001on January January 14th, 2026 at the age of 87. Joe served as an interim superintendent for the Gree Central School District from October of '05 to November of '06. Joe had a long and successful career in education and finished her career as superintendent of schools in East Rhonda quite. Please keep Joe and her family in your thoughts and prayers. Thank you. 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. >> Thank you. >> [clears throat] >> Can I assume move the agenda to the table, please? Moved by Vice President Stencil, second by Mr. Bonagorio. Any additions, corrections to the agenda? Um, I have two. I'm going to strike 11.05, the grading policy committee
002report, and I'm going to strike 11.08, the optimization assessment process advisory committee report. Um both of those committees failed to meet last week due to the snow day. With that, can I All those in favor of the agenda is amended. That passes nine to zero. Next up, we have the district community schools championing award. Is she here? >> Yes. >> Oh, I didn't. Oh, I see her. Took me a minute. It is my honor to present the 2026 District Community Schools Champion Award to Miss Shelby Levitro. >> [applause] >> Tell me, why don't you come on up? [applause] >> We're going to really do this, right? [laughter] >> No, all by yourself. >> All by your lonesome. That's good. >> Shelby joined our community schools in 2018 and has been passionately dedicated to this work
003ever since. She is a fierce advocate for families in our community, always leaning with her heart and purpose. As a proud mom of three Gree Central students, her commitment to our district is both personal and unwavering. Through her journey through her journey as a community school coordinator, lead parent coordinator, and now community schools manager, Shelby has consistently gone above and beyond to champion what is best for Greece students and families. No matter the role her tireless advocacy and deep compassion shine through. Congratulations, Shelby, for all that you do. And thank you, [applause] Shelby. You're not getting away without a picture. [applause] We're going to have the board come around the whole cabinet. We're getting a whole picture here. >> Kelly, why don't you get a picture, too? fashion. [laughter] >> I was wondering where that
004was. >> [applause] [applause] >> Yeah. Okay. [laughter] >> [snorts] >> Deep, huh? All right. Next up, we have our student leaders from Phoenix Academy. Welcome, [applause] Hello. Just want to say that uh first things off, my name is Julia KS. I am in 12th grade and this is my last year at Phoenix Academy. I have been here since 8th grade through 12th. I'm graduating this year and what I love about this school is that it always has amazing counselors, teachers, and staff. Throughout all my years of high school here, I have gained so much knowledge and appreciation through staff. When I was confused, they were there to simplify to me. When I was gloomy, they were there to help me. The teachers know how to teach us students so well, and we have a quick
005pace at thinking because of them. Our school would always do activities and fun games with the school to create bonds together and make it a safe environment. Um, hi, my name is Ethan. I like Phoenix because it has smaller classrooms and more one-on-one with teachers. It makes it easier to learn for students, especially with anxiety. Teachers are well equipped to deal with mental health concerns. There are not as many students which results in less in less conflict. I like how there is opportunities to catch up with credits with flexible scheduling. >> Um, hi, my name is Naa. I like Phoenix because it helps students grow and to be better. I love how we do activities with community schools. When I came here, my grades have improved and gotten better. There are adults here that are
006helping me by putting me on the right pathway and helping me graduate early. >> That's me. >> Hi, my name is Jada Vasquez [clears throat] and I wanted to start off by saying how much this school had helped me in so many ways. When I first came to Phoenix, I was scared. I never got into trouble, so I didn't know what to expect. But they showed me what people do when they care for you. And I didn't and they didn't judge me. I'm sorry. I'm nervous. Let me start up. I never got to I never got into any trouble, so I didn't know what to expect. But they showed me what people do when they care for you. And they didn't judge you because of what you did. They came up with ways to show
007you that you can make it and you can push yourself to be a greater person. I came and gave my help to them and show them what a young lady I am. When I tell them I can't fail and I've got to keep going, they told me they hold me. They hold me to to that and they see bright minds and they push us to be better and greater. So, I'm happy that I joined the team. Thank you. >> Um, hi, I'm Avi. Um, we like Phoenix because there is one-on-one help from teachers and staff. Helpful because you get a lot of support, smaller classes, and less drama. These teachers and administration help you lead help lead you in the right direction >> and put you on track for success and help to make sure
008you keep your grades up and are on the right path to graduate. We look forward to doing field trips and going out and seeing and doing stuff outside the school building. The staff at Phoenix. Hold on. Hi, I'm Isaiah. The staff at Phoenix are nice and respectful. Phoenix gives us a great learning environment and provides us opportunities to improve our skills. We have things at Phoenix things like Phoenix Friday which give us a good break from our normal routine. We have fun activities and part to participate in. And another thing at Phoenix is show up in shrines and they're usually fun. [applause] [clears throat] Hello again. [snorts] In September, we planned and hosted open house in collaboration with student council. In October, we launched our attendance incentive cart and caregiver appreciation initiative. In November, we
009we successfully hosted the MCC applied technology program, giving students direct hands-on exposure to in demand te technical career pathways. In December, Phoenix students came together to pack over 400 break bags for students across the district, demonstrating compassion, community, and service for openhouse. Step one, we planned it all by student council. Step two, we welcomed a record high of Phoenix families into the building. Step three, we hosted eight tables at open house including CS attendance, NN, FACT, B R A, the mental health team, and more. Step four, we honored the senior class by organizing our first senior sunset celebration. And the last step, we featured a variety of engaging activities throughout the building that highlighted student work and interest. Thank you. [clears throat] Before [applause] [applause] you guys sit, I'm going to make you come up
010front and do a picture with the board, with the superintendent, the deputy, Dr. Baker. Good job. >> Thank you. [applause] Moving on. Two 2.01. Can I somebody move staffing to the table, please? Moved by Mr. for Maloney, seconded by Miss Seaman. Any comments, questions, concerns on staffing? Seeing none, all those in favor? That passes 9 to zero. Moving on to 2.02 GTA. Can I move those to the table, please? Moved by Mr. Baragorio, second by Miss. Any comments, questions, concerns on those? Seeing that, all is in favor? That passes nine to zero. Moving on to the community schools update. Superintendent Smalline. >> All right. I'd like to ask Miss Kelly Flaggler uh to come up along with Kelly Sperdudo and Kelly Judici. >> The Kellies. >> Oh yeah. [laughter] >> Uh good evening everyone. We
011have >> we have a real special treat for you. The Kelly trifecta this evening. So Kelly Sperdudo is the community school's visionary. Uh Kelly Judisi is the kids care queen. And myself, I'm known as the tall Kelly. So January is really always a great time for uh reflection and this past year truly in this role has been such a gift to be able to work closely with the community schools team uh knowing that this team consistently is just so results driven to meet the needs and the ever evolving needs of uh students, families and staff in this community. Uh we know that these needs are continuing to rise and this team consistently rises to the occasion. So an area you're going to hear about this evening is how the Kelly's have aligned the work both
