001The first line pledge of allegiance. Pledge allegiance to the flag of the United States and to the republic for it stands nation under God indivisibley and justice for all. Good evening everybody. Second motion for item 1.03 approval of the regular board meeting limit meeting board meeting agenda. Excuse me. Final recommendation of the superintendent to approve the January 20th, 2026 regular board meeting agenda. >> Any questions on the agenda for today? All in favor? >> Any opposed? >> I'd like to ask for consent motion for item 1.04 04 approval of the regular board meeting minutes. Upon final recommendation of the superintendent to approve January 5th, 2026 regular board meeting minutes. Any questions on the minutes for January 5th? Hearing none. All in favor? >> Anybody opposed? >> Elena, anybody signed in? Uh, >> no. Not today.
002Sorry. elementary or middle school elementary the January elementary board. Uh this month we are focused on grit and perseverance as we head into the second half of our school year. Our midterm assessments are underway with I Ready. This information will help us our teachers make adjustments to learning groups to best meet the strength and needs of our students. Child Advocacy Center is with us this month leading lessons on prevention, anti-bullying, and cyber safety. Coming up this Friday, uh students will have an early dismissal. Before they leave, they will be highly engaged in our second annual elementary winter steamfest where they travel amongst their grade level classrooms to engage in a variety of learning activities that are based in science, technology, engineering, art, and or mathematics. This is a very favorite day of the year for
003our kids. It is also a go blue assembly day. So remember to wear your school colors. >> All right. Well done. >> Okay. Thank you, Jonah. Any questions for Jonah? >> See, we have an Indiana fan here. Two alumni in the house. >> Congratulations. Yeah, officially >> we're all sitting up there. >> All right, Sarah, you're up. >> Just came in from the pool, so I'm still >> You can run around the room a little. >> Yeah, get myself. Um, so thank you for having me tonight. I'm presenting on some of the fall internship projects I did. A year and a half ago, I started uh the educational leadership degree at Sunni Fredonia with the idea that when you graduate, you'll have a certificate in building leadership and district leadership. So I felt inspired by
004the leaders here in this building and felt that some of them have paved a way for me to be successful and I want to kind of see their perspective and take that path myself and see if in the future that I could be impactful on adults and students at a higher level than just at the classroom level. So if you want to go ahead and go to the next slide. Can I change the slide or >> there's a clicker up by >> Oh fancy. Okay. Um, so I just wanted to talk really quick about the Sunni Fredonia program because um, Megan Curley also is a graduate from the Sunni Fredonia program and really their focus is on real world experiences. They want to make sure that you're not just learning from a textbook, but then
005you're getting experiences from administration within your own building or outside of your district if you need to in order to have the um, kind of prerequisites to seeing what leadership looks like in different buildings. And I've been really fortunate to spend time both here and at the Rush Henrietta School District. So seeing both the small and large district has been really interesting and kind of how we do things very similar and we do things very differently. Um so some of the projects that you've gotten to see. Um first I want to give a shout out and a thank you to our superintendent because within maybe two weeks of him being here I showed up on his doorstep and I said please please will you take me under your wing? teach me some of the things,
006you know, and will you do this crazy project? So, one of my first projects in the fall was just doing a couple of fun videos to showcase some of the staff that were coming back. A lot of the things that I hear from parents in the district is, "Oh, my student got this teacher, but they've never seen that teacher before." Because every time you go to a new grade level, usually it's a whole new set of faces. So, just being able to put a face to a name and seeing that person and being like, "Oh, I've seen Mrs. Rasm before. I'm so excited to have my student as a teacher." Uh, and these went out on our social media pages and it was a favorite I know of my students in my classroom. They asked
007it to watch it every day for probably the first month of school. Uh, just to see some of the teachers that they've seen around the building to be really excited and and be back at school. Uh, I've gotten the chance to work with both Megan Curley and John Holt in the area of technology. So, I created a teacher resource to go over some of the subscriptions to make sure that we're really utilizing the things that we're spending our money on. I know Boseies pays for a lot of those things for us, but if they're going to pay for it, really, we should we should know that it exists and we should be using it. Um, one of the the new ones this year that we're trying is Brisk AI. So, it's like a a separate
