001Good evening everybody. Call the meeting to order. Welcome those in the room here and those online. Start with the pledge. I pledge allegiance to the flag of the United States of America and to the republic for it stands one nation under God indivisibley and justice for all. Okay, that Kevin, I'm going to turn to you. >> I'd like to ask for consent motion for item 1.03 on the recommendation of the superintendent to approve the September 8th, 2025 regular board meeting agenda. >> Second. Any questions on the agenda? Okay. All in favor? I any so >> like to ask for consent motion for item 1.04 on the recommendation of the superintendent to approve the August 18th 2025 regular board meeting minutes second. Any questions on the minutes of August 18th regular board meeting? All in favor?
002And I'd like to ask for consent motion on item 1.05 upon the recommendation of the superintendent to approve the August 29th, 2025 special board meeting minutes. Second any question on the special board meeting held August 29th. All in favor? >> Any oppos? Yes. So, as we get to the student body report, I want to welcome Dr. Lee. Thank you for joining us. This is the first time we have ever had a student representative sit here with us who's going to participate in discussions, dialogue for almost everything we do. And uh welcome. I really appreciate the fact that you're here. >> We look forward to your insights and keep us honest, would you please? >> All right. Good. Thanks. >> With that, I'm going to turn it to you, Mike, and Jonah first. You want to
003>> Jonah, you want to take it away? >> Um, start with the elementary school, I believe. >> With uh No, we can skip right to Okay. Just focusing on middle school, high school opening. >> Um, all in all, school year has gone off without a hitch. Um the new cell phone policy I believe was expected to be met with a lot more opposition. Um but it has from what I've seen and heard and talked to people about um been accepted very widely. Um couple of highlights. Um sports seasons getting started gone very well. Um the musical we're doing newsies this year. um is starting. Um yeah, it looks like it's shaping up to be a very good year academically, athletically for Jennio. >> Great. Thank you. And I did mention I'm not sure what the
004schedule's going to be, but there's Jonah Levy and Allison Fowler are the two representatives who will be giving us reports on occasion. Yes. You going to alternate or how's that going to work? Um there there will be some when we will both be here. Um I believe she had a soccer game tonight, so she couldn't make it. >> All right, good. >> She is at a soccer game. And before we move on, I wanted to say I met with Ally and Jonah on Friday and we discussed what the role of the student rep really is all about. Um, keeping you guys honest is number one, but being the liaison really, that's that's the main goal from for you guys to hear what's actually going on in the school from the student perspective. They're representing the
005student body as a whole, which I think is really important because the students need to have a really important voice at this table in my opinion. Um, and so on the one hand, they're going to be reporting out about what's going on in the school. On the other hand, they might bring some information to the board saying, "Hey, why can't we look at doing things a little bit differently in area XYZ, whatever that might be. There may be some questions that you guys have. They'll give to Jonah and Ally and they'll go back and survey the student body and get that information or get the insights and perceptions and bring it back to you guys." So what we talked about doing was they since they're the ones that are elected and sitting at this table
006in terms of being a student representative, we want them on the one hand to focus on middle school, high school because that's what directly they're representing, but we want the elementary voice to come to the table as well. So I've been working with Christie on what that looks like. We had a discussion today. There are times where elementary students do really like coming and giving updates. I've heard from the past that you guys love hearing the updates from the elementary students. So, it's going to be a mix each month of either Ally or Jonah. We'll give a report out on what's happening K12 across the buildings because there'll be some student liaons that will work with Alli and Jonah and then there'll be other times that they'll come. We're thinking maybe quarterly if that's okay
007with you that we'll have elementary students here shared some updates on what's going on directly at Jennisio Elementary School. But I wanted to open it up to you guys. It's your meeting. I wanted to um see what you guys thought, what you wanted and the direction that we could provide. So >> I think you're good. >> Yeah. >> I think that sounds wonderful. Love to hear quarterly updates on the students. They did some fantastic things last year. So they I like the ideas. They've been great. >> And the energy. >> Yeah. >> Fresh ideas. >> And then Jonah, I do know that proud mom and dad are here, too. So all right. Any other questions or comments for >> Thanks for being here. Welcome. >> Thank you. Do you have presentations tonight? Any >> I
008have a report out. Yeah. May >> but no what? >> No. No direct presentation. >> Okay. Administrative updates. None. None today. >> None tonight. >> Superintendent report. >> Okay. Um as Jonah mentioned, it's been a great kickoff. We started the kickoff not just last week but the week before that. The week, as many of you guys know, we had uh two great events. one focusing on our 7 to 12 population and the other from K to 5. And so organized by our building administrators, they did a wonderful job planning bringing food trucks in community organizations allow for students to walk around doing a meet and greet. All Megan. >> All Megan. Okay. >> And um it was well attended and so this was the first year we had tried this format and I think overall
009lots of positive feedback. I thought um well attended at both levels and g gave away some free pizzas really engaged the community organizations were a nice additional touch too. So and really the the main idea of that and one of the things I always love about doing it before the first day of school because it really just alleviates you know as opposed to like an openhouse model it alleviates a lot of anxiety for students when they know exactly where their classroom is when they come in. Um they can connect with their teacher they can connect with other people. they see who's in their class. Uh they're ready to go on on day one. And we saw that actually one of the things that was noted to me by many staff members this year was there
010were a lot less tears coming into the building, especially those elementary kids. There were a couple um I think I saw more parents in tears than I did students sadly dropping off their kindergartenner for the first time. Um but overall it was a great start. Lots of energy. We had music pumping out there on that first day. Kids were very excited to be back um from the elementary school. Uh they're they're off to a great start. They have been doing what they call little blue video lessons on positive behavior as instead of this is the rule, this is the expectation, there's a positive way of learning through it. And some of our students have even been involved in the creation of these videos, directing and shooting. So that's been a wonderful addition this year as
011well. And we wrapped up with an annual staff photo in the playground uh for the elementary school uh to as a culture builder celebrating teamwork and unity from the middle high school. We had um some great assemblies 6 to 8 and 9 through 12. And so we invited all students in. again focus and expectation but wrapping it around the idea of really getting involved with different activities and focusing on school culture. That was a great opportunity for me to introduce myself and speak a few words and I did talked about embracing challenges instead of walking away or shying from a challenge. How do we look at challenges as opportunities for growth? Uh talked about minimizing regrets. thinking about your 25 year old self or your 20-year-old self and would they be proud of your decisions
012as a 16-year-old self. And so just things of uh different different ways of looking at how they're going to approach the school year. And lastly um well not lastly second to last thing today I launched a social media challenge. The things we've talked about is the idea that we need to tell our story. It's really important. The community doesn't always know the amazing things that are going on in the classrooms on our fields and on the stages and in all the day-to-day things that we do to not just prepare students with knowledge and understanding, but really developing their skills and their attributes to make them future ready and to be innovative and creative. And so the idea is that instead of just Dan is our community guy going around taking pictures, I challenge every single