012of the community school strategy and our kids care program to align in the 40X process. So you'll hear them share updates about their wigs and their lead measures um as we're continuously seeking improvement. So without further ado, the Kelly's. So, I kept the award safe in my car all weekend with numerous car pools and then just forgot to bring it in. So, Shelby, I'm going to make you come up again so I can give you your actual award. Sorry. [laughter] [applause] Sorry. >> Okay. So today we're going to briefly go over the current state of community schools, review some community schools basics, and then give you the midyear update like Kelly said. So this map shows you that across the United States, there are 5,589 community schools currently that identify as being community schools and
01331 states have state coalitions. In New York State, we're actually part of the state coalition, the steering committee, and the advisory. And although there's some states on the map that are yellow that haven't yet formed their coalition, they're all working on them and in progress. Furthermore, um when I started my role nine years ago, it was only RCSD doing community schools and then we started and fast forward to this year, there are 10 districts across the county that have identified community schools. So this is just a brief timeline to get you up to speed. Um in 1718 we piloted the community school strategy at Longidge Elementary School. And then from that time forward we strategically scaled the strategy being really strategic about making sure that each school when they were onboarded was able to um
014implement the strategy with fidelity and had the support and resources they needed to do so. And this year 15 of our buildings are community schools with Patty Hill and Pine Brook being our newest community schools. So I think this slide is the most important slide. It's really important to know that community schools is a strategy and not a program. And that's a picture of connective tissue. So we talk about how it really builds connective tissue both in a building with between departments um in the schools with our families and the community at large so that we can strategically work together. Um, the most important thing to note is that this allows our teachers to be in the classroom teaching, our principles leading, and then our community schools coordinators can do all of the other things
015to help support our students. So whether it's providing food or clothing, um, creating family engagement opportunities, supporting regular school attendance, or providing before, after school or summer opportunities for students, these coordinators really are the jack of all trades. Um this strategy is helping us to break down silos in the district to ensure a shared vision, support academic priorities, and really create um seamless systems of support. So we joke that this wheel is going to be tattooed on some of us soon, but our whole team does now have t-shirts with the community schools wheel on it because this really just tells you all of the essentials about community schools and it's what schools across the country are anchored to. The most important part, which is hard to see from here though, is the yellow where it
016says all students flourish in thriving school communities. And that's really our focus and goal for the strategy. So, as Kelly alluded to, the community schools team has adopted the four disciplines of execution's wildly important goals as well. And today, we're going to hyperfocus on our academic goals and our attendance goals. Okay. So, as you're all aware, our district comprehensive improvement plan, goal number one, is focused on academics and specifically literacy. And in that community schools wheel, you saw before, there are six key practices. And we as community schools coordinators and team use those key practices to support the goals of the district. So, the first one is powerful student and family engagement. So, community schools coordinators are leveraging this key practice by creating take-home literacy kits, reading logs, planning fun-filled family engagement events. They're making
017sure families are kept up to date and informed about what their kids are learning during the day. And one example of this is at the early learning center. They're hosting Westy Universities where families come together four times a year. They enjoy a meal together. There's child care for the kids. And then the parents learn about literacy instruction and how to support their children's phonics at home. Going further with the academics, the community schools coordinators are also focused on expanded and enriched learning opportunities. So we know teachers are super busy planning that core instruction during the school day. And the community schools coordinator's job is to support the teachers by providing things that the teachers aren't able to get to during the school day. So one way they do this is through expanded and enriched learning.
018The coordinators are organizing literacy clubs, tutoring and other engagement enrichment activities for students outside the school day. And then they also ensure that when kids are at clubs, regardless of whether it's Lego clubs or karate or cooking or even any club, they're getting exposure to new vocabulary every single day. So, Kelly Judici, the kidsare coordinator, is going to come up and share more about our kids care program and how that's supporting the academics as well. >> Hello. Your third Kelly of the evening. I'm really excited to be here tonight to talk with you guys about the Kids Care program, something that I hold very near dear to my heart. Um, I am the proud coordinator of KidsCare and a proud member of the community schools team. Um just to give a bit of background uh
019for kids care was created in response to our community schools family needs survey several years ago. Um it clearly highlighted a strong demand for quality affordable child care across the district. Currently we provide before and after school care to approximately 350 students. We are ranging from prek through fifth grade and our program operates at seven locations and serves families from all 11 of the elementary schools. Many of the families we support, approximately 35% receive childcare assistance through Monroe County, which underscores how essential this program is to our community. As we take a look at the ways that Kids Care is contributing to the work of the community schools department, it's important to note that research shows that consistent participation in high quality before and after school programming produces measurable gains in academic performance and reduces
020rates of absenteeism. So just our existence alone is supporting the cause, right? Um okay. So in regards to academics, kids care is also doing 40x and wigs. Um this is our second year of doing that, but um Kelly really helped me this year during leadership week to really look at how I could take the district's comprehensive improvement plan and adapt it to kids care. So that was an exciting process. I learned a lot. Um and I think I'm starting to get it. Thank you. Um so we are also actively working to support the DIP goal. academic goal. Um, and the key practice, community school practice that we're leveraging in this endeavor is expanded and enriched learning opportunities. In order to ensure that KidsCare program is supporting this academic goal, we've developed and implemented the KidsCare
021Coach Mentor Program. The program intentionally connects GCSD teachers with KidsCare site managers to provide coaching and consultation focused on literacy based activities and effective instructional practices or what we call teacher moves. Across all sites, students participate in weekly literacy based activities designed to strengthen reading, writing, speaking, and vocabulary skills. These efforts are strengthened through regular collaboration time between Kidscare managers and their mentors, ensuring reinforcement of ELA skills. In addition, KidsCare staff participate in professional learning centered on the New York State ELA anchor standards, allowing afterchool programming to directly support what students are expected to know and demonstrate during their school day. By extending standards aligned literacy activities beyond the classroom and infusing them with play, which is what we do best, Kids Care supports academic growth and directly contributes to the district's progress towards DIP
