GCS Board of Education Meeting - January 5, 2026

001All right, with that pledge of >> allegiance to the stands nationisible for >> John. Anybody online too online? Welcome everybody. We've got a pretty pleasing night here. Good crowd. Thank you for this. Thank you for showing up and happy new year. All right, Kevin. All right. I'd like to ask for a consent motion for item 1.03, approval of the regular board meeting agenda. I'm the recommendation of the superintendent to approve the January 5th, 2026 regular board meeting agenda. >> Second. >> Are there any questions on the agenda? Any updates? Hearing none. All in favor? >> I posted. >> I'd like to ask for consent motion for item 1.04, 04 approval of the regular board meeting minutes upon the recommendation of the superintendent to approve the December 15th, 2025 regular board meeting minutes. >> Any questions

002on the minutes of December 15th? >> No corrections been made. >> Perfect. >> Yep. >> That's a question. >> Uh I had emailed Alina. I had a question about the dollar amount of >> the young gentleman who raised all of those funds and donated money to buy toys. Okay, you got your answer. >> Okay, all in favor. >> So, [clears throat] yes, >> you given your report first. >> Yeah. So, tonight we have a middle school high school report for the middle school high school students recently returned from a twoe winter break and jumped right back into learning as classes resumed. Students and staff had settled back into their routines and are already making strong progress as a new portion of the school year begins. Winter sports have been experienced a great deal of success

003so far this season and are excited to continue competing as section sectionals approaches. Clubs and extracurricular activities have also continued to stay active and engaged. Bridge builders will soon be meeting with their cohorts as they continue their important work. Many clubs such as honor society and doers did fundra fundraisers and food drives during the holiday season. These activities provide valuable opportunities for students to get involved, build leadership skills, and give back to their school communities. Before winter break, the chorus and band held their winter concerts, both of which were a wonderful representation of our arts department. The performance showcased the talent, commitment, and creativity of our students. Looking ahead, the end of the 20 weeks is approaching, which will include midterms for students as well as switching of halfyear classes. This marks an opportunity for

004students to reflect on their progress and prepare for the next phase of the school year. [clears throat] >> Great. Thank you. >> Thank you. Thank you. >> Any questions? >> Thank you for that update. >> Anybody signed in? >> Okay. >> All right. We now are going to go right to the team proclamation. You want to leave them? >> Yeah. >> All right. >> Where's the place for us to right up here? >> Are we blocking a camera or anything? >> Oh, goodness gracious. [laughter] >> Floor is yours. >> Thank you for coming. >> Thank you. Yes. >> As uh Mike mentioned, I'm Assemblywoman Andrea Bailey. uh Senator Pam Helming, >> and it is um our honor to be here tonight uh to recognize the uh boys um relay team uh for their uh state

005championship that they had in the spring. We have a proclamation um a New York State proclamation that we're going to read and then we just each have a few words that we'd like to share with the team. Um and we also have um some things that we'd like to give to each uh member. on the uh the relay team uh before we leave. So [clears throat] where is the state of New York takes great pride in recognizing excellence and success in competitive team sports which is achieved only through strenuous practice and dedicated team spirit and effort. And whereas one such team is the Jennio High School men's track 4x4 relay team which competed at the 2025 New York State Public High School Athletic Association's Class C Championship at Middletown High School on Saturday, June 14th,

0062025. And whereas the team comprised of Simon, Liam, Bennett, and Caleb lost the sectional final by less than one second to East Rochester. However, the team hit a super standard time, which is how the team qualified for the state championship. They won the race with a time of 3 minutes 27 27.06 seconds, which was 1 second over second place finisher James I O'Neal High School's time of 3 minutes 28.09 seconds. And whereas the Genio team was seated seventh in the race and did an incredible job chasing down a lead runner, the race ended in Jio's favor after Caleb took the lead in the last leg of the race and was able to hang on to that lead going across the finish line. And whereas the Genio Relay team is coached by Chris Morren and Danielle

007Rice, the coaches are incredibly proud that the team worked hard all season to shave over 5 seconds off the race time to run a blistering time of 3 minutes 27.02 at the sectional championship to qualify for the state championship. And whereas sports competition instills the values of teamwork, pride, and accomplishment. The outstanding student athletes at Jennisio clearly contribute to the winning spirit of excellence. And now therefore be it proclaim that Assemblywoman Andrea Bailey and Senator Pam Helming in conjunction with the citizens of the 133rd Assembly District and the 54th Senate District offer praise and congratulations to the Jio High School men's 4x4 track relay team upon your victory at the New York State Public High School Athletic Association's class five or section 5 class C championship. Congratulations. Superintendent Anybody else? >> One more. >> All

008right. Congratulations. But don't go anywhere. [laughter] So, it's it's a great honor to be here and we had to reschedule um due to uh sports events and the boys had swimming again uh you know tonight, but it's great for the families to be here, the the members of the school to be here, the board, and it's it's such a huge I mean just accomplishment. And if anyone saw that video when Caleb's mom posted it on social media and I sat there and I watched it, I heard about it, but to actually watch it, I was like, "Oh my goodness." I there were no words for it. I've been at my fair share of track meets over the years, whether it was myself running or the kids running, and I have never seen a performance like

009that. So, the four of you absolutely hats off and it's great that it came from, you know, little old Jennio right here. Um, and it's super exciting that it's in this district, you know, in Livingston County and that we have a state championship. So, you know, hats off to you and it's my absolute honor to be here to recognize all of you today and the team that's here as well. you know, the members of the team that were there on the sidelines cheering you on because that's a that's a huge testament um to the team sport that track is. So, I too want to offer my congratulations to the relay runners. We were chatting just briefly before the ceremony began and um on the drive over here, I kept asking my husband, should I share

010my story about being a member of the 4x400 team? He's like, it wasn't even the 400 back then. It was the 440. like it was so long ago. Okay, I won't mention it. But we were chitchatting. I was saying how like I I would do it because a coach asked me to do it. I was always the last leg. But when I said to all of you my specialty was distance and you all said same with you. Yeah, you're more of the distance runners. But congratulations. I can't imagine that absolute thrill going from seventh seed to winning the state championship. That is just incredible and it speaks volumes to your commitment to each other. your willingness to train as individuals, but again to work together as a team because I know it takes relentless practice

011making sure you get that handoff just right and also just your again your dedication is so incredible. And the other thing I was thinking about all of those skills and those traits and everything that you do to be a successful member of your team, that's exactly those are the same type of skills that we have to um show when we're on the floor of the Assembly or the Senate debating a big bill that has a tremendous impact on a lot of people. And the reason why I bring that up is to suggest to all of you as you look forward what you've learned here at JIO and on the track team, it's prepared you not only for the track to be successful in school, but in life as well. And I want to encourage you

012to consider uh public service, consider someday maybe running for office because you're the next generation of leaders and we need more strong people who have that hard work ethic who are willing to step up. So again, congratulations to all of you. Thank you to the school district, the school board, um the athletic directors, the coaches, everyone who has played a the families who played a role in your success because it takes everyone right working hard behind you to accomplish something of this magnitude. So congratulations. Yeah. So, here is a sub citation that reads the proclamation. Put a proclamation up on the wall um with your names on it. And I'm here in front of you. >> Thank you. Great job. >> Who is it? Is it Liam who has the fan club? We drove all

013the way from Buffalo tonight. Awesome. [laughter] >> Sure. Why do you have this stuff? [laughter] Congratulations travel. Thank you for your time. Thank you. >> Thank you. Okay. forget the last Yeah, >> with that going to turn next to GB Boseis, Superintendent Kevin McDonald. Kevin, you have one heck of a hack to follow here. So, we're going to see how you do. >> There's no contest. They they they win hands down obviously state champions. >> Thank you, sir. Uh let's see here. >> Well, thank you for having me out. Uh Kevin McDonald, district superintendent, Jennese Valley Boseies, and I brought along with me Sher Sarah Bradshaw. She's vice president for Bernie Donigan uh and Associates. Uh they are our fiscal adviserss for this project. And when we get to this slide or this part of

014the presentation, it's not going to be cut and dry like we're going to talk about this and then get into the finances. It'll probably flow in and out of the financial part of it. So Sarah's an expert has really been guiding us in terms of the financing and how it works not only for the Boseies but for school districts as well. So I'm here to talk to you about a Bosey's capital project. Uh the last time the Boseies did a capital project, the vote was December 2005. So it was 21 years ago almost that the last Bosey's capital project was done. That capital project was $39.9 million. Um and I think if you go back over the years in in Jio and take a look at the number of capital projects that you've done over

015the time, that's probably the only capital project since the merger in 9697 of the Boseies. Okay. So, we're at a point now 20 years later um where obviously uh work needs to be done. Uh we're also proposing some additions uh to the campuses that we'll talk about as we go through the project. Um but we're here tonight to talk to you because as a Boseies, we don't have a taxing entity. Our only revenues are those in which are paid by our 22 component school districts. And so a capital project is exactly the same way. that's paid for by the component school districts of the Boseies based on each district share which is based on what's called a resident weighted average daily attendance. We just want to say average daily attendance uh might be the easiest

016way and that's how they derive the percent of each district's responsibility for the project. So I've given you a folder that's yours to keep. Um and the right hand side is going to be all the financials uh that Sarah will certainly review and we'll probably hop in and out of. on the right hand side, uh you will see um kind of where we're at this page here, what's happening with the project, some of the important dates as we move forward with our project. Um importantly, the project is 42 proposed at $42.8 million. Um much of that, 50% of that is really work mechanicals. Um you know, infrastructure type needs that haven't been able to be addressed over the last 20 plus years. I shouldn't say 20 years, really 10 years, right? We had a project

