ICSD Board of Education Voting Meeting - Tuesday, April 28, 2026

001Yeah, >> fantastic. We will call the meeting to order. Thank you for being here. This is our April 28th, 2026 meeting. Um, our first agenda item, our approval of the agenda, any possible modifications. Uh, I would like to make a motion to modify the agenda. If uh I'll look for a second as well. I would like to modify the agenda for 10.5 to be the climate action plan advisory council and agenda item 10.6 to be the accessibility advisory council for quick updates for both of those as well. >> Second. >> Thank you Aaron. Second uh discussion debate dialogue. >> Um what is it 10.6 is accessessibility >> advisory council. Those are the two advisory councils that I'm aware. Am I missing any? Fantastic. We'll call question all in favor. That is unanimous. Thank you very

002much. Uh and those would be quick uh addition to that agenda item. Uh if there are not any other modifications to the agenda, we'll continue on. Great. That is called public comment. No one has signed up for public comment. And I didn't see anyone online either. Say it all the time. Then I'll presume there's no board responses. That will bring us to our student reps. And we have LACS present with us. Good to see you. Hope you're all doing well. >> Yeah. Good to see you. >> Yeah. Uh we missed last week. We're sorry for that. Though that was because it was Emily and I uh well >> I was very ill the whole week of school. Emily and I were setting up for the LACS senior prank day, which is probably heard of other

003senior prank days. We do we go pretty above and beyond for it's a uh we set up pranks or it's like we pretty much just take over the entire school. Uh like just just every single room has some like huge thing feature in it. This year we set up a gigantic like camping scene in the cafeteria. All tables got moved out, dim, the lights, everything. A school bus made out of said tables. a chapel with a service happening in it, a TSA screening checkpoint in one room, and we even managed to fit a 65 foot bouncy house into the gym, >> which so we we had we had a great time. We were very tired at the end of it. Um, it gave Keith quite a big shock uh seeing all that you as a

004as a rookie principal at LACS, but it was one of my favorite uh experiences at LACS. We had a ton of fun doing it. um ne will be beginning the process for a new LACS board reps for next year, next week. Um so that means at least Emily and I will be gone next year graduating boat will be running again. Um but we're start we're starting that next week that if you're not familiar with our process, I think I sent it out probably honestly five months ago at this point. If anybody's curious, I'd be happy just to forward that to the board email address. We will be doing speeches for our uh candidates next week and then the following week will be a full week of voting for our student body. Um it's yeah again

005another student created process for how we do that. I was a part of that. I'm quite proud of it. Um all right so uh for starters uh again sorry that I was sick last week. It was not great but I'm back now. I'm 100% so we're all good. Um, last week on Wednesday, as you guys probably know, there was a walk out. So, a large number of LACs students participated. So, at the end of sixth period or I think the beginning of sixth period rather, end of lunch, >> end of lunch, beginning of sixth period around that time, we gathered outdoors in the amphitheater to start by making signs, gathering our group, making sure that everyone was there and making our game plan for the rest of the afternoon. Then we chose to then we

006at roughly I think 1:15 we walked downtown made our walked down State Street and then we made our way to Dwit Park where we had a few different performances and speeches and then afterwards we had a small group continue marching on the Yeah. Um in fourth cycle which is sorry we have now entered fourth cycle or quarter in our school and that brings a couple of new things. For starters, we've stopped we no longer have projects. So pretty. >> Well, yes, >> we no longer have projects as they are typically known and we instead have shifted into our trips group. So as I' as we've talked about to you guys about many times we have the exper our experiential ed education like the part of that part of our school and one of the biggest

007ways we do that is through our trip groups in which during trips week in mid end of May we will for a week cease classes and go on trip groups with students. So, some of those are local trips and some of those some of those are going all the way to Spain, which me, Julia, and Emily are all participating in. Um, we personally are leaving a few days early, so we'll be leaving in 17 days on the 15th. I know, coming up real soon. Um, otherwise, we also have state testing for the middle schoolers. So, the past couple days and even last week, I believe we um the eighth graders, maybe seventh graders, I'm not sure, uh have had their the science, math, ELA test, state testing, and from me personally, I've had a lot

008of conversations with middle schoolers. They are not happy about it, but they're they're doing it nonetheless. They'll continue it, and hopefully they'll soon get through that process and done, but you know, we're working through it. I want to make one note for our middle schoolers as well. Our science Olympiad team, we have two sports at LCS, mock trial and science Olympiad. Uh they they went to the state championships this past week. They got second in geology and third I think it's in it's uh something to do with dinosaurs. I don't remember the name. >> No, it's diseases. One of the first event was rocks and mineral was diseases. >> Diseases. Yeah, we're their team's only a few years old and they're already going to the state championship. We're very proud of them for that. And

009kind of dishing on with the Earth Day walk out, everyone's aware, not a school sanctioned event, but I think it's still important that we communicate that LACS is a very climate conscious school. We've and probably the vast majority of the high school walked out to march downtown, protest down on the commons, and have our voices be heard. We had performances, and it was it was I felt it was very powerful. >> Yes. >> On on the topic of Sorry, we're jumping back and forth here. On the topic of people going to competitions, uh, a lot of the Boseis students went to, uh, the Skills USA state competition in New York State. I believe we did have a few students winning uh, we did have a few students winning medals and placing uh, from the greater

010TST area, but we did also have one LACS student Sam Miller place as a in SE would do second place in his event. >> Yeah, I think that's all. Thank you, student reps. Appreciate it. Board responses. >> I just think it interesting to see what happens when Emily's not sitting between them. It's just like jumping back and forth. >> It's like a ping pong when a test finish. >> Um I I I really love the the walk out. Um I never did anything like that in school and I think it must I feel like that's such a powerful thing, right? Just experience because you've never experienced it. I mean coming, you don't really participate because you know what you're missing out on. So I love that you guys are so involved. I love the senior

011prank day thing too. I didn't I didn't even know that happening. So >> yeah. Yeah. So I think it's really fun. I love you guys to that. >> I'll echo but I want to reiterate both of those were nonschool sanctioned events. Want to make sure that fantastic. >> That's why we make sure we we cleaned up. >> I've been to the LACS break before. >> They're interesting. That's >> very >> um a quick response from me to for board reps. Uh we'll be talking about this later on when we get to the policy committee update. Uh we were als we've been looking at um our current uh student leaison the board of education policy that's adopted in 2013 and we'll be doing a different version of that coming up. We'll finalize that at the main

012meeting. Uh but what it does mean at this point in time is the board is is having discussions about uh four possibly four reps at LA at Ethica High School and two reps from LACS. So going back to the 42 model which is actually stated in the policy uh we'll make sure that we communicate that with uh Keith and with uh our current programs at all and I believe I've captured that correctly. Maline and Emily were that was part of our last conversation >> and we'll finalize that soon. So just a just a heads up as you're going into this process. >> Yeah, we're quite excited for the next uh board reps next year to be involved with this process, help implement it, steer it, give feedback. Yeah, we're we're both in we're both in

013agenda committee which is who is who is running the elections sadly of course being of course as a person running I can't understood. Any other board responses all right fantastic. Thank you again LACS reps. Appreciate it. Um that will move to the consent agenda and we'll entertain motions. I >> move to approve all consent agenda items listed in consent agenda personnel report students and minutes of play meeting is presented. Second. >> A move by Adam, second by Jacob. Uh, questions, conversation, debates, dialogue. >> Uh, hearing none, we'll ask the question. All in favor? Motion passes unanimously. Thank you very much. Um, and then, uh, I don't know that this would be a modification to the agenda, but Dr. Brown has asked to uh not engage in a superintendent report for this evening, but rather fold