013staff member to be a photographer. So when they're seeing the great things going on, developing these activities, they're taking a picture, sending back or a couple pictures off to Dan with a little caption of what's going on, and we're just going to flood social media with all the great things that are going on in these schools on a regular basis. And so when they do that, when they take on this challenge, we are going to keep track of who sends the photos and the captions, they get a little ticket in the jar at the end of the month. Um, I have purchased a bunch of $10 gift cards. Starbucks and Dunkin and just local places around. Uh, we draw two people each month. They get a $10 gift card. So little motivation and incentive to
014do this. I did it back in horse heads and it was a great way to really improve our communication out to the community. So, I'm excited about that. Lastly, linkages for June is done. So, we we wrapped that up. Um, one of the things Matt brought to my attention, I never knew this. It was never done at the end of the year. We got it done. It's going to be sent out. My understanding is that that's that addition is sent out to the entire community. That's correct. Right. That's that's what you said, Matt. Okay. So, we're going to work on um getting that out and mailed. And if it's not already, I think we gave Dan the green light today. I don't know if it made it up on the website, but that and the
015beginning of the year linkages is going to be up there. One of the other things that we talked about, Dan and I, was um the monthly linkages sometimes can get from the feedback that I heard could be too much. Not just for the creation, but then it's like every month are people really going in there. So, we toyed with the idea of do we make those maybe like five times a year and put those out maybe every other month? would people be more likely to dive in and look at it and that way we're not always searching for content put in there as well and become more natural and organic on what's what's happening across the district. So I'd love the board's opinion on that and that wraps up my presentation. >> Okay, updates. >>
016What do you guys think about the languages? um the news. So I think some of the feedback that we had gotten from community uh our our website is not exactly user friendly and a decent portion of our community doesn't engage with technology and so it is important to reach a large portion of our community through arts. What would you >> I think I think print is still a really good idea. Um, can you back up to what you just said about the June one going out >> that's being mailed out to everybody, >> right? But the graduation, >> is it not typically mailed out to every is not every linkage mailed out to everybody? I guess >> it hadn't. So, >> you know, now that my kids are graduated, I'll be honest with you, I
017lose track of what I get and what I don't get. >> Yeah. So, so we had transitioned to there was a linkage every month, >> right? Right. >> And we were doing twice a year we were doing >> printed milk >> and the June was one of them >> and the budget is the other. >> I think you need to do more than that than those two. I do. I mean, I I I think that maybe the every other month thing works. Um, I know other districts around have have gone from the every month to the not necessarily every month, but I do think I I don't I don't I I worry that the only time people are getting a printed something is the budget and then, you know, the year's over. Here you go.
018I I do I I mean people people like it in their mailbox. >> I mean they do. >> So the other thing to consider and I'm not I'm indifferent. Whatever you guys want to do, we'll definitely do is the cost of all the mailings, >> right? >> And I think even beyond that, the amount of time it takes. >> Alina could >> So, can you put a proposal together for frequency and content and then >> give us a little better y, >> you know, ability to kind of weigh in and >> and make some decisions. >> Yeah, >> I agree with frequency. I and I agree with, you know, getting out there as much as we can in print and in digital. Uh let's let's look at the cost, the frequency and and judge from
019there. >> Yeah. >> When what you just said, was it print? Were you thinking print every other month? Approximately >> he was thinking digital >> digital or digital. >> Okay. So making like a September, October linkages, November, December linkages and so on and so forth where we would continue to mail >> the ones that we wanted to mail. >> Um and then the other ones are not just put on the website, but they're blasted out through parents square as well. >> So everyone in the school community would receive that. And we also put it up on Facebook for the larger community be able to see that as well. Good. So, but I can Yeah, I'll create something. >> Yep. Absolutely. >> We'll come back to that for you. >> Good idea. >> Anything else? >>
020No. Okay. >> Thank you. >> All right. Uh with that we turn to community relations. We have two signed in to to speak. >> Nicole, do you want to go first? >> Yes. >> Okay. >> The floor is yours. Yes. >> Hello everyone. I prepared a letter because what I have to say today is a little emotionally charged. So forgive me. This is the best way that I can get to you my thoughts. >> The only thing I ask yet is if please no reference or please refrain from any individual personal comments about people. Stick whatever you want to say. >> I will do my very best. >> Okay. >> So, good evening members of the board. My name is Nicole Livingston. I am the parent of Abigail and Amelia Mcbiggins. They are five years
021old and first graders here at Jennisio Elementary School. I'm here tonight because on the very first day of school, there was a complete breakdown in process that resulted in my children being lost by the school. Here's a brief summary of what happened. Despite my being told that it was a system typo, in reality, personal information out, an individual made a mistake in transcribing the correct bus information that they were given and placed my children on the wrong bus. Can I do a personal reference to something very good? >> Okay. The bus driver who was supposed to have my girls, Miss Suzanne, radioed in because she noticed that they were not on her bus and she's the hero of my story. Unfortunately, the responding person told her that the children had been picked up, which was
022not true. An individual relayed the same information to me that the girls were picked up without verifying the facts. I'm a single parent. The bus driver of the wrong bus failed to take attendance or notice that the wrong kids were on the bus. I believe there was also an aid on this bus. At every checkpoint where the system should have caught mistakes, it failed. The repeated misinformation that my children had been picked up was not only absolutely terrifying for myself and my family, but it also greatly complicated the situation, resulting in a 911 call and delaying the time until they were located. I want to be very clear, we are extremely lucky that nothing terrible happened. My 5-year-old twins were unaccounted for for a long period of time and inaccurate information was repeatedly shared. This
023is not a matter of simply putting the kids on the wrong bus. This was a systemic failure that could have had far more serious consequences. What makes this even more troubling is that during this ordeal, I witnessed another mother arriving in tears, also frantic, because her children were also missing. I believe one of them was in kindergarten. This was not an isolated mistake, but an indicator of much deeper problems in the school's dismissal and safety procedures. As a parent, my expectation is simple. When I send my children to school, their whereabouts are always known and their safety is assured. This did not happen. My trust in this system is broken and I cannot accept apologies without real accountability. I have some lessons that I would like to share. I have been responsible for environmental health
024and safety for a chemical manufacturing company for the last more than 15 years. I'm trained and certified in hazardous waste and emergency response procedures and I currently serve as the corporate incident commander for my company. I would like to briefly share these lessons I have learned that very much apply to this situation. Lesson number one, every incident is preventable. This mindset is critically important because it fosters a proactive, systematic, and continuous approach to safety rather than accepting mistakes or human error as an unavoidable part of operations. It is a foundation for building a strong safety culture where safety is a core value, not just a set of rules. Lesson number two, safety is everyone's responsibility. Safety belongs to everyone. Everyone from the administration office to the teachers to the bus drivers. Everyone in any organization
025must own safety and be held accountable for it. My last lesson is and the most important one. Before catastrophic events happen, there are always indicators coming from your system. Always smaller thing happens before bigger ones do. Your system speaks to you. World class organizations rather they be schools, corporations learn how to listen. I understand the school has proposed some changes in response to what happened. This is a start, but it's not enough. I'm asking this board to make sure these changes and other safety procedures at this school are stress tested as if a child life depends on it because it does. Please use our story and others to thoroughly vet your processes and response systems. What was our response to this incident? Was it good enough? Did we follow our procedures? Are procedures good enough?
