's a huge undertaking. Next year and the year after and the year after are going to be, um, tremendous. The amount of work that is, I know is going to go into that. So thank you in advance. And to the committees that have already put their time into, um, researching a program and choosing one. At some point, just thinking, you know, that we have

087a whole summer now until, um, we probably start talking about this again, a little steadiness. Is there a time in the fall where there can be some kind of presentation to the community as to really like some details as to what went into choosing the program and, and why this program are eligible for other programs. And, um, just kind of the benefits of this. What it's just for transparency to parents. I'm sure that'll come out from teachers as well, but, uh, just yeah, that would be amazing. Um, and also the physical and emotional well-being to, you know, just to add to what others are saying about the belonging and safety and, you know, looking into the extra curricular because we did have that, um, for, um, last year and there were some questions and comments

088that were super valuable. So, uh, when I'm out on the field and out of school and in the community, I do hear some people saying some similar topics that were brought up there in that forum. So any kind of follow up for that would be amazing, would work into the goals just so that the community can see that their voice and, and feel what we're doing with it. And I know you are, but just any way that we can put that, um, transparent out. It's a possibility of presentation or whatever. Um, how that's being implemented. Um. Of the screen time. So listen to what John has said to you. As many of us have said over the time, is the amount of screen time new cell phone policy? Um, but then we'll ban cell phone

089use for devices does not apply to Chromebooks. So, you know, it is so important to just make sure that if there's, you know, some reduction or there's a ban for that. We're also thinking about why why it's important not to have have distractions in school. And I feel like that's a cool thing. And um, especially in the younger grades, primary, um, and all the way through. So there could be kind of a look at your screen time and the screen time that's used for Chromebooks that it's just for. And I kind of want to just for the amount of time that the there is. Can I just add to that? You know, one of the things that is coming up right now. Uh, Jen has mentioned it, Melissa has mentioned it. As I mentioned it,

090I have mentioned it over multiple meetings. And I think it's like it it is a factor to the folks are educators and so forth. I think that there really needs to be, um, you know, an examination of that because we we are pushing down the. The device thing. But, you know, we do put a, uh, Chromebook in every single kindergartners tablet like we do. We need to do that. Is that really a key part of their learning and so forth? Because, you know, like, I have a husband who's a gym teacher who was told you need to have digital stuff in his in your gym. You have to include digital literacy in your gym. And he said no. And and that's you need kids to get disconnected. You need kids to move. You need physical

091engagement. We are talking about blogging. I'm seeing some ten point drops. You know, like how do we how do we look at maybe a ten? So I encourage you guys, as a departing member, um, of cater to like, I know it was critical and it was helpful in Covid that every kid had it. But as somebody that's out there with a third grader that was hysterical crying because Chromebook next to you, it wasn't as valuable in those in in that time, you know, as well, there were a lot of drawbacks. So I do encourage you guys to look at that K through two of being able to say we we see a decline nationally of uh, kids, um, abilities to use fine motor skills. We see, you know, uh, mental health epidemic. We see parents

092at restaurants giving their kids a device and then just having a conversation with adults. We see all of that. So like, as a, you know, our system of educators, is there the opportunity that we could be ones that say, you know, K through to, you know, maybe first grade, you know, half the class you share a Chromebook in class and then in second grade, you know, that's where you start to get it. You know, it doesn't even have to come. The first part of the year comes mid-year so that they get prepared to move to third grade. And they're more they're more in tune to it. But you now have board board members that have talked about this over multiple times. We're seeing the data present itself and and in other places for years, for

093years. And we've heard parents say, so I do think that, you know, first year has the opportunity to figure out from a leadership perspective, how do we reclaim kids attention and and do it in an appropriate manner that that does. So it's that that. Yeah. You can't do that. Play cancel. Yeah. I mean, at an early age, that's all. And I know it goes beyond athletics, but it all just fires the sportsmanship the clubs wanting to do. I want to interrupt what the. And it begins and yeah. And I'm going to say something and I'm totally crazy with curses. I was pretty crazy about, you know, cursing. You know, I've studied having two dyslexic kids. I study this all the time. I work and take notes every day. Every person around me has, like, a

094digital thing or does something digitally when they're like, Jamie, we're having a meeting. I, I'm the one that can remember it because. Not because I get my notebook. It's because I've extracted it to my brain. And studies show that when you write something down, like if you write a shopping list, even if you leave it at home, which I do every single time because I wrote it, I'm going to be more apt to remember it. So it's it's using scientific data that we know of being able to do that is, is is inscribing into a brain. I want to make sure and that, you know, we're, we're we're paying attention to that. And having a kid type on a Chromebook in K through two is definitely not as valuable as some of those other things.

095So I just it's so [INAUDIBLE] up right now. But I definitely just encourage you guys to look at that as you as you look at, uh, you know, moving forward. All right. So that was our first opportunity for public remarks. So if anyone through this public remarks period is limited to the action items on our agenda, which is D on our agenda. Um, so if anyone has any public remarks they'd like to make, we just have you go to the podium, state your name. Direct all your comments to the board. Every speaker has three minutes to make whatever remarks they'd like to make, and we just ask that you not identify any students or staff in your comments. So if anyone has any public remarks you'd like to make relating to the action items, please

096make your way to the podium. Seeing none. We also did not receive any emails relating to action items. We'll move to Action Action item number one appointment of 20 2526 Ex-Officio two members. Yes. Thank you, Mr. Samuel. As part of a committee. Interviewed a number of students. Uh, in order to recommend for employment College to you as ex-officio super board members for 25 years. So we go to forward to you, Mr. Alexander. Ashley Weare as our official student board members. Thank you. Have a motion. And second for Melissa on emotionally and one second. Any questions or comments. I think questioning it okay I go away and they'll be much shorter. So for them this was going to be a long one. And we're very happy to have you guys. Thank you for uh, taking this

097on and going to process. Um, you know, civic responsibility is a major something that you guys are talking about doing. And so thank you very much. Um, okay. Any questions or comments and let's go to the vote. All those in favor? Motion passes seven zero. You guys are. All right. Well, yeah. So, you know, we would love for you to say, you know, but we get it. It's the end of the school year, so. No, you know, you guys do what you you what you need to do what you want to do. Actually not. No. That won't apply when you're not sure. So you have to take it. Well, um. Okay. Action item number two. Approval of adjustment to year end fund balance reserves. Yes. So each year, the Finance committee reviews the district's fund

