GCSD Board of Education Meeting - June 16th, 2026

001Rotary, Hope Lutheran Church, and the Greece School Board. >> [snorts] >> Roger was a school board member from 20 from 2006 to 2012, serving 6 years, two terms. And from and from 2007 to 2008, he served as board president. >> [snorts] >> For me personally, Roger was a mentor. He got me involved on the school board and has been a friend, a dear friend that I cherished our talks and his advice over the years that led me to 18 years on the school board and my position in the County Lodge. >> [snorts] >> Everywhere you go in Greece, you are likely to meet someone whose life was touched by Roger. That may be the truest measure of a life well lived. Please keep Roger and his family in your thoughts and prayers. Thank you. >>

002[snorts] >> I pledge allegiance to the flag of the United States of America. And to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> [snorts] >> Thank you. >> [snorts] >> Awesome. All right, can I have a motion to move the agenda to table, please? Any additions, subtractions, additions, or deletions to the agenda? Seeing none, all those in favor. That passes 8 to 0. Moving on, Board of Education recognition, Superintendent Smalline. >> Good evening. So, tonight I have the privilege of recognizing Dr. Christine Baker >> [snorts] >> who didn't know I was doing this right now. >> [laughter] >> It brings me joy. For 15 years of service. So, what some of you may not know that tradition in Greece is that on annual basis we

003um recognize different employees across our district at different milestones for their years of service. Um And as a building principal in my prior life and in different positions um when you have these to recognize teachers or staff members in your buildings or assistant principals um or if you're a director in departments you have a department or staff meeting where you have the ability to recognize um years of service. So, I kindly asked Shawn if I could take advantage of board meetings and start a new tradition in the district where we could recognize our cabinet members for their years of service. I think I caught him at a nice moment when I asked. >> [laughter] >> Um but Christine began her journey in Greece as a school counselor in 2012. And then after moving into her

004role as district-based counselor, Christine stepped into leadership as an assistant principal at Longridge. Uh became the assistant director of pupil personnel services and then director of student services and school improvement. Today Dr. Baker serves as our assistant superintendent for student achievement and student services. So, just on a personal note, um I'm very proud to work alongside Christine. She is the ultimate problem solver and consensus builder. Uh but what I appreciate most is how she does her work. Christine is an incredible listener who leads with deep inquiry and brings joy into every room she enters. So, Christine, thank you for 15 years of your leadership, dedication, and heart. Congratulations. >> [applause] [applause] >> Surprise. >> You're not going to do a picture? Seriously? >> [laughter] >> Is this amateur hour or what? >> There's not a

005good side to Germany, so it's all right. >> [laughter] >> We got to lighten the mood a little in here. >> [laughter] [snorts] >> Oh, it's still me. Yeah. >> You got the floor. >> That's right. So, as many of you know that are here tonight, we are honoring two um important board members that have been with us for quite a long time. Um Mark and myself have prepared some words and we they will receive the recognition award. But, prior to doing that, what we thought we'd do is I do know that there's board members here that would like to say a few words um about Shawn um or Bill. So, um now is your opportunity if you'd like to say [snorts] a few words before we give out the award. >> Thank you uh

006for the opportunity to do that. Um I want to say a little bit about uh both uh Bill and and Shawn. Um the first time I ran for the school board, I was uh on a on ticket with the with the two of them. All three of our names were on a on a sign around town and it was really humbling to me that these two people who were really legends in our town and legends in this district were willing to take a chance that maybe it wasn't going to be something they'd regret by by casting their lot with me and and we were successful and and so that really was the start of my relationship with these two guys. And so I'm very was very grateful for that. There's a quote that many people

007I think are familiar with from Woody Allen where he said 80% of success in life is showing up. And that sounds like it's a tongue tongue and cheek sort of comment, but really when you think about it, it's getting over the hump and starting that often is the predictor of success. And then once you've started, when you keep at it and keep showing up, that's when you really have an impact and that's what these two men have done for this district for a really long time. And I'm so humbled by serving at the same time as these two men and you have set a bar that is truly very hard to meet. I don't know that anyone will be able to meet the accomplishments that some of you have and it's your commitment to this

008district, to our students, to our staff and to the community as a whole that inspires me to serve in this way. Speaking of service, Bill, your service in Vietnam is something that you could never be thanked enough for and and we have a debt to you that will never be able to repay. So and then you moved on from that to serving our students and your and your co-workers at in the district and and today to serving veterans. So service is clearly in your in your DNA. Shawn, your service to our community as a firefighter, saving lives, being there for people in their hardest and and lowest moments is is a prime example of what service means. I think service means putting others first. Not being focused on what's in it for me, but what

009is needed for the greater good. So, I just want to say to both of you, thank you for your service. >> [applause] >> I'm new kid on the block. I just want to recognize the many many years of service to both Sean and Bill for the dedication and the diligence and the stewardship by which you've led our district over these many many years. It is quite amazing. It's an accomplishment, a true testimony to the type of men that you are. And as a resident, as a board member, and as a as a former employee, I appreciate all that you did throughout my career and and now currently as your colleague. So, thank you very much. I wish you the best. >> Sean and Bill, I know I said a lot of things last time we

010were together and I echo those sentiments. I really can't top what either of you said, so I'm just going to say ditto to that. Um that being said, I did want to make a quick announcement for you on your behalf. I had gone with the board and we had gathered some funds and we have donated that um in your honor, in your name, to the Greece Education Foundation. I think it was $150. Um and that check is on its way to them as we speak, so they know they're getting it. >> Perfect. Thank >> So, that's that's coming soon and this is from me to you uh as a gift for you because you can you can certainly open it now. Um >> Oh, thank you so much. >> So, if you pull it and

011look at the back, we I had something engraved on it for you. >> Oh, thank you so much. >> You're so welcome. >> Free Central Board President, 18 years of service. Thank you. >> You're so welcome. Thank you for your mentorship and everything. >> [applause] >> You're a good friend and a servant leader. And honestly I I hope that that timepiece kind of reminds you of the time that you had here and and all the friendships, the memories, and all the things that you've done for all of us. So, thank you. I appreciate you. >> Um I just want as again, another newbie finishing up my first year on the school board. Um This it's a big undertaking, but I was very welcomed and both of these gentlemen um helped a lot to bridge the

012gaps in learning um about the school board. Um they truly lead by example as good community spirit people. Um and for that, I am ever grateful and honored to have been able to sit here for this last year with you. I wish you both all well in all your endeavors. You will be missed. >> Mark or Bonagurio, you can go ahead. >> Um great. Thank you. Um I I did make some extended comments last time because we didn't really have have ourselves organized as to when we were going to be able to do this and knowing that Sean runs a tight ship wasn't sure he was going to give us the opportunity on a on a at a meeting where the board doesn't make comments. But I'm glad to have this opportunity again and I'll

013keep it short and sweet. To both Bill and to Sean, thank you for all your years of service in so many ways. Um and it's been a pleasure working with both of you. Uh God bless you both and uh continued success to you. Thanks for all your work. >> Okay. Um so I've asked uh Mark uh if he'd like to put some words together for Bill um that I asked him to do and then following that I have some words for Sean. >> Thank you, Jeremy. Good evening, everyone. It's my uh distinct honor and privilege to say a few words about uh our friend Mr. Maloney. Tonight, Bill concludes a 12-year tenure on the Board of Education. Long before he sat at this board table, Bill's commitment to service was forged in the United States

014Marine Corps. He served our country with honor during the Vietnam War stationed with the First Marine Air Wing Division in Da Nang. Bill brought that same fierce loyalty, discipline, and sense of duty home to Greece. For 40 years, Bill worked in facility operations. He earned increasingly responsible roles because he was someone who got things done. But he didn't just care about our buildings. He cared deeply about the people inside of them. He stepped up as an officer in two employee units, most notably serving as the long-time president of the Greece United Support Staff. Bill has always been an advocate for our employees, ensuring they had the voice and the respect that they deserve. 12 years ago, he transitioned that advocacy to the Board of Education. As a board member, Bill's perspective has always been unique