008thing that you log into in your browser and then it kind of lives in the bottom. And it's really it's really kind of like your chat GPT but more geared towards ed education. So it'll do more education things for you. You can tag standards. It's really kind of a innovative tool I think for teachers that we're kind of rolling out and we're going to be doing another session on the superintendence conference day to continue introducing that to teachers. And from what we've seen with the Brisk AI, um after doing PDS twice a month just through the fall, we've increased our teacher subscription to that uh by 30 teacher accounts. And the majority of those teacher accounts are using them to boost activities, which means they have an activity they already do in their classroom and
009then they boost it by giving it an extra um like technology component. There are things where you can say like, "We just read this book." Create a character chat where they can talk to that character and then students can go in and talk back and forth with that character, talk about parts of the book and plot and things like that. So, it's a way to bring technology into the classroom without adding an extra prep to teachers. And it's a way to customize it so that it specifically fits a standard, which is really unique compared to some of the other AI generators that are out there on the internet. Uh the other program that we've brought back at the elementary is the lunchtime reader program. So when I was first hired here, people told me of
010this magical program where people came in and read the kids at lunch. And you know, in all 13 years I've worked here, I'd never seen it happen. So like, let's bring this back. Teachers loved it, kids loved it. So Tuesday through Thursdays, we have volunteers coming into the elementary school. And our primary focus right now is the K2 students. We have six community volunteers from Rotary. Uh the rest are all retired teachers that live in our community. And right now we have 133 out of 200 K2 students that are being read to every week during lunch. And I wanted to thank you guys for your policy on giving people five volunteer sessions before they're fingerprinted and then also paying for the fingerprinting which is about $100. and that kind of helps with the hurdle of
011getting people in the door and they can kind of try it out a couple of times and find what's right for them if they want to come. Um, some people come weekly and some people come once a month. So, it's just kind of based on your schedule. So, from the students perspective, they have loved it. They love the adult time in a quiet place. Sometimes the cafeteria could be a little loud and overwhelming and having that quiet space is really nice. And then Elizabeth West, of course, I want to thank her for sharing her space in the library and also for pulling different texts and books based on student interest. The volunteers can go to her and say, you know, the kids really like this book about bears. What else do you have? And she'll
012pull she'll pull more texts off the shelf for the next week. So, my idea goal would be to have a volunteer paired with every class by the end of the year. So, if you know anybody who likes to read to kids, give them my contact number and we will set them up and get something going. Um, other projects that I worked on were hanging window and door numbers for officer Hopper to understand the importance of safety in the building and our unique building and that we have so many entrances and exits. Uh, for Sarah Warner, I worked on an IEP audit for indicator 13 which looks at post-graduation goals and we'll be meeting on Friday to chat about that and see what kind of improvements we can make to our IEPs. We're anticipated to be
013audited next year. So hopefully after we run through this, our audit will look really clean as a whistle. Uh, and then also, um, Michael Boswick gave me a chance to try my hand at drafting my own, um, communication to parents about safety drills and guidelines and things like that. And he was able to give me some feedback on what I created, which is this modeled here. And then he rebranded it for Genio and changed some of the wording for what he wanted his specific message to look like to the district. Um, but I really appreciate the chance to kind of draft a message like that to a whole community versus just a a classroom of of 18 kiddos. Um, so a couple names I missed on the list that I didn't want to forget is
014I wanted to thank Mrs. New. Um, she's going to be working with me from now until May on a building level internship. So that'll be 300 hours with her with different projects. Um, our lunchtime readers, uh, Mrs. Emerson who had a student attend here at Jio, Mr. Stewart who is a Rotary member uh Miss Carney whose um grandson is in kindergarten and she gets to come read to him and his friends in kindergarten. Now uh Mrs. Staley, Mrs. Lee, both retired teachers and Mrs. Lifeler who's a retired teacher uh who taught in New York City um for 30 years before she moved up here to be with her um her grandchildren. So, um, and then also to the GCS staff who kind of let me step in on different moments that they've had with admin
015so that I can have the experience of both perspectives on each side. So, I have to say that I've always thought that our district is the best and an amazing district. But after going through this internship, uh, I can't believe the overwhelming support of everyone and seeing what our administration does for such a small district with so many jobs, it's made me realize that our administration team is really top-notch. So, it's not administration appreciation week, but I appreciate all of them, and I think we should all appreciate you and them for what they do because it truly is uh a very unique school district that leads to the success of of all our students. So, I'm so happy to be a part of it and thank you for letting me share some of these projects