098balance projection and reserve fund follows recommendation issued for adjustments for the year. Audit Finance Committee met on June 10th. Uh, and of particular note, an additional $2 million is allocated to the Capital Reserve to offset future construction costs associated. Okay. Thank you. I have a motion and a second for this item. Any questions or comments. I do so and I was part of that. I just need to, um, I just need to refresh my memory. So we are. The finance committee recommended taking the surplus and putting it into capital reserve. We are voting on that. Um, do we need the community's approval in or because it's capital reserve? Yeah, well you're correct. You can draw that when you want to spend it. Or you can fund it. Right. But when you when you want to

099withdraw it. Uh, yes. So that 2.12 to 2.4 million that we're now putting in there, that doesn't that doesn't just roll into our funding. It doesn't roll into our funding. Yep. Yes. And that's our capital reserve sitting there waiting for the community. Once we have, uh, we we will that reserves the capital projects community. You asked, are we allowed to use these funds on reserve for purposes of this project? And that's where we're not borrowing, uh, money. We're raising taxes. So we would have to include it in next year's budget if we want to use that 2.4 million for is the funds that we've already had. No separate specific projects. That's why that's why we needed the community's approval. You can just move money from one project to another. They decide. That's bad, but that's

100not this much. This is the so this morning play machines. Why? That's why you don't even know. Well so. So which year you get a total find out your total secrets. You think that total savings may have certain, uh, specific reserves? You want to say you want to set aside money for the future for this specific purpose, one of our services categories. So we want to set aside money, you know, that, you know, 28, 20, 30, uh, we'll probably have another type. So this is our ability to set up precise. We should first. Issue of false or raise taxes for purposes of safety for us, like setting out to buy our stuff and the questions. All right, let's go vote. All those in favor? Motion passes seven zero. Action. Item number three. Approval of change

101order through DHS security vestibule. New synthetic turf field and track replacement project 0004-018 GC. Yes, this is a credit change order for about $7,900 for power restoration after an outage which was caused by the general contractor and resulted. That zero index position was simply a subset. Okay. Thank you. I have a motion. In second place. I have a general motion. And one second. Any questions or comments? I have one of the stupidest comments. Um, because I might just because I have. Have a headache from the weather in the last couple of days, but in quantum light when it rains letter they put the dollar amount in correct, which appears like a credit. And then I'm looking about like with the next like one of the pages. It's a bill. Exactly. And so I mean anyway

102it does finance and you're literally like we got a credit. And so I was trying to that's so I was going to United and I looked at 17 times I figured it out, but it might just be something that they don't do it because it was just for the dollar amount because they spell it usually. Yeah as well. Just Coleman. Oh I got the throw. Threw me off 15 times, but it's no biggie. But since we started here, any other questions or comments? Let's go to the vote. All those in favor? Motion passes seven zero. Action item number four. Rule change orders for CV star cafeteria project 00012026A PC dash up to the PC. Yes. First, uh, change order P.C. 022 credit change order. So, as you may recall. We received credits from contractors and

103we are purchasing builders risk insurance. Uh, including specifications for the requirements for contractors to say that they're not residing on a set amount for purchasing insurance. The second is a $6,600 increase to upgrade to jacketed piping for the underground piping within the kitchen of the cafeteria, and is due for completion. There is a higher water table in that area, and it's recommended by the plumbers and by mechanical engineers to upgrade to jacketed piping. Can I have a motion and a second to. Other notions of a second. Any questions or comments? I see now we're going to vote on those in favor. Motion passes seven zero. Action. Item number five. Award of contracts pursuant to competitive bids or fees. I and this for select NYC Compliance engineering services for Hvac services C bird Boiler Services d

104Plumbing Services e Electrical Services f Pest Control services, GE Wastewater Treatment plant operator and age school athletic trainer provider. Yes, so many of these are animal service contracts uh, mostly facilities related. Uh, the first contract for the EPA that. Stormwater compliance inside engineering has been provided that on our behalf in past at least the past 20 years, they were made specs that are not to exceed $10,000 balance, Dempsey says 22 years. He threw out our bids that were previously awarded, uh, due to competitive bids, and we have available with contract extensions through the end of the 2627 year. We're happy with our contractors we're recommending. Future G is the wastewater treatment plant operator. Some of you may recall back in May, uh, we'd ask the board to, uh, maintain our existing service contract with the

105H2O. Uh, H2O, uh, actually, to bid on the, uh, the rebate of the wastewater treatment plant, and they're the lowest bidder at the same rate was. Size of a confederate remains. Five 2627. Uh, finally, who is the athletic trainer again? Uh, we have for our. 22. This represents. Here. Extension 2526. Okay. Thank you. I have a motion and a second for silence. Uh, she said the a second. Any questions or comments? Single vote. All those in favor? Motion passes 070. Action item number six. Approval to participate in the New York State and Municipal Energy Consortium for Cooperative Energy. Purchase of electricity and Natural gas Commodities. Yes, we've been a member and since 2006, and of course, we have an opportunity for cost avoidance. Properties of purchasing for natural gas and electric provides us stability for

106budgeting purposes and providing safety, uh, sudden spikes in energy prices. Uh, we thank. In a second. Decide genuine versions of the on the second. Any questions or comments? Seeing? None. All those in favor? Motion passes seven zero. Action item number seven. Approval of 20 2526. Initial service contracts and other Northern Westchester Boces in the Lower Hudson Regional Information Center. Yes, these are our annual agreements with Boces and the Regional Information Center that identified the initial customer request for the district and the administrative and capital charge. Administrative budget for promotions each year. Uh. This allows Boces to adequately staff their programs based on participating. Throughout the year. Of course, additional sponsors are signed. Okay. Thank you. I have a motion and a second for this item. Scott a motion. John. Second. Any questions or comments? I

107do. Um, I haven't gone through every single one item, but you know, like with some of them, like I think there's like, um, you know, programs that I thought I have seen that we might be, um, sunsetting. Um, but there is, there's a fee. So is it like a generalized proposal that we're paying for, or only what we pick and choose to utilize, only what we participate in? So, um. If you see the, uh, blue collar, uh, this blue collar represents our, uh, our intended use. Um, so while there's, you know, lots of programs that we all actually subscribe to. Um. Are absolutely committed. Others remain committed in future, but again, it just gives them a minimum service request. Um, that's that's funny. I just I mean, who comes to me? I think every column