014that into the next agenda item, which is the state of the district. So those are going to become the same agenda item. I my apologies for not making that change when we talked about at the beginning of the meeting. Um but here we find ourselves. So we will move to agenda item 9.1 of 2025 2026 state of the school district. >> Thank you for the opportunity to share this prof. I wish to invite some team of us to uh up close and we hope to engage in this conversation that you know the the state of our school district is strong. I I'll say very strong. I had a wonderful opportunity this past weekend to be with a select group of superintendents uh for-profit leaders and some nonprofit CEOs. And I I I was wondering why

015I was invited. It was a great professional development opportunity as they talked about what what one should look for in outstanding school districts and and those other organization as well. And I wrote down what to look for in the best school districts in America. Fiscal stability. Going to talk about that a little bit and we haven't talked about it. um high and potentially improving student achievement data. And if you were watching the curriculum committee meeting a little bit ago, you've heard some things going to go a bit deeper there to this. And this last one was new to me. And I underlined this one. Transparency of data and accountability metrics and how it's presented to the community along with the transparency of governance. We're going to talk about that some too. So those three things

016were things that people who are uh offering accreditation, the people looking at good school district or writing about great school districts and organizations are writing about the places that do those three things. And I sat there and I will put our work up against anyone's. I've invited some team members of mine uh to come and we're going to share with you what's been linked to our web page going back to transparency of data and governance. Um, you know, the state of the district is a school district policy and our policy to pretend is to present to the community and the board of education annually on the state of the district. It doesn't really outline exactly what to chair. We have taken some liberties over the years. Um, you know, we did the equity report card

017thanks to you Karen Ty Walker some other folks, brother Bradwell, LJ Harris. We were known for having our equity report card and a way to look at data, manipulate data, hold ourselves accountable unlike any other place in the country. We've had visitors come talk about it. I think we've added to that over the years, but what we're presenting to you now, similar to what we shared a few weeks ago around budgeting is a an an enhancement to what we've already done when it comes to sharing our data. And I want to share this as our state of the district. And I it's a bold statement for any superintendent to say the state of our district is strong, very strong. And as you heard me say before, I'm going to bring our data and our portfolio

018of data. And I like folks to bring theirs as well if they wish to challenge that, wish to share with us where they want us to do more. And but when I say the state of our district is strong, I mean that. And I know we have areas we need to continuously improve. And we have some areas that we aren't doing anywhere near as well as we would like, but overall macro and places where we've identified in the past is way as places we need to improve, we have done that. So, we're going to try to do this in and lie of doing what uh some of my colleagues have done in the past is share with you a hundred different slides with a bunch of numbers you can't read on the slide. We've asked

019our team to tell some stories to sort of highlight some takeaways or talking points but are open to any talk submissions, email, phone calls if we could go deeper. We've done work sessions. Karen, I believe you've hosted work sessions where we've looked at our data, we've asked questions. So, we're open to having community conversations in any form about what we do. We will bring our data um to engage in a learning conversation about the work. And tonight, it may be seem it may seem short to some folks, but we are going to hit some highlights and we're open to some questions folks may have. And thank you, Emily, for pulling this up as I sort of just talk through it. We'll start with u I'm going to start with enrollment patterns and my team is

020going to we're going to talk about communication. We're going to talk about equity. We're going to talk about finances. about all the things that the board goals at the time and things that we think are part of our state of the district report. see enrollment patterns. I'll begin with I was asked this past weekend. There was a superintendent in one of the top districts in an A-rated school district in California sat next to me and for unbeknownst to me have been following our work and he asked where you're one of the best school districts in the nation. How did you achieve 15 consecutive years of winning the music the best community for music education award? That's we have I've recently been recognized for 15 straight years for having a music program and arts program that's

021best in the country. And he also said and I've been following your AP enrollment work too for 10 years at least 10 years. I I was trying to I think maybe 11. We've been honored by the co college board as an honorable school district top 2% in the country for enrollment patterns. So let's break down enrollment um because this question comes up a lot. I've heard our scores misrepresented by a lot of folks. But I want to be clear about where we are. This is something that we've identified as something we want to do. This is we're winning our we're winning awards from the college board around our enrollment patterns in AP and honors level courses because our numbers continue to go up and they our classes be continue to become more and more diverse.

022And I'll read you some of these numbers that you know I don't like to read things but I want to make sure we get this in the record. 69.1% of our students are enrolled in at least one AP or dual enrollment course. That represents an a three percentage point increase from even last year. We have 302 students enrolled in TC3 college credit courses while still at high school with an average of most are earning at least 11 credits. I go on to say we have 538 students taken a an AP exam close to 1100 AP exams taken this is important 43.7% of those exam score a four or five that's an increasing number of young people getting a four or five on AP exams while at the same time the number of young people are

023increasing and the diversity of that cohort is increasing as well that is some I'm hoping that goes into the record because that is a That is a stat that we share unlike anyone else in the nation. So our AP and our honors level courses in this excellent school district has only enhanced. We're offering more off we have more offerings, more kids taking them. They're doing better on those courses. And as we've done work to make sure those classes are more diverse, those kids are taking them well and our scores continue to go up. I was here. I came in 2010 and my first board meeting was a tough one because it was on the heels of a tough budget conversation and I was told by the board president at the time that that conversation was

024hard because young people that showed up fearing they were going to lose their elementary music program, strings music I believe. And I'm all of a sudden I'm thinking maybe I was hired because of my dissertation was on co-curricular involvement particularly in athletics and performing arts. And I found that the young people participate in something before after school that's related to athletics or performing arts outperform outperform those who do not across 12 different academic indicators in Virginia. I was struggling with how come in school districts in Virginia, the Commonwealth, that was the first thing we were cutting when budgets got tough. So I studied it and it was true. The thing that we know increases academic achievement enrollment in those programs is the thing that's most often cut when budgets get cut. It's like uh if

025you're not doing well in English, we're going to take you out of math class. Y'all feel me? Like I struggle with that concept. Now my has been replicated I think 10 different times since I wrote that and people are fighting the same thing. So I thought maybe I was hired so that we wouldn't destroy the programs that we know are contributing to young people engaging in school, their leadership, their social emotional health and their academic achievement. So we have not we actually at that time said we were going to increase enrollment patterns at the secondary and elementary level at a time where we weren't even tracking the number of elementary students who were enroll students who were enrolling in cocurricular program. Y'all still I'm trying to say this as slow as I can to make

026sure people understand what we're talking about to get to what I'm going to read now. Our choir, band, and orchestra enrollment has increased significantly over 10 years, but even from year to year. At the secondary level, co-curricular participation is at 68.6%. 68.6% of our young people at the secondary level are doing something before after school. While we want to increase and I won't even mention the percentage of young people, particularly black students who were participating when I rece when I got here. Now that number has increased yet again from 46 last year to 50% of our black students are participating in the co-curricular program. We enhanced our offering. I remember the year of show when we were cutting we have significant budget cut. I I was challenged as news to cut and at the same