016and I hope I can come back in June and show you a couple more for the elementary building level. So, and thank you to Bobby Steinhower who let me interview her uh about her role on the board and understanding what they so >> awesome. >> Yeah. Thank you very much. >> Thank you for understand. Yeah, you mentioned there's some areas similar and dis similar between large and small districts. Yeah. >> What might be different? >> Uh one of the different is the distribution of labor among the administration. I think that our administration takes on very many hats and sometimes they will divide up roles um to cover that hat. And I think that one of the things that I learned from Sunni Ferdonia that's really stuck with me is that uh they say when you
017have an administrative leadership change it typically takes about three years for kind of everything to settle out. And I look at how much change we've had and kind of, you know, but even though it's been like that, one of the things that I've consistently seen is that everybody who steps into a new role tries to keep it as smooth and running like a welloiled machine as it has. So I think a similarity is that both districts have seen a lot of change >> at every level of leadership for the administrative level. So >> yeah, these people do a lot of stuff. >> Thank you. Suzanne, >> you got the floor. >> All right. >> Well, thank you everybody for inviting me here to present tonight. I'm Suzanne Sholind. I'm the high school counselor. I work
018with students in 10th through 12th grade. Um, and I was asked to come tonight to present about college and career readiness counseling at Feno. Um, and just a quick note, I am one of three counselors, school counselors in our district. Um, Terresa Hol works with students in grades six through nine. Becky K starts us off in grades K through five. Um, so while I get to see students kind of cross the finish line and um work with them to get them there, uh, the other counselors really lay the foundation and they um, set our students up for success and me up for success um, as I continue this work. So I just wanted to note that. Um, so as I present tonight, the framework that I'm using um, is actually provided by the college board.
019about eight years ago, they identified eight components of college and career readiness counseling um for the school counseling profession. Um so this was about eight years ago and at the time, you know, as I read through, I'm like, okay, we do this, we do this, we do this. All right, good. And um from there, you know, just kind of continuing to build and expand on that um in recent years. But um this is this is the framework that I'll be using. Before I get started, I do want to note that when I use the word college, um I really mean all post-secary education. So, while that includes traditional two-year and four-year colleges, um it also when I say college, I also mean trade school, technical school, and certificate programs. So, really students furthering their education
020after high school. Um and I'm very explicit about this with students, too. I don't want them to think that there's only one path for them. um there's only one right path, but rather I want them to know that it's about what's best for them. Um and really continuing to build their skills and expand their knowledge um as they move on after high school. For many of our students, this does mean going on to college, whether it's two-year, four-year, or a trade program. Um but there are other paths too. Um and I I talk with students about that. So when I say college tonight, I mean all post-secary education. Uh so component number one is college aspirations. On each slide you'll see that I um just list some of the the things that we do here
021at Jennisio that kind of fall into this category. Um but here we're really looking to nurture confidence in students to um so that they can aspire to their college and career goals. Um we want them to build resilience so that they can overcome the challenges that they will certainly face along the way. Um we aim to maintain high expectations and provide the adequate adequate support so that they can achieve their goals. Um and at the root of it is a belief that all students can succeed. Um so just a few things to note here. You know the go blue trait um kind of brought up through you know K through 12. Uh this this is part of that foundation. Um and sometimes it can be subtle. You know outside of every teacher's door is their
022name. um every staff member store I should say their name and where they went to college and what their degree was in. And this might spark a conversation for a student or uh just kind of get the gears turning like oh not that person didn't necessarily um get their degree in education to start with or oh that person went to a community college to get started or you know I'm considering St. John Fischer. I wonder what this teacher's experience was like. Um so just just kind of lay that that foundation and that culture. Uh component number two, academic planning for college and career readiness. Um this is one of my favorite parts of my job. Uh so it starts with a classroom visit in each grade level. Um and then I'm fortunate and Teresa Holt