108is blue, but, um. All right, like, so certain things, like, um, just looking at administrative software services 2024 2025 contract just has a lump sum of like and this is, um, page six. Um, just a 4.59. Uh. Like the unit cost. And then we move to next year and we've gone down to like seven, um, different, different things. So there's like kiosk like like Steve basic final say, like I'm just wondering, you know, some of them are, um, brand new and then some of them that I thought we were kind of moving away from, um, still have have some things there, like edge climber. Um, so. That maybe you're the leader of a different. You're in the right one, right? Not the sorry. Oh that's right. Oh. Okay. That's great. So I like you. I

109don't care. Um. I'm sorry. So on page six, Mr. Shiller is certainly more familiar with this one because his department uses the services more so than the. Uh, so page six. Yeah. So, like, page six was, um, administrative software, like, you know, last year we just had one and then this year we have seven. So I was just like kind of wondering, you know. Like from from a year to year change. Typically we're fit. We usually are fairly consistent. So yes, except in some cases that are still for some reason, I mean, in some cases, um, we may move away from overseas or into poses for a certain surface. Um, yeah. For example, uh, one of the new charges is for the new website. Yeah, but. My final ciphertext. Okay. Thank you. Any other questions

110or comments? See. Now let's go to the vote. All those in favor? All those in favor, say aye. Aye. Seven motion passes. Seven zero. Action. Item number eight. Acceptance of donation essentials for the First Baptist Church. Yes. The First Baptist Church donated $1,500 to our Bears Essentials program, which will be used to purchase items to support. Uh, there was a need to thank the First Baptist Church for the generosity. So just for your sake. Second motion Scotland second. Any questions or comments? So I would say there's always thank all the groups that support those decisions, you know. I am. Going to vote. All those in favor? Motion passes seven zero. Action. Item number nine is school district property, a technology equipment, Chromebooks and B technology equipment, copiers and printers. These disposals are being. Tuition costs

11150 to 50. Uh, we're exposed to various technology devices, which allows us to use. Okay. Thank you for that. A motion and a second for this item. Jamie on the Motion Journal second. Any questions or comments? Yeah. So I looked earlier today I thought was just a glitch in my internet, but there is no attachment. And usually you guys do a full list of what it is. And broke the internet. It's showing me. Showing the attachment. Really? I could show you this black box. See them. Sorry, I know I shouldn't take away. The copies of the printers, but. I don't have anything. But even if. We have to show it as a documentary. But I have it all. Okay. Yeah. You too can be included with included attachment and I. But once when I was

112in London. But it's not showing us here that there is an attachment. But I'm not authenticated, so I thought they'd show you. It shows an attachment because it's administrative content. So if you're logged in as a striker, but it shows an attachment but you know it's placed there. You should be like you should be in that one. So yeah. So what's been included in the administrative content will now be moved to public content. And that was equipment that's been disclosed. So let me just drink. Yeah. And you should be able to just drive, you know. I just. You have to get out. You gotta take it. You gotta go. I had to have this child. Just like I can't do it right now. I can talk to you after. Yeah. I mean. Can we prove

113it? No. I'm frozen. So we could pull up the data on here if you want. Yeah, I think we're fine approving it. As long as it just gets put in like that. Like it has to be from others, right? Yeah. So if we can afford it, it'll be moved into public comment. Uh, public comment. That wasn't factual, but we have access to it, so we know that's good. Uh, and are you bringing it up now? Does anyone want you to see it? No. So, uh. Well, does anybody have any other questions or comments? Okay, then let's go to the vote. All those in favor? Motion passes seven zero. Action. Item number ten, approval of Letters of Intent for mergers or going for John Lewisburg Road John J. Cross for the president. Yes, this is for

114our last meeting with one participant also distributes resources. This. This is the sort of. Okay. Thank you. The motion and second item. Second motion was on the second. Any questions or comments? Seeing them. Let's go to the vote. All those in favor? Motion passes seven zero. Action. Item number 11. Approval of first rate Policy 7316 using internet enabled devices. Thank you. As part of the 2526 New York state budget. Governor Hochul signed legislation may adding Education Law Section 2803. The new law requires all school districts postseason charter schools to adopt and publish a policy prohibiting the use of internet enabled devices by students during the school day by August 1st, 2025. As such, our board Policy 7316 has been updated to reflect this new law, and the attached policy has been reviewed by our attorneys

115and submitted can. I have a motion and a second to decide. It's got the motion since you on the second. Any questions or comments? Um, this is the first read. So if that's done before August 1st, is that satisfy the requirement or are we going to have, uh, or is it first and only are we gonna have a second. You know, the reference I had initially. Yeah, first and only. But we made it. Okay. All right, all right. So then we'll have another opportunity, I guess. Any other questions or comments? Uh, have you, um, and again, I'm not going to face any of the chaos that comes from the community on it. Um, but at the K through five level, um, I think you can be a bit more stringent there and make certain that

116it is, you know, because kids can, you know, still access their backpack like that. So being able to say there are no phone access from warning to when you do that and there's so few. So I understand some of the challenges of, um, navigating that. But, you know, being able to put it into, uh, teachers area, um, so that it's not there at all, I think is actually something that is age appropriate. And, and okay, because there is so, so few. So at some point, you know, as you think about how this gets rolled out, it might be something that is a little bit more, uh, age appropriate. Um, really even further limiting the access to, um, backpack. And I think that's the current policy that's just managing the current policy that's in there. Most

117of the staff. This should not be an issue. Now, I did go to a meeting with Cargill and they had a discussion on their issues at the same. The only difference was that no one cares about access and that would be bad back also. So people started backups. Now they have the same issues at the meetings and concerns about contacting us. There will be additional falls in the offices as well in the old days. Um, we get far up at policy and and they pop up as well. Uh, parents got access to down on parents currently now cannot access their students through parents. Uh, and we were going to look into that. Um, I'm curious if if you've had a way to work that out yet, because that would be a great access to parents