017back in '06 that we worked on. So, if I can just take you through the timeline, um I've been out and visiting board meetings. I think this is 12 or 13 of the 22. We're doing a regional event on Wednesday night. I think I'm going to pick up another five or six. So getting to the end of the presentations of all the school boards. Um last just before break December 17th the Boseis board formally adopted what's called an intermunicipal agreement that is also in your folder. Okay I gave you the the agreement that was um approved by the Boseis board. We do have one thing that we're waiting on for that is that the seeker the environmental study um that has to be done before that can become an agreement. There's a little bit of

018um that agreement isn't worth the paper it's written on unless all 22 districts agree to it. Okay. An intermunicipal agreement is a way for a boss to finance a capital project where each district can pay for it in the manner that best fits the district. So Jio might say we want to we want to finance this over 20 years. You can do that. A district might say we got cash right now. We want to give you the cash for this portion of the project. That's fine too. The other option we have is through what's called the dormatory authority of the state of New York. Dazzy. Um DASN is an option that I'm not promoting. Um but is something that people need to be aware of. I'm hoping that we can use the IMA agreement because

019districts are in all different positions financially. The DASE is done. And you might look at it as an easy button because it's almost like getting a mortgage. It's a 20-year mortgage. Okay. That's that's the only organization that the Boseies can borrow from. And it's 20 years in length. They do have Do you want to talk? They it can be called like once during the 20-year period of the mortgage. >> You'll actually be able to borrow up to 30 years. Um so, but the that would be across all component districts, right? So again, going back to the your length may be 20, you may be able to borrow, but you have the flexibility of what term that is. Somebody else may need 30. Somebody can pay it off in 10. Uh when you go Jazzy, you

020do have, you know, when you lock into that term of payment, you're locked in there and it can be called just the same as your general obligation bonds. >> So it just gives less flexibility and it's more expensive. You're going to pay a higher interest rate um and the fees associated with it. I'll just give you a quick example. In 2016, the project we're in right now was a Dazzy project. All 22 districts back in '05, I guess, did not agree to go in IMA. Um, we refinanced in 2016, I believe. I think that the the gross savings was $3.1 million for the Boseies in the component district. 1.5 million in fees we paid. So, it was a $1.6 million savings to districts, but in the grand scheme of things, and and that was new

021to me. Uh, I'd been on the job three years and on phone calls with with Sarah and Chris and her colleagues and it seemed like it was, you know, 20 people on the line for every phone call, attorneys of all different ilk, right? So, um, I'm actually I'm hoping that we can get all 22 districts to agree to it to the IMA, which gives Genio the opportunity to finance it the way that best works for your finances of your district. And if you want to finance it for 20 years, you can. But if you want to finance it for four, you can or something in between. Okay? So that's the IMA. I just wanted you to see it. You can see on that IMA, all 22 districts will eventually have to adopt a board resolution.

022Not asking you for do that tonight. I'm actually asking boards just pause. We have an event coming up on January 15th. Bring all the business officials and superintendents together up in Leroy. Um, and we're going to have Sarah and her colleague Chris with us. We're going to have um one of the auditors from Mangle, uh, Mezer and Bar uh, to go over the financing for all districts and we're hoping it's more of a workshop so districts can ask their individual questions about, hey, how might this work for us? Um, and we're going to move forward from that. Um, so that's Wednesday. You can see we've got a number of different things happening here. um meeting with our economic development partners. You know, career in tech ed, just to give you a little sense, um Jennio's

023three-year average is 49 students a year entering career in tech, are enrolled in career in tech. Some of the things that we're working on in this project, um metal trades, one of our highest enrolled programs, you got an expert sitting here that knows our enrollments in our program. Metal trades, we have 80 students enrolled, usually weight list. Not every student gets in. Uh we're looking at an expansion in metal trades so we can take more students. Jennisio has I think seven students enrolled in metal trades. Um 13 kids in building trades which we're not proposing other than updates, mechanical updates, infrastructure updates to the building trades classroom. But then our next the highest enrolled program for JIE was building trades and then cosmetology. So, if I can kind of move in between a little bit,

024I thought you'd be the most interested in our May Center complex. Okay, I know this is somewhat small, but as you look at the building, this here would be in addition to the metal trades classroom, which was here, would go out the back of the building. The space next to it, we're looking to start, I wanted to say next year. I might be getting ahead of myself a little bit on that one. A powersports program, sidebyes, four-wheelers, jet skis, boats. Um, there's a demand out there. Matty's Motorsports is working with our administration. They're super excited about us trying to start the program. Um, what I've heard is they have four locations, two or three texts at each location, and they could use double the number of texts at each location that they have for the

025amount of work that they have. So, we have that. That's an expansion. That's added space. Okay. Down here at the May Center, okay, if you walk in the front door and go down the hallway, we're suggesting the addition of eight classrooms. This end of the building is our special ed and alternative ed population. Um it's it's been a challenge for us to expand to meet the needs of districts in terms of placements for students in special ed. Part of it is space. And it's not that there might not be space available in a component district somewhere, but it's really challenging to go to a district and open up one classroom where you don't have administration, where you don't have crisis support, where you don't have counselors, where you don't have social workers. and to get

026them there means people are spending more time on the road as opposed to more time servicing kids. So, we think this would offer us an opportunity to expand the opportunities for placements for special needs students. Okay. And then over here in the orange is our cosmetology suite. It's kind of broken up right now. 120 some odd kids in cosmetology. Jennisio has has 10 students enrolled in cosmetology currently. Um, on the whole guys, we're attracting almost 50% of the eligible juniors and seniors in the Jese Valley region. Um, I'd say between 45 and 50%, you guys that are around 39% I think of your juniors and seniors based on the number um are attending. So, we really want to take this cause suite and really make it like a professional salon. You've got an area where

027they do nails and what's it called? Aesthetician. An area where you're doing the cosmetology and the hair and really make it more of a business type atmosphere. uh and our staff in that program have done a wonderful job at growing the program and one of the things that we didn't have 10 years ago is most of the students coming out of that program are now sitting for their exam becoming licensed a lot of times in the past you know they were cutting hair in basement and doing that type of thing but weren't necessarily going and getting their license right so um still a great skill so those are the to me see exciting part about the project every purple square you see is a rooftop unit those aren't super exciting but you need Uh the

028ones we have now are at 20 years old just about. So they're either at end of life or those that aren't at end of life or at end of warranty. So now in terms of when it comes for parts and fixing them, it's al often more um economical to replace them. And as you know, there was a a bill passed last year about maximum temperatures. So we are going to air condition some spaces especially for that. I don't know if it's your collection. um for those especially for those June days when there's exams going on, the one thing that we can't do is air condition our lab spaces. Classroom spaces you can, but you know when they're in auto trades and they're out in the garage, that's that's not going to be possible. So that's

029the May Center. You can see on [clears throat] about the second page in, third page in on your left hand side, um the total breakdown of the project between the May Center, the Betavia Center, and the Leroy building. That's going to be just a a standalone sheet, guys. See if I can >> find it. Just a little Yeah, >> just a little summary. Looks like this. >> Looks like this. So, you can see that we tried to really look at both centers and the needs of both centers. The Leroy Center, um, we're not in executive session. I can't talk a ton about it, but the Leroy building is where my office is. Um, it's where our school improvement department is. It's where our library systems offices are. Um, it's where our business office is. There

030are no students in that building. We've rented it. Back in 9697 at the merger, district said, "Hey, we need to find a central location for this new Boseies." Um, that was the location that they identified. Um, and we've been leasing it since, paying between 480 and 500 grand a year lease. Right now, we're hoping to purchase the building as part of this project. Um, I think it would be beneficial. Can't really get into a lot of numbers. That number right there for the purchase and the updating of some mechanicals. We're still on pneumatics in that building. Um, in terms of mechanicals, is probably generous. I think it'll be a number less than that. Um, and I'll talk a little bit about that when Sarah talks about financing, but just wanted you to see the breakdown

031of the total project. And just to give you an idea, um, when you look at the additions and that type of stuff, it's almost an equal split. It's about 22 million and then 20 million is for, you know, the rooftop units. This is now Mount Morris. A little bit of roofing to be done at Mount Morris. Um, a new entrance. You get into some lentils and some pointing of the brick. Uh when you get to Betavia, just to give you a sense, okay, you can see in Betavia, all this green is roof that needs to be replaced, right? Same thing. All the purples are rooftop units. And in Betavia, kind of the big addition is um a diesel mechanics garage, which will be the size of a three- bay bus garage. We currently rent space

032at Freightlininer, if you're familiar, right in the front on the throughway there. We lease a a a one bay garage and classroom space from them. This will allow us, it's really hard um to have 25 kids in a program in a one bay garage working on live equipment. And not in my career, but if an electric bus ever comes to pass and I need a place to store it and park it, I'll have a garage that it'll fit in. Okay. We lease a couple of buses every year from component districts. So, in the event we can, we said, "Well, let's make sure this is big enough to put a couple buses into charge overnight if we have to do that." Um, we're going to do some upgrades to our auto mechanics program over here. And

033then we're going to do some HVAC and just kind of some sprucing up for our metal t our metal trades program in Battavia as well. So, Betavia, a lot more um money being spent on the roofing as compared to the May Center. Okay. questions. I talk fast and I talk loud. I'm sorry. >> Can you can you walk us through the process that you went through to kind of get to where we are today? >> Yeah. >> You know, a little bit about, you know, the what you evaluated up front and >> kind of a communication plan along the way and so on. >> So, this has been talked about gosh, almost since the time I started because there there's a capital projects on the books right now, right? Um, the capital project on the

034books right now was a $39.9 million project. I had this written down. This year, Jennio, right, as part of that payment from that Dazzy plan, um, you're paying $68,445 next year uh, to pay that project off. So, we knew that there was debt service out there that was going to be coming off the bill. So, part of the timing, Mike, was really when's the debt service coming off? When do you want the next service to come on? The other thing that happened when I first got here, maybe within three years, we had to do a building condition study and every district has to do that, right? And that becomes a foundation for any capital project that you're going to submit to state ed for approval. So, you have to address the critical needs in that.