022goal one. Whoop, sorry. So, we're having a lot of fun with literacy based activities. Um, we have some pictures up here. I have tons that I could share. If this was just about kids care's ELA endeavor this year, I would have a great time showing you everything that we've been doing. But, um, just a few examples. We intentionally incorporate literacy rich activities that are not only standards aligned, but also engaging and enjoyable for students. This is the children's time after school. We incorporate literacy based games such as word and sentence building challenges, vocabulary, bingo, storytelling dice, which help students develop spelling, phonics, and language skills in a playful, low pressure environment. Creative writing activities are another favorite. Students might write alternate endings to stories, create comic strips, or collaborate on short skits. Activities that promote
023writing fluency, creativity, and confidence. In addition, many sites integrate movement with literacy, such as scavenger hunts with reading clues or journaling after hands-on projects, reinforcing that literacy skills apply across subjects and real world experiences. By embedding literacy into activities students enjoy, kids care helps build positive associations with reading and writing, supports skill development, and reinforces learning that happens during their school day. Thank you. Okay, so I'm going to move on and talk about the secondary world a little bit and in a moment of vulnerability, I'd say community schools at the elementary level came easy. It made sense. It was it was straight to the point. We knew exactly where we fit in. In the secondary world, it took a little bit longer to figure out like where we could best support the schools, what would
024make the most sense. And I think we found that um this summer working with Corey Skinner. So this year, every one of our secondary community schools coordinators now has one goal focused on supporting college and career readiness. Um, as I mentioned earlier, the community school strategy is really a connective tissue between departments. And so over the summer, Cory Skinner and I sat down and said like, how could we make this work? What makes the most sense? What do you need and your team need? And what is community schools able to offer? and we were able to figure out a way that the CTEtosis and community schools coordinators could work together to provide expanded opportunities for our students specifically in the school-based enterprises. Um, this allowed the teachers to focus on the school day. A lot
025of them were trying trying to figure out what are we going to do after school? Like how can we do everything all day long and then come after school and do it all over again. And this is where we fit in. And so on your tables, which I wasn't sure when I was going to tell you about them, but I'll do it now. You have lovely little knit hats. These were actually made by our school-based enterprise students at Athena. So they have our attendance logo on them, which we'll talk about in a little bit. Um, so they made those for us. We used grant funds to provide them and now the community schools team is using them as part of their attendance incentives. So you are welcome to wear them around with pride or if
026they don't fit your style, feel free to give them to the a student at one of the schools that you visit. >> You trying to tell me something? >> No, that looks great on you. I just didn't see everyone else put their hat on immediately. So, [laughter] um, okay. So, aside from that, we also have Rochester Works, which has a rockyou job program where we've been able to hire our own students to work in the district and they've been able to get paid through that program. And I know you've heard about it before, but Mr. John Love and the Bob Johnson Auto Group have also created a robust mentoring program for our students, and many of those students are now working for them full-time. And I left off the first bullet, but there is a
027strong alignment between the community schools forward essentials wheel and the portrait of a graduate. And some alignment documents will be coming out in the near future. Okay. Through the key practice of rigorous community connected classroom instruction, our community schools coordinators are supporting students. I'm going to give you a couple of examples from the buildings. So at Odyssey, they have a new club called Odyssey Outreach. Leopards lend a hand. is a structured program giving students real world job experiences through service learning and our community schools coordinator there and actually one of our coordinator from um Craig Hill's son have actually led the charge on that program at Olympia I mentioned rock your job before but they have um volunteer opportunities for the students in the Spartan Square and throughout the school and Phoenix already talked a
028little bit about it but they are hosting college and career guest speakers they have student workshops on soft skills skills for employment and practical learning field trips. At Arcadia, they are using the family and community engagement team to help educate students about the pathways available to them. So, there's tons of different career pathways at Arcadia and they're trying to find students that can actually tell other students about them and get them excited about that work. Okay, on to attendance. So attend obviously if we want our kids to do well academically they have to be in school and they have to be there on time every day ready to learn. Um and research across the country says that the community school strategy has proven successful in improving attendance um measures. And so we have worked with
029attendance works which is a national organization that has proactive and supportive strategies to support attendance and created our um year-long plan which is here today ready for tomorrow proud to be present. So our community schools team has a subcommittee hyperfocused on attendance and they started that work the first week in July. So summer camps kicked off and they sat down to say how are we going to get kids to school in September and knew they had to start planning ahead. So, at the back to school bash, we launched the campaign and had kids signing attendance pledges. There are now school-based teams meeting weekly in most buildings um to talk about attendance, kid by kid, day by day to really figure out what each kid needs to be there ready to learn. And there are also
030district-wide attendance challenges that we've been implementing this year. In September during the challenge, we found that all buildings improved or maintained their attendance rates compared to September of 2024, showing that when you talk about attendance and show kids it matters, it really does help to keep them there. And then in December, and I just want you to think about December, like flu cases were through the roof. The weather was not great. Um, we had six elementary schools and one secondary school that actually decreased their chronic absenteeism rates compared with the month of November. So instead of attendance getting worse in those buildings, it actually got slightly better. Okay. So as you all know, attendance is a complex problem with a multitude of root causes for why a student can be chronically absent. We really focus
031on building a culture of belonging, safety, and care um so that kids want to be in school and are excited to be there. An example of that is at Arcadia Middle and High. They are really leaning into implementing and promoting schoolwide reinforcement systems. Kids can earn Titan tickets and they can use those to get snacks, shop at the school store or participate in staff student activities and challenges. Additionally, at Lakeshore, they found that they really needed to leverage student voice by hosting focus groups, interviews, and surveys to talk with kids about why they aren't able to come to school every day, what the barriers are, and how they can support them. So whether it's listening to student voice or celebrating their successes, the community schools team really is all in on attendance. Um and we
032know that if kids are going to show up at school, their parents are the ones who are going to have to help get them there. And so we are working intentionally to share positive attendance messaging in the family newsletters and via social media. Um, schools are doing personal postcards and phone calls home to families to tell them about the importance of attendance and just talk about how they can help support them. And then they're also gathering feedback from the families as well about what's the best way to communicate with them. So, as we enter the second half of the school year, our team is looking at data and monitoring our progress on our wigs and lead measures and making adjustments as needed. We are celebrating the wins and identifying opportunities for growth in the future.