027time we added cocurricular programs. We added indoor track where this little alpine skiing. We added programs to make sure we increased the diversity in co-curricular at the same time we were cutting programs and this room was packed but we were cutting programs that we were not seeing the academic achievement gain from that was a tough day but now we're seeing those kind of shifts and that we've been seeing those kind of sh orchestra participation has increased yet again we're at 66.7 so 66.7% of our elementary students students are particip I keep pointing right here because that's where the students were sitting participating in the strings or band or core program. Again, we're telling stories here now and you can go deeper into the data. It's there for everyone to see and even manipulate thanks to

028Lynn and the folks who put together our Tableau system that allows you to look at our data by sub membership group and other categories. Again, I'm going to pass along to uh maybe Lynn next to share more stories, but again, the the state of our district is strong and these were these are multiple indicators that I was told we need to significantly improve even though at the time they were already pretty good. Ben, >> thanks Dr. Brown. Um, yes, and I encourage folks to go in and explore both the state of the district report and the equity report card that is linked there. Both are current and upto-date. Um, and one of the things that I appreciate most about how we look at accountability in this district and in this community is that it's not

029just one metric, right? We are looking across metrics at how kids are succeeding. So the story I want to look at is both um starting with enrollment and thinking about the diversity and complexity of the learners we are serving. So in 2024 25 last year 31% of our students had either an IEP or a 504 plan which is an indic indication of just complex learning needs right have needs that need to be uh planned for with intention and um to support learners in succeeding at high levels. all kids are capable of learning. So that is over that's a 10% increase over the last five years in terms of the number of students that have these very specific plans to support their complex learning needs. At the same time that we're seeing that increase in that

030that beautiful growing of diversity and learning needs, we are also raising achievement levels. Right? So thinking about um our at grade level reading went up um the last two years. I'm sorry, I'm just finding my notes here. Um, so last year we were 67 or 67% of kids showed at least one p of one year's growth in reading. Um, and we were up over previous years in our at grade level reading. That is a direct like indication of the structures of support we're putting into place through our MTSS or multi-tered systems of support. thinking about how do we address the needs of complex learners while raising achievement, right? We see that on our ELA and math exams both going up. So, we are not only raising achievement, but we're doing that with learners who um

031need more to learn, need more repetition, need more in different ways of the information being presented, require more work on the part of teachers and the other adults in our buildings. Um we're seeing that um I'm sorry additionally in chronic absenteeism. So thinking about our chronic absenteeism rates which um decreased to 23.9%. So down from 26% down to um 24% which is significantly below the state level 30%. Right? So, how we're engaging kids with complex needs in our schools, how we're continuing to um move these metrics while our population changes is um I think a testament to the strength of the district and also the the like commitment to looking at the resources we have >> and using them flexibly to respond to the learners in our classrooms. That's in the face of tightening budgets

032too, right? So, we're thinking about doing that with fewer educators, um, more kids in classrooms, and, um, just managing budgets tighter. So, all of that together really speaks to, I think, strength of a system and looking at a system level. >> Mary, >> I actually want to talk about a conversation that I got to have in running into a caregiver. I know my time as principal now has students again in our elementary school um and a first grader and she came up approached me um and said I want to talk to you about reading and the way in which she approached me I thought okay here we go it's going to be an important conversation um and she said uh I just listened to my first grader explain to their grandparents what a schwa is.

033And I am really excited. I'm also frustrated that I can no longer spell words. My partner at home, my child knows what we're saying. And that's a real we see that. So that's a qualitative point and data point. As I'm walking through the community, I'm hearing different conversations about literacy. So, how do kids know themselves as readers and writers? How are they talking about themselves as readers and writers at family events? Um, and in when they're engaging with other family members and also the kind of um requests we're getting from educators for professional development. It's not right now we need support around decoding. We we need for example um in the literacy circle we had, we need support around fluency. That's the next component of the reading rope that we want to really tackle. And

034so we see that if we look at the our dibbles assessment K5, the increase of around eight percentage points and students growing their growth as readers and then how that that one local assessment and then what we also see in the New York State assessment is also a a growth of around 8% um as an average across all of our students. So, thank you to the work of teachers. Thank you to the work of caregivers who are willing to talk about it and approach us and and it was, you know, amazing work. I will echo um our fine performing arts department the most recent show 95. So, thank you. >> Communication continues to be a poor goal. Um and I've been here when we had no communication plan or any resources in the budget to

035support communicating Um yeah, those are some days. Um our website was a bullet board. Remember those days? Um and uh thank you Katie for being here. Would love for you to talk about our way our approaches. And again I heard this weekend um very few leaders ever hear that commun the organization is communicating well. That's always something we hear no matter if you're Cornell if you're higher institution, higher education institution or a K12. But K you want to talk about some of the metrics and efforts? >> Sure. Yeah. So, um the first goal is around um meaningful information. Um and at least 80% of parents and community members um would say that they're receiving meaningful information. And so we've seen a 6% increase over the last um two years. And so I just want to

036talk about some of the things we've added um and enhanced over the last couple years. So um we do our monthly insider newsletters. Um we've added the board summary emails. Um we do a monthly staff update. Um we've increased the number of stories coming out of um our buildings. So last year we had 34 total. We're already at 40 stories from our building um buildings. Um we've increased um text messaging to families. Um social media. Um we've tried to increase more um video content. Um we've revamped our website. We launched this new website two years ago um completely and added an app that goes along with it. Um we have a new newsletter platform that we rolled out over the summer to all buildings as well. So um over the this past year we've been

037working with um each school to redesign newsletters. Um they're more accessible. Um they can be translated and so we increased a lot of those accessibility features as well. Um and we also provide the meeting summaries after every single board meeting. Um we've integrated calendars um to the website as well. So um each school can add their events to a Google calendar that syncs with the website um to try and get more um overview of events happening at each building. Um the other goal associated with communications um is having meaningful opportunities to be heard. And so, um, we do still have a bit of work to do here, but we have, um, continued to increase, um, as well. And so, we've tried to offer more, um, opportunities to provide feedback. Um, increase the amount of surveys

038that we send out. Um, we've done movie screenings over the last couple years. Um, so those are just a few of the ways that, um, we've been working on. >> Thank you, Katie. Transparency of data and governance. um high potentially improving student achievement data and fiscal stability. We've been talking about quite a bit the last few months. Um and it doesn't take one doesn't take many Google searches to see what's happening around us when it comes to fiscal stability of school districts at this time. Um we are in a a a great strategic position after many years of planning to have healthy fund balances um to competitively uh incentivize educators through compensation strategies and to frankly not be cut and that's a good place to be in 2026 in uh central New York. So, fiscal

039stability, those are things folks are looking for to determine whether or not an organization is doing well, is strong or thriving. I would say we check the box on all of those. And I will end with uh the state of our district is strong. And I encourage anyone having conversations with me or anyone on the team about areas you want us to potentially improve andor where you have other questions or if you wish to uh if you think differently, just leave your emotions and bring your data. questions from board members, >> comments, reactions, questions. This is the time I assume for dialogue for you and your team. Dr. Yeah, we got bunch of folks including Dan who finally turned the lights up after >> Dan took like I'm not multitasking >> recognizing that this is

040the cliffotes version of the cliff notes of this website and still there's an opportunity for us to engage a little further should board members so >> I just want to make a comment about fiscal responsibility Um I know I've experienced like when times are good you don't you don't realize how good you got it you know and I think like the district has been doing really well because of all the planning. I think it's important to acknowledge that and um you know it's easy for people to have like a teacher they don't like in a school and be like oh the district's doing bad you know but you always have to look at things holistically and it's so important that the district is healthy financially um fiscally because then we can pay teachers and we

