ICSD Board of Education Voting Meeting - Tuesday, February 10, 2026

001Okay. >> So, ladies and gentlemen, we are ready to begin. >> Final thought and we're going to uh call to order the February 10th, 2026 Ethic City School District Board of Education voting meeting. And our first uh item on the agenda after call to order is a motion to enter executive session. Mr. I move to enter into executive session to discussions regarding proposed pending or current litigation pursuant to article 14 of the civil service law and matters leading to the appointment employment promotion demotion discipline and suspension dismissal or removal of particular personal corporation. So moved second. All in favor there's no discussion. We'll be back around 6:30 I believe. Is that come back? is 6:45 and resume our public uh session. So, um first up is uh section item 3.1 modification of agenda. >> Yeah,

002I'd like to uh move that we title both the uh 10.2 and 10.3 the enrollment study and the RFP strategic planning both because of the weather freezing rain and also um to make sure that our board president who is under the weather can be here to engage in that position. >> So moved by Miss Cole. Is there a second for discussion? >> Secondman. So session >> I I don't think we should postpone that because we um we have eight of the nine I always have to recount eight of the nine board members and we don't know what the future board meetings will have as well as we said we will start discussion early February. So this is a continuous discussion item. It's not making any decisions tonight. open up the discussion because I do believe

003from some of the discussion points that we're going to have, not that I spoke to any of my board colleagues, but there might be some back and forth with the administration on what further information we need for part two of who knows how many parts of this discussion and that's for the study and it says the strategic plan. >> Yeah, the RFP. Yeah. No one else thought I I would just say uh I I'll just apologize. I Karen, I really hear those points. Um the circumstances tonight were that I I got a very short notice right before the meeting that there was going to be a change and would be here tonight and that our board president was under the weather and we wish to speed recovery and that the the the very short notice

004two pieces of information I got heard that the board president wished to be here during the discussion and asked us to table it and that I've also heard from uh superintendent and others about concerned about the weather tonight and trying to get people home sooner rather than later. Uh so very much respecting your your point on process which I think is correct and and my personal preference would be to yield to the information that I received but all be it recognized I've received it very late I I could be incorrect that's just my own problem. So should we call a question if there's no >> can we just get clarification from Dr. Brown you can send out a letter Dr. rest of the time, but that's changing every hour or two. But right now, >>

005I'll I'll just quick to add on to what had on a couple of things that said I um from Sean's email both he is not here. He also I I just wanted like you know he didn't he didn't say like don't do it. He said he would understand um if we needed to move forward. So I just wanted to make sure I captured that. Oh, >> I just switch to the vote. Okay. So, all in favor of the spoiled modification, the two in favor, all opposed. I can't how many answers? That's more than two. So, all right. The agenda remain unchanged. >> Okay. So, we move on to the consent agenda. No, sorry, sorry, delegations. We move on to section four. Delegations. So for that was public comment. >> Uh >> we uh >> have

006anyone sign up for public comment? >> We have one um Washington here. Okay. >> Good evening everybody. My name is Volcano. Uh thank you for having me speak here my board and Dr. Browns. Um I'm here to uh strongly u and seriously ask you to consider a very wonderful mentor program that I am part of and that I am on the advisory board for. I've had handouts going to all of you. Um this uh this program was going very strong at Boon Middle School just before the pandemic. It's now going strong at commas side community. We we would like to start it up again here at Boon and at Ithaca High School, but we seem to have been hitting a a a stone wall. And all we want to do is um we want to

007um sit down with someone who has some district authority and uh have them listen to our presentation and then ask any questions and tell us about any concerns, any fears or rumors they may have so we can carefully explain what the program is all about. Our program coordinator is Susie Kosax. She has a long a very distinguished resume. She has a master of science in in education. She's been a counselor at Vuitton, a school counselor. She's also been a physical ed teacher um at uh Syracuse inner schools and at Jamesville. Um I I really strongly feel this is a great mentor program for our school district. My credentials. I work at Itha High School in the library. I've been there 14 years. Before that, I was security with Danny Wells Boon at High School for