026I've been told many times throughout this experience that there are procedures in play to prevent unauthorized persons from picking up a child. I understand that this is the case, but when children are missing, your procedures don't matter. It's too late. Anything can happen when your children are missing. I beg you to please consider this event your indicator that your systems, procedures, and safety culture are not strong enough. Please make the decision to be world class and listen to your system. There must be accountability for what happened and there must be confidence that it will not happen again. We were lucky this time, but luck cannot be the safeguard for our children. Please, please do not write this off as a clerical error as excuse us as the perfect storm of events. I will never forget
027the fear of being told my children have been picked up when they weren't. I urged the board to take decisive action now, hold the district accountable, and make the system changes necessary so that every child is safe every day. Thank you, >> Nicole. I want to thank you for both tonight as well as previous conversations. On behalf of everybody, we do apologize that this happened. I can assure you, Superintendent Bast, myself and others have are continuing to look at this. No details too small. Root cause analysis, corrective action is in process. I can't sit here tonight and give a perfect answer, but I can tell you it's both procedural policy and technological that we are looking at. Uh I appreciate your commentary wholeheartedly regarding making this a world-class system and stress testing everything in it.
028That's all I can say tonight, but from please know that and we will follow up with you. >> Thank you, sir. >> Thank you. >> Did you want to say anything? >> No, I think you had a perfect uh Lisa Hill. >> Hi, my name is Lisa Hill. I'm the parent of a first grader, Caroline. Um, I'm actually here to talk about the situation that Nicole just discussed. Um, and the really the overall impact that I'm seeing from this occurring. Just a little background, I work in artificial intelligence, information security, and risk management. I'm a certified risk professional as well as a cyber resilience professional. Um, that has nothing to do with anything except that I am very wellversed and educated in incident response. um and crisis management as well as risk management. It's my
029job. I think that that matters here because when we boil down what happened to Nicole and her family at the most basic level, if we take all of the emotion out of it, which is hard, really what happened is a serious incident. The process and the procedures that should have been in place to minimize the overall impact of such a thing happening failed and it failed really big. Where I become even more concerned as a parent is that this whole situation is really surrounds time. Right. Today is Monday. It's a week after this occurred and not a single communication has come out to the community and the parents. I just watched Mr. Bos talk about how everything was wonderful the first week of school. I've seen many social media posts, many things from teachers saying
030it was excellent. And it was. It was fabulous. My daughter is so happy here. Um, but I would have expected something to come out to the parents, something to say, "Hey, there was a breakdown and we're figuring it out and we're working on it." I stayed up every night last week thinking about how Nicole spent 10, 20, 30 minutes thinking that her children were kidnapped. I will use the word kidnapped. She didn't, but I will. Because she didn't know where they were and administration told her that they were handed off to somebody that didn't exist. I just want you to think about that for a second. The fear that it would put in you, not your kids's on the wrong bus, that's a problem. But your kids were given to another person that doesn't exist
031is a kidnapping. That is a parent's worst nightmare. That's worse than losing them in the mall. They were handed off to a parent that doesn't exist. Um, and there is not one part of me, and this is the worst part, there's not one part of me that said that could never happen. Because in the two years that we have been in this school system, which I love, I've seen other issues so similar occur. Last year, a very close friend's little boy was ushered to the bus line, even though he continually said that his mother picks him up. He doesn't ride a bus. He was forced into a bus line that he was not even assigned to. And once outside, he took the courage to break free of that line and run, sobbing, across the pavement
032to me and then to his mother. No one even tried to stop him from running out of the bus line. So, not only was he put in the wrong bus line, but then he escaped it and nobody did anything. Even worse than that, the mother was told that they had to look into it because that little boy wasn't even believed until they reviewed the tapes. And even then, nothing changed. even when they realized that they had made the mistake. On the first day of school, I pick up my daughter. I don't put her on the bus. There's a process. You go, you either do the line or you walk up and you give the people with the phones and the badges your child's name and their ID number. This year, I asked the woman out
033front, who I have never met before. I've never even seen her before if I if she was there to take my child's name or num and number and she said just give me the name. Didn't ask who I was. Didn't confirm that I was allowed to pick up my child. In the year of all last year, I think I was asked for her ID number twice. Now granted, I expect a level of familiarity from the teachers. I pick up my child every day. We have a rapport. I wouldn't expect them to ask me every single day for the number because they know me and that's part of why we live here because I want them to know me, my face. But I'd never met that woman before. I still don't even know who she was.
034So for several minutes, Nicole thought her girls were gone. And I never thought to myself that it could never happen. And that's really scary to me. But worse than that, it could be worse than that. I've been waiting all week for the school to issue a statement or a response to say this week was wonderful that there was an incident that highlighted some gaps in our current procedures. We know there was a breakdown. We're conducting an investigation. We've identified that these balls are dropped and we're on it. We're doing the research. We have a process for this. Frankly, in incident response and in risk management, the very first thing that you do is you contain the issue. That didn't happen. The next thing that you do is you isolate where it went wrong and you
035start to review. You're saying that h's happening, but I would like to see it. One of the things that I advise my clients who come to me as an expert is to always find out what the notification procedure is. What do they do when there's an incident? How fast do they tell you? How do they tell you? Because knowing what's going on is part of how you respond. This is not just an incident that happened to the school. It happened to Nicole. It happened to that other mother. It happened to other people that may want to speak. It happened to that little boy last year. This is our incident and we deserve to have some type of notification process. If Nicole hadn't reached out to her mother's community and said, "Hey, this happened to me
036and my girls, and I feel like people should know." I wouldn't have had a moment to use it as a learning opportunity for my child. I had an opportunity to sit with her and have a discussion about what to do if something goes wrong in the process that we've shared with you and we've educated you on. Unfortunately, because I've lost trust in how that process works and the communication from the school, part of that discussion with my daughter was that teachers are not always right. And if you feel like it's wrong, you plant your feet and you say, "I want my mama. I want my mama. I want my mama." You do not move. You do not get on the bus. You do not get in the car. You don't do anything because your teacher
037might be wrong. You have to trust you and you have to trust me. I think my concern is for accountability. My child will never rub ride the bus here until she is old enough to stand up for herself, but also until I feel that she will be heard. The lack of transparency from administration and letting parents know when issues arise and what they're doing to solve those issues is truly my greatest concern because that's just part of what we expect. It's hard to trust a system that will not declare when it's broken and stand up and say, "We're going to fix it." Accountability and admitting mistakes is just so paramount in character. And that's one of the things that you guys are trying to teach our little ones. In normal incident response 24 hours, the
038stakeholders of the process, which is us as parents, should be notified of something. You have robbed us of the opportunity to take these incidents and turn them into conversations with our children. And I would like to request that a formal review of the current process used to release kids at the end of the day is reviewed as you say it is, but I would like it to be available to parents. I feel like we need to understand what your procedure is, what went wrong. No names, we don't need to. It's accidents happen. But I would like to know who is reviewing it, what is happening, and what is being put in place that does not depend on human decision-m. I feel like parents should also be participating in the solutioning. And from a technical standpoint,
039one of the things that I always talk to my clients about when we're talking about exceptions, incidents, and issues that arise is the response. If the only remedy that you have is to retrain, you're just teaching people to do the same thing that didn't work the first time. And you can't use humans for everything. You have to have some type of fail safe in place so that it's not just on people. Right, Charlie. >> Thank you for giving me the time to speak. >> Thank you. >> No, I think I've said what I had, but >> Yep. Um, so thank you both. I really appreciate that and and I agree that I think perspective and lens from all different angles is critical. Um, I think Nicole, you know, from our meeting that, you know, there