041can plan for the future and we can organize things in a way that's you know student focused and staff focused. So, um I just I I know I comment comment on it a lot, but it's so important and I think it's something that doesn't get enough appreciation and it's because things have been good. So, um I I do appreciate all you guys who >> the board members thoughts, reactions, questions. This does not have to be the only time obviously for this conversation as well. Much like fiscal planning, this is a year-long process or continuous process and >> a continual improvement process. >> So even while things may be really good and strong not still striving for excellence in various ways, including can't be excellent without being equitable. You >> saying Dr. B's not equitable. I'm

042seeing you still work to do. >> Um I kind of I want to as a fellow communications person, Katie, I just want to say like well done because this district's massive and the amount of work it takes to try to get that information out there is a lot and like well done. You the changes you made is it's palpable. So thanks I'll step out of line. I'll echo that as well. Just thinking about where we were as a district and five six years ago in terms of communication. Um a good portion of it was uh you know again just precoid uh it was it took a lot of work and I've often s said one of the things about our district is not necessarily a lack of transparency. It's an overwhelming amount of information that's

043disorganized and so folks it's not like it's not there. It's just hard to find. And I think we've done such a a much better job of pushing out information in much more organized ways. I know some of the open rates for some of the emails that you've received are well above industry standards. It's almost amazing how well uh one how engaged our community is. Um but the communication piece has really helped a great deal. And I've noticed I'm sure I would assume I don't want to make assumptions but I will assume the other board members probably have noticed as well. Uh individual communication from schools has increased pretty significantly. I'm greatly as one caregiver. I'm greatly appreciative of getting continual updates from the school which happened before, but it was paper. It would come home

044once a month maybe. Now I feel I'm getting weekly if not multiple communications per week. And that's a um as a caregiver. Again, that makes you feel some sort of way of connected to the school. So to you and your team, Katie, I know it's not just you. I know there's other folks here. Casey does a lot of work as well. So but but thanks to everyone for the communication part. It's been a intentional and rewarding impact for the school. >> You know, one thing about a successful district too is is having good executive staff. And I don't think our our staff gets enough appreciation. It's small but super efficient and everyone works so hard. And when there's fires happening at 4 in the morning or where there's a school being flooded, you know, people

045aren't there. They aren't witnessing how much work and energy and care goes into that. And I mean like you know I know you break in Dan's chops but like you know I I I work I I see Dan I see what he does and I see what everyone does and I don't I don't I don't think I don't think they get talked about enough and like the district really runs efficiently because of all the work that they do right people talk about successful district you don't realize like you know the amount of hours and days that go into a flooded school and like the amount of phone calls like all hours of the day and um yeah so I just I I see it and I appreciate you Hi, >> Doc. As you're saying this,

046you're saying district is strong. What's one area you would like to focus on? Not saying that it's not working well, but that you still see an area of improvement that um that you're excited about. You're excited about trying to problem solve or strategize or Thanks for asking. I think the other reason you hired me was um I said naively at the time um I will be I will come here and we will eliminate the achievement gap. Now that's a term I don't even use anymore because I think it's a racist term but I said the achievement for all young people will um not be based on their race class disability and the things that are in the board and we would eliminate that. That's not been done anywhere. Um and the gains and the shifts

047we have made to close such of a gap has been the most significant in the nation when we look at referrals suspensions graduation rate. Our graduation rate right now one could argue that that is an elimination of the gap based on our last year's number because it's 86 something% for black students which is by far the highest in our state if not the nation. But I can look at our reading scores and all the significant increases and shifts we made with literacy which are well above based on state assessment based on our local assessments well above state and national averages. There's still a gap. So as my mama would say um you may not see see all the things you're fighting for while you are here but what I hope you do is inspire somebody

048to take your place when you're gone. I hope no matter who's in the seat that when you have a district that's fiscally stable that has everything out there for everybody to see and your data puts you in the kind of space I was in this past weekend with some of the top leaders in the nation and they're looking to me in Lith New York for answers person next I hope they still say instead of saying we're so great we're so excellent learn from us you know we still got to do more with the literacy rate for students with disabilities We're still disproportionately suspending even though you know when I got here we had in school suspension programs and we were doing four or five superintendent hearings a day and thank you you and others we

049wrote a code of conduct where we rarely suspend we eliminated in school suspension yet then is always on me about how we're disproportionately spending like our numbers are identifiable now it's raw numbers where when I got here we were in hundreds if not the thousands in referrals and hundreds of suspensions. So I feel there's work to do to fulfill that dream that my mom and I had to eliminate this disproportionality to achieve true equity, access and opportunities for everybody because I can't say equity in some of the states I've been to the last few weeks. So I now say access and opportunity for everybody. We are striving for that but we still have work to do and it will be easy to say we're excellent and to not talk about that or when asked that

050question I can refer to something else and not get to the real issue of why I thought I would park. >> Thanks for asking. additional comments, questions. >> Well, thank you and um thank the whole team for the continued work and um Katie that's mentioned our communication to transportation that was so big families to have an app and to be able to access the app and um even in snow day times and all. And um thank you that we had um this past March we had community conversations around the capital project and made it available six conversations throughout Ithaca. Not all well attended but the thing is it was accessible for people to attend if they chose had um chosen to attend. And um and I remember um like one of the turning points with

051even the music students was when Lynn Mary and a host of others and um Daffany Shabu had connected with the community and reached out to IC professors to say, "Well, what do we need to do differently to engage our elementary students from third grade into the music program?" and um and made it accessible at all of our schools too if they wanted to do so in the after school program. So that has definitely made an impact and and the various community conversations we've had over time on the equity profile and other data and I like that leave your emotions and bring your data because at times I hear people saying things like when have you gone on the accountability metrics on the district website to actually look and look and re really go deep dig

052down deep to see enrollment graduation rates, AP. Um, high school students saying that I I what was the phrase, Lynn? I wonder and I >> I noticed and I wondered and when high school students said I noticed that um in German class there was a reduction of students because they were taking other AP classes. >> That's a good notice. But um and uh or when um students would see their peers that are not treated a certain way, treated fairly and that came out in even some of the surveys. So um to just continue as we encourage um caretakers, community stakeholders um staff to um complete the survey, the end of year survey because from that we get even more results and conversations within respective schools and all. So um this is good. it continues to

053be good and continues to show that that we're not at 100% so that we still have the race ahead of us to um continue but um at least we have a goal post that we can achieve so thank you all want to add on thank you for presenting the information thank you fighting district I was sharing with Emily before the meeting but it seems timely to share with everyone like as a graduate of I think the city school district I feel like I've sometimes heard the um how to describe it like the argument like well back in the day like if the city school district did this or that and I think like I agree with many of the strengths that were needed as well as the ways in which I would like to see

054more equitable outcomes for students but I think that objectively and definitively like it is a much like the city school district is a much better place to be a student um than it was like when I is a student here um for many of the reasons named and so I've always appreciated the district but I just wanted to to highlight that because it's a common misconception I've heard and I think today is we don't actually have the data to look at from like 25 years ago but it's um yeah thanks for the work you all do the teacher class I'm sorry >> I didn't think I'll be following Jacobs. I'll say this before you leave. Um, some of the data we do have from that in the day, but part of the reason why I

055ran for the board is when my daughter graduated from 2006, black students had a graduation rate of 54%. So to go from 54% to 84%. Is nothing short of phenomenal. and having a child like our child struggle with two parents with advanced degrees, quasi middle class, surrounded by books, tutors, you name it, and to watch that struggle. I do think it's a much better district to be a student in for a variety of students. And we still know that we have more work to do. >> So, but that that's what inspired me to run for the board was realizing that we were leaving students behind that um didn't want to watch that. Dr. Brown, I'm sure we are going to come at you. Um, I will not leave my emotion at the door, but I'll