033With that questions, >> Mr. Butler, >> thank you Kelly's for your uh presentation. Um I uh really appreciate it. I'm uh a big fan of the attendance work that you've been doing uh because if students aren't in school, they can't learn. And so I'm I'm really encouraged by what you've shared on that front. And I'm uh also I'm curious about how much attendance has been a focus of the community schools work at secondary uh or if that's been primarily uh a primary focus. >> It's prek to 12. So every coordinator has an attendance um wildly important goal and lead measures. Okay. And we see that obviously attendance isn't as is better at the elementary level than secondary level. And so we're trying to figure out what the barriers are for those kiddos and how to
034get them excited about it. >> Okay. Well, that I guess maybe my my follow-up question was going to be if you're implementing any different strategies at secondary from from what you are at primary, but it sounds like maybe this still in the strategy development phase. >> Um, there are definitely strategies that are working. They have caught you. Um, so the show up and shine at Phoenix is one of them. So, they are popup field trips. So, kids have no idea when one's coming. You show up at school in the morning and there's an announcement at 9:00 that says, "Congratulations, you're here on a show up and shine day. Get ready to board the bus. you're going to rock climbing or Corning Glass. Um and so that really has been helpful. They also have um a
035snack attendance cart that goes around at Olympia that'll randomly pop into a class and if you're in class on time ready to learn, you can pick something off the cart and you don't know when it's coming. So really just trying to listen to students about what they want. Um obviously it is different at elementary versus secondary. Yeah. >> Great. Thank you. >> Yep. >> Mr. Farmer. >> Yes. So, >> I brought it up, but I didn't turn it on. So, I just wanted to say to all of you that what you're doing is is neighborly work and um exemplifying the words of Dr. King who says, you know, to strive for a more just world. We can either all move up together or we can all move down together. So, I'm so grateful to hear
036everything that you're saying. Um you guys wrap yourselves around our kids and our our families and the whole community. It's sacred work that you're doing and I appreciate you all for your compassion and your dedication to all of us. I've seen you working on Saturdays and know your work contributes to the stability of our schools. I I see you and so do the Phoenix kids who uh during their presentation had all kinds of things up there for you. This morning I was at physical therapy and I wanted to ask you but I saw it in the presentation. And there was a a young man there who goes to Olympia. He was uh observing while we were at PT. Oftentimes they have college kids. So I thought maybe it was a college kid. >> So real
037world in our in and right in my face I'm seeing it happening. So I want you to all know that we see you. >> Thank you >> Mr. Boro. I want to uh just acknowledge my appreciation for the literacy work that you're doing. You know, that's a favorite subject of mine. And in the literacy world, there's um there's a a a case that talks about kids knowledge of baseball and comprehension. They can read a story or a passage about baseball and if they haven't had experience with it, they really struggle with comprehension. the the examples that you've given with with um trips things like that real experience is really it's not just neighborly it's really helpful. It's it's it's very foundational. It gives them that not just the experience but the knowledge that goes with
038it which they then they can then attach those vocabulary words to and expand their their comprehension. So really really good stuff. Um, and along the lines of of that that literacy theme, you talked about the literacy take-home kits, can you just I I think we heard about them a while back, but can you just give a quick update? >> So, what happens is the community schools coordinators meet with their principal every two weeks and talk about where support is needed in the building and then a principal principal will say, "Oh, our second grade reading levels are really struggling right now. Can you join the second grade reading PLC?" And so wherever they're needed, they'll go to that professional learning community and they'll talk with the teachers about like where where is the barrier, where is
039the struggle, and they'll say, "If only I my kids had more time focused on comprehension questions or if only they had more time to do phonics at home." And whatever the teachers say, then they work with them to develop the kits. And then in a comm um we all know a teacher if they've got to make take-home kits, you know, they're doing that on the weekends at home, and then they're trying to tally which kids have done them, which kids haven't, and figuring out what to do next. And so the coordinators take on that responsibility. They see what's needed. They build the kits. They manage getting the kids to and from homes. And then because they refuse to not meet a goal, if not enough kids do it at home, they figure out a way
040to do it with the kids during lunch or during recess so the kids still get um time on task with those kids. >> Great. Thank you, >> Mr. Fzano. >> I just want to say thank you. This is such a tremendous point of pride for us. um you've taken the community schools from a true grassroots effort to the model that it is today. I think we're just so impressed, at least I am personally impressed by all that we've heard um tonight. What is has me particularly um pleased is to see the link for before and after school programs linked to our DIPS. So, it's a seamless day for our kids. you know, we're connecting the dots for them and that's where that that deep instructional learning is taking place and we're building relationships um along
041the way. I mean, everything that everyone has said I echo, but um thank you so much to all of you, your whole team for what you've done and in support of our students and our staff and our families. >> Just like [clears throat] >> what she said, everything she said was perfect. Um, and I've had the opportunity to do a little traveling with this group and um, you are a model. You have put Greece on the map and and people were there at these conferences to hear from you and and that's just wonderful. And at one of the the meetings um, I was talking to the principal and coordinator from English Village and I think they did fraction night. and it was some math and they had 54 families there and you know you don't
042hear about any the PTA or anything bringing in those families. So that was awesome. And the other thing I loved was a Valentine's Day dance >> and while the kids were in the gym dancing, you grabbed the parents and did this whole presentation on some academic goal. So, um, that's awesome and we love you all [snorts] for it. Thank you, >> Mr. Bongorio. >> Um, quick quick comment. I heard that um, board member like is in the process of changing her first name to Kelly. U, heard that earlier this evening. But um you I think you mentioned um pursuing these strategies with fidelity early in what does fidelity in in the context of community schools mean you you I mean it's it's very broad. >> Yeah. So hold on. [laughter] Just going to take a
043second. So the community schools essentials wheel really uh it's a little bit cumbersome and robust, but it talks about all of the things you need in order to make a community school strategy successful. So you have to have all of the stakeholders present. You have to have all of the enabling conditions, the things in the light blue, which are those key practices we highlighted. You have to do all of those. Um and then you also have to build the supportive infrastructure that's outside of the ring. And so there, this is just one piece of a puzzle of uh framework and theory of action for community schools. And so we dig into that with our team looking at short-term and long-term outcomes and making sure that we're really following the continuous improvement process not only of
044our strategic plan but also the community schools strategy as well. >> Thank you, Superintendent Smalling. Yeah. [clears throat] Um, so for those of you that don't know, I was at Longidge for 10 years from '05 to 2015. Um, very large school and um, at that time there was no community schools and we continually looked for ways to do the work that you're that you're that you went through tonight. And I could say with the amount of teachers and everybody that was focused on doing that work, we were lucky if we could get one event that could look half as good as what you described tonight. So I share that with you because um you have that connective tissue that you went over. Your work is so impactful and what I love about this group is