040was an immediate debrief looking at the situation, not just figure out where the holes were, but plugging them before the next day school. Um, I don't want to downplay the situation by any means because I've already validated we're we're wrong. We made a system. We made a series of errors that led to your children being put on the wrong bus. Um, but one of the things I want to make sure that is clear because Nicole, you or Lisa, you mentioned that the uh, you know, handing off to a stranger, I want to make sure it's super clear that we know that we have two really important safeguards in place, right? Not only have they been in place for years before I got here, but we've done a really thorough review to make sure that they'll
041remain in place and actually become stronger. And those two safeguards are number one, we have a system that would never allow somebody to pick that up. So, we had a major communication error in our one staff member mentioning that they were picked up because that person thought they were talking about two other kids. Um, but our system is airtight to never allow somebody that's not on an emergency pickup list to pick somebody else up. >> If you just let me just let me finish if you don't mind and then you can respond again real quick. Um, but number two is that it's really important that once if a student is misplaced on a wrong bus, um, which does happen from time to time. It it doesn't justify it, but accidents happen. Um, you know, I
042even talked with leaders from other districts and it happens every year because of mistakes that are made. But the important safeguard number two is that they're never released. Every student has to be released to the person and people in place that they're designated to be. So in this situation, yes, they were put on the wrong bus when we identified that even if it was never brought to our attention that bus driver would have noticed these p these people should never been on the bus and from there would never have released them to the wrong location. So that's the second safeguard. I know it doesn't make your situation any better as I've already apologized and and addressed and we have looked at the situation from every angle including even a stronger so you had mentioned Lisa
043that you didn't need the ID number in the past that's one of the things that I met with Christie on and she tightened up that procedure to make sure that is done every single time as I met with transportation to make sure that the bus drivers every single time not waiting to take attendance when this when the the children get off the bus or checking them off, but you're taking attendance before they even walk on. That safeguard wasn't in place with this particular driver. We have fixed that. So, there are a lot of different things that we have done um to address this. In terms of addressing it to the public, uh I appreciate that opinion. Um, and there are times where I think it's right and important to communicate out to the entire parent
044population. If this were a situation that the student truly was put in a dangerous situation and there was something serious that took place with it, we absolutely would have communicated out um and talked about the situation and how we're going to rectify it. This was an internal error that took place for sure. Many internal errors that took place and from there um we did an internal debrief. There are things that happen in the school system on a daily basis. You have to make a decision one way or the other what's going to get reported out to the public and what's not. There was no threat. There was no um children being in harmed anything along those lines. As a risk manager, I would strongly suggest you stop speaking because you are digging a hole for
045yourself that is going to make this very bad. >> Saying to her that they I'm going to finish. Saying to her that a dangerous situation did not occur, that nothing bad happened is ridiculous. What I think you should do with all due respect is say we are going to take this back and discuss. >> This is insane. >> I agree. >> Please. So let me before we get too far deeply into this. You asked for a name. Take that name. >> I don't I didn't ask for a name. I want asking for >> I am looking at this. I have already worked with superintendent Bosik and some others. At the same time, we don't have a solid answer. >> Absolutely. >> All the details just yet. And I did say it'll be procedural. It'll be
046policy. It'll be technological. Maybe uh there are answers. I've talked to other districts in the last four or five days, whatever it's been. Um, I reached out to Nicole. We're not done talking. I will follow up with you again. Uh, the best we can do right now is you have to trust our word for a moment, please. >> Absolutely. >> That we are looking into it. We are taking this very seriously. Every every aspect of it. As I said earlier, no details too small in this discussion. you I think you also made a point that sometime we just can't rely on human responses all the time. Okay. So there's there's an element here of human and there's an element of something else we might be able to do. We have looked at other districts as
047far away as Texas in the last four days just to try to get a solid answer. What are they doing? How do they respond to these situations? we have and I I appreciate both of you in terms of your expertise and and what you brought forth in terms of how incident response stress testing and a variety of other points that you made. So just bear with us please. I >> you have been heard and and we're not done having this conversation >> and that's why I interrupted and say with all due respect I just feel like we want to be very careful about saying things that it's not that big of a deal or it was not a dangerous we all take it very serious I know you do well every one of us >>
048can attest how many times we've apologized and how how I've said it is a big deal >> you want an apology though I think >> no I know we're and we're fixing the situation I understand that and we're fixing the situation. I was simply addressing when we would communicate out to the entire population and when we would not. So by not reporting out doesn't mean that it's not important to us or that we're not taking it seriously. >> Is there a formal procedure to request a formal investigation or I because I what I would like to see is I would like to see what the documentation is for your next when you decide that you've figured it out. I don't think that there needs to be accountability of like this teacher did this mistake and
049this but I do want to understand what went wrong so that I can try to make sure I'm doing everything in my power because you Mr. Bost said the very next day that PE now everybody has to ask for the number. I pick up two children that are not even mind and on day two of school they asked for the number and day three they didn't. So that didn't work Mr. Boswick. your failp proof system didn't work because on day one whomever I checked in with let me pick up my child without getting the number my name or anything so that system doesn't work your fail safe your airtight system doesn't work >> so the number is until the person knows who you are obviously we're going to see the same person >> absolutely then
050you build that relation >> you can't say something is airtight if it failed you don't know that the bus driver would not had dropped her two little girls off to somewhere else. You don't know that because he didn't take attendance. He didn't notice them. So, your airtight system is fully dependent on people doing the right thing. And that is my only point is that you should not sit there and make statements like that at this point because you don't know. And you saying that makes it harder for me to trust you. And that is what I think Nicole is trying to say too is stop bullshitting and just go and do the work and then get back to us. Okay, >> if I may or sorry >> Nicole, one last. >> Yes, sir. >> Very
051briefly, a few things. >> I agree a thousand% with what she just said. >> And I think that relying on a system that we've given you multiple examples is not foolproof. It's dangerous. And it's exactly what I was trying to tell you when I was speaking. Worldclass organizations take this seriously. They don't make excuses. They don't say that could never happen because it could. And quite frankly, there was at least 30 minutes where you did not know where my children were. You cannot tell me that there's any process or procedure that matters at that point. And you can't tell me it's foolproof because in my story alone and I know that I don't know everything and I left some things out for your request. How many errors did you count? There's nobody here that can
052tell me that anything that you're doing is fail safe. How many fail safes did you guys blow through when you lost my children, resulting me to call 911? How many? And I understand that you're trying to restore faith. I get what you're trying to do. That being said, it's broken and action does that. Not excuses that that would never happen. cuz I bet you if I had been here before it happened, you guys would have all told me that could never happen. But it did. I urge you please, please, please, please to understand. I have seen this so many times in my career, hazardous chemical explosion, because all these things in your system tell you that your systems are weak. Please listen before you have a situation that you can't come back from. >> Message
053her. >> Thank you. >> I do appreciate your comments again. We apologize and more to follow. >> Okay. >> As share we are taking good for now. Thank you. That's it. David, you weren't planning to speak. >> Okay. Not many reports. >> So, Matt, the finance audit. >> Yep. Finance audit. effects. Uh this evening um from an internal controls and risk management perspective uh we were looking at uh recommending the development of violence reimbursement policy. So having more word to you Kevin discussed preliminary budget calendar. you know, preliminary discussions about the process for overall budget goals, some possible retreat topics. We talked about we were able to add some additional money to reserves on top of the 4% we carried over. >> Good. Thank you. I will say since you brought up retreat topics, Mike
054and I are going to meet on uh Wednesday morning on kind of the content discussion format, things like that. We've already put together a rough draft, but if any of you have content or retreat topics, please send them along. Okay. Anything on policy? Uh we got policies. You got eight of them up. The second meeting that I have a meeting on the 15th, that's Monday. Okay. >> At 6 o'clock to review additional problems. Anything on DCF? >> First meeting is next Thursday. >> Okay. Okay, thank you. With that, we will turn back to you for personnel. >> All right. I I'd like to ask for on personnel I'd like to ask for consent motion for item 8.02 through 8.12. Second. Um, with regard to the personnel, I do want to specifically call out item 8.12.