056still condemn it. Uh, we'll still continue to have these conversations and we ask folks, uh, we have the let's talk portal. Uh, you have board members, emails, you have phone numbers, call. Uh, I'm sure people have additional questions as they're able to use this tool and take a look at it. Um, and would ask people to please look at the data. Again, continue to push folks. The only way in which we get better is by looking uh where we're not doing the best and still recognizing that it's um our educators are doing some uh phenomenal work around the district. So, >> thank you for that. If there's anything else, we'll move on to the next agenda item. >> Thank you. >> Fantastic. Thank you. >> Uh agenda item 9.2, which is the resolution regarding the

057tenative administrative budget for TST votes. Uh folks may know every year the school each component district is asked to vote on the budget uh the administrative budget of TSOIS and this is what is presented before us. So we will entertain. >> I'll move to approve the resolution regarding the tentative administrative budget and the election of the Tomkins Senate and Tyogga Board of Cooperative Educational Services as presented. >> Second. >> My apologies. Uh, we're are we doing both at the same time? Are we adopting the budget as well as for collection of board members? Did I mishar what you said? I may have I may have misheard it. So, I apolog >> I would recommend that we do one at a time to pass the day. We do the budget first and then we go to

058the election of board members. >> Sure. Uh, so I'll just say I move to approve the resolution regarding the tentative administrative budget as presented. >> Second. >> That's a move by Adam, second by >> Sorry about that. >> No, I I didn't I'm glad I didn't hear it wrong. That makes me feel good. >> I thought we were doing it, too. >> Uh, questions, comments, debate, dialogue. Folks who may have the additional questions can go back. uh TST both came to present their budget to us uh I want to say two meetings ago maybe three meetings ago uh but it'll be easily found in the board summits I just add to that u the finance committee attended the annual dinner where they was another budget presentation so thank you to Karen and Todd for doing

059that speak for them I think we like we're there's no other questions we'll Call question or no other comments. All in favor that is unanimous from the board members who are present. We have movement to lead. Uh then that will bring us to agenda item 9.3 which is about the election of board members. >> Okay. So I move to approve the resolution regarding the election of members of Tomkins Senica Board of Cooperative Educational Services. >> Moved by Adam, second by Emily. Uh each again each component district is asked to put forward one member to serve on the TST board of education and then all component districts are asked to vote on the members um whether they're from their district or not. That's what we have presented before us. Questions, comments, dialogue. >> I'll just um

060thank Brad Granger for always serving and representing the city. >> Yes. Thank you for that. >> And thank you Mary for supporting Brad making that happen. >> Uh we'll call the question. All in favor? That motion passing against well bring to agenda item 9.4. Uh this is a secret resolution for the emergency repairs to Cuba Heights. We'll entertain motions and then adopt. >> Move that board adopt a secret resol resolution. the simpler resolution for the Kaiba Heights Elementary School reconstructions project determining it to be a type two action under secret. >> Second move by Adam by uh Emily. I like revolution better. I appreciate that as well. Uh questions, comments, discussion. >> I I'm I'm a little confused by this. Yeah. >> Um this I apologize. It's my first time seeing it. It's my fault.

061Um, can we talk about it real quick and just so I can understand what the purpose of going through like are we going through an actual CE process to do it? You know, >> Dr. Ley or Chris and or Chris, would y'all please see back there? >> How you doing? The state environmental quality resources act uh requires school districts when they perform capital projects to make a determination on the secret status. um that is done in conjunction with your in conjunction with your attorneys who review um the action. In this case, it's type two, which is the lowest level because you're really only doing something inside the building. So there's no environmental quality concerns, habitat, um archaeological resources, that sort of thing that that is under the perview of Seeker. Um so this one is

062a very basic level. We do it on every capital project. So, um, there, you know, this is a regular occurrence. Um, I'm happy to talk more. Every once in a while, you get it to, you know, different actions. There's unlisted and type one that are a little more restrictive. Um, so that's who's the agency that handles it? Like like if I'm building a building in a city, I go to the planning board, right? The planning board is the agency that, you know, will determine whether it meets standards or not. So, I'm just curious with >> Well, the state education department, you know, issues your building permits. They do code review on public school district project, capital projects in New York State. So, they're the agency that >> oversees that, not the local jurisdiction. >> Okay.

063>> Um, SER is a statewide uh situation. >> Yeah. Yeah. Sorry about that stuff. I just I was curious. Thank you. >> Questions we should ask? Additional questions, comments about the secret resolution. Hearing none, we'll call the question. All in favor? Motion passes unanimously. Moves to agenda item 9.5 and we will entertain motions and then discuss. I move that the board accept and approve the bid award to the 2019 capital improvement project phase 3B2 contract number 1109 to to sports incorporated as the lowest responsive and responsible bidder in the amount of $8,315 as recommended >> move by Adam second by Emily questions conversation discussion debates Hearing none, we'll call the question. All in favor? Motion passes unanimously. Fantastic. And this moves us to agenda item 9.6, which is a draft policy of school visits by

064school board members for a first reading. And to remind our community, any policy goes for a first reading. If it is approved by the board, it goes back to the policy committee. Then it comes back from the policy committee to the board for a second reading and adoption. So we will not be adopting this policy this evening. We're just bring putting in front of the board to get feedback. So we can entertain motions and then I will either I will speak to or ask my colleagues to speak to it on the pause. I move to approve the Ithaca City School District draft policy 2111.1 titled school visits by board members for first meeting >> by Adam second by Emily. Um so this policy just so folks will Emily or Maline would you would one of

065you like to speak to it rather than have me continue speaking the whole time. >> Appreciate it. Thanks. Uh the policy has come up a couple of times. Uh we have received advice from legal counsel uh that school board members visiting schools uh without uh such of parameters uh may be outside the role of board governance while simultaneously understanding the significant importance that schoolboard members visiting schools has. And so this policy sets to seeks to set out some parameters of coordinating with the superintendent superintendent within coordinators with school buildings. And in other districts, there is a vote that's required, a majority vote for a board member to visit a school in an official schoolboard capacity. It's not I'm going to see my child's lacrosse game or I'm going to see a concert. That's not what

066this is about. It's if I'm trying to visit a school as an official board member, what does this look like? Some school districts again have a vote. Uh that's usually the way in which it's recommended. We decided that our board did not necessarily need a policy that was that complicated, but that any board member wishing to visit a school should inform their fellow colleagues are looking to do so and then coordinate that visit through the superintendent's office then through the local school board or the the school building. Um the language we're still working out. There's probably some recommendations and that's what we're going to go through as well. We >> is it linked? I don't see it linked was down for like two days. So packet >> on Friday. >> So it's um it's the

067policy title school board governance to just remind us that governing body micro matches. Um, right. I still don't see it linked either. >> Yeah, it is. It's linked. I opened it up. >> It's like hyperl. >> Yes, please. >> And again, this is a first reading. We knew it wasn't perfect, but as the policy committee, we decided not to continue word smithing, but rather get it in front of our colleagues and see what you felt about it and things that you may want to be included, not want to be included, realizing that the policy committee shouldn't be obviously the committee that's, you know, deciding the policy, but coming up with a recommendation or a draft for board members. I think that what we noticed was that there was a lot of visiting information about visitors