118knowing that their students can just pop open their Chromebooks, which whether that would be like, I do not know that they could access. I'm saying, like for sports fans because like, you got to go home or picking up whatever it is. I just wanted to curious if you had any resolution? Yes. Um, in speaking with Mr. Shaw. Uh, we are able to open up that, um, portal, for lack of a better word, where students will be able to receive emails from parents or outside. To start the day as part of the, um. Student square portion of your square. So we are able to do that. And we have talked about, uh, especially this extra level really pushing that as school opens so that we are pushing the communication through that as opposed to texting on

119cell phone and, uh, try to really focus our efforts on getting the communication flow that way from students to parents and vice versa. Uh, and then, you know, you touched on it based on the survey feedback that we received from staff, from staff, from students, from parents, one of the biggest, um, themes that came up was safety and what would happen, you know, if there was an issue, how would I reach my child? And, um, and prior to this, a lot of our safety trainings have been that, you know, would be great to have your cell phone outside and obviously, but it's a way to communicate information how to law enforcement and, um, safety individuals. So in looking at that and how to strike a balance, we feel that this policy, um, one puts our,

120our trust in our students that they will do the right thing and that we are teaching them and supporting them in doing that. Uh, and to also allows, um, in the event of an emergency, allows students access to that phone so they can contact their parents. So we're not completely isolating students, um, during the day, but we are putting the responsibility on them to make the right choices and to abide by the policy, but also for us, um, and the school and to number one, enforce, but also support. Thank. So just the follow up on that. Um, I know we had a great team that worked together, contacted other districts. My only other additional question would be, um, wait to contact these other districts. What was the look they had on their story? Because I

121know there's talk of the honor code compliance and leaving it in the offices, all kinds of different items. I'm just curious if at a future date, we could just hear. I know other people were on these committees, one with the other schools options, and some of them. It's what I would like to just. We will get there eventually. It's going to be a fun. We will get there. And we just curious on the feedback from the other schools on how they started it. And while we're selling the contact through the, uh, Parent Square and Student Square, we also have to continue to highlight. It's not just a distraction some points out there, right. That's what they expect. Different parts of the brain. Um, because right now, you know, this was just selling it as, oh,

122it's just a distraction. I don't worry. Um, there's no none. No discipline at all. Even though the state thinks that you can't just suspect solely based upon a cell phone usage. But there will be discipline. There will be follow through at the student table. So if we just plan to prepare the students and the parents more so than the students in future as we roll it out. So, um, other districts, as you said, have different approaches, uh, approaches. They are significant financial investment, um, both for the college itself and then for the additional staff that would be needed to help manage that. Um, and so right now we feel that this is the best path forward for us. Obviously, there's a lot that goes into it. But to your point about communicating early, we were

123discussing, uh, just how we're going to get that communication piece out to families early so that we can start preparing ourselves, everyone, for this change as we come. Thank you. Yeah. Now I'm just comes coordinators to watch the bottom of that. Um, but a couple of things. One is the K through five. I think that's where you can put it in a teacher cubby. And not that you don't have to have those resources. You don't have to have that because so few kids have it. So that's why I'm a proponent of of that. Okay. Didn't realize that. Um, but the other thing is, is that, you know, I do have a sense of security knowing I can and I have, like, when things have gone awry and we've had lockdowns. I have talked to my

124kids. I'm like, are you guys okay? And having that ability for them to be able to use it appropriately, I think is a great avenue, um, for them. And then but what you guys will have to do is figure out that treatment plan. Uh, great. You know, this is not new, but let's just say it's new. It's. But it's first 60 days. You might not get detention, but after 60 days, you guys know that, you know, or whatever that is, so that you can kind of start to do that escalation of great. It's an introduction now that we're serious and so forth. Whereas I think what we've seen, even though Brewster has had a cell phone policy and the bigger the higher level schools teachers really followed it early and then pled out later. And

125now there's going to have to be some of that accountability, uh, full year and escalating. Um, so the progression of the that's a path to discipline is definitely there. Part of the conversation, um, with different stakeholders. And then, yes, to your point being, you need that and you need to be consistent, uh, for the entire year, not just at the beginning, but consistent all way. Yeah. And across all the. Can I have some just them to just, you know, thinking about kind of how Brewster has always prided itself in, um, their safety and safety plan And they're also, you know, we have to be and I think there is, and we just always have to remind ourselves a trust in the system. So, you know, if I can't get in touch with my child, you

126know, when, when I want to or when I feel like I need to or my anxiety is up, um, you know, I have to trust them. My child is in the best fair. I had the trust in teacher and trusted and best friend. Um, Sheriff, everybody that is on the, you know, pertaining to my name to put this, um, plan into place. And I would carry that out. So, you know, it's important for us to think about that while, you know, we're looking at the whole big picture. And it is true, age appropriate to summer kindergarten is different than even the first grade in second grade. It's not even just building. It's third grade starting with a fifth grade, sixth grade, seven and eight. So you know what is appropriate for each child. And, um,

127also making sure that when they're in school, they're focused on learning. And the. Our teachers and where they need to be and so that they can feel safe. And the other part, too. You know, if if there is a drill, you know, call it a drill because we're hoping there will be strategies in place. I wouldn't want, you know, my children to feel comfortable following the plan that the in place and not have to feel. If I don't reach out to my dad right now, they're going to be great. You know, so how can they try to stay present and then work situation mostly drill. Um, and kind of just trust the system. I think that's really quite possible. So if you put like. So that's scary. You know. And just reiterating. So us. Hardly.