015and invaluable. He understood the infrastructure. He understood the staff. And most importantly, he understood our students. In recent years, he was a driving force behind the board's consideration and approval of a veteran's tax exemption, ensuring our local heroes feel valued by the community they call home. Bill remains an active leader at Greece American Legion Post 468, where he helped establish the annual Warrior Benefit Concert to honor those who served. Bill, you have spent a lifetime protecting, building, and bettering the Greece community. You've been a fierce advocate for our staff, a champion for our students, and a steady hand guiding our district. On a personal note, I can't thank you enough for the support, encouragement, and kind words you have showed me throughout your tenure on the board as I took on various roles in this

016district. Our entire community owes you an immense debt of gratitude. Semper Fi, Bill, and thank you for your service. >> [applause] [applause] >> This time I'd ask our superintendent to please come forward to say a few words about our president, Mr. Sean McCabe. >> [clears throat] >> He has such a nice reading voice. >> [laughter] >> Lot of pressure. >> [clears throat] >> For nearly two decades, Sean McCabe has been a constant in Greece Central School District. Long before any of us sat at this table, Sean was here. Showing up meeting after meeting, year after year, always focused on what was best for students, staff, and the community. And for the past 12 years as board president, he hasn't simply led meetings. He's helped guide this district through some of its most defining moments. 18

017years of service is remarkable by any measure. Sean has participated in or presided over more than 350 board meetings, worked alongside five superintendents, and helped guide this district through 18 budgets. >> [snorts] >> But his impact can't be measured in meetings or motions alone. It's reflected in the strength of our schools, the opportunities available to students, and the trust this community has in its district. Under Sean's leadership, this district has grown safer, stronger, and more inclusive. We've modernized our facilities from our classrooms and athletic fields to the construction of the facility we gather in this evening. We've expanded mental health supports and early learning opportunities and became more welcoming to families through our community school strategy. We've strengthened academic programs, increased access to rigorous coursework, and continued improving graduation rates. One initiative that especially reflects

018Shawn's heart and values is the Responding to Emergencies Pathway. As a retired firefighter with the Ridge Road Fire District, Shawn championed a program that prepares students to serve others as the next generation of first responders. It's a perfect example of how he has always connected his personal passion for service with his work on this board. But anyone who has worked closely with Shawn knows his impact goes far beyond initiatives and accomplishments. Shawn lives and breathes this community. He is a proud husband to Amy, a retired Greece teacher, and an even prouder father to two Greece graduates. He cares deeply about this district because this district is part of who he is. And for those those of us who have had the privilege of serving alongside him, we know the Shawn behind the gavel, too. We

019know the outdoorsman and the avid hunter. We know the lifelong Bills and Sabres fan who's probably wearing his team gear underneath his dress shirt right now tonight. We know the quick wit, the sharp intellect, the unmistakable laugh, and the unfiltered passion that challenge us to bring our best to every meeting. But more than anything, we know Shawn is someone who has never stopped caring. Through challenges, disagreements, and moments of uncertainty, Shawn remains steady. He believed in listening, he believed in shared decision-making, and he never lost sight of who we are here to serve. Sean, I would be remiss if I didn't speak personally for a moment. When I transitioned into the role of superintendent, you believed in me. You trusted me. You gave me the confidence and support to lead, while always challenging me to

020think deeply, listen carefully, and keep students at the center of every decision. That trust meant more to me than I can fully express. Over the past year and a half, I've had the incredible privilege of working beside you. I've seen firsthand your unwavering commitment to this district, your willingness to have difficult conversations, your ability to balance conviction with compassion, and your genuine love for this community. I have learned from you, leaned on you, and grown because of our partnership. Leadership can sometimes feel lonely, but I have never felt alone with you as board president. You have been a trusted partner, an advocate, and a friend. For that, I will always be grateful. People often say no one is irreplaceable, but the truth is there's all there is some people whose presence become parts of the

021identity of a place. Sean, that's what you have been for this board and for this district. Your institutional knowledge, your leadership, your humor, your commitment, and your friendship will deeply be missed. So, on behalf of our board, our staff, our students, and this entire community, thank you for 18 years of extraordinary service. Thank you for believing in this district. You left Greece better than you found it, and I'm incredibly grateful to have the have had the opportunity to serve alongside you. You will be missed, but your legacy will endure for generations to come. Thank you, Shawn. >> [applause] [applause] >> And I'd like Bill and Shawn to please come up front so we can give you your recognition award. >> Thank you. >> Go stand there. >> Oh, we got to go up front? >>

022Yeah, in the front. >> You want me to pose? >> [laughter] [snorts] >> 25 camera or family first? Usually you do That's it. >> [laughter] >> Let's see who does family first. That's what I was hoping. >> [laughter] >> No family. >> That is. >> Yeah. >> It's amazing. Here is the sign. >> Jimmy asked me if I wanted to talk and I said no, but I do just have to share this one little anecdote. Every year at the opening of the campaign he got to speak which everybody >> Oh, you know, he's so excited about it. >> [laughter] >> And I would go down to that auditorium cuz I worked in the cafeteria and and I swear all the staff in the cafeteria used to sit together or sit by yourself or whatever place

023you were in that thing and they were all listening to watch him. >> [laughter] >> Quickly, quickly, quick. And then we leave and they're going, "Oh, he's so funny. He's whatever. He's this and he's that." And I'm like, "Guys, shut up." >> [laughter] >> And just for capping and then I will admit that we could have said your director's retired time or time so we can't get in trouble. But there were a few times where I cuz I was busy. And and I did I know. And he and staff was was always thrilled to hear what he had to say and I was too but in in the teacher brain you know you just want to keep going. The other little thing that could happen more than once more than once in my career, I'd

024be walking down the hallway in usually March-ish and someone would say, "Oh, Elaine, I signed his petition." Your husband. What? He's running again? >> [laughter] >> So it wasn't until they started saying 18 years that I was like, "Holy cow, how many times did I get about you know told that he was running by someone who just signed his petition?" >> [laughter] >> And our two children did not actually believe this was happening until actual election day. Actually, they were like, "You sure you're sure you're done with it?" We didn't think it. >> I don't think so. >> Yeah, why I don't know. So, just a couple of us. Give it a try. >> [applause] >> I want to do a picture with you. All right, my three boys. >> I'm better here. >> Mhm.

025>> Cuz I couldn't do the job without you. And so I'll put you guys up here to come up. Um Those of you don't know, Bernadette Harris is my current clerk. Debbie Senatra was my previous clerk and in the old back in the old days >> [laughter] >> Wow. Wow. >> So, I mean, you can't be a board president. You can't do the job without three amazing women. And I've had three amazing women helping me to do this job and be effective in my job, keeping on track. I'm in the room probably more so grabbing by the year of time or two, but um that job you're doing that job, but it was um it was needed and I truly appreciate them for all they they helped me to be successful and I appreciate all

026you guys did. >> [applause] [applause] >> Now I got to bring my superintendent up. >> [laughter] >> AG I'm going to invite Val up. I'm Val. I've said the story many times. Come on, Val. Um Val was the building principal I first started out in the board. My history is I was with the Department of Health with Val and Val was the first person who greeted me and made me feel welcome. And I've always truly appreciated that. I was so comfortable. Um Val came back to serve as an assistant superintendent. Um Yeah, I'd rather have the two of us. >> [laughter] >> And yet I mean, the Jeremy said you build a friendship you work with somebody whether it's Kathy, Jeremy, Palm in the superintendent roles, it's it's a hard job. Sometimes it's the two

027of you, sometimes you feel like you're against the world or whatever. And I just want to appreciate the support and you know it was Kathy for 10 years, Jeremy too, and I've already been here for a year. And it was um it it was always it was always good to have somebody that you could relate with, that understood the position and understood the politics of our family, free conversation appreciate working with all of you guys. And thank you for making me come today. >> [applause] >> Y'all have to see both of us in the whole building and I want a picture with the board. One more picture. A couple more pictures. I got to drag him out. You got to make him laugh so I want to do that whole super roll. So, we're going