023does the same uh to be able to have one-on-one meetings with students. So we set aside an entire period um to meet with students. We invite um parents and families to join as well if they're able. Um and we really emphasize the students post-secary goals and how the coursework and what they're doing in school now prepares them for that. Um when we meet with students, we really kind of map it out. We want them to see how what they're doing now um kind of fits into that bigger picture. So these are some of the things that we're um able to highlight on an individual level um at these these individual meetings that we're able to have every year with students. Uh component number three is enrichment and extracurricular engagement. We are very fortunate at Jio
024to offer a wide range of offerings right from elementary school on up. Um and it's really our goal to have something for everyone. um you know, some of the new additions last year and this year, a craft club. Um the unified bowling team has been a neat opportunity um to engage students and really we're looking to nurture their talents and interests um encourage them to build their leadership skills um but ultimately to create that connection to school and to each other. you know, if if um traditional classroom learning is maybe not their thing, but they we can find that extracurricular activity that hooks them um that can really have benefits, you know, across the board. Um impacts on attendance, on their relationships with staff and students alike. Um I know Big Blue, Little Blue that
025was started last year. Um students, you know, might have spotty attendance during the week, but that one day that they either met with their big or met with their little, that was like their can't miss day. they had to be there. Um, so it does help to to connect them to each other and to the school community. Uh, component number four, college and career exploration and selection processes. The goal here is really to provide early and ongoing exposure to experiences, to information to help students make informed decisions down the line. um so many of these components. Uh we are fortunate to have Megan Harvey who oversees things like career day. Um brand new this year, job shadowing, our career internship program that's available to seniors. Um so she's a great partner in in this work.
026Um and while the Bosey's career and tech programs are only one or two bullets on here, um those you know it cannot be uh understated. How can it be overstated? Either one. um how important they are um to our students and to this whole process of um college and career exploration. So these are some activities that are ongoing throughout the year uh where students can explore and learn about career opportunities. This just highlights one of them, the glow with your hands field trips that are offered in the fall and then there's a healthcare one in the spring. Um, you know, students have opportunities to get hands-on uh experience in various career fields to talk to the the experts and the professionals in the field. Um, I attended one of these a few years ago and
027I drove a Bobcat and I never in my life thought I could drive a Bobcat and it was the coolest thing ever. Um, but it's really they're great opportunities for for our students. Um, and we're fortunate to be able to provide those to students. Uh component number five, college and career assessments. Um so we have a program here at Jennio called Pathful. They offer a variety of career assessments that we're really exploring um and looking into, you know, how to best utilize those um to provide information for our students. Currently, uh we're using the interest inventory where they go through and indicate tasks they would like or dislike doing. Um and then it matches them with potential careers to explore further. Um, I always stress to students this is one piece of information. They're not
028telling you you should be this. Um, but rather it's an option for them to consider and it just kind of opens the door to further exploration and further um, consideration. And then the PSAT and the PACT, those practice exams um, for the actual SAT and ACT exams, we offer those annually for our students. Number six, college affordability planning. This certainly has to be a piece of the conversation when we talk about planning for after high school. Um, so we strive to provide our students with comprehensive information about college costs, options for paying for college, um, financial aid processes and scholarships that are available to them. Um, we have always had great partnerships with Sunni Jio and GCC, their offices of financial aid. um offer virtual and in-person financial aid nights every year uh to share
029that information. Um and recently New York State through Higher Education Services Corporation offers um virtual events. There's multiple, you know, events every week that families can engage with to um get more information about filling out those financial aid forms and the importance of that. Uh component number seven, college and career admission processes. Um this is another aspect that I really really love working with students on. Um so there's a series of you know um classroom visits, evening presentations for families, um individual meetings with students where we kind of, you know, really break it down in terms of how to go through the process um and work with them one-on-one to kind of see it through from start to finish. um in this work. Our counseling office secretary Pam Hammond is instrumental in um kind of