128The other side to my side. Um, the other thing is, is that, um, I'm really happy. I don't recall a conversation about being. You know my kids at school, but being able to unlock them is an important tool in parent management. Like a lot of times I'll talk with a guidance counselor and we're like, nah, kids, my kid know that there's eyes on you, but he's not seeing, um, some of the correspondence or even like, you know, just there's a ton of things. So being able to do that. So you keep saying within the student square. So if it's not, is would it be me? As simple as sending an email to my kid that is out there first or Gmail address. Okay. Just let us know. Yeah, we'll make that clear. That's what you're

129saying in students work. So I have to send it in students. Where? Personal directness in school. Yes. So and again, the key thing to make certain parents are educated. Because if you can't like in class chamber one time, we all know that. Well we have 12 kids. So being able to make certain I send it and and be able to do it at any time, I think it's really valuable that you can also email them on their there. Yeah. No, not right now. No. And that's where that's included in this. Um. Yeah. So this policy includes access rules for schools, students, communication, whatever. So you have to provide a to is prepared to communicate with students which could be on the phone in the office. Um, that's basically right. Or. Yeah. Uh, when we have

130a tool such as this. But it would not. Sorry. I just learned about it. It would now no longer be it still would not be through their Gmail. I can't just email from my Yahoo to get into this. You have to go through the system. You can add teachers to it and do it. Do it. But you would have to use the specific app, the um. Yes yes yes. Okay. Is that parents work? Yeah. It's parents where students where they just call a student square for students and the. But the students get notified in their email of the message that was sent in students. Okay. Perfect. That's how that's the name of where maybe where the confusion is that. Just to follow up on Cynthia's point, the sheriff has pointed out that the worst thing

131to do is for all students to go on the phone to most adults. I mean, actually you want that, but they also want the phone system so they can the crash. So that's why they always do that aspect. Just as a point. When you do have that title, I can't tell you how highly the county sheriff's office has. Yes, that's quite the, um. Yeah, that looks like sometime back may have had a presentation. I just. Look at all. The other comments. All right. Uh, okay. Let's go to the vote. All those in favor? Motion passes seven zero. Action item number 12. Approval of agreements for tutoring services A Learning Shop, Inc. and B Strategic Learning. Thank you. These agreements are with agencies that can provide instruction to students who are absent from school due to

132long term illness or injury or disciplinary matter. Uh, when this happens, first, your teachers have the right of first refusal. As per the contract, the use of the tutoring agencies for one teacher cannot provide that service. Both of these agencies have been used for prior years. Uh. Okay. Thank you. I have a motion and a second. Scott on the motion. And second. Any questions or comments? So I'm just going to put all those in favor. Motion passes seven zero. Action item number 13. Approval closed agreement with U.S. Navy JROTC. Yes. The U.S. Navy has requested all forces to all sign a new, updated post agreement form and submit it to Navy Service Training commands that is in development prior to the school year. This agreement updates the prior one, which is dated April 30th, 2014.

133There are minimal changes to the agreement, uh, with the removal of minimum student enrollment requirements and the fitness physical fitness criteria being two of the changes. I have a motion and a second from the second. Gentleman. Motion in one second. Any questions? And? It's got, you know, it. Just so this is a brand new things that never having. So I don't want to see these ideas come up before. So they're simplifying the service by taking out the physical piece that. Was there any requirements in these purposes. But um, and I myself took it from you just last week for taking the ad back to the fact that outside, of course, it's it's providing of when you join the voucher, you take the steps, it tells you where your clothes are. Uh, we'll have to go

134back to you. I know it's very. But this is just because they are whatever's going on at the airports and everybody's updating their policies. But this is not. It's a nuke, right? Yes. Correct. Are any other questions or comments? I see none. Let's go to the vote. All those in favor? Motion passes seven zero. Action. Item number 14. Addendum to an array with the PTA regarding grants from the university. Uh, yes. After conducting additional research regarding, uh, what qualifies as a six year agreement in speaking with our partners and had to the mercy, we have a closing addendum to the six year degree, uh, MoU that was adopted by the board on 23. Tonight's agenda adds advanced diploma from a local university as a six year three. I would say that the support for. And

135I have a motion and a second for this. So the on the motionless on the second. Any questions or comments? So, you know. Let's go to the road. All those in favor? Motion passes seven zero. Action. Item number 15. Revision to MLA with the PTA regarding your teacher for your position. Uh, yes. Uh, we are recommending revising the sunset. Sunset date for the year for mentor and a way adopted by the board last summer. We believe that another year will help us continue that date of spectrum supporting teachers in year four, which, uh, aligns with the presentation sort of this evening. This. Thank you. I have a motion and a second for this item and. Any questions or comments? I'm seeing none. All those in favor? Motion passes seven zero. Action. Item number 16. Approval

136of side. Letter of agreement from point number 661. Uh, yes. Details about this site. About providing support prior. I respectfully, I respectfully submit this. Thank you. I have a motion and a second for this items under motions to deal with second. Any questions or comments? Let's go. The vote. All those in favor? Motion passes seven zero. Action. Item number 17. Approval of side. Letter of agreement for toy number one two. Three four. Yes. Details about this side letter were provided to the board and staff was here. All right. Thank you. Have a motion. ABC. Okay. Uh, we have a motion. What's on the second? Any questions or comments? Let's go to vote. All those in favor? Motion passes seven zero. Action. Item number 18. Approval of Addendum to Employment agreement. The superintendent of schools. Um,

137this is just that. An approval of the addendum to. With the superintendent. Um, then we discussed executive session. I have a motion and a second for this item. Gentleman motion and a second. Any questions or comments? That's where the vote on those waiver motion passes seven zero. Moving on to the consent agenda. Yes. Right. Uh, yeah. So let me one, uh, Jubilee, uh, has the. Uh, that is because tonight you have a number of new hires that were recommended for appointment, as well as staff that are working this summer. I'd also like to recognize and recognize Sheila for a lot of rain. Uh, come get operations date at JFK. Uh, will be retiring at the conclusion of the school year with 25 years of service. Okay. Very good. Thank you. Can I have a motion

138and a second? Scott on the motion. Jamie on the second. Does anyone have any questions or comments? I do. Um, just to, um, follow up, you know, just earlier in the meeting, um, you mentioned exit interviews, and there was definitely a couple of folks that are leaving hastily, um, making certain that we're capturing all of that Intel so that we're able to understand. Yes. Yeah. So whether they're setting up would, what, one on one or they have the answers to the same survey? Uh, I guess we're about to start. Thank you. Anything else? All right, let's go to the vote. All those in favor? Motion passes seven zero. All right, moving on to our second opportunity for public remarks. This opportunity is not limited to anything on our agenda. So if anyone has any remarks

139they'd like to make, we just ask that you make it to the podium. State your name. Direct all of your comments to. Um, every speaker has three minutes to make whatever remarks they'd like to make, and we just ask that you not identify any students or staff in your comments, or anyone has any public remarks they'd like to make, please make your way to the podium. All right. Anybody have any public remarks? Um, so Cynthia will move to you for summary of, you know, communications that we received. Um, uh, just to received one email from a community member expressing concerns. Um, regarding athletics for staff, um, with broader questions about the overall direction of our athletic program. Um, some concerns, including the conditions of uniforms, recruitment of coaches of athletes. Um, why this Natchez, um,