008many, many years. >> Also, I have a bachelor's degree in cultural arts. I have been on the school board at Homer School Board from 2013 through 2016. And we're trying to save our elementary school in Trton. We weren't able to save it, but we were able to go another way and we have it going strong now uh for several years and it's now kindergarten through 9th grade through sixth grade. I've also was uh chosen by the class of 2012 at Ithaca High School as a commencement speaker uh at Ithaca College when the activity center was first inaugurated. I um I'm on the uh I'm a board president of my church here church of Portland and I think that with our mentors and my experience and and Susie Kak experience I ask you to seriously consider

009uh this wonderful mentor program we don't consider ourselves white saviors we consider ourselves very serious educ educators that have a very good program that we want to put together to help those students. Thank you. >> We do have one addition to public comment. We have our floral James. >> She's on. Okay, great. We have Nancy Brown. >> Hi, good evening. Can you hear me? >> Yeah. Yeah. >> Okay, great. I'm sorry I can't be there in person. Um, I came tonight to make a very cong Oh, I'm sorry. Let me introduce myself. I'm Nancy Braun. I am a kindergarten teacher, have been for the last 11 years at ICSD and have been in early childhood for over 20 years in my career. And I came tonight to make a very concrete and actionable request of

010the board, but also to couch my ask in a larger context. My concrete request is that the board of education task the ICSD administration in collaboration with ITA to bring our district into compliance with New York State requirements for physical education instruction for kindergarten through fifth graders. Uh, New York requires that students in K through three get daily instruction in PE, but currently our students only have PE class two or three times a week, depending on the week we alternate. We are also underserving all of our elementary students K through five in the number of minutes of instruction. The state mandates 120 minutes per week, whereas our students get an average of 100 minutes per week. So my top four reasons to bring us into compliance. Number one is following the law. Number two, physical

011health. We know that being active builds strength, stamina, coordination, and boosts the immune system. Three is mental well-being. We know that physical activity releases all the positive brain chemicals, the ones that regulate emotions and improve focus and attention. And that social skills are readily embedded in gross motor games. And four is of course joy. Kids love to play games, move their bodies, and engage in healthy competition. And if this were not true, we would not elect to create the myriad athletic options we have for our 6th through 12th graders, nor devote so many financial resources to them like an entire department with two administrators, dozens of coaches, transportation, fields, gymnasiums, bleachers, equipment, hall of fame, etc., etc., etc. So for all of these reasons, I ask that we strive for equity in our provision of

012physical education for all our students across the K through2 age spectrum. And now the context of this request. We're at a pivotal moment in ICSD history. We've been deeply examining and updating our approach to curriculum in the last 5 years. We've made a collective bargaining agreement with ITA that paves the way for strengthening our teaching and learning through the length and structure of our teaching and learning day. And we've undertaken a demographic study to possibly reinvision how and where we place students in our brickandmortar learning spaces. So, I'm here to say that throughout these processes, the health and strength of our entire student body can and will be shaped by our thoughtful attention to how they begin their journeys at our universal access points, our prek and kindergarten programs. And I I know I'm probably

013at time or over, but you know, I've I've come to the board to ask about like what is our starting age? And there are many many um ways that I feel like our early childhood programs are sometimes or often an afterthought in programming. Like we start with like where elementary should be and then we kind of try to fit it shoehorn kindergarteners and precares into that. And I want us to try to um create structures that allow us to listen in to our early childhood educators and kind of flip that dynamic and say what are the developmental needs that kids start with and build from there through all of these um you know through all these ways that we're going to be pivoting as a district. So, thank you for your time tonight and your