035Well, what used to happen with those is every district would submit them every 5 years. So, all 700 and whatever districts and and 37 Boseies would all submit these plans in the same year. Well, we um they changed it and now they do 20% of the districts every 5 years because what was happening is they're the basis for a capital project. So if everybody turns them in at the same time, everybody's going to bond counsel, everybody's going to their fiscal adviserss, everybody's going to the architects, and everybody's going out for bids and to try and get projects approved. And so state ed had a year to a year and a half lead time on getting projects approved. Last I knew, which was first week of December, it was three or four weeks through a proven

036project, which is great. When they went to that new model of every five years, we went 10 years before we did another building condition survey because we were in the end of the other one and we got pushed to the end of this one. So, we just did that in the summer of 2024 to identify >> the rooftop units, the roofing, and all of those mechanical things that needed to be done. So really the timeline was driven by current debt service and really the timeline of our our building condition study. >> Okay. Yeah. Other questions? >> Yeah. Once >> you came up with the plan is then did they go to the Boseis school board, your school board there and then from there where does it go to get a food? >> So here's So

037it's Yes, it's gone to the Boseis board. Um they approved the IMA. Um, but so if you take a look at the the top sheet, the summary sheet, the very last thing on the bottom of the thing with the the Boseis watermark down here. So right now we've identified, not set in stone, but we're getting close. I've worked with the board of elections of each county, March 31st as a vote date. Okay? Just like when you do a capital project, we have to do a vote in all 22 districts. And it's the majority of the popular vote of all 22 districts. And it serves two purposes. If this board was in favor of approving an IMA agreement at some point in time here in the next couple months, great. We got to get all 22

038to do that. If 21 of 22 say an IMA and one says no, everybody has to do Dazzley. That stinks. So I'm we're that's what I'm doing why I'm doing. I want to get out there and be transparent with folks. So the vote because we're hoping to do an IMA, Boseies has to do a vote if we're going to add additional space. Okay? If if everybody agreed to an IMA and all if we took all the additions out, we wouldn't need to do a vote. We can move forward. If we can't get all districts to do the IMA, the vote will also be to approve financing through DAS. So we have to do a popular vote of all 22 districts. We're going to have a polling location in all 22 districts. I've worked a little

039bit talked initially with David Deasali and Livingston County. Um, Stu Ben County for Wayland Cohen, Jennese County, and Wyoming County U board of elections to kind of get that ball moving. So, we're targeting that date and that's the kind of the next steps in the process while we're while I'm out presenting and we're doing some of the other PR work around the project, too. >> Other questions? Aside from meeting with us, what's your plan for having our community on? >> So, one of the things we're going to work on, uh, we're going to look on, we're going to work on a little postcard with the QR [clears throat] code. We're going to try and do a quick much quicker than I video overview of the project and what it's going to what it's going to

040impact. Uh, we're going to talk about the impact of Boseies, right? We have we have an 14 1,471 kids at Kurin Tech as of today between our two campuses. Um the only school district in the 22 bigger with more students than Boseies is Betavia right now. Um and we continue to work with our economic development partners to try and develop programs that we hope if kids choose to come to career in tech that there will be jobs available for them locally to stay home if that's what they want to do. Um so a little postcard QR code. Here's an overview of the Here's an overview of the project. Here's the date of the vote. Here's where you can go and vote. So, we're going to uh I don't have the dates in front of me

041because I left that sitting over there, but I have kind of my timeline on there to get that out to communities. Um, and again, like I said, meeting with our economic development partners. We'll have a kind of a packaged piece for your website uh along with that QR code where people can watch the video um as well. And we're going to start working on production of that video probably by the end of this week so we can have that ready for early to midFebruary. >> Well, there'll be multiple polling sites, but it's one vote. So >> it won't be by district the result. It'll be one kind of um continuous. It's either a pass fail or in general. Everybody in general could say yes. Everybody else say no. It doesn't go through. Um so again

042it's not segregated by any district at all. It's one combined. >> Thank you. I got it's just a popular vote of all 22. So they all go into the basket and we count them up and add them up and that's what gives us the >> other questions. >> Where are the bowl insights? So, they're going to be in every district. Um, >> typical ones or >> Yeah. district. >> Yes. I would say I haven't, you know, I talked to the superintendents a couple weeks ago about, hey, we'll do it in every site. I've worked with the board of elections, but now I got to work with folks like, all right, when people come to Jio, where would they go? We want to make sure that's where it is. And of course, we're covering the cost

043of the ballots of the poll workers, all that type of all that type of stuff. Um, we'll cover the cost of all that. >> What's this? The seeker is next. the the seeker is. >> Yeah, we're waiting. Um >> I didn't get the answer today because I was out on district visits all day today, but I believe the seeker's been submitted. So, we got 30 days hopefully or a little less than that at this point to get that back. And so, there's a little chicken in the egg right now >> um that we're working through. >> Okay. >> So, you were saying that we can't we have to wait for that secret approval before heading forward. >> Right now, I'm asking if you Yeah. I mean, I'm excited if you're excited about the IMA. I

044don't want to hold you back, but right now if we could just hold for that for a little bit and hopefully by the time we have that meeting on the 15th of January with all the superintendents, we'll have a clear answer to that and and move along with it. >> Yeah. So, I I don't I don't have a question, but just with the question, >> um when you do send the postcard out, if you could also include written information on that. >> Sure. >> Folks, >> people that Yes, you got it. >> There's a large contingency of people that that are >> aren't going to look at a QR code. But if you include it underneath the QR code, the actual website that you want them to go to. >> Click here. >> Yeah. Or

045like, you know, enter this site. Um, we found that that worked for our our building proposal. >> Yeah. >> Um, but yeah, you should be able to fit, you know, a decent amount of bullet points on on the postcard. >> I appreciate that input. Thank you. So question I got in section seven of this IMA that we have proposed here is that all districts shall adopt a bond resolution not less than a majority voting in terriation. Uh and then it goes on to say that each such bond resolution is for effective media not be subjected to a mandatory permission amendment and that shall provide for the issuance of serial bonds. Could you get into a little bit of that? Okay. So, we'd like an IMA. You're telling us that we we need to we're subject

046to a bond resolution that we have to >> pass. That's correct. >> Our finance on our end. Is this correct? >> Put that up a little bit and explain that. >> Sure. So, that's typical language in an IMA and it really makes the the BOSIES comfortable finding those construction contracts and moving forward. even if a district is planning on paying cash. Um this is a multiple payment kind of um project going forward. So just locking into adopting a bond resolution, which is typical when you do your own uh component projects. Uh your first step usually after the vote is is locking in that bond resolution. It sets uh the district up to go ahead and borrow. You may not you don't have to. It doesn't lock you in. It just gives you the authority to

047up to your share. Um and that would be the same bond if you have a project going on now. You could bond it together even. So it's the same type of bond that you would have um at a local level. Just gives the authority to do so. >> And the serial bonds then basically are gives you the perspective of guaranteed funding through those. Correct. >> Oh yes. Yep. They can go out. Yeah. with your uh credit rating status. Everybody, all districts in New York um are creditw worthy. >> We can run them out as far as we need to be or things that your documents just can't exceed 30 years in bonding. >> That's correct. Yep. That's the legal um period of probable usefulness. So the um in the law there, the local finance law,

048there is a 30-year as in your construction is not going to last any more than 30 year type deal. Um, so that that's that's the cap on 30 years, but you can if you think you can get it paid off in five years, you can do it in five years. That's the flexibility that the IMA has. Um, if dads need it may look very similar, but you're going to look the same as Pattavia in that financing. If they go if the Boseies finances for 20 years, you all now have a payback for 20 years. Um, so yes, that gives you your bond resolution is per component district that your board will adopt. Um, and gives you the authority to go out and do your own financing. Maybe that's it. >> No, go ahead. >> I

049was just gonna say maybe we could jump in a little bit on the on the financial side and um go over kind of the geno share based on Arwatada and all that type of thing. So, I'll turn over to Sar and I'll pop in and out here. >> Sure. So, thank you. Uh and you did Kevin did touch on a lot of this. So, hopefully we just put some numbers to it. Um so, again, the component share of the 42 we have uh Janet Seal highlighted in blue there. a little over 2 million for the full almost 43 million uh dollar project there. Again, that is broke down by your 2425 Arwatada. That does not change throughout the process. It'll be in the IMA. You'll see that number in the IMA. That does not change.