140is not open during all the games. Um, to name a few. Um, and he stated that the program needs a reset with the parent involvement accountability mechanisms such as formal surveys. Uh, or investigation system for families to provide, uh, feedback. And, um, the committee member felt that there is no avenue for parents to speak out without being labeled for. So just in response to that, a few key points. Um, you know, athletics has been a topic of discussion for a number of years, and I think that we're not unique. I mean, this is a topic that broke into many districts. Um, there are a number of things that we have done over time to involve responsive and proactive. Concerns about field conditions and made adjustments to having her. And individual earnings grounds to help improve

141those conditions. Last year we had a, uh, an athletics forum where we had some good dialog. Um, and one of the the takeaways from that for me was that, you know, if there is this dialog, this two way dialog is happening. And not only do we learn new things, we get an opportunity to clarify and, um, provides feedback. Almost anyone can take up the summer, uh, in terms of just having sort of running document with the questions that were stepped up, um, that forum to make sure it's in one place that we can be quite able to add to as we continue to get questions. Uh, not saying this best country is here, but, um, you know, we had an initial meeting with, uh, uh, first year southeast new sports organization. There's a lot of

142energy in that group. Um, and a lot of concentrated effort. And I think, you know, that initial meeting was just that, you know, start to a conversation where we can really watch all of those strengths in order to, um, help to think about what this looks like, uh, systemically. And it helps to have a primary organization with multiple sports attached to it to to oppose those conversations. Um, and, you know, we we've had a number of new teams and opportunities, whether it be through mergers or whether it be through the addition of voice. Employees valuable. That didn't exist in the past. So there are good things that have happened that say that we, um, that we can't do more. This the two examples that were shared in that email, you know, Snapchat, for example, and

143Snapchat only open when we have these two organizations for student clubs or or parent groups that are running. Yet like department had nothing to do with this action. But if that's something that team won't do that, great. But so that's an example of something that we could, um, you know, have those dialogs with the uniforms. Um, so I always get those referrals and a half time replacement, they come up with us to talk about school busses. But, um, you know, there's a similar approach when it comes to that. Uniforms are cycle through. Car 16 gets me in March and then that brought down to the lower level. So you have to uh, you have somebody that's playing a modified sport, a freshman sport. They're not getting they're getting into that arms because that's how that's

144how it works. Um, so this conversation and ongoing dialog is important. I did I did have another extracurricular for next year, um, to. To see where you are and to take stock. Um, we also be interested in learning a lot. Uh, learning more from students as. So how do we get more some feedback? Um, you know, we have existing groups like Varsity Club, for example. Um, and, uh, Mr. Kratos talked about that. Like council will bring people together talking about the mission and what athletics looks like over time. Um, I will just say this because this has come up a couple of times in terms of like evaluative formal surveys where we're asking about programs. It's a violation of the collective bargaining that we do that we're immediately opening ourselves up to. Um, action problem

145meeting groups and not just specific diversions and just closed part of any contract, right. That, uh, if if there is anything that will be taken from that that could be used for, you know, value to purposes, um, for personnel actions, then, um, those individuals. Be able to understand the context of it and be able to sort of defend themselves. Right. Or to have some explanation. Um, and so I, you know, um, I'm not a fan of an answer because I don't think it gets us where it to be. But we can have conversations and feedback and talk about how we want to improve tickets. Um, you know, everyone wants a thriving athletic program, and it's not just measured in England's analysis. Um, but it builds character and change the lottery that you referenced with Cross

146Country, for example, research that, uh, that. That work. So that's some some initial thoughts on that. Um, but it's important to us. It's on the radar. And I will continue to figure out ways to solicit feedback. So I don't know if we're having comments now or you want to pull them all. It's relevant here. Uh, yeah. You got more on the watermarks because the summary of email communication is typically brought on as another way to start a Covid or during Covid, when people couldn't come to the meetings. If you sent an email, we would start acknowledging it at the at the meeting so that, you know, if there's a response, one can be given by the superintendent. But it's not, you know, just like public remarks. It's not a discussion about, um, is there any

147other question? Okay. So, um, board remarks and BOE committee updates. Does anyone have any updates? I. So, um, regarding, like, I honestly can say that, you know, for ten years I've been involved with. And I would say that the place that I've seen in the on the piece is in athletics. And I think that we got this great letter. Yeah. From a committee member and we got that same exact same letter last year and same exact same letter the year before. Like we hear people people came out from, uh, that forum. And I would actually encourage a forum just on athletics, not on regular because we have amazing like people are not complaining about our, um, our, our, um, you know, our, our actually. And so we, we move the needle on extracurricular. We have

148we had committee members say that we didn't have extracurriculars in middle school. And we move the needle on that. Uh, we have like, the performing arts, we have this incredible performing arts program, you know, that. But we consistently hear about athletics and we're not moving the needle. So we might say that right now we have, you know, better fields. And I'm sure you have heard less commentary this year about Big Giant Divot and some things like I still think that there's room to grow, but I cannot more fervently disagree. Um, not having surveys. The collective bargaining is that you cannot use it. We've been there for you and take disciplinary action. You need to have surveys that say, does this coach have the appropriate level of communication with, uh, athletes and parents? Does this coach,

149you know, um, uh. Practicing. Meet the needs of that. Does this coach, you know, create a community? Like I gave an example before? Um. Um, how incredible. We have been with the cross country team. Are you are you saying that I can give you both loads of data on where you missed and where do you agree? And your coaches should be getting that type of feedback. And having a shirt that goes out doesn't have to be tied to their, uh, their performance in terms of that. But people should have eyes on that. And I've mentioned this before, and our legal team never got back to us that there are um, and we didn't we didn't address it. I was told, you know, we can't address this, but there are school districts that have parameters in

150their contracts that say, hey, listen, if you're not performing, you're out. And so and again, performance is not only just tied to wins and losses. You know, we don't we say, well we're not sure. We don't even try like let's try. So like so I brought this up six years ago. Selma's has a council that unifies all of their youth sports and their their high school sports. Now our southeast youth team that's been doing that. But before that, we had people sit down and try to talk and try and and up and say, okay, the soccer team, the youth soccer, the park, the all these groups are coming together and trying to have this conversation. It was not Paula's case. So now we have a single point. Awesome. What is the district going to be