055Uh, it is the board's responsibility to accept this, but at the same time, we accept this with, I don't know, immense regret. Is that a fair word? To to accept the retirement of Wendy Greer. I I know how how much she will be missed. I know how much she has contributed. It's and I'm looking to Allison because I know how much she's a a sidekick to you in many respects as well. And uh I I I'm not even sure how much I can say without choking up on this one because we uh the good news is we we get her through the rest of this year. That's that's good news and on our behalf. Please, >> she Wendy, you want Okay, Wendy, don't mean to embarrass you, but um I I I wish we could
056reject this, but >> you did. You did. >> But you know that uh Thank you so much for the is it 27 years? Am I correct? 17 here and 10 elsewhere. >> Yep. >> Is that right? Okay. 10 at York and 17 there. Yeah. She's a great teacher. She's a great colleague. She's a wonderful friend. Our children have been very blessed in lots of places. >> Yeah. So, anyhow, with that said, I any any other comments on personal >> you know it while it is with regrets, it is with extreme well-wishes. >> Yeah. >> Something that has >> right gratitude. >> Yeah. Mhm. >> Just wish her, you know, just extremely grateful that we get her for for this later this year and just wishing her extreme happiness in her next endeavors. All right, with
057that all in favor. >> Any opposed? >> 84. >> Okay. All right. All right. So move. >> All right. Under number nine, under new business, I'd like to ask for that motion for items 9.02 through 9.10. Second policies. We've got a variety of service agreements with other districts. Relatively standard. Correct. Motion made and seconded. Any questions, comments on any of these? Okay. All in favor? I. Any >> oppose? The business office 10 on your agenda. I'd like to ask for consent motion for items 10.02 through 10.04. Second. We'll certainly thank the uh the Rotary for their donations to various organizations here. That said, any other comments, questions on check for budgetary transfer and so on. I'm sure we've talked about these in finance. All in favor? Any opposed? No, >> there is a >> This
058is where we skipped the >> There's a 9.11 for the discussion. Do you want that? >> I thought that was going to be under that. >> What would that be under? >> Uh we let's cover that after. But um Don, this is the topic related that you raised. We just want to have an open discussion on so I'm going to turn to you in a minute relative to your kind of bringing it to our attention of taking various classes at Boseis relative to Huer. So let me just defer to you kind of kick it off a little bit and then go around the table for any further discussions. >> Okay. >> All right. >> So did you want me to be yours? Forgive me because my allergies are cold. There's something raging. Um, and I
059was writing this under a lot of medication. So, um, I I do want to say that as elected as a board member, um, and I and I know that I speak on behalf of everyone here, our focus is always on the well-being um, and the education of all of our students. That's always our first priority. um you know, we do what is best for kids. And so the purpose of this discussion is basically to ensure um that we're offering as many options and choices that we can for our students to earn, you know, not just um career and tech credits at Boseies, but to also earn academic credits um because those are available at Boseies obviously as well as is here in the district. Um, we just kind of want to expand on those. Um,
060as some of you may be aware, uh, GV Bosey's career and tech programs at the May Center campus offer lots of different options for all students from all of our surrounding districts. Um, and Boseies works collaboratively with Jennio to um, you know, welcome students to the career and tech programs there. We also have alternative ed and um, special ed ITP programs for the students. But I want to focus mostly on the career and tech programs and the opportunities that are within those for students to gain some academic credits. Excuse me. Um, and this by no means is saying that the credits that are offered here are not worthy. Um, I do want to say that um, I'm looking at this thing that I scribbled all over the place. Um, we know that GMCA students get
061a high quality education. that is I mean we have the data to prove that and this is by no means like you know suggesting in any way that isn't offering the best credit that they can offer and I actually have have seen and heard from students and parents that there are a lot of very high quality uh courses for these students some advanced some meeting students right where they are um to prepare students for different types of careers um after graduation Um, so some of our career track and I say our I'm sorry. Um, I'm for those of you that don't know, I teach at um, Jennese Valleyis in the career and tech program. I'm the science consultant teacher. I teach um push in science where I go into programs and work with um students
062um as far as things when they need science content and I work within the programs and I also have pull out students for those that um don't have the credit for science embedded in the program. If anybody has questions about embedded or not embedded be happy to answer those. Um but uh right now our career and tech programs offer ELA 12 credit um science credit and math credit because Genocare requires four years of high school math uh as well as obviously ELA um and science. So let me get my thoughts here for a second. Um so how kids get signed up for these academic credits is the high school guidance counselors um you know meet with the students talk about their their programs. If they are choosing to go to a career and tech program
063they can look and see what embedded academic credits are within that program. Um that means that the standards are aligned just as they would be in a district course. they are um aligned with next generation stand next generation uh reading and science standards. They're aligned with math standards. They're aligned with um science standards. Um so basically what's happening there is students can opt in to earn that academic credit at OS if their schedule does not allow them to earn the credits here because they're at Boseies for half of the day. If courses are offered here when they're at Boseies, they obviously can't take that course. So, they give lots of options to students. And Genio is is very um they always utilize our science and math credits so that students can meet those graduation requirements
064and um it's a very rigorous process at Boseies of how these things get approved. It's the same exact standards for all the for all the different academics that it would be in school if that makes any sense. Kind of rambling. Um so this discussion basically is about choice. So for a reason unbeknownst to me um a parent asked me you know what I knew about why folks or why uh Jennio Central School only allows students to get their ELA 12 credit here in the district. And like I said, Boseies offers ELA12 credit within every one of their CTE programs. And I said, I didn't know anything about this. So, just investigating and um you know, thank you to the teams who who um participated in the response for that. basically stating that um you know
065and I want to get this right because um let's see here the spot where I probably crossed it out um uh let's see so staff and admin informed us that they place high value on their in-house ELA program and believe It's important for students to take English 12 at GCS as it serves as a hub for many of the inschool activities and clubs and keep students involved in these activities. This approach does provide a consistent experience in attempts to connect students to each other and the school culture. These are all great things, but if students have a choice, what would they decide for themselves? I guarantee that there would be kids that would say absolutely I want to be in the ELA12 program next year. Um I also know students currently that are at Boseies
066that might be better equipped to maybe choose to have that academic credit awarded through the career and tech program because it relates directly to their program. Um, I do want to say that it like I said again, this is not an issue with the quality of the ELA12 courses provided through GCS. Um, but it is all the same standards. So much like how GCS connects students to the school culture here, embedded credits and CTE programs, you know, also connects concepts related to students interest based on their career choice, what program they're in. um you know and I see these kids and they both love Jio and they also love their family at Boseies as well um and they feel a connection there as well. So it's kind of it's kind of a tough decision sometimes
067for them but I think it should be their decision. Um, so, um, you know, basically like a one-sizefits-all approach. You know, that's not kind of where the New York State portrait of a graduate is heading. Um, they really do want to offer more options. Um and and basically, you know, this could this could actually disengage some students if they're not allowed to do that and they're forced to take the course here. Um they're probably going to be, you know, very upset about the situation. Um I'm sorry I'm rambling and losing my voice. So we also have to take into consideration that parental advocacy is crucial in this process to guiding our students without choices. This creates a system where only students whose parents know about different choices for earning credit will push for it and