068already covered in the other policies that are linked in this policy. And so we're trying to focus more on the few things that like set board members apart or may may create confusion than to try to include all of those things. >> So if we move down all the way to the bottom, Emily, for a quick second. Uh right there, those policies, the cross reference. So we already have a policy about visitors to school that applies to all school board members and anyone else, right? There's already a policy about classroom observations and visits. any parent or caregiver can request an observation or visit. That's a different role and there's already a policy for that. And then we've had to include a policy about public conduct on school property. This was in response to a couple

069events a couple of years ago. Um so that applies as well. Again, the policy that we're looking at is specifically focus a school board member said, "I want to do some instructional rounds. Uh I want to go take a look at so and so school. I want to make that happen." again as a board member. Um, we did look at other districts and what they do. We were trying to be I would assume I thought Emily less restrictive like there's no need for that amount of restrictions and steps in place, but having a policy in place we thought some of us thought was or we thought would be helpful. Um, and that includes a recommendation from um our legal counsel recommended we have a policy in place as well. And so we're in no hurry

070per this policy. It's also able to be tabled if folks weren't able to take a look at it. Um we were just trying to move it through or we could vote it through for a first reading knowing that it's going back to the policy committee in May for any additions and folks could follow up with those additions as well if we wanted to keep the policy procedure moving forward. So there are no objections from the policy committee to move this forward to just >> I didn't think we had any objections. We just we know that some some words smithing may need to happen and we didn't want to hold up the policy because we were debating must versus shall right and I'm being serious as an example. So no I mean we felt it was

071uh a slim down version made sense. Um, and we should say part of I'm speaking here and I may be speaking out of turn. Uh, part of this was what takes place if a school board member is working with a building leader that's not tenured. What are the protections that are >> and how do we make that happen? That's not always the case, but making sure that there was an official process that folks follow that there was no debate about um, you know, uh, there's someone in the room who says things are good until they're not. That did I get that quote right, Mr. Vanier? >> Yeah. >> So, um, That was the that was sort of the idea behind it. Let's just have a policy in place that we follow that. Yes. And recognizing

072that for all members should go to schools. >> So yes long would answer Karen to say that no I don't think the policy committee has any objections to our first reading. We'll be a little more in a second. >> So the process with this we can move it forward to the vote on it tonight. Move it to the policy committee bring it back to vote for second reading. And in the meantime, any feedback, suggestions, recommendations can be sent to any member of the policy committee. We'll discuss at the main main policy. >> Yes. All right. That seems to be a couple of head nods. We'll raise question. All in favor of a first reading. Fantastic. That moves forward. We'll put that on the May policy committee meeting agenda. And a second policy um is the

073naming of facilities and dedication of spaces for first reading. This may be a little bit more complicated for us to unwind, but maybe want to pull that up as well. Um and let's see if we can uh move it and second it first and then we'll get into some of the discussion some background. So entertain. >> Oh, sorry. Sorry, sorry. I move sorry I move to approve the IPA city school district draft policy 1600 titled naming of facilities and dedication of spaces for first >> moved by Adam second by Emily. Some quick background for this. The board does not currently have a policy for this. We have been asked over the past year and a half, two years to about the possibility of naming various spaces, locations, classrooms uh and uh made us think that

074it would probably be wise for the board to have a policy in place. Uh I want to give uh both Emily Workman and Emily Tracy R uh kudos for doing research about what various districts have done. Um, districts go back and forth between having a policy and having a procedure. Um, but as you may imagine, this is a uh significant topic throughout the state about what happens. Um, some of this is coming off of the heels of the 2020 protests when you find communities wanting to rename buildings or wanting to rename, you know, a field or whatever it may be. And part of it locally is for us is the unfortunate um losing of some of our dedicated and beloved staff and how do we honor their legacy as well? And so should there be

075a a process for that in place? We looked at a I don't know I want to say maybe eight nine different models across the state and tried to come up with something that um and Emily and Meline please jump in that provided some process but for the procedure to be determined at a little bit later date >> but that the board what we really were trying to make make sure that we said the board reserves the rights to approve or disapprove of any naming request. How we go about that? We also reserve the right to ask for additional information. In some communities, there has to be a petition of 100 signatures. There has to be a written narrative and rationale about why this should take place. Sometimes there's a moratorum that if something has been

076named, it cannot be unnamed or renamed for a five-year period. I know I'm missing a lot of other caveats that were out there and we decided not to jump into all those, but rather say if someone has a request, send it to the board and we reserve the right to ask for additional information about what that looks like. I think that's basically what we came up with. Is that >> Yeah, I would say so. I guess I would just say while I agree that we don't we didn't develop a process necessarily, this um this policy was way way way longer and kind of included a process through the research that we did on other um other district policies. We did find one specific process even that we all felt um was a really kind of

077meaningful way to um to go about this. Um, and while we originally put it in the policy, um, we scaled the policy down significantly so that we're not, um, um, uh, creating something so formal within the policy because no matter what, everything that we saw basically fell back upon the board to be the final approver. So, we decided um, that it made more sense to just kind of clarify that in the policy itself. Um but we do feel I'm speaking for all of us investing not true but I think that we landed at a place where we also felt inspired by a procedure enough to know that like we're we're not going to go like searching in the dark and come up with something totally random but um but one that already feels like pretty

078consistent and and good and allows a lot of opportunity for the for community members to engage while not complicating things on the on legislator board end as well. So happy to share that with with board members who all want to see those things. Not that it influences this specifically, but it was helpful to kind of understand what we would be thinking about doing. We need to take these things into consideration. >> No, those examples still I I thought I may have put them back even though I asked you to remove that. >> Uh no, but I have a whole folder spoiled. I mean maybe just I mean the central is is >> central is a great they also don't have a significant policy in place but they do have a very thoughtful procedure that is

079laid out on their website so anybody can just go and look at it. um and is really we appreciated both the process and um and also the um the features with which the board was encouraged to kind of make make decisions based off of as well. So those that are interested should check that out. >> Yeah, we'll add it. We'll put it back on here for the time being until we approve it just so folks click on it. It was a very thoughtful procedure that we really appreciate. Maline, any addition on your end? So um this is the overarching the policy. So the process and the procedures we could go into in the future that if we wanted to put in or someone wants to name they can provide a donation in the amount to

080exceed such and such and everything like that. >> Yeah. >> No we can't we could talk about that. Well, the last time we went down that path, uh it is disconnected from any financial uh incentive or you cannot uh we've been down this path one time already with someone who donated money uh having wanting something to be renamed. So, it is not connected to any financial donation to the district. It's much more connected to the legacy that they've left in the community andor the impact they've had in the school district. Some school districts say that the person cannot still be with us. We didn't want to get into those kinds of debates. Um we already have an example at LACS where the gym is named after uh Matt Knight uh you know Matt's gym. And

081so that was a big debate that took place as well. So we that was some of the debates we were having Karen about should we list the procedure or keep the policy flexible so the procedure can change but the letting the community know that the board will have a process that will be public and transparent but may change as times take place and you know individual spaces right we've been asked to name libraries we've been asked to name courts right fields uh you name it so that was sort of the idea behind it >> I My question though is similar to Karen's and I hate asking it because it's not >> it's not who I am and I cringe but given the you know fiscal state of public education should seeking payment for naming >>