045you're just behind the scenes. You do it for all the right reasons. um you do it behind the scenes, you grind every day to to meet those goals and find ways to do that. And I don't think you get recognized enough for that. So, I just wanted to make sure I took this opportunity to to say to all of you how grateful we are for the work that you do. And I can say right now, this work would not happen without you. It's not possible to do without your work. and that the the fact that you align it to wigs and leads in our DIP when when everybody's still struggling to figure that out. Um it's just uh it says so much about who you are and what you stand for and I'm so grateful
046to have all of you um within this district. You are truly an asset to all of us. So, thank you. >> Thanks. >> Thank you. Thank you. >> Sure. So, there's a big community school team out there. And are you all on community schools? Just a Yeah. Okay. Wow. Um, that's awesome. I I'm noticing something though. I see one one guy out there >> and and good on [applause] you. >> There are three on the team. Not everyone could come tonight. Okay. Family things. >> All right. And I yeah there are obviously those situations but question is there an effort to get men involved in in that process? >> Yes. [laughter] >> Um we are very strategic about making sure that our team is diverse and meets all of the needs in the district and
047like we joke about it's like a puzzle of bringing together all of the right pieces. Um and they're phenomenal. So the two other gentlemen just are home with their families tonight. >> Awesome. Thank you. >> Thank you. All right, moving on to 4.02 budget development process update. Superintendent Smolen. >> All right, that would be Romeo Killy and looks like Janine Kushman. >> Well, thank you everyone. Uh, as Mr. Smalline indicated, Janine Kushman is going to help me out with this presentation. Um, welcome Romeo. Romeo, just give me If you guys want to sneak out, it'd be good. If you don't want to listen to the budget, I get it. I see everybody looking around. So, if you, you know, you want to stay, you're more than welcome. But if you have better things to do,
048>> should I preface that every time I get up? Now, [laughter] >> I was thinking probably if you have anything better to do. >> If anyone wishes to [laughter] leave at this point, please feel free to >> Don't take the hint, Romeo. Take the hint. >> It's all right. I got it. >> [laughter] >> Wow. >> Clear your room, Romeo. Cleared your room. Nice job. >> That's a skill. [laughter] >> Thank you, Sean. >> Yeah, you can leave. >> Thanks, Sean. >> You're welcome, Romeo. Anytime. >> All right. So, for this evening, um we are going to talk about uh budget update. Um, as you know, the budget process has started for us back in October, November. Uh, we've been through some of our cyclical, uh, processes. Tonight, we're going to give you an update
049on where we are with the process. Talk a little bit about the governor's state of the state highlights, which was last Tuesday. Uh, there are several groups that have advoc advoc advocacy uh, priorities out there uh, that we wanted to mention to the board members. So if there's anything there um that you want more information on or there's something you want to take forward as a advocacy item uh please reach out to either one of us and we can provide you with some more information on that and then just talk a little bit about the budget timeline. So, budget process update. Um, as we've mentioned before, the reach 27 2027 uh strategic plan goal is the anchor for all our decisions uh regarding uh adjustments to make within the uh 2026 27 budget. Um, all
050budget decisions will be based on the three commitments here of igniting learning, cultivating trust, and expanding opportunity for all our students within the district. Um, and we've been using that as the anchor for the last several years, and we'll continue to do so as we move forward. Now, budget process update. So, as Romeo indicated, we start this process early on, and I'm not going to take you through all the slides. I just want to give you some highlights as to how we approach this. Um, we will work diligently to engage all budget managers in the process. So, the roles and responsibilities of the various uh budget managers are outlined on on these following slides. One of the things that we do within finance itself is to develop the salary and benefits costs because those represent
051the largest portion of our budget. So we work very diligently to make sure that those are accurate based on our current staffing that they reflect planned staffing and they reflect enrollment by our staff in various u benefit programs. So, those really are pretty solid numbers and we're quite proud of that given the size of the district that we can do that with 3,000 employees. Once we get our expenditure side balanced, we look at the revenue and as um Romeo indicated, the governor gave her state of the state street state of the state speech and laid out her budget priorities. The initial um governor's budget proposal was released today. We'll be continuing to review that to make sure that we know where there might be opportunities for us to advocate, which is the other very important
052part at this point to make sure that those initiatives particularly do minimum increases for all districts. This last bullet point on this slide are part of what we advocate for from the business office what we're asking board of educations to advocate for what ses and other units GTA um the units that they're all advocating for those types of changes to be incorporated into the adopted budget from the legislature. So again, we engage uh Jeremy and and cabinet. Um we work with human resources on the staffing piece. We've gone through already the non-instructional staffing uh requests and those are identified uh for budget review by cabinet. So we'll be that's a process that they go through every week. Um and they're working then also on developing the instructional staffing. We base our building level and department
053level budgets on conversations that we have with those budget managers so that we have their interests and initiatives reflected uh as potential ads or changes to the budget from our rollover or our initial piece. So, continuing on uh with the process, we've done some preliminary calculations on our tax cap for the 26 27 school year. We will present that to the board on February 24th and we need to submit that by March 1st. So, we'll share uh much of that information uh at the end of February with everyone. However, we know our tax base growth factor uh for 2627 is what you see on the screen, 1.0019. That's in line with what it was last year, which was 1.0021. Um, so no big change there. The comprollers's [clears throat] office recently confirmed that the uh
054CPI factor, the growth factor will be capped at 2% uh for this year because CPI will be more than that. And again, that is a uh hit for districts. And if you think back um around the um last five years from I was just looking back from 2021 up to current CPI has been 6.8, 9.1, 4.3, 2.9, and about 3% this year. And in each of those years, our levy cap is 2%. Um, so you'll see an advocacy point coming up a little bit later to change that, make a change in that tax cap calculation to allow uh for a larger growth factor for districts. And then the other significant number will be our debt service number. And we won't know that until February 9th when we meet uh with our uh financial adviserss um
055to discuss what that might look like. onto the governor's uh state of the state. Um so a lot of her focus uh was on early childhood. Um as we suspected, there's an increase in a minimum state share for prek to $10,000 or selected foundation aid, probably whichever is greater. I did see on uh the runs this afternoon that we did get 10,000 per student. So, we used to be at $6,400. That is now $10,000 per student. So, uh in that realm, it looks [clears throat] positive for us in that realm. Um there's a $1.2 billion increase in childcare assistance programs. That's about 40% increase over last year's number uh that was proposed in the governor's budget. And then there is a launch um for child care and early education um office to implement UPK, expand
056the program, launch a two care program, uh come up with innovative child care options and support child care and early education workforce. Additionally, uh the governor spoke to a back to basics in math similar to what we had in reading. Um the state ed will provide instructional best practices to districts under this initiative. There is a um effort to build back to basics and literacy to provide more more current teachers with opportunities complete the science of reading at Sunni or Cooney schools at no cost uh to anyone for that. So that is a positive as well. Um there's an an initiative for state support for tutoring partnerships. Um that's to ensure high quality tutoring across the state uh rather than being hit and miss and what it is in certain parts or different parts of