030working partnering with me to kind of keep all our all our ducks in a row, make sure all the deadlines are met and that sort of thing. Um and I will say 12th grade English teachers have always been fantastic in kind of partnering with this, but this year I feel like they just took it to a new level. um they were working with students in the classroom uh through applications and through various um components of this and then of course our partnership with the folks over at Boseies um you know when it comes to careers in the trades opportunities things like union jobs that sort of thing uh they are such a wealth of knowledge um that they are they are great partners in this process as well and finally component number eight the transition
031from high school graduation to those post-secondary plans. Um, you know, there's a a wealth of community resources available. These are just a couple that I listed on here just because we have very close partnerships with them. Um, Access VR, uh, we partner with, they provide services and support for students who had an IEP or a 504 plan, a disability while they were um, in high school. uh CASSA, we're grateful to have um a preventive worker here in the building working with students and um sharing resources with them while they're students here. Um and things like social emotional skill development. You know, we know that um that's a that's a huge part of college and career readiness. So, um offering those supports to our students as well. And we're always continuing to expand. you know, having
032a um a social worker, a position here in the district was instrumental in kind of starting to build or continuing to build these partnerships. Um but ultimately, we want to connect our students to the resources that help them overcome barriers that they'll encounter along the way and ensure a successful transition to whatever comes after high school for them. Um, I am excited about I know you've heard a little bit about Portrait of a Graduate and the New York New York State um, graduation requirements that are kind of coming down the line. I really believe that that's going to help us focus more on those skills that students need uh to be successful once they leave us um and go out into into whatever comes next for them. In closing, uh I just have a few
033quick slides where I wanted to just share some concrete data um as it relates to college and career readiness here at GCS. So, um I've shared these numbers in the past, obviously the previous years. Um so, just an update to these slides. Uh so this um first side is Bosey's career and tech enrollment how it's um changed over the years the percentage of the graduating class who participated in a program at the um Bosey's career and tech center. So you can see as recent as 5 years ago uh that was pretty steady for us anywhere from 15 to 20% of a graduating class would enroll at Boseis. Um and then that's been on a pretty steady incline um over the years which is great. Um like I said they offer wonderful programs for our students
034um and really kind of expand the opportunities that are available to them um once they leave us as well. >> Is that percentage or is that number of students? >> Uh percentage percentage of the graduating class that enrolled at both seats. >> Yeah. >> Um then the next slide indicates AP enrollment. So, um, specifically when we're talking college readiness, um, you know, data shows that taking at least one AP class while in high school helps to prepare students for success after high school. Uh, so this shows the percentage of the graduating class that took at least one AP course while they were in high school. Um, that started out quite strong for us and dropped a little bit over the years, but um, is still, I would say, very strong um, across the board. And
035in fact, I don't know if you're aware, but uh the college board recently recognized us as um on an AP honor role at silver status is what our district earned for the 2025 school year. Um and this is one component of uh that recognition. So um and then uh this is one that I just kind of compile every year. Um, so this is uh the percentage of students who kind of putting it all together took at least one AP course or completed a career and tech program at Boseis or completed a fullyear career internship program with Megan Harvey in their senior year of high school. So, you know, if we're thinking about college and career readiness, kind of the the broad spectrum, either they are um in career in tech, completing an AP course, or
036in a fullyear internship program. Um obviously, the goal would be 100% of students, but um very strong. So, we're kind of hitting hitting uh nearly all students um in one of those three areas. So, in closing, I just want to thank all of you um and our administration for your support. This is my 17th year doing this work here at Jennio. Um and it's always been unwavering support for new ideas and just for um this work in general. So, thank you very much. Um and thank you. >> Thank you. What do you attribute the AP change in to? >> Yeah. So, at one point, and I'd have to go back and look and see. Um, it was actually a board of education goal here that 90% of students would take uh an AP course. Um,