082we are not allowed. It's pretty simple. We don't we don't have to worry about it. State law would not allow us to >> Well then that's awesome. No, I mean it makes it easy, right? So we don't have to >> There is no quid proquo. >> There's no Coca-Cola stadium. >> That is different. >> Oh, okay. Wow. >> We did have that conversation one time about whether or not we could lease airspace on our roofs so as planes fly by they could have free advertising. >> Uh go back and check those minutes of that meeting. That was a wide meeting. Uh we'll we'll come back to that conversation. >> Okay. >> Who knows? We could put a hoe somewhere that >> I I think it raises another question for me for us and the policy

083committee if I you know similar to Emily's point. I don't mean to speak for Maline and Emily, but we thought that engaging in the procedure is a necessary conversation for the board to have when that comes up and that each procedure may be slightly different. Some make complete sense. We may ask for a little bit of information. we know is going to take place. Some may be we may need to ask for additional information. I think that's why I would say here the board reserves the right to ask for additional information and or processes. So there's no way around getting you know a surefire clear set of procedure that applies for every situation. So this is also for our first reading. We're not making any major decisions. We can take feedback. We'll take a look

084at it. We'll be sure to include uh the couple other districts that we looked at. And I would be remiss if I did not thank uh Dr. Brimman for his work on this policy and also looking at various models and giving us a sync version about where we are headed. So thank you Dan for takes our I think three to four pages of a policy down to a couple of paragraphs. >> I also want to thank you. You want to move it forward for a first reading and come back for more in-depth dialogues? >> I was trying to get a couple heads before I question. >> No, but I thank you and keep you. >> All right. All in favor for first reading intact. Uh again, read it, send feedback to the community, send feedback,

085suggestions, and we'll add the couple of school districts that we looked at as well. Uh that brings us to uh agenda item 10.1 which is a curriculum committee update. Uh Jacob is not here. I don't know if there's a member of >> Yeah, he he left a a short passage for me to read as a summary. Um we've done we've done work on learning about various curriculum adoptions happening now or that will be happening in the future. Um just this evening we heard about how um about our science data um and how our overall performance is strong and above the state in most areas but also that we still need to work on equity removing race, class and disability because there are significant disparities as there are across the state as um we also looked

086at instructional minutes thinking forward to how we can make sure that a science curriculum adoption process at the elementary school can be successful while making sure that we keep important structures like wind time. That's the what I need time in the elementary school classrooms. Um, then we also want to give a huge shout out to the team at BJM and the district office who described how they've been working to get to a good place with the K2EL adoption. Watch the video. It was really inspirational to hear how people are working together. And feel free to email Jacob, me, Aaron, anyone on the committee or was the meeting um and the board if you have more questions or suggestions around the work that we're doing at curriculum. >> Thank you, Adam. Appreciate it. Uh 10.2 facilities

087and finance committee update. >> Yeah, I think we had a facilities finance meeting two weeks ago on Thursday. I think the outcome of that largely known by by this room because it was the input the following Tuesday. But just for the public record, I will say that we we we met that Thursday. Uh the committee was challenged with two things. First, could we provide more transparency on the implications of different mixes of that sort of difficult balance of trying to offer relief to taxpayers but also preserve district's long-term financial health. So, we said we were ask provide uh more transparency what different scenarios would look like. And we also uh kind of were reminded again that this is a very difficult year for taxpayers and to try to really look hard inflationary pressure, a lot

088of uncertainty to the economy. All right. Oh, uh, we were asked to really try to sharpen our pencils and do the best we could for taxpayers and, uh, we came back 5 days later uh, the both of those things uh, with a levy proposed levy percentage uh, that was a little lower than tax cap than what we thought 5 days earlier. And we also, and I just want to shout out to Dr. you see here uh came back with um he really exceeded expectations and came back with not just a low, medium and high kind of forecast but uh helped us develop a tool to allow the public to and I think in a really unprecedented manner to make their own assumptions about things like state aid changes uh and uh pe people can access

089the the tool they can put in their best guesses about what's going to happen in their future slide the lever and see what district health looks like, financial health looks like two years from now, three years from now. So, um, you know, Dr. Brown, you may want to jump in, but you know, we've gotten quite a bit of interest actually from other districts about how we did that and how uh they could do it and is Dr. Lisi available for hire. So, um, I just want again kudos to him, kudos to the team. And then of course, we all know that the budget did pass. Uh, that is a core responsibility of the board to pass the budget. I think we, you know, no budget's perfect. It kind of reminds me of your comment with

090calendars. Uh there's no perfect budget, but I think we've achieved a budget that, you know, strikes a good balance and competing needs, and I'm very proud that we'll be able to present that to voters on May 19th. >> Fantastic. Thank you. I would step out of line real quick and also say uh the tool is revolutionary. uh 17 years of being on a as a schoolboard member looking at a budget tool like that that allows community members to uh understand the various levers and uh influences that take place. Um I I as I wrote to all board members I was quite impressed with that. So uh if it's not copywritten or trademark make sure it is. uh human resources >> um uh we continue to work on the same thing. So I won't repeat um

091but I I will highlight our last meeting because we um I'm really grateful to we had a number of principles come from a number of different schools to talk to us about um the educators as working in their buildings and specifically those that are um that are untenured. And it was a really wonderful conversation. It was a great opportunity to be able to engage with with some of our building leaders who are so busy that we get very little time. Well, actually, we get to see them far more than I would expect that we would, but um but there were there were lots of them here and it was inspiring to be able to hear them speak so kind of excitedly um and enthusiastically about the the educators in their buildings and especially the ones

092that have only um been with them for a couple of years now. Um, and they came prepared to talk about, you know, to just to highlight a little bit about, you know, what they're doing and what they're contributing in the building and and they the enthusiasm around it and hearing not only about some of the really wonderful things that they're doing within their individual classrooms, but also the kinds of things that they're already taking on some really meaningful leadership roles to, you know, we heard about kind of like programs or initiatives that that these teachers are trying are already working to like implement across their building or that they're collaborating even with um building uh with people in their position in other buildings um and working either to to uh replicate something that's happening in

093another building that's been really effective or to come up with something new. Um, and it was just really, it was exciting both to hear how excited they were, how proud they were of them, and also that, you know, I think that they were being very open about the areas in which they're, you know, are already working to help them improve and and expand their um the the their areas of focus and um how they're able to do that and balance all of the other things that they're doing as building leaders, I don't know. But um actually we did ask that and it was even nice to hear nice to hear that and the ways that they're working even collaboratively with other staff within their building to help um to help build up teachers. Um, so

094it was a really it was a great meeting and well organized by the HR department which I also appreciate and that was actually only the first of probably three or four meetings that we're going to have um with different building leaders and we'll have in the next month we'll have met with all of them. Um and this really came about and I know that this has happened in the past and then processes have changed but it is the responsibility of the board um to approve tenure recommendations on the personnel report but it's um it has been up to kind of the people on the HR committee to really drive the amount of information that they may or may not be getting um about about those folks and and um I had the opportunity to meet

095with Moira Lang who was on the board um previously who did a lot of um great work kind of moving and thinking about how to um make that process meaningful so that it wasn't too arduous for um district leaders or um or building leaders and educators but also enough that the board feels a little bit more competent in being able to um knowledgeably um to support these educators as they get tenure. >> Fantastic. Thank you. I know that some of those processes around tenure was the board's recognition that our administrators and teachers were potentially talking about a multi-million dollar decision over a career. And so, uh, to both honor our teachers and the work that they've done to get to that point in time and to make sure the board was making some informed decisions,