050Um we should be getting new Arwatas out any day. >> Um hopefully. So, that won't change. We're locked into that 2425. >> So, just back up. So arwada is attendance based basically that's what that value means >> or yes I mean it technically includes students that could be being serviced at >> you know Mary carola or something like that >> effectively the combined wealth ratio >> okay >> piece of yep that's all in it's pieces of formula [laughter] >> okay so these are the payments another thing that you need to have before an IMA can be adapted um other than the author the dollar amount, right? Is that 42 million? Uh we have the 24 to25 we're locked in. We also need to know how this is getting paid uh when payments are due and

051what what those dollars are. That all needs to be set before we enter into the IMA. Um this is done by looking at a cash flow. Very similar to your component district. When you're running through a capital project, you ask uh your construction manager architect to uh go through a cash flow. That's how you set up your borrowing. So you don't want to borrow any dollars you're not going to spend. um save some interest there. Uh so that's exactly what we did here. The only difference is we need to lock into the cash flow early on. Uh so the uh construction team is aware of that. We've been working with them. And so again for the first year assume payment uh July 15, 2026 at 13.5. Jio share would be that 640,000. That's all the

052architect has to work with for that first year. They are aware of that. Um so that is what they're going to build to and this is the cash flows from them. So that works. Um, so again, we're not grabbing that full 2 million up front. First payment 640. Second payment a year later, 664 for Genio. Uh, third payment of about 570. And that last payment uh, smaller just to end the project there at that 160 mark. So just looking again at that flexibility now that we know what our payments are, we're not grabbing that whole share right up front. Um, so we do have, if you're a district that is able to pay cash for projects, you have no interest costs. Um, we just have it broken out the first payment of 640 uh, Bosey's

053capital. You get your aid back the same year you make that payment. Uh, the same way you get your February, June, and September Bosey's payments. Um, so again, if we look at that top line, your payment 640, the the Bosei coming back in is 375. So you're left with the local share of 265. That is also the piece that will um be added on to your capital exclusion. This does play a part in your capital exclusion. Uh second payment uh local share is about 275 third year um because our age here is starting to kind of um drop off there. So we're left with a 539 and then 160 towards the end of the project there to make up your one uh 1 million240. So overall uh local share is 1.2. So when you look

054and you say, well, what's why why why the loss of aid? How come we're not getting aid as you get toward the end of the project? So we tried to load the aid on the front side of the project. Talked about the Leroy building a little bit would not be aidable because there aren't students in the building. There are other parts of the project based on building aidable units that may not get full aid based on the number of students. I am hopeful that what you're looking at here is a generous or conservative estimate depending upon how you want to look at it. Um I would like to believe and I do that this is a worst case scenario on the aid run. We're hoping basically the last year the 160 we're proposing if if

055we are able to come to an agreement with our landlord to purchase the building that that'll be the last piece of this project. And hopefully by the time we get there perhaps that number will either be gone or greatly diminished and say a whole lot more because we're in negotiations and we're not in executive session but I'm hopeful uh that perhaps as we get to the end you you you won't see that one six >> similarity with a component district and the Boseies there the maximum clock feeling we've gone through projects. Uh you're aware of that's one of those other than the purchase. That is one of those uh reasons those additions. Um again, the state gives you building a units for all of all of your buildings, all the construction, reconstruction, and addition and

056you can do the work, but when you bump over it, uh it's just unaded. We back off conservatively additional percentage on that. So to your point, this really should get um better, should start looking better. And I think when you look at, you know, look at 2028, I mean, obviously there has to be escalation built into this contract, right? I mean, I'm hopeful when we get to 2028, bids come in. Obviously, you want them to come in lower. I don't know what what it's going to look like in 2028, but certainly the architect has taken measures to insulate themselves to to um those prices. So, again, that's where I'm when I talk to you. This is this is the numbers that we have today. But I am hopeful that like I said we're being conservative

057in our estimates. >> So I guess a few things here then. >> Yep. >> I is is our rated weight average 60.4 or 59.5. >> So your Bosey's aid rate is 60.4%. That's your Bosey's aid. >> Okay. So like just to a quick example, let's just say a career in tech tuition is $10,000. In easy math, you're getting 6,000 back. >> Sarah, you said something earlier. I wonder if you can clarify. I'm not sure I heard it right. It I thought I heard you say if we have a project underway, we could combine this the BoseCIP with a GC Jio >> for the financing just Yeah. If you want to combine for issuance cost like that. Yep. >> Yeah. And and um Okay. if the timing works right, you have to kind of >> depending

058on where you're at in component district. Just an op an option that every district would be able to do. Um once your financial advisor knows what's going on with the project, they can look at all your your current um as well as Okay. >> Would you help me understand why I would This is something I was not anticipating is aid falling off. I don't Help me understand how you're trying to frontload the aid. I get why Leroy is not able, but I was not anticipating the 539 in that third year. >> So, for this is the look at just cash payments alone. >> Yeah. >> Um for cash payments, it's just how the how's aid runs. If you're owed $4 million on a building for aid, if you submit a payment for two million the

059first year, you get your aid aid on the full two million. The next year if you submit a payment of two million you get aid on that 2 million. The third year you submit a payment for five million you get no aid back on it. So they aid all the dollars that are aidable within that project and then it's done. >> Okay. >> So it's not a smooth like uh it's not a blended kind of okay you're getting 60% aid we'll give you 60% 60%. It is they give it all up front >> because there's some of that work that's notable right now. I think Kevin you mentioned a couple weeks ago it's like 65% of the project hatable right now. >> Yeah. I think we we we went just a little bit under that

060>> 4.66% of the overall project. Right. >> Okay. >> Right. >> And so when you look >> so like when you look at the first two years I don't want to but if I remember like the first two years it's you're getting maximum at 100% and then it like you say it% >> on that third payment left on on the last payment. What's good about it is it really works well typically is when you get the larger chunks up front if you want to try to leverage your aid you're getting back for your second payment. Um it does help out when you're getting that bulk aid back up front. Um if you want to do that and this uh third payment again this is depending per district right this needs to be calculated into your

061tax cap your uh your levy. Um, so if you were to say your tax cap increases these first two years, no offset, your fund balance is you're not is not offsetting, right? We're taking that full hit there. That third year, you could if you have fund balance, apply fund balance to it to bring it down to that 275 to kind of smooth it out more. Um, your offsets that you're able to do, whether it's all offset, right, and it's zero impact on your tax cap, uh, you can do that. Um or you can again put what you need to put with it to level it out if that's what you choose to do and are able to. Um but again that's the flexibility of what the IMA provides each component district. >> But there's a

062payment due in 2026. Yes. >> Yeah. This is fiscal year 27. So 26 27. One of the things that I did put in your folder um there I think it's maybe the last sheet. It's this uh this is a um quick story. So I was in Old at the Sing. My mother follows me and she sends me a picture of the Lockport Union Southern Journal and says, "Hey, I'm voting on this for the school budget and I she lives in Lockport. Should I vote yes on this?" And I sent her to read. I said, "Not only should you vote yes on that." I said, "I'm going to steal that with my school districts." So that's language. And again, talk to your fiscal adviserss, talk to your auditor, talk to your legal team. I do know

063we've had a number that have come back. You are able to set up uh a capital reserve fund to help offset the cost of the project. My guess is you probably can't use one that you currently have established unless it specifically mentions BOSIES. Um but it is something that you could consider as you move forward. Um that was actually kind of new to me last year, May, when I when I found that. So that is a tool that you do have as a as a potential leverage point, >> right? So if a new reserve was established this may or um these kind of bulk aids could go in that capital reserve to kind of help offset that third payment. Again, just options to to look at with the planning of that. >> Yeah. And if

064you see how if you take a quick look at how that one's worded, it does say if it's not used on the Boseies on a Bosey's project, it allows the district to use it on a capital improvement project of their own. Again, this is just a graphical uh first payment in the beginning of 2627 and your aid by the end of that fiscal year. Um, a lot of times you'll get that cleanup payment in September. Um, but by the end of that year, you get your aid back and then each payment you make will be the same. So, if you do cash payments by the end of that fourth year, you're done with the project. >> There are questions on the 15th, then we'll have the auditors there and we'll have Sarah and Chris and

065folks there to talk about, you know, you're getting the aid that be booked as a receivable, right? So, you're not, you know, those are qu some questions that we're going to work through that day in terms of how that might go on the books for like 2026, 2027. So, and other ideas. Um, the beautiful part about the IMA is there's a lot of choices. The other maybe the downside is there's a lot of choices as opposed to just the de and I'm not I shouldn't be saying this, but just suppose the dazzy saying here, just finance it for 20 or 30 years and we're done, >> right? or if you have funds in 2526 that you want to kind of prep up um to contribute for your first payment. >> Right. Right. >> Help you

066with that. >> So this is the uh the short stay on short-term financing. So this is an interesting option and it looks really good with um because of where the aid ratio is or the building the aidability of the project. Um what this does is it doesn't ever turn into a long-term financing. Um it's staying on bond anticipation note. So, they're that short-term financing. Again, when you do your own capital projects, you typically would stay on those until you're ready to bond. Uh when you know the full dollars that are spent in your aid coming back. Um again, you would be borrowing for your first payment. Uh just the dollars that are needed by the end of that year. If it comes due um in the end of June, that's when you pay it off

067in full. So, you are paying interest on it, but just for a year. You also get Bosey's aid back on that interest. So you get um aid back on your principal and interest when you have debt service. Um so if we go back here, your local shared cash option is 1.24. If we look um for this option is about right under 1.3. So it doesn't really impact it too much because again you're bill you're bumping up both a getting coming back as well. Um, the nice thing about this one is because of how that aid is coming in on a cash payment, you're getting a lot of that aid up front and it's making the local share on that third year higher. Because this is debt service, the state aids you on the blended aid

068ratio aid, which is uh the 60 point or the 64.66. So now all of your aid comes back at that ratio instead of 100% 100% 8% 0% with your cash option. Um, so it smooths it out a a lot more if you look at your local share. Again, all of the aid is coming back in fairly equal at that 64.66%. Um, so those first three payments are um not too far away from each other or first three local share, not too far away from each other. And it does give you aid in the last year there. That make sense? Questions on that? That's just the difference on for whatever reason the state aids um cash differently than any debt service. It also pushes your responsibility to get rid of that cash. If you do have