037so that that did drive that drove the increase. Um, and then I think I think it just kind of leveled off to probably a more um reasonable level. um and students really kind of following what what their interests are, what their passions are and what is uh you know appropriately rigorous and challenging for them. Um >> okay question about scholarships and the cost of second grade full um college whatever they choose to go to. How do you make the kids aware of all the scholarships available for them? >> Yeah process. >> Yep. So, we um maintain a scholarship listing. The counseling office maintains that. It's available to students um in their Google classroom. It's um sent out to parents and families through Parent Square. Um I encourage students and families to check it weekly. Uh
038and we post all the local scholarships that are available. And then there's also links there to the um nationwide scholarship searches that students can do. So, um we have information, you know, available in the counseling office. We'll have announcements on occasionally. So any way that we can to kind of spread that information. Um yeah. >> Is there anything we can do as a board to support the department or >> That's a good question. I wasn't expecting that. Um yeah, I think I think just continued support for our students kind of in all aspects, right? Academic, social. Um, our students, as we've talked about a lot, come to school every day with lots of challenges and lots of um, you know, kind of hurdles along the way. And our students are resilient. They're so resilient. But
039I think anything that we can do as a district, um, to support them where they're at, uh, and then continue to support them, you know, of where they want to go, um, is very helpful. >> Where are we lacking? I mean, are we are we lacking in anything? H >> could help the students to help you >> building. >> Well, I guess maybe maybe not for tonight, but >> you know, February 11th, we have another retreat and and maybe that's another time for us to >> revisit that question and give me more time to think about it. But, >> you know, I always think what can we do from a continuous improvement? How do we get better? >> Sure. >> How do we help you get better? And therefore, the students missed Is there is
040there any way that we can help reach that final 10%. >> That that are on that last slide. >> Yeah. I don't know. And honestly, you know, 10% is one or two students, right? It's like 1.5 students. Um, so sometimes it's just a it might be a student who transferred into our district um who really didn't have kind of a full range of opportunities. Um, but no, that's my goal too, right? Is to to um get that number up to 100. >> But looking forward, you know, as our demographics change, you know, what kind of challenges might that put on you >> and your office, your your your function? Yeah, I think for sure uh helping students know that they can go on to college, that they can go on to further their education. I
041think it's it's so daunting for some of our students and reasonably rightly so, right? You know, they're financially helping to support at home. they there's not the resources available to you know um kind of take that that independent leap and go off on their own and do you know the things that they want to do when they have responsibilities um at home. So >> yeah to Matt's point that remaining 7 to 10% may be a correlation between the demographic changes >> thinking looking forward how do we respond? >> Yeah. Yeah. For sure. >> Yep. Yeah, I think it's an engagement piece with us doing a good job of providing resources to that last percentage and reaching out to them. But those are sometimes the f the kids that maybe struggle to come to school attendance.
042Um the kids that you know the parents are working and don't have time to sit down with a child and talk about what they want to do after high school and maybe have maybe don't know how to financially or do those kind of things. So, it's really that networking piece, that that communication, that back and forth between us as a district and and the communities. And, you know, I think, you know, Suzanne, this presentation is really good. And that's that's just one aspect of of their job. Um, we spent a lot of time just meeting and talking about students and working with families and students on just those of those social emotional skills. And I think that's one area that I think that we really um spend a lot of time on because if those
043are not there, you're not going to see those percentages go up any and so that's one area we're really trying to spend a lot of time. You obviously we talked about the gold bloom and and those kind of things for just those those social emotional those leveling out a little bit and how we can do a better job of reaching kids at that level. >> Yeah. To that point, Craig, I last Friday, I spent we had a college session and there was a lot of data presented about firstgen stu first generation students and to your very point a lot of that guidance isn't provided because they don't know and what can we do to out in in a form of outreach to that demographic. Okay. Yeah. >> And I think there's some correlation here between