028to be here a while. There we go. There we go. And then I'll hold on and take your picture. Yeah. All right, Jeremy. Go ahead. >> [applause] >> I board member Seaman second to buy board member falls right any comments questions concerns on staffing. Singing the eyes in favor. That passes eight to zero moving on to the teamsters contract and I suddenly move that to the table please. >> Mr. McCabe. >> Sorry oh I forgot introductions. Oops, my bad. Good it's dragging a meeting out. Assistant Superintendent Larson. >> Thank you sir. I'm very excited to introduce two new folks today one but not so new but new promotion. So first I'd like to start off with new assistant principal Mr. Christopher Smith. >> [applause] >> Christopher Smith has 18 years of experience in education. He

029proudly attended SUNY Geneseo where he earned his bachelor's degree in childhood education and he recently graduated from the University of Rochester with his advanced certificate as both a school building and district level leader. Before joining us here in Greece, Chris spent 2 years as the assistant principal at West Street School in Geneva. Prior to that, he spent 16 years serving the Rochester City School District in a variety of roles, from teaching fourth grade and reading intervention to serving as Lighthouse coordinator for the Leader in Me process and working on the the ROC Restorative Team to oversee social emotional learning. If you ask Chris what drives him, he will tell you it's all about student leadership. His favorite job part is creating opportunities for students to see themselves as crucial leaders within their school community. Whether

030they are leading morning announcements, running school assemblies, or serving on the safety patrol. He believes that giving students a voice offers purpose and hope, especially to those who might still be building their confidence. Chris is incredibly excited to join a district that puts students first, models excellence in instruction, and embraces progressive approaches to education. When he isn't sharpening, or excuse me, when he isn't shaping the lives of students, Chris keeps himself grounded through three pillars: fitness, faith, and family. He loves volunteering at Northridge Church, fishing, bow hunting, and bringing smiles to his neighborhood by organizing local Easter egg hunts and holiday events. Most of all, he loves traveling with his wife, Christie, his son, Carter, and his daughter, Claire. Together, they proudly call themselves the C4. >> [laughter] >> Chris is also someone who loves

031a big challenge. Right now, he is training for his first Musselman triathlon this July, a grueling 70.3 mile journey that includes a 1.2 mile swim, 56 mile bike ride, and a full half marathon. He knows that the intense commitment and dedication it takes to train for a race like that is the exact same mentality to work and work ethic he plans to bring to our district every single day. Chris is so grateful to join our team, and he's looking forward to leading by example while learning on the collective while leaning on the collective strengths of the incredible professionals already here in Greece. Congratulations, Chris. >> [applause] >> You guys do family picture? We got pictures for everybody. Pictures for all. All right, one more. We got Deputy Superintendent, Assistant Superintendent Flagler. >> [applause] >> All

032right, and next I'm very excited to introduce our new Assistant Director of Community Schools, Kelly Judice. >> [applause] >> Kelly brings more than 30 years of experience working with children and families in both private and public sectors. She earned her Bachelor of Science degree in Sociology with a concentration in early childhood education from SUNY Brockport and has dedicated her career to creating environments where children can thrive socially, emotionally, and academically. Prior to joining Greece Central School District, Kelly served in a lead in leadership roles at Expressive Beginnings Child Care, a division of Heritage Christian Services, and at KinderCare Learning Centers Rochester General Hospital location. Throughout her career, she has been a passionate advocate for children's success and well-being, finding joy in connecting with young people, and working behind the scenes to provide every opportunity for

033them to become happy, well-rounded, contributing citizens. As the newly appointed Assistant Director for Community Schools, Kelly looks forward to continuing to spread love and light throughout the district by empowering children and families, encouraging creativity and critical thinking, and helping students discover their passions. She's especially excited to strengthen community partnerships and engage as many people as possible in the collective work of supporting and developing our youth. Outside of work, Kelly is an enthusiastic sports fan who can often be found cheering on her sons at hockey, lacrosse, and wrestling events as their proud number one supporter. She is deeply grateful for the unwavering support of her husband of 25 years and best friend, Justin. Together they have raised two sons, Bruin and Colin, with their youngest Colin graduating from Irondequoit High School this weekend. Kelly is honored

034to continue serving the Greece Central School District community and is excited to help create opportunities that allow every child and family to flourish. Congratulations, Kelly. >> [applause] [applause] [laughter] [applause] >> All right, next up we have the 2.02 the contract and I assume we'll let that table, please. Move by Board member Repass second by Vice President Stenzel. Any comments, questions, concerns on this? Seeing none, all those in favor. That passes eight to zero. Moving on to 4.01, the DCIP 2627 DCIP presentation, Superintendent Smalley. >> Yeah, [snorts] I'd like to ask uh Deputy Superintendent Mark Fleming and Michelle Barton to please come up for the presentation. >> Yeah, they failed. >> Thank you, Superintendent Smalley, and good evening, everyone. Uh Michelle and I are honored to present uh this year's District Comprehensive Improvement Plan uh for

035consideration for next school year. So, as you all know, the District Comprehensive Improvement Plan is a document that is mandated by New York State. Uh that mandate comes when one or more of our schools is cited by New York State for performance concerns. So, if you'll recall, we started the year with five schools that were cited by the state uh that as being in need of improvement. Uh we're very happy to report that one of those schools, Olympia, has met the requirements and is no longer cited by the state. So, we are currently at four schools right now, Pine Brook, Buckman, Craig Hill, and Lakeshore. Uh all four schools are working incredibly hard uh and are making some very nice progress. We're very proud of the work that they've been doing, and we're confident that

036they will reach their goals soon. Uh but, because of their designations, that is why we have this mandated District Comprehensive Improvement Plan. Uh the development of the DCIP is rooted in our shared decision-making processes. So, we just wanted to highlight uh the incredible amount of work that uh Michelle and her team have led in developing this particular document. Uh it begins with the district department teams uh coming together. So, we have tapped into our coordinators for ELA uh as well as our assistant superintendents to work with the school improvement team uh to formulate what our goals are going to be uh in order to make sure that we are making the progress that all of our students deserve. In addition to our district department teams, uh we've also used utilized the district improvement team. That

037team meets monthly. It's made up of district level leaders, principals, teachers, board members, and parents. Uh and they provide input and feedback into development of this particular document. And then new to the process this year is our D-SIP team as is mandated by New York State. Uh and this includes principals as well as uh Michelle uh working together to really dive into what are the actions and strategies that we're going to undertake to make sure that we are making the progress that our students deserve. Also important to highlight that the D-SIP, as you're considering it for approval, is formulated around the four disciplines of execution, commonly referred to as the 4DX process. As you'll recall, this is a system that is embedded within Franklin Covey and Leader in Me, uh which is a system that

038is throughout our district. What 4DX does is really help schools identify a wildly important goal as uh step one of this uh this process. Uh and from there, they identify the lead measures or the action steps that they are going to undertake to ensure that that wildly important goal is achieved. So, the D-SIP has three different goals, which which will review with you shortly, all within that 4DX format. And as I said, that really aligns with the Leader in Me system that we utilize throughout our district. Just to highlight both the use of Leader of 4DX as well as that shared decision-making process, you can see this timeline here. This is really to illustrate the work that Michelle and the district improvement team have engaged in since the fall of 2025. So, it's far back

039as October. We began to establish our goals and re- really utilize those various shared decision-making teams that I highlighted a few slides back to really make sure that we were constructing wildly important goals and lead measures that we believe will help us achieve our goals. So, with that, we'll take you through our three goal through our three goals that are articulated within the DCIP, and I'll ask Michelle to start with goal one. >> [clears throat] >> All right. Goal one of our proposed 26-27 DCIP really centers around academics, and specifically looking at literacy and the New York State ELA performance. Our wildly important goal is to increase the proficiency level, so students receiving a level three or level four on the New York State ELA assessment from 37% to 53% by next June. Um that