069an option, not in the beginning of the year, but in the end of the year when you may be more cash flush, um or you can see how the year goes. If you feel like you're if you can't make it and you can't pay it off, then you just roll it out like you would typically would in in your capital project at a home district. You always have the the option to do that as well. Um but if you're able to at the end of the year then you can pay it off. So this is just a visual uh again to just those are those shortterm um you would borrow for your first payment and then come due uh towards the end of the year. Again structuring would be depending on what works best for

070your district there. But that flattens out your building need or your end of coming back. And this is the option again. Uh what's nice about the IMA is it can look a lot like Dazznney, but it doesn't have to look the same for each component district. Um so this is a long-term financing locking in um to a bond out through 2046. Same deal. We're now up to the local share overall is now up to 1.9. Um but if we look our Boseies aid coming back is bumped up as well. Again, you're getting aid back on principal and interest. So you do have additional borrowing expense there with the interest. Um, but your aid comes back up as well. So, local this this here, this is just a flatline schedule. So, you can see local share

071about 100,000 each year depending on if you have a drop off that you structure your own projects for. Um, if you want to build a local share up, so you do have a drop off when this project, if you want to find it for 10 years, now you have a drop off at your component district level. So, whatever works best for each component district. again, work with your financial adviser to to see what what works best. >> We've had a couple districts looking at this and looking for the drop off, >> right? Because they're going to try and bring in their own capital project underneath that and then you're then you're at a tax neutral on that, right? So depending upon where you are on capital projects you have and maybe what you're looking out

072five years, some districts are using that as a strategy when they want to bring their next capital project on um as a way to be tax neutral. So, with your debt service budgeting um this year, this would be a good information to kind of layer in with um how anything is going on with your local districts >> or as long as just like you know for from the dazzing bond that's on there. As far out as your uh debt service goes with any bond that you uh may do for this project, that's how far back your or how long you'll uh close to date and everything will last. That should be it. >> That's it. >> Thank you very much. So, it's a lot. >> Yes, we got some work to do. >> It's a

073lot, but please don't hesitate to, you know, happy to come back. I think we're going to have a good workshop here in a couple of weeks with superintendents and business officials. Um, and certainly more information coming your way and thank you for the input on that on the cards. But, um, >> I did. Yeah. Um, so if if uh if the if a district was looking at a ban option, uh that district would still need to put forth to the voters a a proposition to vote on to do so or >> the bond resolution. >> Um if if if the district was going to choose the uh to to do the ban option, >> would that have to be for us? Yeah, this project specifically has to go to the voters because of the additions

074and potential purchase of a building. If this was a full reconstruction, there would be no public vote. >> I'm saying over and above the the vote >> plus the district they have to do a vote to get the ban finance >> just a board resolution to adopt a bond resolution. It's called bond resolution, but it gives you the authority to borrow in general. >> Okay. >> So we so we don't need an additional layer of approval from our district. Okay. Yeah, ask the timelines. They're great. When when do you anticipate the construction to start? >> Opal. Um I mean, if this goes as planned, um plans turned into the department, end of August, early September, even if it's a two-month turnaround, get those back, you know, before the holidays, and then bids go out and

075hopefully, you know, the stadium's done, and maybe there'll be people hungry for some work out there, and we'll get some good bids on the first phase of work. At least that's what I'm hoping for anyway. So, we would hope to put a shovel in the ground. Obviously, not this ne this summer, but the following summer at 27th. >> Explain one more time. If the IMA goes down regionwide, >> then you have to go back out and still do a vote for Dazzy. it automatically defaults to >> the vote that we do March 31st will would by then I'll know >> like >> but I thought because there's additions there still needs to be >> so we have to do a vote no matter what yes but I don't have we don't have to do two

076separate votes >> we can include it in the one vote >> okay >> yeah so if there was an additions or purchase of you would just have the IMA >> there'd be no >> approved and that's it you have a project after that point because of the extra or if you didn't have an IMA signed and you wanted to go through the DASNY option, you have to do a vote regardless. If you have a full reconstruction project but are choosing to go through DASI instead of the IMA, you then have to do a public vote either way. >> So Kevin, you're hoping to wrap the IMA process up prior to the vote. >> Yes, I would I would. Yes, because I I think for me, transparency for you that we know that this is what

077the vote means. Ideally, you would kind of like to have that done before you're sending in literature, right? >> Yes. Which is why the seeker piece is key. Um and we're hanging in there for a couple of weeks to see where we're at. So, um that March the M March 31st date may have to get pushed to >> the seeker is a part of your C your project. That's a standard one as well for any construction project. So, what's a timing thing that has to wait for it to be? We were, you know, to get to the $42.8 million number, we were, you know, this, I don't want to say hemming and hawing, like we couldn't make a decision, but it was like, well, we going to buy Leroy. Well, how do we do this?

078Do we negotiate now? Do we just put a number in? And it finally dawned on me like we need to get a number and and we need to get this moving. This is the timeline that we want to follow. So, um, you know, we don't have a purchase agreement as I stand in front of you tonight. Um, we've got a great landlord. I think I don't think it'll be hard to come to. um we've had an independent appraisal done. Um she's given us an idea where her price is. I don't think we're terribly far apart, but um maybe how we pay for that to to best take advantage of this project would be really what the conversation is that we have to have. And I think when you look at right now, if you look

079at the rent versus purchase, it's about a fiveyear payback is what it is. About five year payback done that. So, >> thank you so much for your time. I knew it was going to be a little bit longer tonight. Yeah, >> and if you have questions, let me know. We need to come back and get Sarah here. Whatever. I think you'll you'll find the workshop piece on the 15th helpful. Um, happy to do what we can. Okay. >> Good to be here, guys. >> Thank you guys. Have a good rest of your evening. You too. Thanks. You guys in terms of what we sign off on this? >> Well, I think the next step would be Steph and I are going on January 15th to get some more information. >> Um, and then from there,

080we bring back what we learned to the board. >> Yeah. and then we can make a uh we're also meeting with our fiscal advisors next week as well. So, we're going to get some specific information. This was all great in terms of our options, but we need to know what does that mean for us and where our debt is and what our debt's fallen off. So, we're going to bring some scenarios back and then from there we'll present it to the board, talk with the finance committee and present to the larger board on that and then I think we make a you guys make a decision on where we want to go. All right, good. Sounds good. Thank you. Sarah, >> how you doing? >> I'd like to go back to the track team. [laughter]

081>> Sounds good. >> All right. Thank you for having me this evening. Um, also just this rigger. Thank you. Um just also a quick thank you to um the leadership team um for being so supportive and granting me so much grace as I continue to um learn this new role. Um but I thoroughly am loving my time here and I am here to share with you a little bit about what my vision is for um our special education department um as well as some current trends that we're seeing. Um and then there was a survey that was sent out. So I have some quotes from students and parents and then just a couple points about um some strategic plans for moving forward. Um so as most of you know um I am very passionate about

082making sure that our students with disabilities have what they need to be successful. um and really providing equitable education for them is is something that I really am passionate about and hopeful that we can um really get our footing on here in Jennisio. um really looking at that inclusive sustainable special education system where we'll talk a little bit um a little bit further on about how our continuum um is sort of fractured and how we can kind of build it to make it more aligned to K12. So, as you can see here, from 2021 to 2022, we've had a pretty significant increase um of enrollment with students who have disabilities. So, with that, um you can see that it it's having um a pretty significant impact on staffing, programming, um and long-term planning really because

083our demographics continue to change as we've um talked about pretty pretty frequently. S there does that include the preschool students or no? >> This does not in include preschool. Um I focused specifically on K12 um for this presentation, but I will say that there are an additional I believe 38 students who have disabilities that are preschoolers. So it's a pretty significant number. Many of those kids are kiddos who just received like speech and language services. Um, which will kind of level out as they get into kindergarten, but it's still it's still a pretty significant number of kids. >> So, with that, I want to share here's our our information about the trends of enrollment. Um, you can see here I've kind of mapped out what it looks like, um, as our trend continues to move

084upward. Um, I also just want to point out that as our trend of students has gotten larger, um, our staffing has changed somewhat, but not a ton to continue to meet our students needs. Um, which is, I think, a reason why our programming is um, not as aligned as I think that we would would hope it would be. So, moving forward, I put this gender distribution up here because this is um something that is the same across the vast majority of districts across the United States. Um where males are identified as having a disability um far more often than females are. Um, we talk a lot about how behavioral trends and things like that with the male population is sometimes that's why they are coming to the table to be identified um more than females.

085So, this is something that I particularly want to keep a close eye on to make sure that we're meeting um all of our our learners needs. Um something that has come to light um this year is something um that we've talked a lot about and it's our English language learner population and how our kids who are English language learners are also students with disabilities. Some of them you can see that it's nearly tripled since this year. Um there's been an extraordinary number of students um who are English language learners that have um come to Jio recently and many of them are related to one another. It's a lot of families that are here now. So, it's interesting in how this increase in our L population has really they've the the L teachers and our special

086education teachers have really been working in a very different collaborative role to ensure that these students are not just getting their their minutes for special education but also their mandated minutes for their ML services as well. This is this I want to just talk about our our students who are placed out of district. Um you can see that it is 15% of kiddos who are of our special education poll that are placed in out of district spots. Um many of these are places for kids who have pretty intense medical needs, behavioral needs. Um this is like our day treatment programs. These are um special education programs that are housed at Boseies. But the majority of our kids are placed um in Monroe County in programs that are really in private schools for really specific reasons.