057the state. Um there's a support um for an investment to expand our capacity to manage K12 post-secary and workforce data systems and support for new funding for clean green schools that supports infrastructure and nature-based solution to comp combat extreme heat uh in schoolyards. Workforce initiatives continued. Um they're looking to uh accelerate teacher preparation pathway for career changers um and individuals who want to become educators and already hold a bachelor's degree. Um [snorts] this uh will require further reading it the f this will require pre-ervice work in a high needs classroom uh to count towards certification to expedite the process of getting new teachers where they're needed the most quickly. And then lastly there's a task force to examine the scope and root causes of teacher shortages across the state. Again, these are just uh priorities
058um of the governor. Sorry. One final uh workforce initiative is to expand the masters of education teacher incentive program um and really to focus on early childhood with that and to expand the tap program for non-deree teaching and child care uh programs. [clears throat] One of the other um priority items the governor put forward in her address were around mental health initiatives. Um her focus would be to develop a suite of resources for students, teachers and parents to support to support responsible technology use and good digital citizenship. And then secondly to establish teen mental health first aid training uh for 10th graders across the state to help them identify, understand, and respon respond to signs of mental health and substance use challenges. And that would be aligned with training for adults who regularly interact with
059those youth in schools and programs throughout the district and community. Another initiative put forward is an energy and environmental initiative uh to give districts greater flexibility in the use of building aid. But that would not come with any additional building aid units or aidable aidability. Uh but just allowing flexibility around how those um pro what types of projects could be aidable for um state aid. again to look forward for advocacy and priorities. Romeo's going to take that forward. >> So on the ad advocacy front, uh you'll see some changes here. Um first is regarding the foundation aid formula uh to provide a due minimum increase for all districts equal to um at least the CPI or CPIU which is which is the urban CP CPI uh that they would um advocate for. Again [clears throat]
060as I mentioned before it looks like in the latest run we received today the do minimum increase is 1%. Um that's where we fall at this point. We'll share more of that at our next meeting um when we present to the board. But again, even with the CPIU, if you look back at 2020 to current, the increases were 1.4, 4.7, 8%, 2.9, 2.7, and again, we've been capped at 2%. which is a change that advocacy groups are looking for the ch state to make to allow the increase in the taxbased growth factor to be at least CPIU. Um, which will be helpful for discus because you can grow uh revenues a little bit more. [clears throat] Uh, second, establishing a fixed minimum cost calculation that considers what is needed to keep schools open. This is
061a kind of a flat dollar amount. they would just say this is where we need to be in order to be able to have a um a minimum cost calculation for a solid education regardless of what your enrollment is. This is what you're going to need to do. Uh reset the calculation of local contribution to reflect the limitations of the property. So think about the CPIU 8% 7% 6% 5%. And what happens is our local contribution towards that student education has been increasing but we're restricted in the tax cap to increase it any because we're at 2%. So the state is putting more on the local districts to contribute more, but then you've got the tax cap calculation out there restricting you to really collect any more without doing a supermajority vote, which for many
062districts is really a non-starter in their communities. Increasing the weight and again the last two, increasing the waiting for students with disabilities in ELLL students. um we all know they they take more effort, they take more funding um to educate uh students uh with disabilities and English language learners. So there should be more weight and more funding provided to districts that have higher populations of those groups. Continuing with the uh foundation aid formula uh advocacy eliminating the income wealth index floor fancy word for the floor of what's considered um um a minimum increase for school districts. So what ends up happening is every district regardless of what your true income wealth index is everybody below 65% 65 is moved up. So if you're really a district that really sits at 50% which means you're really
063less wealthy than the district at 065, you're being moved up to that floor which makes you look a little wealthier than what you really are, especially if you're at 50 or 45%. So they're looking to make that go to zero. So there's more uh reflectiveness of what district's wealth really is rather than saying the floor is at 65%. and then converting the community school set aside uh into a separate formula and eliminating all the other set aid. So in the past community schools has been part of the foundation foundation aid formula that amount and then out of that we have to set aside a certain amount to be used at community schools. This is asking for a totally separate formula for community schools and fund it that way. And then third is to replace the
064regional uh replace the regional cost index with a couple other indexes u primary index for teachers which is more reflective what true costs would be in the community versus what they might be on a wider regional basis that would help out districts as well. Um all the expense b expense-based aids um are running at current levels. Uh there is advocacy to restore the grow growth aid form growth aid formula which enables districts to see uh additional state aid in the year that they increase their enrollment. So there are districts that see an influx of enrollment that they weren't planning for. they have to wait a year in order to start receiving aid for those kids. This would be an adjustment to say you received 50 more kids than you planned for. You will get aid
065on 50 more kids in the current year rather than having to wait a year. Fund the current Q of prior year adjustments. This has been on the agenda uh for several years. Um, as you know, state a uh with state aid, um, [clears throat] if if you owe the state, they take it back immediately in the current year. If they owe you, uh, we are currently on an average of about eight years if you're lucky to get it back. our current prior year Q amount that we're owed as of January a year ago was just over $700,000 that is owed to us um that there's no allocation for in the current state budget to fund. And then again another uh prior year advocacy point is to limit the capital uh increase the capital outlay projects
066from 100,000 to $250,000. Again, $100,000 today compared to just five years ago does not buy you a lot of capital work. Um, replacing a few doors in a building can cost you $100,000, much less really making any real changes within a building. So some additional advocacy issues um would be to to merge all pre kindergarten funding streams into a single needsbased formula with a per pupil allocation and a floor of 5400. Fortunately the governor has already upped that to 10 which is nice. Um and then to make kindergarten prek transportation and prek specific capital work aidable looking for advocacy around changes to the tax cap that Romeo already spoke a bit about. So the greater of that 2% um or the calendar year CPIU would be the is the ask around the growth factor adopting
067regulations that change that represent changes in taxable status primarily pilots so that they are incorporated into our uh growth factor um or the district specific growth factor that 0.000019 does not reflect pilots. So, we're looking for that to be included. And then, uh, to expand the capital exclusion that's part of the tax cap to include increases in transportation costs contracts due to the zero emission bus initiatives or infrastructure. Again, another one in uh related to the zero emission bus. Authorize NISED in partnership with NAERTA to issue ongoing waiverss regarding new bus purchases and fleet conversion requirements. Establish statewide policy and procedures directing districts on how to proceed in the event of a failed bond vote. The state has still said sounded silent on that. And every time you ask, they quickly change the subject. Um
068and then update building aid allowances for required infrastructure needs associated with zero emission bus. Several others that are um advocacy items um to make changes to the piggyback contract um rulings that have come down recently uh and but and to expand that until 2031. um clarifying language around what we believe is the misinterpretation of the existing regulation. Uh that's currently being litigated. Um NISBA has reached out to ASBO to join them in that litigation and um that's moving forward at this point in time. And then to main all existing piggybacking authority that exists. An item that's financial um is to allow access to district reserve funds if a district needs to borrow for other purposes so that they can borrow from their own reserves without having to go out and borrow and pay interest. And