04037% represents our our 2025 data. So, you'll notice that's a 2-year increment of growth. Um and the essential part of our lead measures around goal one really anchor into our core instructional practices that we've been working to develop over the past 2 years. Um and the five practices are around explicit vocabulary instruction, daily access of complex text, academic discourse, explicit writing daily, as well as orthographic mapping, and multimodal phonics and phonemic awareness. Um so, our lead measures of for goal one are really centered within two buckets of work. Um the first being continued learning for leadership um and then increasing building support. So, our lead measures that focus on continued learning um really help them focus and narrow in on one particular instructional practice. Um and we're working to spread that leadership kind of in

041a distributed leadership model to incorporate some key players and some key staff members from the building who would be able to help lead professional learning on the instructional practice as well as um support the implementation and use of those practices and integration into the PLC process. Um supporting building leaders um with additional support um specifically pairing them with directors that would be able to um support them on completing some classroom visits and reviewing the professional learning plan. This would really allow for additional calibration, continued learning, and alignment of our district resources to help buildings um be successful in meeting their goals. >> Goal two continues our commitment to professional learning communities. Uh so, goal two, as you can see, our wildly important goal is articulated there. That Greece will increase from 294 to 312 points

042on the learning as our fundamental purpose section on the ultimate vision continuum by June of '27. So, that is a mouthful. Uh it's important to recognize that we are anchored in as a district into a rubric which really spells out what Rick DuFour's professional learning communities need to look like and how they need to function. So, this rubric really articulates for all of our buildings how to ensure that those PLCs, the laboratory where teachers really hone in on what students need to know and be able to do, and how they address instruction in their classroom. This rubric ensures that that work happens at a really high level. So, when we talk about our lead measures, we are want to make sure that our building leaders are continuing to anchor into professional learning around DuFour. This

043year, they've been working on question one of DuFour's four questions. Question one is what is it that we want students to know and be able to do. Next year we're going to move on to question two, how will we know if they have learned it. So, six professional learning meetings throughout the year will be dedicating to helping our building leaders make sure that PLCs are appropriately going after question two in DuFour's model. We also have established a guiding coalition both at the district level and at the building level. That guiding coalition is made up of leaders and teachers who help to ensure that the PLC work is happening in our buildings. We will have guiding coalition members participate in PL to really review their unpacking documents. That's the document that articulates what we want students

044to know and be able to do. Are we remaining faithful to that process and how is that informing question two? And then our third lead measure to make sure that our district guiding coalition made up of district leaders, principals, and teachers continues to meet each semester to progress monitor how faithful we are maintaining our commitment to the PLC rubric and the implementation of DuFour's professional learning communities. >> Um our 2025-2026 um D SIP goal three lead measures really highlighted some specific needs to us um in regards to tiered behavioral systems within our building and within our district. Um so, our 26-27 goal is to develop and understand um more common and consistent practices across a tiered um system of support for behavior. Um that work will rely very heavily on the um seven habits from

045Leader in Me as well as um the taxed behavioral solutions which grows out of the work of PLCs and RTI um work through Solution Tree. The goal three lead measures um reflect an opportunity for new learning and building collective capacity amongst the district. Um our four-day release model will be used to train, calibrate, and reflect on tier one and two practices with buildings. Um as well as the district guiding coalition um culture and climate guiding coalition, sorry, will work to um will work in between those meetings to um establish expectations and build building-based teams um who can carry out that work of the tier one um behavior responses in the building. And then time will be ensured in order to make sure that building principals understand um this and have clarity around the consistent expectations

046at the tier one level. Finally, we plan to train 100 secondary students and 100 um secondary staff or district office members in the um seven habits. >> We believe that the district comprehensive improvement plan maintains the work that we have been doing within our district. As you can see, our three goals uh really are continuation of our focus on achievement, PLCs, and behavior management. Uh and we are confident that by acting on these lead measures, we'll be able to achieve our wildly important goals. Thank you. >> Thank you both. All right, moving on to 5.01, contract award for bid 26 2604, G Pack rigging electrical replacement. Can I have someone move that to the table, please? Moved by board member Lake, seconded by board member Butler. Any comments, questions, concerns on this? Seeing that all

047those in favor. That passes 8 to 0. Moving on to the consent agenda, can I have someone move that to the table, please? Moved by board member Maloney, seconded by Vice President Stansel. Any comments, questions, or concerns on this? I would just like to thank the extra classroom um funds at Athena and Arcadia and Odyssey and Olympia for for donations they made to different things throughout their buildings. I'd like to thank um Arch to Remember for the art supplies they donated to Patty Hill in the amount of $1,975. I'd like to thank Box Tops for Education, um New York State SED, um for our First in Math winners, a $1,000 donation, um GEF to for a bass xylophone at Pine Brook and Union's Gasa accept CTA and Teamsters remember for opening day t-shirts and the

048Times Ten's Community Bank for the most inspiring student award. I'd like to thank all of them. With that, all those in favor adopting the consent agenda, that passes eight to zero. Um moving on to Dicip adoption, can I someone move that to the table, please? Moved by board member Like, seconded by board member Butler. Any comments, questions, concerns on the Dicip adoption? Board member Like. >> I I just am so impressed with this, and it's such a pleasure to vote yes for this wholeheartedly. Um the way things have changed in the last 2 years has been amazing, and I just thank the administration, everyone involved with this, and so many people have been involved. Every concern we've had has been addressed. We have been brought along through this whole process, so there's nothing new now

049to look at and say, "Where did this come from?" We know exactly where it came from. Um the walk-throughs that are taking place in classrooms indicate such a level of trust that no one's work teachers aren't worried that you're there for the wrong reasons, and having these intellectual conversations all the time, having the building principals involved with the same instructional strategies that the teachers are and the model of continuous improvement. I just thank you so much for all the work you put into this, all the work that extra work to bring us along with it. I really appreciate that. >> Thank you. Anybody else? Mr. Bullock? >> Uh thank you for the presentation on the 4DX. I'm a as you know a big fan of the 4 Disciplines of Execution and um I think uh

050the word that get often gets the most focus in that is the word execution, but I think the word discipline uh is a huge piece of it and I just wonder if you could share at all what your assessment is of where the district stands in um instituting the discipline of 4DX uh in in in our operations. >> So by discipline you mean in terms of the adherence to and kind of that regimented process? >> Exactly. It not not you know breathing a sigh of relief that we established the goals and and then we go back to the whirlwind, but how do we make sure that we're staying uh true to our goals, course correcting when things don't go as we planned, all that kind of stuff. >> Yeah, that's a great question. Uh I

051think what's been a really intentional uh about our work and what 4DX bring kind of a natural um move towards is coherence. So by establishing wildly important goals and clear clear lead measures, our next move is to make sure that we took all the various kind of disparate parts of our system and linked that into achieving those goals. So buildings are not left not left off onto an island to achieve their lead measures and hopefully achieve their their their wigs. Instead what we have is for instance the ASIs that are seated to your left. They've developed their own lead measures to make sure that that cadence of accountability is happening within the 4DX um model, but that they're also lending their support, their expertise, their their help and advice into achieving those lead measures. What

052else? The other aspect of 40X is that it really allows us to be very purposeful in planning out the professional development and the support that we're going to give throughout the school year. So, as of a month ago, we had our PL plan developed for next year already to ensure that we're being really clear, targeted, and specific in how the work that the district is providing is supporting the lead measures and the work at the building level. So, when I think about discipline, I think about the ways in which 40X kind of naturally allows you to pull the whole system together to support buildings, teachers, and ultimately students. >> Mr. Banagorio. >> Thank you. I I I want to echo the enthusiasm for the progress that is being made in uh in in our our

053schools, the number of schools that are being cited by the state declining, and and all of this work that's going that is continuing to go forward. I I do have a couple of questions. One is we have a a target for 53% of our students achieving proficiency at at levels three or four by the end of next school year, which is a really ambitious goal. Um We've had in the past a more um I think it was a 4% goal that proved elusive. Is that Is that a realistic goal? Uh, and and you you've spoken about it. We we've been carried through through many boards study sessions, which I greatly appreciate and applaud you for. Uh, all of you. Um, but uh is there anything that distinguishes, and maybe you've already said it in in