087Um, I would love to be able to go and and really work with these teams that are working with these kids to see which of these kids could we potentially bring back if we are um being creative and thinking outside the box about our continuum that we have. Um the other piece that I just want to note is that the cost to send these kids to out of district placements as we know is is extraordinary. Um and you can see this is it's pretty consistent over the past five years of the number of kids that were sent into different different places. Um, again, I it's something that I face that our kids if they're able to be here in district that this is where where they should be in their community so that we can

088best serve them. Um the next piece, this um beyond the classification is something that is I just felt like it was important to bring to light because so many of our kids who have disabilities also are experiencing homelessness and economic hardship. And with that, what's happening is there's this increased need for this wraparound support for these students. Um I have a a huge shout out to um our mental health team who goes above and beyond to make sure that that our kids don't go without. So I just the family outreach and really thinking how do we bring our hub of school to making sure that our kids are having their basic needs met. Um, so one of the other pieces of my role is the Mcin Vento liaison, which pairs nicely because I'm able to

089see these kiddos who are also experiencing these these needs. Um, and I'm in touch with the people here making sure that they're getting the supports that they need. Okay, let's talk about what we have here. So here in our Jio buildings, we have access to speech and language therapy, occupational therapy, and physical therapy. Um, right now we have three speech and language um, pathologists. We have one occupational therapist and one physical therapist. Um, as far as our instruction goes, we have our consultant teacher model. What that looks like is special education teachers collaborating with general education teachers in addition to um direct instruction for students that could be in the general education classroom. It could also there's also students who are um receiving resource room and those students would are in a a room of

090with no more than five students who have similar learning needs. So, they're really getting that specialized instruction so that they're learning skills that they can then bring into their content areas, especially in middle school and high school. Um, for resource room for our elementary students, it looks a little bit different um in that they are likely receiving some specialized reading supports so that they can then in turn bring that back into their gened classrooms. Um something that is new this year is this indirect consultant teacher support. Um that is really a a model where we have students who still need some support to be successful but they don't need that person to be the the support. they can have the consultant teacher working with their gener teachers uh like during a planning period to say

091hey this kid needs a graphic organizer to be successful for writing and then they would go ahead and they would adopt that. So this is something that is new here in Jio that I'm continuing to to look at to see how do we leverage our our staff so that way um our kids are getting what they need and they aren't being overserviced either. And then you'll look at here, you see our special classes. We have our 811 classes, which is um eight students, one teacher, one teaching assistant. Um at minimum, we have these in K2 and 36. you notice that there's a gap that after this fifth sixth grade year, they either are going to one of our outside placements um or we are changing what their programming is to a 1211. So again, a

0921211 really is for kids who are having cognitive difficulties, difficulties with with reading, math, those kinds of things. um and really are requiring that specialized individual um education. So then you can see that when we moved up to grades 9 through 12 um in ELA and math we have a 15 to1. So it goes from that 1211 support to a 151 to support and it's so that this is really where I'm working with our team to figure out how do we streamline this so that our kids are getting what they need and we're not kind of putting kids in programs because that's what we have. >> Sarah, can you talk to me about what are your numbers of consultant teachers? >> Sure. Um so consultant teachers we have currently um seven nope six at um

093elementary, four in the middle school and four at the high school. >> And do those consultant teachers are they the people that provide that resource room support? >> Yeah. >> So I'm sorry. >> No, you're good. Go ahead. And are any of those people specifically reading people or those are all special ed teachers? >> Those are all special education teachers. We have reading teachers, but they are not they don't fall under the special education umbrella. >> Okay. >> And Sarah, can you tell us how many students are in the 811 and 121 and 15? >> So, currently our 811s are full. Um, our 1211 has 11. Is that right, Christie? >> Yes. >> Yeah. I'm like, is that right? Yes. 11. Um, and I think that the 1211 is really a unique program that we

094have running right now in that um kids are going out for science and social studies and their special areas with their gened classmates. So, that way they are still experiencing um having those interactions with those kiddos. Um so 11 there in grades 6 through 8 um it ranges between 8 and 10 kids in that that 1211 setting and then the 15 to1 um I think there are two or three kids in each of those sections. Other questions about what we currently are offering? >> I just want to clarify it's five teachers. >> Five, not six. Okay. Thank you. >> Y >> appreciate it. >> We don't have one at every grade level, >> right? Um so in addition to what we are offering here we also have contracts with Boseies and other outside agencies to

095provide some of those really specialized services um assisted technology aiology autism um consultation music therapy teacher of the deaf and teacher of the visually impaired um these services are not utilized every day here in Jio that's why we don't hire for them. That's why we share those with other districts and with our vote. So, student voices, this is what was highlighted from um the survey that was offered to um our middle schoolers and our high schoolers. You can see that there's strong relationship with staff um effective targeted supports. There's some meaningful academic engagement and um progress happening. as long their accommodations are being implemented. And then there's this overall sense of satis satisfaction among the the population of kids who took this in the middle school and high school. Parent and community um similar in

096that there's a dedicated student centered staff um strong elementary services. As I've noted, there's some gaps in the the secondary services um limited continuum inclusion supported um but inconsistently implemented. So that's another big piece for for me personally that I want to work on is how do we make sure that all of our kids feel included and involved. and then capacity and sustainab sustainability concerns around the staffing um as our as our population of students with disabilities continues to grow. Um but you can see here that the teachers and aids have been fantastic. We love them. Um continuing to have events and programs to get kids out with other kids their age. Um, I think that that is particularly around our unified bowling that we got off the ground. It was a really positive um

097activity for for all of the kids, not just our kids with disabilities. And then today, we just got emails about um Special Olympics that will be happening in May and we'll head out to Avon um for the that regional event for that. So there's some definite positives. I mean, people are feeling really connected to our teaching staff, which is it's amazing. That's when you come into a place and that's all you can hope for is that people are feeling connected to to their the people who are here with Emerald. So, in thinking about future, um I shared with you a little bit about what my hopes and vision is for, um our department. I'm looking to continue to collaborate for a shared vision, uh for our special ed department. Um, I'm working closely with with

098Mike and the team to align our budget projections with what we have going on right now in special education and to make sure it's sustainable for our students with disabilities. Um, I'm continuing to assess staffing capacity, their case loads, um, the sustainability of as our kids are changing, how are we continuing to, um, support and provide professional development so that all of our kids needs are being met. And then continuing to explore um, specialized in district programming as well as monitoring the equity of identification trends and service consistency. So, that's sort of the the state of special education in this moment. Um, but we have I I've got big plans that I'm I'm hopeful I'm hopeful that we can continue to be on an upward journey for some of our most vulnerable kids. >> Could

099you just go back um the on the staffing slide or whatever that Yep. Oh, sorry. the 15 one that you mentioned, >> you said there's only three kids and >> in some of those sections >> in some of the sections >> they are not full though. >> Okay. And can you give me the numbers again in the 1211? Mhm. So, >> so in grades two >> two to five there are 11 >> and in grades six through eight there are typically between um 8 and 11 I would say >> and then in the 15 to1 that's where we start to see kids are going out to Boseis for different different things for CTE >> okay >> um so that's a reason why we see a decrease in that as well >> so your 811 and

100your 1211 >> the difference of those students is their difficulty with their abilities. >> So, our 811 classes um are focused primarily on students who are autistic and have um some pretty significant needs with um communication, socialization. Um they definitely have a very individualized learning profile. >> There are two of those classrooms, >> correct? And then the 1211. >> So is that working? Well, I guess I'm I'm just interested in the serving a different population currently. >> So the TW you're asking about the >> I'm just wondering how it's going. >> So this isn't this this is new this year. So we're continuing to work out the kinks. >> Oh, the 1211 is new. >> Right. And I so currently um those kiddos are primarily being um receiving special education services for reading, writing, math

101um and a couple of those kids are also receiving science and social studies during that time. But many of those kids are being pushed out with their gened peers. All of them are going to specials and all of them are going to lunch with and they've been identified as having like a home room class. >> So, are they starting so >> don't be sorry. >> Are they starting their day like with a third grade teacher and then they're going to this classroom. >> This is a classroom, right? There is So, we have two classrooms. the 811 classrooms. There are two classrooms there and then there is a 1211 classroom for 25. There's a 1211 classroom for 38 68. Sorry. >> No. So, these classes for the 1211 for 68 are specifically ELA and math. >>

102Okay. There's like six or seven students that might go have a ELA skills class, but they're in math 6, math 7, but they might be in ELA skills and they're all grouped together. So it's six through eight all in one class. >> Okay. So >> in a just in a period class, not a classroom. >> But it's strictly that. >> Okay. So now can you just go back to the elementary one for me? That 25 1211. >> Is that a separate classroom somewhere? >> Yes. >> Okay. So there are three teachers that cover those three classrooms. >> Yes. >> So >> I'm just wondering how this is all covered. I'm so sorry. Great question. >> Um, so there's a teacher here in the 1211 for the 25. >> Yeah. >> There is a teacher for

103the 6 through8 skills room. >> Yeah. >> Which is the the 12 and then there's a teacher for the skills the math. >> But those teachers are also consultant teachers. >> Okay. >> So they're doing they're double dipping in that. >> So what is the case level of consultant teacher? >> Yeah, that was going to be my question. >> Yeah. So our um consultant teachers right now are running depending on grade level anywhere from 8 to 14 students >> IEPs. >> So if um just a good question follow what was saying um with these uh classes the way that they're set up and the space that they're utilizing with the current trends looking like they are obviously you said we're going to need more staff. What happens to the space? Is that still going to

104be doable? I mean, we're we're doing a capital project coming up. I don't really remember that there was a lot of talk about, you know, space for special ed rooms if they're needed, you know, for the incoming students, especially with prek, too. >> So, it's definitely something that we've we've talked about at h how do we continue to plan for um these kids as they are coming? I don't have a specific answer for you around where are they going to go. Um, but I know that the team here is we've been really good at thinking outside the box. Um, and I think that's what we'll continue to do as we move into these sort of unchartered. So are are you when you talk about those that those case load numbers, right? Obviously that changes from