068advocate for their child. This leaves out students whose parents are unaware of the options, unable to advocate or hesitant to ask for more information. we have to ask how are we proactively identifying and supporting those students. Um so as far as the portrait of a graduate, that's what it's talking about. It's talking about more choices for students, more um choices for student, you know, students and have their voices be heard. So this is what's best for kids and that's one of the reasons why I wanted to be on the board of education is to do what is right for kids and they're always my priority as they are for everyone else sitting. Um I'm hoping that this provides some insight into to all the stakeholders in our school community. I hope that this creates discussions
069about the options available to our students, not just within our building, but also about opportunities outside of our building. Um, ask questions, seek more information, be informed. The best decisions for students are made when we're all working together and students feel that their voices are heard. So, that's just a little insight. Again, sorry I'm rambling a little bit. Um, thank you for your time and I'd be willing to answer any questions that anyone may >> before I open up to further discussion. >> Want to say anything or >> so I have I have actually spoken to um a couple of the students dealing with this problem right now. they um are very upset that doesn't offer English credit or doesn't accept English credit given by DBO. Um and from what I've heard um I don't
070forgive me if this is incorrect. Jennio is actually the only school in the area that does not accept that English credit. Um >> that's true. And I mean that that that's not even necessarily a reason to just do it um because everyone else is. We do have currently uh Jio currently has a total of 59 students enrolled in career and tech programs. Uh 29 seniors, 30 juniors and um you know so it it is kind of a you know a pretty substantial chunk of the student population I would say. Um it is I think it's frustrating and I understand completely where GSCS the teachers and the admin and that are coming from and they want to maintain that high achievement that you know things that that really you know push the students and you know
071keep them involved in the school community. But there are some students at times that you know sometimes students don't feel connections like we want them to and we hear this all the time and the kids are like I love it here you know this is this is great here smaller classes it's you know different they're they're getting choices and what they want to study and I just feel like that we need to listen to their voices and the portrait of a graduate that's getting adopted that That is what that's all about. And I just feel like we need to represent that. >> Thank you. >> Okay. With that, I'm going to just kind of open it up to everybody else to weigh in as you see fit. We have admin team, we have members. >>
072Wanted to clarify. >> Can all students take English say not all students but students take it first grade before they go to Boseies? That opportunity available to them? So I think two things. One is I think we are student centered. Uh we do try to differentiate and offer a lot of opportunities. Um like this school year we uh created a college level English class and then we also have English 12 um just to differentiate amongst the students. Some students want to challenge themselves a little bit more um prepare themselves a little bit more for college. So we offer this class. And then we also have English 12 that isn't quite as demanding. Um is that uh students have the opportunity to take English before they go or when they come back. So it's it's buried
073there. >> So they can fit it in their schedule. They can without any >> graph. Yep. And you know it's not that we wouldn't ever look at that. Um it's same with math and science. Um, if there is some extentuating circumstance of why a student may need the ELA credit embedded or at from CTE, we would definitely look at that. Um, you know, the students I have met with so far, I don't feel like there's a legitimate reason why um they need to have that embedded currently for the school year. um it's more they want to leave school a little bit earlier like that is a real reason why um they want to have that ELA credit embedded um so they don't have to come back here it's an extra period that they wouldn't be
074in our building um is one of the reasons why some want to leave some of them want to leave and go work um but we also feel that that's you know being here being part of your your your grade culture the climates um I just sat through Miss Scholan's presentation with senior parents They do a lot of preparation in there too just about writings and different things like that that kids may need to have for for a job interview um if they're not going on to college. They also prepare for their their letter for colleges um in those English 12 classes. So there's a lot of different things that they do to prepare students um for the when they leave genium as well. So you know again it's not that we wouldn't ever look at
075it and determine just like we do math and science if we need to use those math and science credits we do. Um, and we would do the same with the ELA, but currently we don't feel like we have a reason why students need that right now. >> Craig, of the 59, have you had any requests this year? >> I've had a couple come and seen a couple same the same couple that Jonah may have been talking to. Is that I mean I I don't know the situation. >> Yeah, I'm not sure who Jonah has talked to and I don't want to get into names. Um, no, but you know, I do I've met with a few of them and I circumstanced or not. I don't feel at that time and we had a great conversations
076and and we left they understood where we were coming from and we were good with it. So I did have those conversations with those students um that needed it and went from there. Um you know I did reach out to also like 10 10 schools got that to me. So I do want to make sure it's clear like nine out of those 10 schools that respond they were the high school principles from the the 10 schools. nine of them have all responded and do basically exactly the same thing we do is if they need it, they will use it, but it's not something they do on a normal basis. There is one school that embeds as much as they can. Um, and there's one school that doesn't allow um ELA, math, science, or social studies
077at all um to be used. Um, so I did reach out to to the other principles in the area. Um, and that's feedback I got from 10 10 other principles. N is about policy process. >> Greg, would there be like thinking about the unique circumstances, would there be a time when you would the circumstances would present themselves and GCS would say, "Okay, >> for sure." I mean, obviously, if there's there's issues with getting credits and not getting enough credits, I think that would be one particular area. Um, and if there was some other opportunities, whether it might be some major big internships or something like that that they they need to go have to because that's the career they want to go into. I think we can look at that. I don't feel leaving because
078they they want to leave early is a good reason. >> That's my opinion. Um so >> just a point of clarity on top of it too uh for Don and anybody else that's listening. I think it's really important that we make it known that it's we don't want the students here because they we think they're getting a better level of education than they are at Boseies. It's all of the things that Craig mentioned between, you know, yearbook and and graduation events and our social emotional learning, our adoption of character strong K to2. This is the only real opportunity. Correct me if I'm wrong, but the only real opportunity that all students are together in this course in their senior year. Um and so again like what was mentioned college essay writing, resume, cover letter, digital
079citizenship, all of that is filtered through that because English is the course that we have all students here for. So, it really is about more about the comprehensive program and experiences we want to be able to provide to all students so that like you mentioned with the portrait of a graduate, you know, the things that we value as a GEO community that when they walk across that stage, um they've all they've all had the opportunity to have those same experiences. So, I just I want to put that out there. We we value our relationship with GBOSIES and and know the level of support and quality that they provide to us. >> And I mean I just want to you know if there's any misunderstandings um too because I kind of sensed some too but I
080think a lot of it's not like I said it's not so much that we're trying to like recruit I certainly I gain nothing from this. I'm science teacher but we're not trying to recruit students. There is absolutely no additional cost to the district for these students to get these academic credits that are there. no cost at all. That's only if they have like a pullout science class or math class. Um, we don't have pull out ELA classes. Um, but Boseies also does all those things that you mentioned. They do internships, they do resume writing, they do interview skills, mock interviews. Um, you know, the students are doing those quality things that are associated with their program and that it's very strong content. Um I you know it's the same exact standards uh and they're meeting