054the comments already, but what is different? What is >> [clears throat] >> kind of at at a layman's level? What is different in this plan that will allow us to achieve a significant bump up? What is that, 16 points? >> Yeah, thank you for your question. So, first uh I would just point out that so that 37% is not the achievement rate, the proficiency rate for this current school year. Those are the results from New York State from a year ago. Unfortunately, given the way the test is scored, it takes time for those results to come to us. So, we're unsure what the results are from the tests that were taken about a month ago. So, that 37% is the uh the scores from the spring of '24. So, we're hopeful that we will have

055increased our proficiency rate, and it won't be a 16% gap that we are trying to make up. We just left that 37% in there because that is our most recent proficiency rate. Now, having said that, you're quite right that this, you know, is a pretty intense goal that we're going after. If we've only gone up two points or three points, we still have quite a ways to go to get to that 53%. I think a few things have changed. First of all, that notion of consistency and being really making sure that we are maintaining not only the structure of school improvement, but the work that we are doing with ARC core, with our instructional practices, with our PLCs, that work has been ongoing for close to 2 and 1/2 3 years now. So, we're hopeful

056that because we continue to move the ball forward with the work and we're not leapfrogging from thing to thing, that that that consistency will hopefully lead to sustained achievement. I think that we're also getting better and kind of recognizing some of the work that we need to do to really address students who are on the cusp. So, you'll recall that Kelly Flagler shared some of the impressive work that we've seen from Aransas in the work that they've done with specific PLCs addressing the needs of students that are on the edge from a score of a two to a score of a three. How can we push them forward? Some of the work, as I said, Olympia has come off the list. They were very targeted in the work that they were that they were providing

057or that they were undertaking, excuse me. One of their lead measures was to have an extended school day for students that they saw were on the cusp and with some added support were confident that they could get across the finish line, so to speak, and ultimately that worked. So, we're learning about the instructional moves we have to make to help move the the needle forward. Obviously, there's no guarantee keys, but we feel confident that because of the shared responsibility, the continuity of the work, and what we've learned from what works and what doesn't, we believe we can continue to move the ball forward. >> Thank you. Mr. President, I do have a couple of other questions, but I'll wait my turn. >> Does anybody else have anything? >> Absolutely. >> Mark, I'd like just to

058add, um, I think it ties a little bit into Todd's question earlier, um, about, [clears throat] um, you asked what's different. Um, for somebody that was a part of writing school improvement plans in the building, and then, uh, when I was at Long Ridge, and then my role that followed afterwards, uh, similar to what Michelle's role is, um, what I see different in with the the process that we're using now, uh, drastically different, um, is the ability for us, when you look at a school improvement plan, number one, there's a loose and tightness that exists now that I don't think existed in the past. And I'm not knocking previous I was part of that work, too, but I think what's evolved from us is being much tighter on what must be in a school improvement

059plan. So, um, before there was a lot of autonomy for a school to select what strategies, uh, or actions that that you would see in an improvement plan. What we've done, um, has been very tight on, for example, in this one coming up, there's instructional strategies that are evidence-based strategies that you must have in your school improvement plan. Um, they have the autonomy to use the data to determine what strategy is best for their school. So, that's that looseness in in in our school improvement plans, but the tightness that exists now didn't exist before where you're required as part of your plan to have an an evidence-based practice based on the data in your building. That didn't exist before. Um, what I also think will help in the differences, um, because you're right, it is

060an ambitious those are ambitious goals, um, but what the new plans allow us to do is to actually go back and look at lead measures and identify what works, and in some cases what didn't work. So in some without those measures put in place, there was no way to say to actually get as focused and clear for us as this worked and that's how we saw the results and now we could replicate that or build on that. And the opposite of that is now we know what didn't work and now we know that you took your best step forward through shared decision-making. Those were what you thought were the best strategies but the results aren't showing that and sometimes it's just a matter of tweaking. You know, we worked with a consultant that was like

061something about baking cookies. You you know, you maybe it's just a tweak in the one ingredient. You don't have to start over. I'm doing a bad job explaining that but I guess that's more like throwing the baby out with the bathwater which is probably a bad one for me to say too. >> [laughter] >> But I think you get the point is that it allows us to to fine-tune some strategies and we didn't have that ability before. And what we also didn't have was a cadence of accountability. That's not the case. Michelle and the teams are in buildings on a regular basis and now it's not about just tell me what's going well. I know as a building principal I really enjoyed that because I could tell somebody what's going well. Now you have your

062evidence that you need to show about what what you're doing and we get to know what's getting in the way. So what we tell our leaders all the time is I don't mind a scoreboard that's not all green. In fact, if if you have an all green scoreboard, I will probably say to you you picked the wrong lead because I want to be able to see some struggle with that and then we also want to know well what's getting in your way from you doing this work and that's what the scoreboard does. So I think it's extremely it's very different and I'm thankful for their staff right now that actually have walked into this and I think Mary or somebody mentioned it earlier, and I think that's trust. Um, that there's a level of trust

063to know that you could take your take this chance on a strategy, but know that we're going to hold you accountable, but we're going to do it with support. So, I don't know if that answers your question a little bit better, but I had to get that out. >> Yeah, thank you both. Appreciate that. >> Go ahead, Mr. Bonagura, with your questions. >> Okay, thank you. Uh, and I do want to also thank not only the administration, but also again the staff and at all levels and and the commitments that have been made to to continue this work. I remember from I think it was my youth, which is a while back now. Um, there used to be the slogan, "Reading is fundamental." And it is. It still is. So, it's critical work that we're

064doing with ELA. But, more and more in our technology-oriented world, math is also fundamental. So, we've had challenges with math. Do we have a timeline for that um to see the same kind of focus on on that or is that still in the works? >> We haven't articulated a specific timeline as to when math might be folded into the school improvement plans as a mandate. We have always articulated to our teams that they may add a math goal or a a goal in any other discipline. The mandate is always around the literacy goal because that's where we have the most catch-up work to do. Our math scores certainly need improvement, but they tend to be a little bit better than our ELA scores. So, our focus has been on on literacy. I would also emphasize

065that it's important to note that within the 4DX model, the reason why the goal is called a wildly important goal is because that's where the laser-like focus is placed upon. Everything else continues to be important. We call it the whirlwind. And so, professional learning communities, teacher teams continue to work, of course, in other disciplines and are transferring the skills that we are teaching, whether it's an instructional practice, whether it's how to conduct a PLC, to those other disciplines. Uh it's just not named or called out in our D-SIP at this time. Uh but I would imagine that those conversations will continue around when it would be appropriate to mandate that particular discipline. >> I I think you have one piece to that, Mark. Um what's critical, uh and I've said this before in study sessions,

066um and I think it gets your point with math, is that it's the work with the professional learning communities, cuz professional learning communities are not tied strictly to um literacy. And um and I I've said this publicly all the time, is that we need our educators that are teaching any curriculum to be able to clearly define the rigor of the standard first. So, I the my vision is that when we are solid, and we're always PLCs are always going to be a work in progress. We we'll never get to a point in this district or any district where you could say, "We got it. We move we'll move on now." But no matter what curriculum we have for math, let's say, you it has to begin with DuFour's four questions um before you can begin

067um looking at different curriculum or whatever it may be, cuz remember, the key to the curriculum is the standards. The the the tools that we use are the are the I guess the curriculum that we follow is just a guideline. So, I I think that when our staff is clear on understanding how to operate in a PLC, it's a it that transfers to every part of our work. I don't know if that answers your question directly, but this is transferable to to science, math, um any other content area there. This is without a PLC, you won't see the the the the improvement, I don't believe. You'll see minimal growth. >> Thank you. >> Anything else? >> I do have one last I'll say comment question comment. Yeah, you may want to respond to it. Uh

068the work here is fantastic and again, thank you for the study sessions along the way. Thank you for all the commitments. Um I I see ELA the the academic goal number one is being kind of the the ultimate goal. The PL the the second goal PLCs and PLNs being what leads into that further further improvement in the academic outcomes. In goal number three regarding behaviors, the the the measure of the the goal that that's placed in front of us refers to I can't find it at the moment, but a a developed rubric and a and a process for um observing the the um the behavioral uh progress among our students. I've pointed out numerous that 90% of our kids are doing the right thing. When we talk about expectations, it seems like the vast majority