069then from an operational and process standpoint, uh asking for advocacy around modifying civil services and hiring. Um looking to expand helps the civil service exam reforms, provisional appointment flexibility and standard standardization of titles and exams on a statewide basis. And then lastly, we're going to just look at the quick timeline uh between now and the budget vote uh for this month. Um we're reviewing um staffing HR departments reviewing all staffing through around mid-March. Uh we're also reviewing any requests uh that have made for the 2627 budget. Tonight is the update to the board. In February, there'll be two meetings. The initial budget and state aid analysis will be completed on February 3rd, our next meeting. And then on February 24th, we'll look at debt service. the property tax cap and a bus replacement proposal. March,
070there will be two meetings as well. On March 10th, uh bus replacement resolution uh will be on for a vote as well as a budget update to the board on March 24th. going into April on April 7th will be the recommended superintendent budget for the 26 27 uh school year on April 7th. The preliminary public budget hearing will be that same evening. Legal notices will begin to go out throughout the month. Board adoption of the proposed budget and the property tax report card uh is anticipated for April 21st. Absency ballots will be mailed out on the April 22nd and the adopted budget will be available to the public for review by April 24th. And then going into May, all final legal notices will be published. The official public hearing will be on May 5th. Budget
071notices will be mailed to residents on May 6th. And then the budget vote and board of board of education elections will take place on May 19th. Thank you, >> Mr. Maloney. On page 21, it says, "Converting the community schools set aside into a separate funding formula and eliminating all other uh set aides." Does that mean that does that come out of our budget? >> Let's say let's say you set aside. might, but I would hope that it wouldn't that it would be a separate funding stream. Right now, we get our foundation aid and then they say you need to take six or $700,000 of that and use it for community schools. We're hopeful that the foundation aid would still be driven by the formula or whatever they're doing at the time and then the community
072school set aside would be an additional amount through a separate formula. >> You actually believe that? >> That's what they say. [laughter] I don't know if I choose wait to see for it again just um >> that's what they would like to see. That's what what school districts would like to see versus what really may happen. We're not sure yet. >> All right. Thank you, >> Mr. Ber. >> Uh thank you for the presentation. uh and my question is around uh the advocacy list and I'm curious as to the pairing up of this set of advocacy priorities with the budget report or the budget process conversation. I know a lot of them have budgetary impact, but do we anticipate that if any of these were put in were uh successful, they would actually impact the
073current year budget or would it be future year budgets? So for instance, the uh capital outlay increasing from 100 to 250. If that were if we were to successfully advocate for that, that could be an impact in this year, changing what our adable project at one building could be, increasing it from a $100,000 scoped project to a $250,000 scoped project. So that would have an immediate impact. I think most cities would be for the 26th to if they were successful in the advocacy it would be for the 26 27th school year. >> The guidance that I've always heard about advocacy and this is not from a school district context. So maybe it's different because of just the size and complexity of the educ of education spending, but is that when you go to Albany with
074a a laundry list, and I don't mean that in a pjorative sense. I'm sure these are all uh important priorities, but when you go to Albany with a long list of things you're asking for. Um that's not usually what I've heard recommended. Like get focused on three things that are most important that you most want to see be different. And then instead of, you know, shooting a trickle of water at all 25 of each of those 25 things, you're shooting a fire hose at those two or three things. and really putting your emphasis there. So, I'm just wondering like if uh you know if if there's some prioritization here, if the water is being carried by different people on on different things on this list or what you normally see be successful in a year,
075do you really get >> 20 out of 25 things satisfied or what? interesting because as I had said during the presentation, several ladies have been on there now for five or six years and some of them may have been implemented, others have not. But between the different advocacy groups, they've all got their kind of focus, these are the ones they're focused on. Our focus might be different than what these three other are. We could probably pair this down to three or four items that would be most important to us or have a budgetary impact on us that is positive if they were implemented for 2627. Um but we're one of 700 districts. Now, if that's I'm not sure, Todd, if you're if it would be helpful for us to identify those for you relating to
076the next year budget to for the board to use and say advocate for these two or three or four points as opposed to pick and choose the ones you think are important, we could probably do that. I I think if we had I it's would be my supposition that if we have a more unified voice on a smaller number of things were more likely to to get the [clears throat] attention that we want and to be successful. And you know I don't know if that's with the county school boards association or the New York State School Boards Association or who or who it is that that pulls together a more paired down advocacy agenda. It just seems to me that it's much more likely we're going to be successful if we're focused than if because
077you go with an with a menu of 25 things and they can cherrypick a few things that are easy for them to say yes to and say we gave you those things and not do what we what would be most helpful to us. So, I'm on the ASPO government relations committee and our advocacy day in Albany is the 2nd and 3rd of February and we will have um a paired down focused agenda that we will speak to with the legislators or their staff that um we'll be meeting with on that day. Um but to your question of does it happen? Um one of the issues that had been on the ASBO advocacy list for many years was to increase this salary cap for Bosey's employees from $30,000 which had been set at since forever um
078to increase that and that did get incorporated into the adopted budget last year. It went to $40,000 this year, $50,000 for the 2627 budget, and the current legislation would have it capped at $60,000 of eligible salary for the 2728 budget. So, we do in fact do just as you suggested. It is um honed down to key points that we believe as an organization of business administrators we can focus on. Thank you. >> Look forward to more Romeo. Maybe we'll have a better crowd for you next time. >> No offense at this. >> 5.01. Can I so move the quarterly reporting of professional service contracts greater than $50,000? Moved by Vice President Stencil. Second by Miss Felerano. Any comments, questions, or concerns on that? Seeing none, all those in favor? That passes 9 to zero. Moving
079on to extra classroom activity funds quarterly report. Can I move that to the table please? Moved by Miss Seaman. Second by Miss Slike. Any comments, questions, concerns on this? Seeing none, all those in favor? Passes nine to zero. Moving on to updated yearly appointment. Can I saw you move that to the table please? Moved by Mr. Butler, second by Miss Farmer. Any comments, questions, concerns on that? Seeing none, all's in favor? That passes nine to zero. Moving on. Quarterly reporting professional service contracts between 20,000 but less than 50,000. That's written information only. Does anybody have any questions? 6.02 anticipated bids. Does anybody have any questions on those? It's written information only. And 6.03 the bud budget and revenue status report. Does anybody have any question on those? All right. Moving on to the consent agenda.
080Can I so move the consent agenda to table please? Moved by Vice President Cussell. Second by Miss. Any comments, questions, concerns on the consent agenda? Seeing none, all those in favor? That passes 9 to zero. Moving on to 11.01, the bilingual program advisory council report. Miss Felano. Yes. The uh dual language advisory council um met virtually on January 14th and the meeting was led by our multilingual education director, Shauna Suite. and the council members shared program updates and Shauna facilitated a discussion on support and resources from the guiding principles for dual language education. So each meeting they anchor into this body of work to make sure that the program stays in alignment. The council which is comprised of district staff, administrators and community members has made three commitments. Each are reviewed uh at every meeting.