081them every day when they're in when they're in MOSI. Um but I don't think students know they have the choice. That that's what this is about is that many of them don't realize that they do have a choice. And chances are there might be some kids that are like, "Yeah, absolutely. I want to get out of school early. I get that." Um, but there's also students that just for whatever reason don't feel that connection. They're not involved in activities. And I'm thinking as seniors, if they're not involved in activities at that point and they don't feel a connection to a school and sometimes students just don't um that they don't know that they have a choice and I feel like parents need to know they have a choice. um it cost us not to offer
082more opportunities for students. That's the only thing I'm saying is that people are made aware of it. I think that that's important. >> So is the best path forward then trying to come back to that is to consult with >> Craig Rey and and and to determine the right path based on school precedent as well as the fact that they may have a choice that some extenduating circumstances. ju just to make notice that the students know that they can earn it there or they can inhabit it. And I think that that >> is very empowering for a kid to know I have a choice. >> The choices they make may not be the best ones for them at that point. And that's when families should get involved. But but we also have a lot of
083families that aren't as involved as we would like. And um you know those students are the ones I don't want to see you know slip through. I don't know if it's a problem if students struggle getting through ELA here. I don't I don't know. I don't have the data about, you know, is there extra additional cost for tutoring? Do they some kids can be pretty adamant about not wanting to be part forcing that I think can cause more harm than good. So, so what I'm actually hearing is students will go to Craig if they have some sort of a question or issue that they feel they need to go to Boseis. But it ultimately is going to be up to Craig to make that decision. That's that's what I would support is that Craig makes
084the decision to keep the student here as much as possible. >> Yeah. Our team. Yes. along with the student and the parents. >> Yeah. >> I mean, I I have conversation with the students and I've had conversation with the parents. Okay. >> So, like I it's not a hard no. It's a let's tell me why. Listen your reasons why. Um and at that point, like if I feel like it's it's a valid point, I would have that conversation with the rest of our team here at school. >> I just want the kids to know her. Don to your point I think exactly what said if there are if there's a student and their family that want to have that conversation for their reasons internship mental health whatever the reason is that to bring it um
085I think that that sounds I don't know that's what I'm hearing >> yeah I >> I'm a big believer in affording students choices because life is about choices >> and it's about making informed choices. So providing students and their families with all of the information that's available, all of the opportunities and working with students and families to what is the best path forward because I am aware uh we were provided with details in the past where GCS has in fact allowed the ELA credits through BOSI. So it's not as though it's never happened. Um, so it is clear that that is a possibility. I think those might have been well I don't >> Yeah, I don't I don't >> but you know I definitely think going forward I I think it would be prudent for
086the district to to make students and their families aware of all the possibilities you know for a mutually agreed upon decision to occur. Um, you know, I I think, you know, as our students age, sometimes they have to be allowed to make what we determine to be choices because it might be a better choice for them. Maybe there's extenduating circumstances where they feel that they have to go work that their time would be better spent going and earning money. >> I think what's important though is we should take a stance as a district because right now that's not the case. what you're saying in regard to making sure all of the options are on the table at this point. We encourage all students to take English 12 here at Jennio unless there is a scheduling
087issue or a difficulty then all the options are provided to those students. So I just think we need a kind of a collective stance from the board on what you would like our approach to be going forward. I I would well I think it's pretty clear how I feel about it. I I just feel like it's not just the students that that it's dealt with or given the option when it's a scheduling issue. I think it should be an option. I I totally get where everyone is coming from about it being kept in house. I just feel like if kids are kids and parents are finding out, wait, I could have taken this ELA credit in my career in tech class. I could have done that, you know, for whatever reason and that wasn't made
088available upfront to them. I just feel like that's kind of a not a very transparent way to get kids to their school. I I don't know. I just feel like that's kind of not giving them the choice right off the bat. I I can't go the other way. I'd rather it be an extenduating circumstance that again parents and should we go to Craig to have a discussion about it. I think foremost we need to keep our courses here. Uh we do a great job school here but if there is an extendary circumstance certainly Craig and his team could look at that and the parents we need to keep our our courses are fantastic here. There's no reason why can't take the courses here. It's our school, but it's not maybe for every kid. >> And
089I'm saying if they're in the circumstance that they they can't schedule or they need to go to work, they can look at that through going to Craig and discussing that. >> That's my opinion. >> I'm all for that, but I still would like them all to be aware they have options. >> But what are the options? I mean, if it's got to fit within a schedule though, that's what I keep hearing is so >> if there's a schedule. >> So, there's an option for for a student to earn ELA credit through their embedded program, >> but we're not denying that for those. Why would we just open it up? >> We're dealing with it after there's a problem or we're we're mentioning it. What I'm hearing from Craig is students are coming to him and
090they're having a conversation. >> Yes, but they're coming. I don't want to take this. >> We're not putting it on a billboard and broadcasting it, but at the same time, >> that's not what that's not. >> I'm sorry. I I maybe I was not very clear. Like I said, I'm under a lot of >> Well, no, it's very medication. trying to understand is this how serious of an issue is this is what I'm trying to >> I don't know >> but I think you have to understand too like if if if a student chooses to get math science ELA embedded in their CTE program that basically means they they could basically not be here in general >> well don't they they have like PE and >> right they would be here for maybe one period
091>> participation in government or something or an elective Correct. They wouldn't be here too much. >> I I don't think all students are going to opt for that. And and the students can't get out. They They can only >> I know. Just saying. >> They're going to be here. Why? >> They would be gone for a long longer part of their day. They would >> just >> I asked the side question about when you're talking about they're gone for a longer part of the day, they take the bus to get to Boseis typically. Yeah. >> Would that impact how many bus runs or do you have a way that I'm just curious the logistics of if they were to take an additional It's not an additional time. It's just >> the time. >> Yeah. They
092dismiss. There's morning session and afternoon session and they dismiss at 11:20 for the morning and then they're back here for lunch. And then they after the mini session kids come over to run through and they dismiss it. Uh >> so in the same time period they would just add an additional >> subject matter. >> It's embedded in what they're doing >> or they could be pulled out from it and they're removed from the course they're taking >> and that's only if the program the CTE program doesn't but they could have enough content to make it offer that. Yeah, I have a lot of students, but our computer information system does not have science embedded. So, they pulled out and that is a child cost to the school, but there's no cost. There's nothing to lose
093by sharing that. But I just want to make sure that I make clear what they can offer and the choices that they can have. That's all. >> Okay. Um the only thing I would suggest Go ahead. >> Oh, I just see it. >> So I guess Don my one question when I listen and and again you know here I am so I'm asking and here I >> you know do you do people feel that the district has not been transparent in what they're offering to the kids? >> I don't want to say that it's not been transparent. I don't want to say what people I can't no you know this parent was like um you know my son was told that they can't have their ELA credit uh at Boseies and you know they see
094the other their friends are doing it or whatever and they wanted to have it so because then it became this whole thing of we didn't even know that that was >> that they weren't allowed to get that credit unless it was extenduating circumstances and that They didn't even know there were options. I want parents and families and kids to know that there are options. That's all. And not only address those options when there is a pro like, oh, by the way, yes, you don't have the problem. You can take this. Oh, why couldn't I have taken it before? Why didn't you tell me that? That's the transparency I'm talking about is letting people know that there are choices. And even if you don't allow them to, it's you can still say like that's an option.