151able to say? How do we how do we do this and have an actionable, tangible plan that's going to say, here's where we are. This is where we want to get to. We are falling short. We have a mixed demographic. We have social economic challenges that are always going to be there. That doesn't mean that we can't move the needle. It doesn't mean that we shouldn't welcome student and parent feedback. We have all these surveys that we just reviewed that's not tied to teacher performance. It doesn't go into their a PR whatever, whatever, you know, like whatever exactly. You know like thinks we need to be looking at this information, getting feedback and being able to feel like you know, what you you know, like you need to improve your communication skills. You need to

152improve how your team camaraderie. Because if you I cannot even give you an I'm happy. Once I leave this board, I will sit down to you and tell you some of the crimes that happened on some of the sports teams in terms of you don't belong and how you make kids quit or make them feel like I want to kill themselves and how that has happened in our sports programs. That's where you missing the mark on belonging, I think. I don't like Melissa was just talking about sports only, but we've seen it as parents where the team has been detrimental to children and not having action, coaches actually doing something about it, seeing it and saying to their son, I don't know why the team doesn't get along. And I'm sitting there saying, I know

153exactly why. It's where's the leadership? So those are the things that people need to hear, and you're going to hear it in a survey. So I'm proud about this. I think that the there's something in the. You said something ironic not being tied to my closet. I'm not sure that everyone agrees with who I am. Am I so? You know what? I think it's really getting at is what are the expectations of our program, right. Is it about participation numbers? Is about number of teams. Is it about, you know, engaging, engaging certain demographic groups? Is it all of the above? Right. And so those are the kinds of conversations that I think need to happen before we can really assess where we are going to be, because otherwise you're going to be comparing different data

154points and say, don't we think this isn't successful even if this were unsuccessful because of that? Um, I know you're not saying this about the coaches, but I just feel like, you know, as someone who coached for a very long time, um, I, I don't see any of our coaches in it for, like, this year. Coaches. Because if you if you and you're married to the teacher, if you if you look at the white coaches made by our own, um, like if you break down what they get for a stipend and what goes into practice in the preseason, they can make a ton more money doing something right. So they have to be in it for the right reasons. They have to be in it because they care. Right. So we can agree on that

155as a starting point. You know, that's a different kind of conversation. Um, and what you're saying about kids experiences like that's all valuable. And that's what we're talking about when we're saying we need to get student feedback and have these conversations around, you know, what their experiences are and how they can be improved and how that looks different across the different levels. Um, and what students want is it also ties back to that, that um, that expectations because, um, if we're asking parents to evaluate I, I'm dead set against it. And I am not because we don't want feedback, but because it just sounds wrong. This is just hard enough to get coaches. It shows that the kids, the kids, the kids are the consumers, right? You talk, you talked about this. You know, who's

156Lucy and what the kids see day in, day out practice. Right? They I'm not saying the parents don't have valuable feedback to share. And I think that can happen through other other forums. Other other feedback loops besides anonymous surveys where I think that we take things out of context. But I think that's fair, except for the point of, um, are you appropriately like, okay, I'm pissed because my kid didn't get paid. Like, I feel like that's up to them. Although expectations setting of modified kids should be playing first because it's learning. And then as you go up, you know, then you have, you know, certain things and I, you know, like so I think that's fine. And setting expectations for parents so that they understand what is important. But I do think that you can

157sort of survey parents and say, how is the communication of, you know, practices, how is the, you know, like there are things that go outside of performance that are, you know, um, being able to to talk about the belonging and stuff. It doesn't have to do with, you know, did my kid get enough playtime? Did you do you know, how is the instruction for new or new athletes who are coming in, you know, two sports? Are they getting exposed to, you know, uh, skill development? Those are actually things that are actually very valuable and having an adult perspective, because some kids are seventh and eighth graders or ninth graders, and they might not have that, that that ability to do that, that is important and valuable feedback should be able to do it. And the

158thing about the I don't think, you know, I'm sure there are folks that are doing that work for their their financial thing. I don't think that's widespread, but there is a maturity, you know, that has to come. And we oftentimes have young coaches when they come, they are like, great, I'm gonna I'm going to I need to show my eagerness to be part of this community. They're very young, they're very inexperienced. And in a classroom environment is very different than any other field environment. And being able to, um, come across like, I can do it. I can hold my 20 kids, 24 kids in a classroom because it's quiet and there's all these routes you can look on this and there are things that you're not seeing, but you're hearing and so forth. That's a

159different level of instruction. They don't get that in their teacher, uh, training. And that is where we have a gap. So how do you improve that organization? And you brought a gym teacher. A gym teacher is very different from a third grade classroom teacher, because I know when I go to my husband's gym, they're like, oh my God, this is insane. And he drives on because there's 50 kids run around with balls in them and it's crazy. A third, but that's a very different environment. So you go from a classroom to on the field. There are certain things that you have to learn and understand and how you get students to engage with. That's not in the classroom and even parent engagement 100% as opposed to. Yeah. And you know, something that that we kicked

160around, we have mentoring, uh, programs and systems and supports for your one teacher as your teacher for for administrators. What do we have for coaches? Right. I mean, especially if they're, um, brand new coaching, regardless of how. So yeah. And if you don't have the support. So like I saw it this year you know coach. Yeah. You know pacify a parent I go to the know and stuff like that. But you know it was an experienced coach. Now you're a 24 year old that is getting bombarded. It's a very different system. So and we are talking about always struggling on finding coaches because, you know, you have people, you have teachers that are moving out of it because of the headache. You have teachers because now they're kids are playing sports. So it's always something

161difficult to fill. So how do you make it a better community of learning partnership. Hey, this person is great at this. You should learn from them because it's only going to make your program better. So it's tactical. I got feedback from multi-channel, but and understanding crazy parents. You know like I get that that's more pronounced in sports than any place else, but there is still valuable feedback that you can get. Now, I did do this. As for remarks and comments. So the one other thing I do want to follow up on is, you know, um, a while ago we talked about leases. We saw report, you know, so the sports thing is one thing like where the forum is being able we talked about this like having follow up to community, but also leases like