069of our kids know what to do. Um And and when I talk to teachers and parents, the concerns always are about the really small numbers of kids who create the disruptions or the safety issues that are that make our schools, some of them, some classrooms, um not as effective as they could be, not as welcoming as they could be. I guess I'll just leave it at I'd love to see more focus there. It's great we've got 100 kids who are going to be, um trained in in Leader in Me, but we've got 10,000 kids in our schools, and it's a small number of kids who who are the issues, uh who create the issues that make it challenging. So, um I'll I'll leave it there. This is overall really great work, and then I'll be

070happy to vote yes for it. >> Thank you, Mark. I would just um just point out I and I appreciate the that uh that comment and and that that frame. Um so, just as a reminder, this the document that you are considering, these are the district actions to really work out um our RTI system in terms of how are we communicating expectations, how are we teaching them, and how are we responding when those are not met. Uh we need to write We need to take our system and make it more more coherent and consistent across the district. The mandate for school-based improvement plans is that they are going to focus on a particular behavior next year that that building identifies as one that needs to be addressed. And so, they will be developing action items

071to specifically um address that particular behavior. So, I think that speaks to some of the concerns you've just articulated. You just wouldn't see that in a D SIP. That's at the school-based plans. >> Okay. Thank you. Appreciate that. >> You're welcome. >> All right. Everybody good? All right. All those in favor? That passes 8 to 0. Moving on to 10.01 second read of board policies. We have two policies up tonight before the Board of Education. 1311, which is liaison assignments to schools and departments, and 3190, equity, diversity, inclusivity policy. Can I actually move those to the table, please? Moved by Vice President Stencil, seconded by board member Seaman. Any comments, questions, or concerns? We'll take 1311 first. Any comments, questions, or concerns on that? On liaison schools? Mr. Malloy? >> Can we do them all

072as one? I mean, we've read these before, so I mean it's >> Okay. I'm fine with that. Everybody's Do you have a question on that, Mr. Bonagurio, on 1311? >> Yes. I I was just going to ask for just there was a very minor change in it, and I I'm just wondering what is the goal of that change, because it wasn't clear to me in the reading of it. >> Do you want to answer? And just for clarification, you're talking about 1311. >> Correct. >> Yes. >> Yeah. Yes. >> Uh you're right. It was a small change. Um and I In fact, I I believe it's one that as a experienced board member, you you may not feel. Um my thought was over the summer, what we would do is um really have board members

073be liaisons to buckets of work. So, uh you could almost look at it by superintendent. So, when you look at um I'll use um Mike for an example. Dr. Zefferts. When you look at his bucket of work, you see, um, accountability, you see, um, residency, um, homeschooling, uh, technology, and so on. And so, what I thought when you look at the role that I would be is you'd be assigned a bucket of work, so that over a 3-year term, you'd have the the ability to actually learn the systems and process through your your work with that with that liaison to understand those systems. Additionally, you'll each will still be continued to have a school that would be somebody that would invite, you know, to all the events that you typically see, um, as a as

074your current role as a liaison, but what what my hope was is that as board members, and you hear that there's, um, you have a question about residency, somebody comes to see you, that you would be now be funneled through the appropriate bucket of work, so that you could understand, um, how decisions are made, the laws that come behind that, so that now you have got you're better equipped that when a resident comes with a concern, you at least then know the law, the process, and that you could now guide that person back to that bucket of work differently than just being assigned to a school. So, it's just meant to help each of the board members over 3-year term understand the systems and structures better, so that when you hear in public or you

075have questions, you have that knowledge over that 3-year time period. That's the reason for the change. Did you >> Thank you. I I I didn't I didn't read that in there, but I think that's a a great idea. Thank you. >> All right. Any other questions on liaisons? We're just going to do them. Um, I forgot to mention our committee met 2 weeks ago, and all these, um, policies were approved by the policy committee unanimously. So, I just wanted to get that one out. Um 3190 Um if I could have Deputy Superintendent Mark Fleming explain there was a little there was a little change to that policy and he explained it really well in policy and I don't think I could give it justice, so I'm going to ask him to explain it if he

076doesn't mind. >> Not at all. No, I'd be happy to. Thank you, Mr. President. So, there are on page two of this document, there are seven bullets. Uh so, I'll try to be as descriptive as possible so you know what language I'm referring to. Uh what I'd like to do is first begin with the second black bullet. Uh it's the third bullet on the page. Uh what we did with this policy is we elevated the New York State Culturally Responsive Sustaining Education Framework to greater prominence within this policy. Uh you'll recall that that particular document is the centerpiece of the portrait of a graduate work that New York State has mandated. So, that document more so than ever uh is really going to be guiding the work that the district is going to be undertaking.

077And so, really calling that document out and making sure that it is a a portion of this policy uh was something that we thought was was really really critical. Uh I would then call your attention to the only square black bullet. Uh the second one uh second last one uh at the bottom of the page there. Uh that particular language is stricken. That language is essentially a copy-paste from the document that I just referenced. Uh when that when that particular language is in isolation and taken out of context of the document itself, uh it becomes a little problematic because it leaves it open to interpretation uh without the context of the entire document. So, that language again is preserved in that New York State Culturally Responsive Education Framework and can be referenced there. Uh and

078so, that language uh was removed. Uh and then the fourth bullet down, the second um white bullet, uh that particular language uh was also removed because uh it really speaks to content that is mandated by New York State and reflected in our uh New York State um content and curriculum and pacing guides uh at grades 5 7 8 11 and 12. Uh so that language really gets the curriculum uh and uh is mandated by New York State and really is not language that we would put in a policy. >> Thank you, Deputy Superintendent Fleming. Does anybody else have any questions or comments? All right. Seeing none, all Oh, Mr. Monteleone. >> Yeah, thank you. Um I I do have a question regarding it's it's some of the newly inserted language under the second bullet you

079referenced. It references classroom grouping policies and practices. Can you just tell me what what exactly is that? What does that mean? >> So I think what the uh what the policy really speaks to when we talk about diversity, equity, inclusion, we're really thinking about uh in this particular language here, uh students with disabilities. And so we want to make sure when we talk about inclusion uh that we are making sure that we are giving uh our differently abled peers uh in classrooms uh the opportunity to be with same-age peers and have an opportunity to uh to interact with those students. What we don't want to do in education and what New York State certainly does not want us to do uh is to segregate segregate uh students that have different learning needs and not give

080an oppor- give them an opportunity to interact uh with their same-aged peers. So that language I would say specifically uh is with reference to that uh strong instructional practice. >> Does that pre- prevent um delivering them the targeted needs or does it put a a large burden on a teacher who might have to do a lot of differentiation throughout a class? Does it allow some grouping of of students with similar needs while we're also providing that inclusion? >> Oh, absolutely. So, it's really and that there's an art and science to that. Absolutely. So, there are certainly appropriate times where a set of students who have maybe the same academic need are going to be um, maybe provided a a mini lesson, differentiation uh, in in terms of the way they are asked or given an

081opportunity to access content. What becomes dangerous is when a particular set of students uh, who have who who may have a learning need are wholly segregated from their same-age peers and not given some of those opportunities where appropriate to interact with those same-age peers in the classroom setting uh, and that again gets to uh, the professional judgment of both the teacher and the co-teacher or whatever the educational setting might be. We are consistently working within our PPS department to provide professional development not only to our teachers but to our leaders to really understand when those moves are appropriate. >> Thank you. >> You're welcome. >> And I I do have another question um, present the case. >> Go ahead. >> Um, well, I'll I'll make it a comment. Um, going back to the to the

082DCIP um, and the reference to the citations by the state. We we have been cited for academic uh, um, disparities for black students and students with disabilities in some of our schools. When we look at the the numbers and and this goes also to my question regarding that where we may be doing better overall than we are in ELA, there remain very significant disparities between different uh ethnic groups, different economic groups, and ultimately and I have really appreciate that we we we're we don't just have a the director of equity, we have a director of instructional equity and innovation and because that really needs to speak to that that challenge that we're having. And uh if we need to keep >> Mr. Baumgartner, I'm giving you a lot of leeway here cuz we're this really

083isn't on the policy. I'm I'm I'm struggling where the relevance to the policy with what your comment is at this point. >> Okay, that's that's fine. That's fine. We'll leave it there. >> a question? Do you have a I mean a specific question you want to ask in regards to I mean I'm just struggling cuz we're referencing back to the D SIP with this. So it's kind of a little bit of a convoluted issue in my opinion. So I'm trying to narrow it down if you can narrow it down or focus it for me, I'd appreciate that. >> I guess I'm I'm expressing the appreciation that we are taking that we are making this policy specifically much more focused on the the instructional element which is really indeed >> Okay. >> and needed. Thank you.