095I don't know. There are kids that would really truly want that option. And I don't think it's as many as as you might think, but it's one kid. You even think one kid is saying like, I don't feel connected to the school. I I really just kind of want to get my credit. It's what each student needs. should be a case-byase basis, but I think all the information for all of it should be made available. That's all because there is nothing to lose by doing that. There's no cost. There's no anything. It's about the students and what they feel is best for them. So my I'm looking for like some way that we can say that trans more transparently that >> I I'm just looking for a collective stance on how the board would like
096us to approach that right now. You know what our practices are. Would you like us to put the options out there? >> I would like to keep it the way it is. I would like to like review the documents that go out to students. How is this presented to students? >> Yeah, we can >> there are different options and the career and tech. I've never seen that side of it. So, I would really and again I mean no disrespect. I am not I I have a lot of respect and I appreciate the work that goes into these high quality courses these students are taking. They have so many choices with things. Why is one more choice a problem that can meet some students where they need to be? >> I'd like to acknowledge and validate
097what you're saying, too. Um because I don't want it to come across and like we're just trying to bear hug the students and Matt's great point of yeah, they need to be able to make their choices. Couldn't agree more on that, but they have to know. >> It's just that we're it's not about ELA 12 from our events. It's about what what else we're trying to offer collectively for all students. And so I think we are a little bit maybe protective of that. >> I totally understand. >> Not the English quality of the program, more everything else that goes along with it. >> So um but I completely respect your opinion and as a district we will move forward with however you guys would like. So, if you'd like, we could collect some more information
098on communication and how that goes out. >> Yeah. And how things are distributed as far as >> Yes. I would like to know more about what the magnitude of this issue, but I'm hearing I'm not discounting the fact that two students or thereabouts or they maybe there's more that we haven't reached. I don't know that. But I think I'd like to know a little bit more about the population and what they're interested in >> of students from their perspective. And maybe Craig if you can can look into that. And >> yeah, if it was my child, I as a mother would want to know what are the options. What are all the options? Doesn't mean I'm going to choose them, but at least to know that there are some as a mother. That would be
099what I would want for my child. The one piece I I do want to concur with the superintendent Bosik about is we we team tend this conversation is focusing on a particular subject matter but at the same time it's really about the aggregate experience that I think we're trying to convey and keep everybody in included in >> so I don't want to break that down but at the same time at least address those that more important the the students that maybe not quite getting their voice heard without necessarily making it a broad board decision. >> Yeah, I don't I I guess I I guess uh Mike Boswick's question. I don't know as if this is a a board of education decision. >> Right. I I I feel as though like what we could give you
100advice about is making sure that you have >> parameters in place as far as how the decision is made so it's not arbitrary but ultimately this feels like it's a building decision and a district is not necessarily >> ultimately it is but at the same time you're representing the community which are representing the students. So I want to make sure the way I lead is yes we need to make those decisions in house but when somebody that's the whole idea of bringing a concern and having a system that hears voices from all over. So I don't want a system that just brings a voice to the table and say yeah but that's a building. So I respect that Matt and I thank you for that. And ultimately, if that's what your decision is, let us
101make the decision internally, that's fine. But I just want to make sure everyone's opinion is out there. >> And it was just product as a discussion for this. I have not, like I said, I've not um I'm advocating for those kids that I do see and the ones that I that will mention something about how they connect with OC's maybe more because they are in a common classroom with students that all have the same interest. So that creates a a setting for some students, they respond to it, maybe they don't get a phone, whatever. And I I mean I would want every student to have a choice. And even if there's one kid that's doing something and they're like, I hate this. I don't know whether I'm going to do this. I don't know how
102I'm going to do this. You know, I one. So, >> okay. I think we've got I think we've gotten to the point where we've got some actions. >> Yeah. >> And we'll go from there. Okay. All right. Thank >> good discussion. All right. Um, anything from your end before we before I make a few last comments? Yes. >> All right. Notice in the last couple meetings we've added kind of just the last section here where I'll I'll make a few comments. We can leave it for discussion um before we close the meeting. Each meeting I'll I'll write a few notes down just to kind of make reference to some points that I've already talked about. the first point on my my list here, which is Wendy Greer's retirement. So, no, no need to go back
103into that, but you've all heard that. Uh, I do want to Joan, I want to thank you specifically for your contributions tonight and in advance of the contributions in the future and as well as your your colleague Allison. So, we'll we'll continue to look for you, but I appreciate the the feedback, especially about some thoughts on this last topic. Please do feel free to jump in at times. All right. Thank you. Um, we we heard tonight from a couple of parents that, you know, we take it seriously. I I I can't stress enough. We did it a few minutes ago. I know Superintendent Bosuk and I have both reached out and talked directly with the parents, the grandparents and others regarding this topic. It is it is part of it's one part of this overall
104approach to improving safety in our district. >> And and I I don't want to discount any any piece of this. The bus drivers are on the front lines of our safety net. They are front and center. They see things that we don't see in the districts. Um, and I will not get into any further details regarding what we're looking at yet. uh we will talk more as a board and as a district in terms of how we can improve the safety the security of employees about students and anybody who's within our our network if you would. So more to follow on that. Uh I as I said earlier and I've said to others I've delivered Mike uh a variety of notes and thoughts about potential ideas and there's no decisions yet. So more to follow
105on both finan the economic the legal the technological and the policy related components of this safety discussion. what we heard tonight is a piece of it more more it's certainly a bigger picture than that. Um, I I do want to thank everybody, the administration, the faculty, the community, everybody who's been involved in the first week of school and uh had an opportunity, some of us have had an opportunity to participate and and be a part of that at various points throughout the last first week and so on. Uh we've had a couple of hiccups as we always do. There are always some things and I'm not discounting that. But there were there were some hiccups that we have to address. But the vast majority of everything was a very positive experience, a very good experience.
106It is it is really heartwarming to me to see the the administrative team and the the staff, the faculty and everybody who has come together to make this as great of an opening as possible and it really did uh I think in my view go off very well. I hope the students the same way. Any comments from anybody else before we begin to close the meeting? No. Um, so I'm wondering if if we could have just a brief executive session to discuss um in relation to the area of security and procedure for the district. >> What is the Okay, so before we can enter an executive session has to meet the requirements. What is the requirement other than is there something specific you want? You want us to talk about names and and and discuss
107that? Is that what you want? >> Sure. >> Yeah. >> Okay. >> Just want more information. >> Okay. All right. So, in order to to get into names and other matters related to that, we can enter an executive session. With that said, going to entertain a motion to think through this legally. entertain a motion to enter executive session to discuss a specific safety consideration, safety matter that does involve um Oh, well, let me let me say both safety and legal matter that does involve um resences. Okay, there's a motion >> second. All in favor of entering executive session for that. Any opposed? Thank you everybody. Yes, we'll be entering executive session. >> Thank you. I see you.