162we have, you know, from, you know, seven years ago being able to do a commitment. And I will say that the students that lay their head on Brewster are the ones that received the services. We had a big gap on leases and we haven't seen that report back. So being able to make certain that, you know, I might be the only board member that asked for it, I know I'm not because I know Scott has said we need to follow up. I just said this need to follow. But the bottom line is we have a responsibility to our community to be able to report on that and say, this is where we were. We had a gap, we have fixed that gap. And now we look here and on an annual basis, this is something

163that should be reported because it's an important part of ensuring our resources, state infrastructure. And so we made great progress on that. And I um, but an update in this week's update and then in August will probably knowing that the clock resets again in July after a number of meetings and but we can show those points over time. Thank you. So what else do you want to say? I just want to add to the belonging in athletics. Um. Especially down. A lot of times when I speak of belonging. Here. I'm happy to. That could provide. Uh. I wasn't there. I don't know if it was brand new, but I was right handed. Why? Very always the same. Environment. Oh, by the way. So this is what. Um. So when I speak of. Um. I don't

164know how that like, but. And. So I know this. Um. Um. Um. Is the one thing that I know we have that we want to get along. Very well today. Believe it or not, I'm going to miss you. Um, I would like to thank me later. Yes, I'm out of office because, um, for their work, we all know the dedication that's involved, so I appreciate your sacrifices, but I do feel sorry for you. Have you got a lot more? So maybe I can do it, too. Um, but, um, I know this year will be better this cycle. Um, the tax exemptions. We had a very small part of a tax exemption. That was if we weren't able to get the shot right. I would just ask if it's still available, that we could put it

165on our schedule earlier than later. It's a very small, uh, exemptions for very small people. That or anything. Like that. So my I would ask that you put that on to our schedule. Um, so a lot of celebrations recently, and I could tell you nobody raised like. Those kids killed this. I love each other things for each other that allowed it to pass. It's amazing to see. And I appreciate the work, especially of all the behind the scenes staff. I think everything indoors in very quiet areas of time. Uh, so I love again, thank you that as we all we have, you can't say much about how wonderful the eighth grade graduates at the high school can change with that. They were done think and I appreciate all. I don't believe it or not. I

166just want to watch. I want to thank you for allowing me on board and equality for me, and also writing my name properly, because my family still don't know how to write my name. And I wanted to thank everyone on the board for helping me grow. It was a great time. Especially during Covid years. You can't. And. And I wish we could show and see what's in it. I'm very happy that I was part of that. And, um, I wish you well, but thank you. All right. Now I just want to say go ahead. Well, I was just gonna say thank you. Yeah, I was just going to say thank you. Um. Um. I'm really excited that your meetings will be much shorter in moving forward. So congratulations to all of you guys that have

167to attend. And I have student. Yeah. And I still will be around. So I will probably won't be able to, uh, tragically and work, but I will still be around uh, to do meetings that you didn't get back before. But thank you again for. And I am thrilled with the team. Yeah, actually, it's been a lot less noise, uh, from my side of the house back in those days. So thank you for that. Um, sorry I didn't hit my buzzer. President. While we were on, um, talking about sports. So sorry for getting back to the topic, but, you know, I just wanted to take the time to say that we have a real opportunity here. First year with the start of first year southeast Southeastern Sports. And I agree with Doctor Ghosh. We have an

168incredible, um, group of community members that have come together and have spent countless hours working towards developing this organization, um, in a way that puts students and development at the center. And it is crucially important for us to form as a school district, a very strong tie with them immediately. I think it is important for us to reach out to them over the summer on a regular basis, but that they are eager, they are energetic, they want to be involved and they want to provide a very strong leadership, um, some very strong to our program, into our athletics. This will directly impact our athletics in years to come. So whatever has happened in years past, I think we need to do a full. I agree with the committee member that said that a full on

169reset and look at the development from within. When children enter athletics, um, in youth programs to when they transition from athletic into our modified sports and modified, I think it is really important for us to look at middle school sports as a completely different animal than high school sports, as just as we do with school development while they're in school, in the classroom, on the athletic field. The middle school sports is completely different. I think we need to be investing in our in our modified programs for uniforms and all of those things, because that's where you're going to get kids to want to try Sports Day in a sport of all of those things we did. I know that the town has lost an entire age group of one of their sports, because there is

170a gap in the system between. The way that youth sports ran and the way they fed into the athletic program. We think we need to do something about it and we need to really work on recruitment. And also high school freshmen are going to be recruited there. So I think we have to work on our culture of sports and research from the ground up. So, um, I think this is also, you know, part of vision 2026 where we're not at 2026 yet. So how can we make sure that we're looking at the students that are here now so that we don't lose more in the short term, like. I just have two very quick things. Um, one on sports, because I'll be honest. Um, unsettled. I am. There are many, many, many different things that

171go into successful athletic programs. Winning and losing is probably the bottom of that list. Um, and I have. I have coached. My husband is a coach. I have three children who work on countless teams in the school district, and I want to say that I am very thankful, but then if it's not, I feel like so much attention has been put on the coaches, and I don't think that that's fair. And I think that the coaches that we have put in such a tremendous amount of time. It's I. I'm amazed because now it's off season and there's so much going on and there's so much, um, opportunity that I, you know, it's it's there's a lot of things that go into it. Coaching is one of them. Um, so, you know, I just want to

172say that I am very appreciative of the coaches that we have in this district and the efforts that are placed with the kids. And, um, we want every everything that we have to get us to compete with sports and every other, um, extra curricular. Second. I just wanted to take this opportunity to thank you people who never get thanked and who help this tremendously. And that is Chris Whalen, who is responsible for, uh, videotaping us and livestreaming us and getting our Chromebooks and having everything organized. And Lauren Tribble, who is our district clerk and Doctor Garcia's confidential secretary, who keeps us running it. I mean, she's probably really sick, everybody. But, um, you know, it's just so helpful and really appreciative. It really makes a big difference to have both of you guys, um, this

173year organizing here for us every time. So thank you very much. All right, so our next meeting is our, um, reorganization meeting, which is July 1st. And as always, if you have any remarks that you want to share with the superintendent and the board, you can do so by sending an email to feel free to go to work. And, um, now I just need a motion to adjourn the meeting. Jamie, on the motion or on the second? All those in favor? Motion passes seven zero. Thank you. Everyone. Have a good night.