084>> Thank you. All right, with that anybody else have any questions? Seeing that all those in favor. That passes eight to zero. Moving on to 10.02 Superintendent's employment agreement. Can I have a second to move that to the table, please? By Vice President Stenzel, seconded by Board Member Like. Any comments, questions, concerns on that? Seeing that all those in favor. That passes eight to zero. Moving on to the code of conduct report, board member Mike. >> Mark, were you going >> Mark, did you want to do that or do you want Mary to do that? >> No, I've talked enough. >> Okay. Mary, you get to talk. >> Okay, we did our last meeting and >> Microphone, Mary. You have to turn your mic Thank you. >> We had our last meeting and these were

085hot off the presses and we're all really excited about it. So, if you haven't looked at it, it's a very different document than the last one. So, um please do that. Um uh we focused on goal three and they are looking for a fully developed, aligned, and accessible RTL continual, which is response intervention. Thank you, Kelly. And um that defines roles, processes, interventions, and and progress monitoring for each tier by the end of next year. Um the 100 students and staff that are going to be trained on the at the secondary level with the seven habits are going to be leaders to train others. So, it's going to spread. And they're looking next year for board leaders um to have a clear understanding of common expectations for behavior. And then we broke into elementary and

086secondary and looked at what training models seem to be the best to roll out the seven habits. And um then what next year's optimization criteria should be. When we got together as a large group, we looked at some systemic issues that need attention and are ready to move forward with our next year's schedule. >> Thank you, board member Like. >> You're welcome. >> Next up, we have District Community Schools Advisory Council report. Board member Seaman. >> Thank you. Um so, we had our last Community Schools Advisory meeting about 2 weeks ago on June 5th. Um early on in the year, we decided to It's a large group. Um a very dynamic group, too. So, it was um decided to break into smaller subgroups of four. Four subgroups. Um I am actually on the Strategic Planning,

087which is kind of nice cuz I get to see all of the compiled information that's coming forward. And we also met 2 weeks ago on uh June 3rd. Um we had a lot of positive momentum this year. Um we expanded our community schools. Um we hired a assistant director of community schools, which is all positive stuff. Um our very own Kelly um Sportudo actually presented and attended a national conference, and she presented like four times. So, the work that's going on here in Greece is nationally looked at. Um so, that makes me really proud to to be able to say that. Um and I think one of the bigger um things that uh we've undertaken this year is there's so much information that is kind of scattered. And what we did is we've tried to

088make just one website where it's a one-stop shopping for people to find information. Um not just information, but direction, forms, an easy place to keep organization. Um I don't even speak eloquently enough about this. This is a dynamic group. And being a first-term, first-year person um on the Board of Education, this was so eye-opening um to set because the commitment that is made by the members on that is unbelievable. They go above and aboard and put students first and foremost. And it is tangible in this in this group. So, I just I'm thankful that I was a part of it this year. So, thank you. >> Thank you, Board Member Seeman. Next up is Board President comments. Um it's been a journey. 18 years um 12 as president. There are so many people I need

089to thank. Um we could be here all night, but a really wise superintendent told me not too long ago that nobody really listens to Board Member comments, so we should keep it brief. So, [laughter] um you know, which I kind of took to heart, so I'm going to keep it a lot shorter than I originally planned. I planned to talk for quite a while, but he kind of burst my bubble. Hope I gave it away who said it. >> [laughter] >> Um [snorts] so, anyway, um I got to try to do this without tearing up again. I mean, it's been a little bit of an emotional ride for me, and I just wanted There are some board members I need to call out. I want to thank all my current board members and everyone I've

090ever served with. But there's some board members that truly I think impacted me and made me into the board member and the person I became and taught me a lot about leadership in Greece Central. I mean, Roger Boyle earlier, you could um feel my emotion with Roger. He He He was a big part of where I am today. Um Frank Oberg, um Frank and I sometimes we fought pretty good, but at the end of the day Frank and I had some great debates. Um we didn't necessarily see eye to eye on everything, but he's become a mentor and a friend. And he's also a big part of where I am where I am. Um [snorts] I want to thank Terry Maloy. She was my long-term um vice president. We served together a long time on

091the board. She was an amazing woman. She taught me a lot. She was a good She was an amazing sounding board. I used to call her quite a bit and bounce things by her and she talked me off the ledge on more than one occasion. So, um so probably saved some people a little bit of my open uh frankness that they probably wouldn't have appreciated. So, I appreciate Terry for that. I want to thank my long-time colleague Bill Maloney, who's ending his service tonight as well. Bill and I said at the last meeting, Bill has been a steadfast um member of this board. He deeply cares. I mean, there's not many people that serve like Bill Maloney. And Bill Maloney has served this community and this school district with everything he has for a long

092time. And his mentorship and friendship over the last 12 years um is remarkable. And I just want to thank him for that. I also want to thank Julia Van Orman. Julia was president for a couple years when I first got on the board, and she was a veteran board member, and I served as her vice president um the year before I got elected as president. And I wanted to um thank her cuz she taught me a lot about being a being board president, some of what went on, and I appreciate what she taught me. Um I thank my clerks, Debbie, Lynn, and Lori. I mean, without you guys, I couldn't have done the job. I mean, it's it it's a lot, and I don't think people understand the amount of keeping track of what needs

093to be signed and getting this done and staying on you to make sure you get, you know, diplomas signed and other things taken care of. And the three of them made my job so much easier, and I'm truly thankful for all they did for me um in their roles. I'd be remiss if I didn't thank my superintendents that I worked with closely. When I first got on board, it was Steve Kramovic. He um Steve was I mean I I learned a lot from Steve. I appreciated Steve, but he he had a struggle with the board. The board wasn't like it is now. I mean it was Tuesday night entertainment on TV, and Steve was at superintendent, and it was it was hard. I mean it was hard to be a board member. It was hard

094It was hard for Steve, and Steve, you know, I think he only did 3 years here. And then we transitioned to a couple interims, and then we hired Barbara Deane Williams. Um But for Steve, I mean he he had a tough position, and Greece Central was in a very bad spot at that time. It was when I first came on the board. I mean board members didn't talk. There was It was bad. I mean the community was upset with the schools. The unions were upset with the schools. Everybody hated the schools. And it was the one thing that was a struggle for him, and then we had some interims, which interims aren't a good thing. They're not. If anybody tells you interim superintendents are great, no, they're not, because nothing gets accomplished. It's just like,

095well, the next person can deal with that. It's not good for a school district. The one thing I'm proud of is in my 12 years we've had three superintendents. I finished with Barbara Deane Williams, who is exactly what the school district needed. Barb had a unique style. I'm not going to say that, but [snorts] um for those that knew Barb and worked with Barb, I mean Lincoln appreciate that. Um you know, [snorts] a few other people can probably truly appreciate it like Lincoln and I can, but it was um but Barb was what this district needed. She She repaired some wounds. She did some amazing things. And then, you know, Barb chose to retire and move on to a job in Boston, and Kathy Grauman became superintendent. And Kathy [snorts] Grauman was the Well, she