044what you're talking about >> for sure. They don't know or they just don't see it as a viable option. Yeah, for sure. >> And our job is to turn that around. >> Thank you very much. >> Good job. >> Thank you. >> No administrative right. Yeah. Payroll right to you. Good guess. Um I don't think that presentation made it up on board docs yet. So we'll send that out to you so you all have a copy of that. >> Thank you. >> Y um okay. So as Suzanne mentioned you guys know this but for the rest of the community as well uh incredibly proud to share that Jio did earn that silver recognition from the college board's advancement place advanced placement honor role. It's an honor role that recognizes schools for expanding access courses while
045supporting students to achieve those strong outcomes. As you saw, we have some very strong outcomes here in Jennisio. Very lucky. Um, you know, a lot of districts, small districts especially, don't always have as many opportunities as we do along the AP realm. So, very proud of that. It measures in three key categories, which is college culture, college credit, and college optimization. Um, just want to share a few highlights for Genio students for that 2025 honor role. 52% of graduating students took at least one AP exam during the school year. 43% of 43% of students earned a score of three out of five or higher on an AP exam, qualifying them for potential college placement and earning this the actually the school gold status for college credit while above the silver mark. And 8% of graduating
046students completed five or more AP exams. Low percentage, but that's impressive. Not that's not actually not that low. I mean, 8%, you think it's not a lot, but when you're thinking about five or more AP exams during high school, uh, with at least one taken in ninth or tth earning that silver status. So, overall, those are some of the specific highlights of our students in in reaching that silver. So, um, obviously shows a a deep dedication and commitment within the district, support from the board, as well as commitment from the students along that AP route. So, congratulations to everyone that was involved in that. A lot of times when we think of an award that specifically highlights high school students, we think congratulations to Denniso Middle and High School, but I'm a firm believer that
047it starts at the elementary school. And in order for to get kids to be at a level of wanting to take uh such a rigorous class and and dive into um a rigorous coursework, you know, they have to be well prepared comprehensively from the start in kindergarten. So I think honestly this is a celebration for our entire district. >> Um next, our capital improvement project bidding day has been postponed temporarily. All right. So, today was the official due date for bids. However, um we have such high interest in this project, which is great that there's been a lot of follow-up questions after our two tours that we offered the contractors uh to walk through the school, take a close look at all the main areas where the work's going to be done. And following that,
048there were a lot of specific questions. Now when they get the questions the um you know SEI and campus works on an addendum to get the answers out there and address all of them. But since there was um a high amount I think campus said I mean within a couple of day period they had 15 to 17 specific questions on different areas of work. And so in order to get those questions answered adequately, we wanted to make sure that we temporarily postponed uh the bidding due date because if we didn't, they said one or two things was likely to happen. Either a um they're going to drop out and they're just not going to bid it or they're going to overbid it because they're not sure exactly what the scope of the work's going to
049look like once they rip that floor up, you know, as a just one example. So, we're still able to meet the deadline of bringing forth the contracts, the successful contracts to you guys on February 9th, but the new bidding date will be February 3rd. Okay. Um, and last, but certainly not least, I want to give a congratulations and welcome our newest members of the Genio family. Courtney Hathaway gave birth to a girl, Kora, recently. Um, Emily Lang had her baby girl, Anna, and Morgan Tzo had a girl, Ella, who was born prematurely in the NICU and is due to spend some time in the NICU, but doing mom and baby uh at this point are very healthy and doing well. So, >> very exciting and congratulations to those families for their newest addition to their
050own family. >> Thank you. >> That's all I have. Well done. All right. Committee reports. Anything on finance? >> No. Finance is not tonight. >> Kevin policy met tonight. Uh we reviewed the section of the policies. Um there are like absentee balloting, military balloting, uh annual meeting, organization meeting by voters and um you know posting and passing of the budget during the annual meeting. Um, also as well as tonight later on in the agenda under section 9, uh, the second reading of policies 14, 10, 15, 10, 20, 30, and 40 have been concluded and and they'll be voted on for, you know, adoption policy manual. Okay. >> All right. Thank you. Any GCF updates? No, we'll meet in a few weeks, but in the meantime, they've just uh been approving projects and proposals and so
051grateful to have them. >> Good. Thank you. >> All right, Kevin and Personnel section 8 personnel. I'd like to ask for consent motion for items 8.02 through to 8.09. Any questions from anyone on the personnel items? No. Okay. Hearing none. All in favor? >> I. >> Any oppose? Thank business. Under new business. I'd like to ask for consent motion for items 9.02 through 9.07. That is includes the policies that Kevin items any questions. Okay. All in favor? >> Any opposed? Under section 10, the business office, I'd like to ask for a consent motion for item 10.02. Any questions? Second and all in favor? All right. Any oppos? >> Nothing carrying over. Okay. >> We're not kicking the can down the road at all, are you? >> Uh section 12. Then the no vision board president