105year to year depending as your as our kids grow, right? So you know in in kindergarten right now there's eight, but by by the time those kids get to third grade, you know, then that number shifts, whatever. How how do you see your moving around your staff, I guess, to try to make it most like are do you feel like it's working? I guess is my question. >> So, I think that our staff does a tremendous job with what we have right now. They >> does our teachers and they know what to do, right? And but >> it's taxes. >> What do you what are the needs? >> We're taxing them. >> Yeah. >> Right. That's that's a lot. >> It is a lot. Um and I think about, you know, how we could be

106doing things differently. We've talked a lot about a co-eing model where there's a teacher at each grade level, especially in elementary. >> Um really supporting those kids at at one specific level. Right now, we have that in a couple of classrooms, but it's it's noted as consultant teaching still. Um, I'd love to be able to add that into our continuum because it is a a really powerful um way to teach all kids. So, >> I think that I think there are ways that we can do it better with what we have. Um, and I don't think that I mean our staff's willing to try anything. I' we've at elementary have changed case loads probably three or four times. >> And you said that 1211 class is new this year. >> So in in my understanding

107there's been a 1211 in the past. Um, but it's been it's it's it's not been consistent. So, this is the first time it's been back in quite a few years. Is that right, Christie? >> Yeah. And the special education team, um, the elementary team did a a phenomenal job last year looking at the needs of the kids. >> Yeah. >> As opposed to what programs do we have and where can we fit them in? They said, "This is actually what the kids need." So, we really need, especially at third grade, which is that big cohort, um, that has 15 kids with IEPs. um and they looked at it and said they need more individualized academic instruction and a 1211 program would be more appropriate. So some of those kids are in there for six hours

108a day according to their IP and some kids just receive reading and math in a 12-in1 setting. So that's why it's kind of different. Some kids start out the day and spend the entire day in 121. Some kids go to their home room first and then they push out for that more specialized instruction. So, um, you know, as with anything, there's always some learning that has to, you know, there's learning curves and everything. Um, but kudos to the special education team for coming together and trying to find a way to >> navigate the needs of the learners >> because we knew we couldn't we couldn't add on a >> talking to the back of screen. I'm so sorry. the full house feedback >> like how do you think that it's going? Do you feel good?

109>> Very positive about the elements here. >> Yeah. I I think that um I think that we are doing the best with what we have. >> Okay. >> Do we have what we need? No. >> So do you think you look to restructure or as we are looking towards budgeting, right? Are you looking to think that some of this might need to be restructured for next year that I guess is >> Yeah. And I think that I mean we don't right now our consultant teachers are working. They're looking at our kindergarten teacher should be a co-op model. It's not because she has to push out and support third grade because there's too many kids. Right. And then >> fourth grade is >> because that was my question about >> Yeah. they're all helping each other

110in some way, shape, or form because they've really worked together to try and problem solve and support um again what the kids need as opposed to well what what works best for us as adults. So um I can't really think of the there's one third grade consultant teacher split between the two rooms. >> Um she's the only one that works at the same grade level. Otherwise, there's a lot of sharing >> because there the number are so high. >> Yeah. and even our MTSS, you know, coach, she she's helping to work with Christy. She's working a ton with a lot of the teachers to try and help navigate um how to meet the needs of the kids. So, >> and academically, are they seeing positive results? >> We have our midyear diagnostics coming up. So,

111you know, our beginning of the year ones are not always stellar coming off of summer, right? >> So, we're excited to see the mid year will come out. >> Yeah. Sarah, are you saying like that those sixth graders coming up there is an 811 growing up as correct? >> But are there >> is that something that you're >> Yeah, I would love that. >> How many because of age would you have to put into that perhaps are they learn? So, right now we would have So, there's kiddos. Right now, they're are fourth graders, but I think that what we would could would potentially end up doing is shifting age bands and doing um potentially like a a pre six almost and then uh we would have that middle grade and then we can bring in

112some of the more of those kindergarteners. >> Okay. >> Yeah. And I think that's always the the case with special education is how do we move the pieces strategically to make sure that everyone is getting what they need. >> Uh can you talk a little so I saw on the the parent feedback or the community feedback um the request for uh skill base and life skill supports that's not something that we currently do. Correct. >> Correct. And is that something that teachers obtain skill sets for in their in their training? >> Yep. So our special education teachers um would receive that would have received that training um in college. There's a lot of professional development around that. Um right now in I want to say it's escaping right now. Um, but there's options to go

113and look at too around what's currently working in other districts as well for um, districts that are keeping more and more of their students. Um, so I've been really interested in looking at some of those things that are working in in those other districts, too. I also fully recognize, right, we're small. Um, I've also been talking with other directors to figure out how do we work together? um to to meet the needs of all of our kids across the you know all of Jennese Valley here at this point. >> Sir, great job. Thank you for for the presentation, the the insights. >> Um I I think we've all sat here and and have felt for some time that we've been underresourced strategically. you've got some some thoughts that you're looking at like my colleagues over

114here kind of a numbers person and I just look at this from the standpoint of how do we we're always trying to play catchup. We can never get ahead of this, but how do we I mean I think if you fast forward to your your strategy, the last bullet point says monitor well the identification of trends. How do you identify a trend so we can know what skill set and how many people skill with specific skills we need and how do we do that in the next three years? >> Yeah. So, I think that that's a it's a great question because I as our population, as we've continued to say, changes, um I know that I've currently been running reports through our IEP management system to just kind of figure out where where are our

115kids and what their needs are. >> Yeah. >> Um and to get this information for this presentation, I did I was able to dig back a few years. Um, and just seeing the where like where the kids skills are and where they are in kindergarten and how do we project for them all the way through. >> It's alarming to me to see that we went from roughly 125 to 170 students, not counting the 38 more for preschool. >> And I don't know what skills we need or what specific requirements they're going to require. But how do we get a handle on that? You know, I I know you're getting there. Not I'm not asking for it tonight, but I think we have to get there. >> I >> You know, I know you will. >>

116We will. >> Yeah, >> we will. It's going to take time. Um I think it's going to take a lot of really thinking about our kids first and how do we meet their needs while we are building. It's sort of I feel like we're flying the plane while we're building it a little bit >> and it's I think it's going to be a little bit of a learning curve for everybody. Um as we as we try new things and I think that's the piece is how do we continue to build and and try new things and know that it's okay to make a mistake and we're going to get up and we're going to try again the next day. Um, but I think that as I continue in this role to continue to monitor why

117what is the classification rate for specific class like autism learning disabilities, >> how do we start to really think about programming for those specific kids um in that you know prek all the way through transition >> um models. I mean is is JCO unique or is this >> increase from 2021 to 20256 >> consistent across I mean it's just >> so okay now I'm even more worried because >> how do we get ahead of that >> it's going to mean it's going to continue >> I mean at some point in time we have no we have no control over the budget is is right from that perspective. Okay. >> And and when we put it here, we have to take it away from there. Yeah. >> So, how do we >> how do we balance?

118>> I think too we if we start to really think about inclusion opportunities too and how we are providing those those inclusion opportunities for our students with disabilities, not only will it support those learners, but it will also support our gened students too. Mhm. >> Um I mean >> one specific that I will also applaud. I think I heard you say you were going to try to bring some students that were sending elsewhere back in >> try but the tradeoff there is how I I sign them we see them the transportation budgets are enormous >> for what we're spending to send one or two students here and there. So if it's possible, >> you mentioned >> maybe we can afford to bring them back some better that money. >> But you mentioned teacher possibility when

119you talk about sharing, right? Like I have in the past been places where you know if you're the district that has we have shared classrooms with Boseies a Bosey's classroom could be housed within a district and people right so like your busing becomes you bus five miles away versus your busing like >> and [clears throat] I'm going to date myself and say that that's happened right but like are we looking at things like that happening again as we're all honest everyone's population in the county is changing, not necessarily growing, right? If people's numbers are down, do are people are those conversations happening? I guess it's a question. I mean, Mike, when you go to superintendent meetings like is that are people having those conversations? >> Absolutely. >> Pretty consistent. Could you go back to the

120slide that that shows um a rate of growth compared to the teachers of the group? >> Yes. >> So Mike getting to your point about numbers. >> Yeah. >> You're never going to get ahead of it with the flatline. >> I agree. It's just what resources do we need? What skills do we need? you know, and then you get it. I know you get it. >> I think that we're going to need to think about self-contained classrooms specifically for um our kiddos who are autistic. >> Um and have those really specific learning profiles. I think that when we think of hiring, we need to really think about who we're hiring for those specific roles. Um because it is it's it's a it can be a really niche >> yeah skill >> set. >> Um it's

121not to say that we can't teach someone how to how to work in a classroom like that, but I think that it takes a really dedicated person who is the heart for that >> type of learner. >> You have to have a passion. >> You do. You do. I was just going to add one thing too. Kevin was mentioning, you know, the thing about hiring teachers and right now there's teacher shortages and I know that special ed is is one of those areas that's really >> just kind of >> yeah falling out and I know the certification changed a little bit, you know, over the years where it was like originally K through 12 and then it was this and that. you know, as far as is that situation too, is there staff, is there

122potential people that we could hire? I mean, does anybody >> I think so. I think there are people out there who are are interested and who are willing to to take a leap to to be here. >> We also have an amazing teacher college down, >> right? just so >> well we've been doing I mean we have our immersion fellowship that um they are coming and they are seeing firsthand and supporting in in our classrooms. I think it's important to just one thing on that is I think Mike you brought up a little bit like how are we getting by sometimes and we're fortunate to get by a little bit but we're stealing from one area to cover because we have a lot of teachers that are dual certified. So sometimes we're fortunate that >>