096was the Greece girl. Everybody liked Kathy. She'd been a principal at Paddy Hill. And Kathy healed a lot of the rift in Greece Central in her time. Barb had started the path, and Kathy continued it and changed some things and made us better and better and then Kathy, you know, chose to retire which I totally get. She did the job for 10 years which is unheard of in a superintendent's position. People don't stay that long. It's a lot of stress. It's a lot of time. It's a lot of everything. And then Kathy left and then we were lucky enough that in the wings we had Jeremy Smalline who I mean you couldn't ask for a better guy in the wings. And I'm a big believer in I did superintendent searches. They were horrible. Um absolutely

097horrible. Some of the candidates you get are atrocious. You think about like why are they leaving their district? Now you know. Um because they want to go someplace else. And you know, we had Jeremy in the wings and Jeremy, you know, we made the deputy superintendent spot. It was you know, for all intents and purposes with Jeremy was going to be our next superintendent of schools. And in my role as president, hiring Barb, hiring Kathy, and hiring Jeremy were probably three of my best moves. Um there's a lot to be proud of, but for me those were three really important, bold moves that, you know, everybody wasn't happy with. Well, I'll be perfectly honest. And Jeremy isn't is going to be an amazing superintendent. He's an amazing leader. He's you know, he's repaired some issues

098with the board. Um he's repaired issues throughout the district that needed to be and he's got a bright vision. He's got an amazing cabinet that works for him. Probably in my time the best cabinet that Greece Central has had in 18 years. There have been a lot of comers and goers. And but this cabinet is truly something to be proud of. This district is lucky to have them. They're lucky to have Jeremy Smalline as their leader taking them through a lot [snorts] of you know, there's going to be a lot of you know, this optimization study is going to be a lot. I mean budgets are going to be a lot these next few years. I mean every municipality is facing a little bit of a you know, come to Jesus I think when it

099comes to finances because everybody got a little heavy. Every municipality got heavy with the ARPA money, with the COVID money. It was like pennies from heaven. Well, those pennies from heaven have dried up and every municipality across the state, whether it's the state itself, the county, the towns, villages, fire districts, school districts, are going to be facing a financial crunch and it's somebody like Jeremy Smalling's leadership and his team with them that's going to help get the district through that financial instability of the next few years. Um I'd be remiss I mean, I served with so many people. I was looking at the um board in the back and looking at the number of board members I've served with over the years and it's just amazing. You know, some were one-year wonders, some didn't make

100it even beyond one year didn't even make a year some of them and some of them I served with a long time, but it's amazing the diversity and different people that I've served with and I value every person I've served with. They taught me something. And I think that's what you got to take away. You might not always agree. Sometimes you're going to agree like Kelly Flaherty says, "It might get a little spicy." Um and you can have those spicy conversations and that's the one thing I truly appreciate is I had some spicy conversations with some board members. I mean, let me tell you. Um it'd probably make your ears curl, but there were there were times that it needed to happen and I appreciate that and I appreciate what they brought to the table.

101I appreciate nobody understands the service of a board member. Everybody's Somebody's always mad at you. The rest assured, somebody's mad at you, especially in this role and in this role people are mad at you all the time. I mean, some people love you and some people want to burn you at the stake. So, it's a it's a challenge every single day, but every board member I served with I truly appreciate. Um the amazing students that we have. You know, I was thinking about it this morning. I'm sorry I'm going long, but you're all going to deal with it. Um I've signed 12,000 diplomas in this district. I mean, 12,000 graduates in my you know, it might be a little more, or might be a little less, but I'm ballparking 12,000. Makes me feel good. Um

102and it's it's amazing when you think about like this year I'm looking forward to graduation in a couple weeks because it hit me this morning that these kids were in first grade when I started as board president. Now they're graduating. I mean, it's kind of cool. I mean, it it is. It's a really neat thing. And that's why you do it. I mean, I care about schools. I care about this community. I mean, Jeremy said it so eloquently that I'm truly not as eloquent as he is. But it's about serving your community. I ran for the board to serve my community, to make my community better. And [snorts] it's I'm not going to get sappy here. I'm going to try. I did enough crying earlier. Um it's why you do it. I mean, it's why

103I've served for as long as I have. It's why I risked my life for a long time, 28 years in the Ridge Road Fire District. Every day. I mean, every day you didn't know if you were coming home. And there were some days that it was couple days were sporty. Um and it's it's a lot it's a lot. And but I think it's so important the service to our community is important. You don't find many people who want to serve, especially volunteer roles. And then I decided I wanted to do the county ledge, and that's been an amazing experience. I'm so glad for the opportunities that that's afforded me and being at a higher level of governance, which I truly appreciate and love the learning, the constant, and then again, serving my community. I think

104that's all all why we do it. And I mean, to finish up this part where I'm going to cry. Um my family. They had a lot of vacations interrupted. There were a lot of emails. There were a lot of phone calls. There's a lot of drama. They listened to a lot of it. I mean, Amy heard a lot of drama. Amy probably knows more, but she was always you know, my sounding board. She, you know, sometimes I was her sounding board or sometimes she just yelled at me like other people do about stuff going on in the school district. There were There was a There was a few of those days where I more than a few, but um you know, I I my family um means everything to me as Jeremy said, I'm a

105big my family, I value my family. I think I've done pretty much exit interviews with every member of cabinet and I've told them um cherish your family time. I mean, my daughter's 32, my son's 30, you know, several of you have younger kids in cabinet. It's important to cherish the time you have with them and to make sure you're doing those vacations. Make sure you're doing things. I mean, you know, it's funny. Amy and I were just laughing about my kids, I mean, 32 and 30, you know, hey, where are we going on vacation this year, Dad? I mean, it's like all expenses paid. It's like an all-inclusive, you know, cuz Dad's paying and Mom's paying. So, you know, we get them in Florida, we're going to get them in Canada in a few weeks

106and you know, so it's amazing, but cherish time. But, I want to thank my family. I thank Amy, you know, we've been married a long time. I mean, probably longer than I deserve to be married in all reality. I mean, she probably should have beat me to death at some point, but she chose not to. Um but, I just want to thank her for her time and for listening and for always being there for me. And you know, for being a great sounding board, a great partner, making me a better person every day. Um I want to thank her and then I'm just going to finish. I got one thing I want to read cuz this kind of I think sums it up. It's a poem. I [snorts] heard it at a fundraiser about a

107year ago and it really resonated with me. It's called What Will Matter. I guess you have to do this without crying. I've practiced a bunch of times, so we'll see. So, what will matter? Ready or not, someday it will all come to an end. There will be no more sunrises, no minutes, hours, or days. Your wealth, your fame, and power will shrivel to irrelevance. Your grudges, resentments, frustrations, jealousies will finally disappear. So, too, your hopes, ambitions, plans, and to do as well expire. The wins and losses that once seemed so important will fade away. It will not matter where you came from, what side of the tracks you lived on at the end. It will not matter whether you're beautiful or brilliant. Even your gender and skin color will be irrelevant. So, what will matter?

108How will the value of your days be measured? What will matter is not what you bought, but what you built. Not what you got, but what you gave. What will matter is not your success, but your significance. What will matter is not what you learned, but what you taught. What will matter is every act of integrity, compassion, courage, or sacrifice that enriched, empowered, or encouraged others to emulate your example. What [snorts] will matter is not your competence, but your character. What will matter is not how many people you knew, but how many will feel a lasting loss when you're gone. What will matter is not your memories, but the memories of those who loved you. What will matter is how long you will be remembered, by whom, and for what? >> [snorts] >> Living life

109that matters doesn't happen by accident. It is It's not a matter of circumstance, but it's of choice. Choose to live a life that matters. Mr. Maloney. >> [snorts] [applause] >> Your time to shine with the motion. >> You trying to make me cry? >> No, I am. I am. >> [snorts] >> Um I need a motion to adjourn. Mr. Maloney, you've done it for 12 years. >> I forgot I almost forgot. You talked so long. >> I know. [laughter] It was terrible. >> I'd like to make a a motion to adjourn this meeting. >> All right, is there a second? >> Second. >> All those in favor? >> I. >> And I've never banged a gavel in 12 years, and this is the gavel I was given tonight. So, with that, this meeting is adjourned.

110Thank you, everyone. >> [applause] [applause] >> For everybody here,