081the value of being bilingual and biliterate, providing a high academic experience, and fostering community partnerships. On January 7th, a team of dual language and enel teachers and administrators traveled to Terrytown, New York to visit a dual language school. The school has had a dual language program for 20 years and is similar in design to our Gree Central model. They also use the core as part of their curriculum and according to staff, this has allowed for rich conversations and exchange of ideas. So our staff and their staff had some common ground. Um the Greece dual language program is in its second year at English Village School and we have seated two sections of kindergarten and two sections of first grade. There are ongoing efforts to continue to promote the program among district prek families. In February,
082there are plans for an English as a new language presentation to staff at Lakeshore School to introduce the dual language program as it shifts to grades three through five in the 2728 school year. Teachers in the program report that students are making gains in literacy in both the English and Spanish languages. If you ever have the opportunity to visit the bilingual classrooms, you will be amazed at what our youngest learners are able to do already in two languages as they navigate two languages. The council also discussed ways to continue to develop community partnerships to help support the program. And again, um, really there's been such an amazing level of achievement already that [snorts] we're seeing and the cultural understandings in addition to the academic gains uh, has been remarkable. >> Thank you, Mr. Fzano. The
083board of education code economic committee, Mr. Bonagorio, >> thank you. Uh, it's been a busy couple of weeks for us. uh we are closing in on the uh date uh for which we'll be reporting back to the board. And so we're we're in the writing phase. Um we've had some um some significant conversations. We've identified areas of common ground and uh at the same time we've unearthed some significant points of um I'll just say differences of opinion and it's it's a fair thing. uh we we we're a a pretty diverse group, but we're approaching it trying to approach it in a way of uh of really forging together forging ahead together with some some common goals. Uh we are uh we're rapidly uh we're we've got a meeting we had a meeting this afternoon subgroup
084and the full committee meeting on Thursday. So we will be reporting back shortly with full details. >> Thank you Mr. Burio. uh culture and climate committee report for elementary. >> Okay. We met the elementary teachers met um for a half a day and examine the data um report card based on the student surveys. Um it was very interesting to look at these um results. Um, and all I could think of was my sons and now my grandson taking these surveys and how they would answer these questions, which were pretty sophisticated as far as I was concerned for third grade boys. Anyway, it's a five-point scale. Apparently, we'll be moving to a different um survey. Um that's a three-point um scale and it might be easier for kids to navigate that. Um but I I think
085certainly the teachers who are doing the evaluation were very aware of all of these things. Um they then got data on their own schools and they looked at the leader and me lessons and how they would align themselves to the sur the specific questions on the survey and they looked at whether they would be you know something might be supplementary that they say now is essential. Um so they spent um they spent that part of the day doing that. Um, we also then talked about our next steps would be looking at the alignment between what that committee's doing and the district strategic plan. The secondary meeting was cancelled again. um they are looking at this portrait of a graduate and spending a lot of time with that I think and um and with um the
086superintendent's letter saying that they were looking at using the um leader and me lessons within the context of what they normally did rather than something that was separate. I was really excited about that and I thought for secondary and middle school that might really be a selling point to get them involved. Um, which is why I taught English because I got to do whatever I wanted. So anyway, um, that was it for that committee. >> And just so I'm clear, you said the secondary committee was canceled. Okay. I just want to make sure. All right, moving on. 11.06 information exchange committee. Melano, >> thank you. Um I met with the uh Monro County School Boards Association group on um January the 14th and we were um part of a presentation made by the University of
087Rochester supporting our students strengthening educators response to the mental health needs of teens. Um the presentation was made by co-directors from the UR medicine department of psychiatry at the Galisano Children's um hospital. And the purpose of the um supporting our students initiative um trainings is to increase the capacity of school staff who are supporting youth with behavioral needs and their families. In a given classroom of 25 students, for example, their research shows that one in five will experience a mental health problem of mild mild impairment and one in 10 will experience a mental health problem of severe impairment in the class of 25. In the Fingerlakes, schools are the most common point of entry for mental health services. Overall, from a 2022 surgeon general report, educators are recognized as frontline providers of child and adolescent
088mental health services. The presenters that day noted that the comprehensive mental health is important because good health and education go hand in hand. It seems self-evident to us as educators. Um, but there are some real positive impacts of behavioral health partnerships which include students experience greater engagement with school and perform better academically, fewer special education referrals, higher graduation rates and improved behaviors in the school and decreased decreased disciplinary actions. So early intervention. So the U ofR is providing trainings um across a wide variety of topics um from clinical levels like setting up clinics and buildings to um sitebased trainings for the teachers and the staff. They don't just come in and then leave. They will train and they also have onetoone with families. Um there obviously are fees and those fees would be covered by
089districts or um by grants. New York State um uh Office of Mental Health and some insurance plans also um are are um ways that this can be offset. I just think it's just very timely with you know the what we talk about our teens and struggling with either behaviors or academics that really this has been one of the things I've been very interested in is just the mental health status of our young people [clears throat] and that you know by pulling the right levers we might be able to um get many many more of our kids on the right path. So thank you. Thank you, Mr. Fzano. Um, Monro County School Board's legislative report, Miss Lake. >> Well, the legislative committee was concerned our last meeting with advocacy because scheduled I think several years in
090advance and the legislator and so that was their crisis deciding what to do with it. But while they were deciding about it. Um, it really opened up the topic of should we be sending 20 to 25 representatives to Albany for one day um for this big advocacy day and I went last year and um it's kind of a grueling day to get on that early train and go and then you get there and some meetings that you thought you were having were cancelled and you spend a lot of time sitting waiting And then the ones that you have, it's like there's so many people in that room. [clears throat] So I thought I fell asleep, but that's another story. Anyway, we did talk about maybe having fewer people who are very would be really I
091know you're busy during the day but if you could um at least the meetings are during lunch but I think you would be very good but um they did talk about targeting certain legislators and they they mentioned one senator specifically who she had an amazing record of getting her bills Um, and they do a lot behind the scenes. You know, they're meeting with people over the summer and they do a lot of that. Um, and we have the breakfast coming up February 7th. So, if you're interested, um, that's at CCR and you should be getting pretty soon. Um, and again, I had mentioned in an email to everyone that there is a bill in the assembly that will prohibit the use of AI in classrooms prior to high school. Um, so I don't know whether
092that's got weights on it, but it is an election here, so I think that's it. >> Thank you, Miss Sych. Mr. Maloney. >> I would like to make a motion to adjourn this meeting. >> Second by Vice President Sussell. All those in favor that passes 9 to zero. Have a good evening.