096we put some politics. And if I'm not mistaken, uh, also Dr. Roberto Wall was involved in some of that with, uh, Dr. Lang, too. But thank you for the HRC. um policy we'll make quick. Uh I'll try to make quick. I lied to you. It'll be long. Uh we talked about two already. One was visit by schoolboard members. The other was naming of facilities. That will continue. Um I'm going to jump around here. We had a brief conversation about the homework policy. It was raised. The policy committee decided at that point in time uh we'll do some additional conversations, but it wasn't a priority. we weren't hearing significant amount of community push to take a look at that policy. If that changes, by all means, please give us feedback and we'll take a look at

097it. Again, um we have been spending um 7, eight, nine years on the student exeicial member of the board policy. Uh significant meetings and conversation. Um when it came down to it, one of the things the three things that I was identifying I I'll ask my board colleagues to jump in. um which was was the role of the exopicial member. We were hearing clearly from students that they had a strong idea about an advocacy role that they wanted to serve as advocates for students. Um which is slightly different than what the law had intended but something that the board the policy committee supported. Um we were worried we were not worried we had questions about selection about how do board reps or exofficial members get selected and we had a lot of questions about representation.

098um what does it mean to be in a school of 1,200 students and have four students represent the entire student body. Um LACS is a little bit easier but still some of the same issues um still arise as well. Um at our last meeting I feel like the board committee policy committee had a breakthrough which was we were trying our best to retrofit a policy with a new state legislation and I think we decided that we probably were not the best people to make that retrofit happen. So what we were deciding is to create a policy at the board level that says LACS, you have two spots. You let us know what that looks like within these guidelines. Epica High School, you have four spots. You let us know what that looks like within your

099guidelines. And the board expects us to pay attention to a equitable democratic election process as well as consider um representation across the student body as best as possible. And so that's where we left it. We're still finalizing the language to send it off to the children leaders. This may be new to Dr. Brown. I can tell by the way he's looking. He probably has not heard this yet. >> Thanks for the plug. >> Yep. >> So, this is I didn't hear. >> Uh so, uh that's where we're headed with this policy. Um again, trying to honor students who have done amazing amounts of work. uh have been talking to various board members, setting up meetings, and trying again to merge um the student voice uh at this table at board meetings. So, we'll have one

100more round of this conversation at the May meeting and then hopefully bring it to the board for at least discussion recognizing that these elections are happening sort of as we speak as well. Um, what I will say about the that policy in particular, that piece of legislation came down as part of the governor's budget at the end of last academic year. However, because Ethica City School Districts has had board reps for well over 25 years, if not probably earlier, um, we were grandparented into a process that we got to choose and was not necessarily dictated by the current legislation. So that is a testament to Ithaca and the Ithaca school boards prior to all of our arrival wanting student voice and so it gave us some flexibility and we'll be taking a look at that

101as well. Um up next there's another polic Oh um briefly my apologies board college this is more for the community. Uh when I joined the board in 2009 there was not a policy committee. um our policy book was um outdated at best and it's been a journey to go through literally every single policy to try to get them updated. Some we still have in the books that were p passed in 1972 or 1977. We've been trying to get those off of the books or at least update them as much as we can. Um, and I want to give Emily um another round of kudos who last week went through take a look and I'll be sending to our my board policy committee members of policies that are mandated by NISBA um in connection with our

102current policy book and where there are some disconnects. So much like a continuous improvement program um the upkeep of any policy book should be an ongoing endeavor. Um, we found that out with the child or with the student wellness policy that we passed one that was already outdated even though it's only been six years. And so there's going to be this constant need to review policies time and time and time again. Um, and so our community can expect more policies coming our way and board members can expect more policies coming your way as we either refine our policies, make sure that we're in keeping with our practices and with the law as well. So um thank you to Emily and to Meline for all your work outside um that our committee work is some of

103the work that is oftenimes invisible to the community the amount of meetings that happen to meet with students or meet with teachers or principles. So um I'm really appreciative of both you have taken on that. The last two is the climate action plan advisory council. Uh my schedule this semester has prevented me from attending. Um I don't know if Adam or Karen were there at the last one, but if you'd like to. >> Yeah, sure. >> Armen and I had a quick conversation, but be better. >> Oh, yeah, no problem. I was I was at the meeting and I mean just to sort of just to summarize quickly like the climate action plan, a a climate action plan is being developed um you know by by teachers, community members, board members, students. Um and the

104meetings are really sort of going through the different uh components of that plan which is operations, education, healthy schools and structure. um and kind of like refining the language to come up with a plan that the that will be presented to the board for adoption that will be like a Goldilocks plan that will have a lot of important um components to it but not necessarily lock people into certain things. Like an example just might be it's nice to have community gardens and we might want to talk about you know keeping that top of mind for some people but not necessarily like mandating schools to have a community garden. So, so a lot of what the meetings have been was just sort of like workshopping the different components to that. Um, and that's going to be

105brought to the board um end of May. >> Pretty soon. Yeah, end of May. Um, you know, it's tomorrow. So, that's kind of what we'll be doing there. maybe you want to add to >> I wasn't at the last meeting but um the climate action plan proposal was brought to the board um a draft um two years ago 20 by June 2024. So now they want to finalize the plan working with our with with Tetrate Tech and staff and so thank you both for your attendance. Uh Armen Hurrick uh Cindy Kramer and Sarah Broomberg have been phenomenal as three stewards of that that advisory uh council. I am a co-chair and name only. Uh they have been doing all the work. So I'm greatly appreciative to the work that they've done. I want to acknowledge

106that including our sustainability advocates as well. So, thank you for all that work. And then lastly is the accessibility advisory council which is new. Um I I believe just only a couple months old. Um I could be wrong about that. >> You're absolutely right. So we have met twice. I'm going to quickly read the purpose statement because it's so new. The purpose is to develop a district-wide vision and approach to accessibility that's proactive, inclusive, and grounded in equity with a focus on universal design for living and learning. Um, it's kind of exceeding physical spaces to include communication, technology, programming, athletics, meaningful inclusion for all students, staff, and families. And really just like keeping in mind that accessibility goes beyond just facilities, right? There's sensory components, there's emotional components, all of it. What's really exciting is

107we have an amazing group of people that keeps growing every meeting. Um, we have a really huge document with just kind of all of our brainstorming. Uh, our next meeting is going to be on May 27th. And what we're going to really focus on is is the lowhanging fruit of some of the things that we can kind of do more immediately because some of the stuff is longterm like looking at like fiveyear plans. Um but there are some things that we can start exploring now and and you know hopefully maybe in May kind of get a more clear outline to see what is actionable now that can be implemented ahead of the fall start of the school year. So, >> thank you. Thank you for Are you chairing the committee or co-chairing the committee? >>

108Yeah. >> All the above. >> I think so. Yeah. >> Uh I want to make sure we add that to the board committee reports because our advisory councils by policy have to be adopted and approved by the board. So, they are official advisory councils, not just advisory councils that we have set up. So, I want to make sure those got there as well. Uh for the most part that is the end of our meeting. Um and but the board does anticipate going into executive session. Hope that the board enter into executive sessions pursuant to public officers law 1051F to discuss matters leading to the identification of a particular student and matters relating to the employment history of a particular person. moved by Adam, seconded by uh Todd. Uh questions, debate, conversation, dialogue. >> Uh all

109in favor, uh the board will not engage in any other business this evening. We will come out simply to close the meeting. But for the most part, our meeting is over for this evening. Thank you all for joining us.