052report. Uh just >> before we before we do that, if I if you don't mind, I just need to interject. Um, one of the things I think we discussed at our last board meeting was the February possibly adding a February 23rd date as we do need to approve a business office agenda item prior to March. Um, so I just wanted to bring that to your attention. There was discussion about it but nothing officially put on the books in terms of February 23rd. I believe it would be a special meeting only. Okay. >> So very quick. >> Um, so but I want to throw that out there and make sure you guys are all on board. Um, I'm okay. I already had it on my calendar. What's that? >> Yeah. >> I had 7 p.m. Is
053that right? >> Yeah. Yeah. Okay. All right. Good. All right, just a couple of things that I've got before we enter into an executive session. Uh, tonight was supposed to be a Jenny Valley School Board President's meeting. The agent cancelled. So, for whatever reason, I guess it'll be rescheduled. That was one. U When it's rescheduled, it's its presidents and any other board representatives. So, I will kind of send out those notes if you don't receive them. I think we're a long way away from a final approved state budget, but I think the governor's report was what I would say without getting too presumptuous too soon, it was not as doom and gloom as might have anticipated originally. So, that's good news. Maybe. Uh to that end, this Saturday I cannot attend, but at least school
0549:00 a.m. is the legislative breakfast and um that's also where education service awards are given out. Uh I don't know if you're on your agenda. >> Okay. >> I I attended last year with with uh Mike Salatell and John Hunter. That's where we got the go blue awards and so on, but I can't make it this weekend. So if anybody wants to, if you haven't already talked to enough of our representatives, you can meet them Saturday in Leworth at 9:00 a.m. One role that I I have been attempting to to fill is to look at potential collaboration between Sunni Gio and GCS. a couple of areas and we'll we'll talk maybe some more about it at the February 11th retreat and kind of somewhat related to what Suzanne was discussing is one program that is
055referred to as the 313 program where students can spend three years in high school, three years in college and one year of both high school and college. It's a program that's been around for a while in Brockport and Spencerport and other school districts have done it. Sunni Jio is launching it. I know like Superintendent Bast is is working with various individuals at Sunni Jio to to potentially incorporate that as well. I think it'll bring some opportunities to those students in that 7 to 10% mainly that uh might not otherwise have an opportunity for college or uh post educ post high school education. Another is a program that just getting kicked off. it's very early at the college and also may have some impact is called DECA which is a uh is originally called distributed education
056clubs of America and I'm going to mischaracterize it by saying it is basically odyssey of the minds for business students in accounting finance marketing and so on. So it's competitive. It's high school. It's college. There are um competitions also and and a variety of other things that they do from a business and strategic planning perspectives. Those are a couple of areas that we're we're looking at uh very early in those, but uh stay tuned and we'll get more detail and again continue to prepare for February 11, the agenda. That's all I have. Anybody else? Anybody? Oh, all right. Look, um, so I I just I just want to make a a comment about an observation about uh the big blue program. There's a lot of one might assume that that the program more benefits uh
057the younger kids, but I attended a high school basketball game uh which uh the team was up by 17 points and eventually lost in a heartbreaker. And at the end of the game uh the the the little blue was waiting eagerly for his big blue to to come out of the locker room. And it had been, you know, quite some time. So there was a lot of anticipation on his part. Um so I went upstairs and and I encountered the the big blue who was just, you know, really really dejected. Um you know, they lost by one point. It was he was really down. And when I told him that it's little blue was waiting for him, the he immediately shed whatever loss he was feeling and was just so excited and ran down the
058stairs and you could hear, you know, just the embrace between the two. So, you know, I just I just want to highlight how important that program is for both sides. >> Great point. >> Great story. >> Yeah. As someone in my family who has been a part of that blue go blue program, I hear a lot about it still. Great. Anything else for tonight? Okay. Item 13, executive session. Like to have a motion and a second move into executive session to discuss registry of a particular person or personnel and to discuss collective bargaining negotiations. Motion second. Okay. All in favor? Any opposed? >> Thank you everybody. We are now in >> Thank you. >> All right. a lot of requests from Nothing.