123our math content teacher is also specialized they can pick up with class and cover that but then we're kind of taken away from >> sure math >> math development math skills because we're we're stealing them. So like we have some of those things going on too to cover some of the thing and that's why you know we're need that >> thank you for >> Oh thank you grateful to be here any other questions feel free to reach out. >> Thank you so much. >> Thank you. This was a heavy meeting tonight. [laughter] Yeah, I just want to say if I could add to Sarah, Sarah's doing a great job asking a lot of questions, learning, taking it slow, processing it. We have a lot of probably almost daily we have our own side conversations about

124certain things. And you know, one of the things that we're working on is creating a shared vision and not just amongst the administrative team. Um, but one of the challenges we have is this is where we're at right now. These are our challenges. These are our barriers and our constraints. And we have to work within what we're able to do. And you know, as somebody said, it's like, you know, building a plane as you're flying it. It's a perfect analogy, especially with special education because it's not like you're building a system that you can project on what that system's going to look like in a couple years. the demographic, the increased numbers over the last few years um was something that you know you might be able to p predict a little bit but not

125to that level. Then okay, let's say we have increased numbers, but at the same time, you don't know what those individual needs are going to be like per cohort or, you know, as those preschool kids come in, you know, like you could have higher numbers, but only maybe speech and language services versus um, you know, an increase in autism diagnosis and and how you project four or five years out is a very difficult thing to do. So in a district where you know that's a smaller district and we don't have a ton of resources it now adds another layer of challenge on because you're not right sized in the amount of services you're providing. So we have to figure out a way to increase our numbers to provide uh to find more providers to provide

126the services. Um and then you can start to make those small tweaks from year to year. Once you're right size, you could say, "Okay, I'm going to make a little bit of shift, a grade level band shift here or shift a teacher to a different area." Um, but we truly are at this point uh building the plane as we're flying it. And one of the things I've challenged Sarah and our entire team is it's not like we can't have an answer for next year. There's not going to be an answer for the year after that. We have to be thinking about how do we bring on our vision for special education over the course of three to five years, right? And especially navigating that around our other fiscal challenges that we're seeing coming on board

127that we know are going to be here around uh health insurance, etc., etc., lower state aid, uh things like that. So, uh, it's it's definitely a difficult puzzle to navigate, but I'm confident we have the right people at the table. Um, not just with the leadership team, but one of the things I've noticed with the staff is, uh, and I'm just speak about the whole staff, but specifically special education with this. There are a lot of big hearts in this district and I am just in awe of how many people will flex >> and bend and shift case loads and and even bring in the L's into the population. I know Sarah did a little bit but that's a whole another thing to navigate. So um >> around our L population, >> we currently have

128three full-time um English as a new language teachers. that are split that are K12 >> K12. >> Yeah. >> Oh, >> I just want to bring say one thing to bring it full circle. >> Yeah. >> To connect to our next presentation. We are a targeted school of improvement in the area of our L population, our students with disabilities because our numbers have reached beyond the threshold of 30. Um, as you saw, the amount of resources and the staff that we have to meet the needs of the kids are not alone. And the next group of students would be the economically disadvantaged and you see how the the data shows it all connects together. So, I just kind of want to make that a connection everybody. A recent development for the target targeted school. Uh

129uh no that's just um on been ongoing currently you know when you call I just didn't since last year. >> Okay. Thank you. >> And then you know the elephant in the room around funding really we haven't talked about this a whole lot. I've had some individual conversations with with some of you is our wealth ratio is skewed by a beautiful body of water. that that resides in our district or partially within our district. Uh we are considered out of the 22 component districts of GB Boseies, we are considered based on our wealth formula, our combined wealth ratio, uh the wealthiest districts. meaning they use that dis they use that wealth ratio to determine what percentage you get back when you build or for your transportation or for your Boseie services. So we're actually at

13059.5% is our Bosey's aid ratio and that's based on our wealth ratio. So if we were really at 80 where we should be like a lot there are plenty of other districts that are 70 to 80%. Meaning for every $100,000 you spend at Boseies you're getting 70 to $80,000 back. Imagine the staffing that we could rightsize in this district if our wealth ratio was right sized. But they look at Jio as wealthy because of our lake properties the colleges here. There's there's there there are a lot of things that go into it, but that's really hurting us when we have a significant L population increases with the services we have to provide. Special education's going up and that is having a very minimal effect on our aid ratio. So, it's not a fair fight, [clears

131throat] but we have some good fighters, right guys? We're going we're doing well. So, we're going to figure it out. But again, going back to the point of it's it's going to take a few years to figure out how we're going to get to be where we need to be in terms of vision and staffing, but we will get there. >> You want to jump right into your report, >> please? Um, I don't have a lot. Um, but I did want to highlight a couple of things. Whoops. Um, I I did want to highlight uh Joe Hopper, our SRO, and all the great things that he does. He, you know, not only keeps our building safe as a presence out at dismissal and uh pickup and uh throughout the halls in the building, making sure

132doors are secure, things like that. But he really does a lot of things interacting with students in classrooms, you know, could be reading a book. He has uh junior officer of the month, promoting positive behavior and student engagement. Works collaboratively with student teams on threat assessment processes. brings a lot of knowledge to the district um including an on you know ongoing review of of work and attendance and uh threat assessment network trainings that he brings the learning to the district. Uh he attends all of our safety meetings, co-f facilitates our district safety team. Uh he takes part in school and community events. You know just recently one of my favorite events my previous district we had this too is shop with a cop. You guys familiar with that? What a phenomenal thing. Um, really gives

133the kids a wonderful experience, not just to go out shopping, but to build a very positive relationship with law enforcement. And I think that's one of the biggest benefits of having an SRO. A lot of people look at it like you hire an SRO simply to protect your campus. Yes. But what it does is it really it gives kids a positive um experience with law enforcement. and it's not just, you know, punitive or people that are out to get you. Um, so Joe does a great job. Um, our capital project bidding is going quite well. We're getting some updates from campus construction and we are getting a lot of interest in all contract areas, which is good. Competition is a good thing. And I guess SEI and campus were right on the spot with saying,

134let's wait till January 1st to go out and make the get the official bids. Uh there was a walkth through back in December where we invited any subcontractors, some contractors to come in and see the spaces firsthand. So decent amount. And there's another one tomorrow at 3:30. So we're going to round two of people coming in and taking a walk around the entire um campus and seeing asking any questions and looking at the spaces. Last but not least, athletics. I know Ally mentioned that the winter sports season is up and running. Guys, we're talking about getting ready for sectionals already. The the seasons fly by, but I want to say how much I'm just proud of our athletes. When I go to an athletic event, it's so great to see the competition, but one of

135the things I'm seeing through my first couple seasons here between fall and winter is not just the amount of team spirit, but the individual encouragement and the overall support for one another. It's kind of like winning is the bonus, but being part of a team and the encouragement before the, you know, you're diving into the pool for a I mean there everyone's coming up, you got this, you got this or congratulating no matter what the effort was. Uh lifting each other other up when they make a mistake. It's just phenomenal. So, um it's obvious that these qualities are are more important than just winning. And you know, I think when you have that type of culture, you start to believe you're better than you are. And that's where you get what we saw at the

136beginning of this board meeting, right? You get someone that probably wasn't meant to win a state championship step up and dig down deep and and find a way to do it. So, I'm pretty phenomenal, very proud of them. [clears throat] That's it for me. >> Thank you, committee. So, they met. Yeah, we uh audit finance met tonight for this meeting. Um the budget development process is well underway. Um we got reports that uh they've met with departments and building principles. Um they uh they're meeting with fiscal adviserss next week for recommendations regarding the Bosey's uh obligation for the district. Um Stephanie's entered as many known values as possible into the budget and is just reading final numbers. So she's done a tremendous amount of work already. Um we may need to look at a possible

137proposition, you know, depending upon what the fiscal advisor say. Um and we're also proposing adding another regular meeting that's not officially on the books yet. We have a meeting February 9th. Um we're we're asking an addition of the 223 to be added to the calendar because we have to approve um the tax cap >> By March and I don't think we'll have the information and be ready to roll by February 9th. >> It won't be long. We can just do like a special meeting. >> Thank you. >> Anything on policy? Oh, we got five policies in the agenda for first read for tonight. Uh part of the governance governance package for the board of education 1000. Um we will have meeting at 6 6 pm later just before secondary meeting and u okay thank you

138for another week. All right with that are you the person now like to ask for consent motion for items 8 02 through 800 10. Any questions on any of the personnel items leave with absence? All in favor? >> Any opposed? >> Under new business section 9 would like to ask for consent motion for 9.02 through 9.07. >> Second. >> Questions on any of the uh section? >> All in favor? I >> so under section 10 business like to ask for consent motion for 10.02 through 10.09. >> Any questions on any of the uh business items? >> No, just like to thank the for the donations. Yeah, definitely. Thank you for donation as always. Um, so thank you for the audit update that all >> anybody. >> Yeah. Any we have any old business tonight? >>

139No. Good. All right. And given the time, I'm not going to I'm just simply going to say for the board president's report, happy new year. Welcome back. Long night. Thank you for everybody's efforts. And on we go. So, um, no executive session. Section 14. Everybody wants to go home and set some >> say. So, how about we do a more formal pay motion to the meeting at 9:00. >> All in favor? >> I oppose. It'll be better. >> Thanks for hanging out. So, thank you everybody. Have a good night.