014service. >> Another names and proper board responses in the room. >> Um, well, King, you were security when I was in high school and you were a legend. Like, this guy would catch everyone trying to get out of school. Yeah, Boon had his golf cart, but you'd be coming out of the bushes in the bank back there just like bagging us as we were trying to get off campus. So, um it it it made me I had a whole reaction when I realized who you were. Um no, like so much respect and I I appreciate that you're still part of a district and that you're, you know, still doing all these great things trying to help kids and um I'm definitely, you know, excited to look more into this program, but um yeah, that that

015brought back some really big memories like so day and trying to better school. So, >> do you remember? >> What's that? >> Did you ever go to DES? >> No. No. But you you you did pressure me leaving campus one time. You came running out of the bushes and we were we were booking and you you got us. >> Yeah. >> Thanks for the kind words. >> No, I I I do I do appreciate you. You were literally a legend back then. Everyone was, you know, Yeah. Just I I appreciate the memories and I I appreciate your dedication to the district. So, thank you. >> Thank you so much. While I never tried to leave canvas, um I alo recall you like you and Boon and I also appreciate it. Fun fact also the high

016school band Los Marisos um wrote a song to the back then. It was a great song but I don't think you can find it online. >> Thank you for the work you've done. I had some stories to tell about you tomorrow. >> Any other responses? >> I want to thank Nancy for bringing that. I had no idea and I hope maybe that's something we can address about the physical education requirements that we can address in curriculum and see what's happened there. >> I was curious. I'm cracking if this is inappropriate. Dr. Brown is appropriate to ask you sort of like about elementary like >> we welcome an invitation to talk about today. That's me. I would love to put together a presentation of what we do, how much we to clarify and to share acronyms.

017>> Can we that we need to learn that or do we do it? >> I think we have a curriculum committee or the general >> I think this would be useful for the whole >> Okay. July noted we'll put it under agenda. >> Yeah, I'd also echo that. So Nancy, thank you so much for coming. Uh nice to hear you had to say in your well spoken way. Um yeah, and I think we should talk about that also as well. So I look forward to that discussion because I I was wondering um did the minutes change due to school or instructional time and things like that. So I look forward to um that contin or just to clarify order and then thinking here largely about the feedback that Sean shared like the last time around

018curriculum committee agendas. Personally, I would love for it to start at the board level so we can have some sort of shared understanding so that if we are going to discuss in curriculum committee, we have a clear mandate or however we would call it from the board to know the scope of our work and who should involve. But I will hold off on it as an agenda item until we know more unless I get different thoughts from her. No, >> I agree. It was in the queue for future meetings. >> If there's nothing further, then it's now time to turn to our student representatives. >> Yeah. >> You want to order? >> I got >> Yeah. >> So, hi everyone. So there's not not much I can talk about but I just want to mention

019that student complete their first semester few weeks ago with midton and yeah very exciting for the winter break next week. So yeah >> hi everyone I hope you're doing well. This past Friday juniors and seniors had their annual winter formal at the s hotel at Cornell which is a fun exper experience. Um, and tomorrow the IHS corral is going to both the middle schools to put on a little concert for them to try and recruit them to join the choir >> in the next years. It's always a fun thing that we get to do and share music with people who are going to be in the high school in a couple years. Um, also just to touch on the exitio policy, I'm I'm personally very happy about like the rotating uh policy to get to

020go to different committee meetings and like even getting to go to a policy meeting this past week. Like it's very helpful in seeing specific issues and like getting to work on that and connecting with other students. Um, and I think that the mentoring program sounds good or a good thing to look into. And then with the thing that Nancy brought up, also sounds like a good thing to look into. I know that I would be upset if I did not have as much gym last time that I was in elementary school for now. But >> yeah. Um so last Saturday we had our annual STEM open house and we invited a bunch of people from the comm community and um we had our robot running around very happily and um there was also other VEX

021robots running around and we also had um some people from Cornell come down. I think the Society of Women Engineers and a lot of other STEM clubs in the high school and it was very fun. And on that same Saturday, there was also the uh induction of like Hall of Fame athletes and it was the first induction since 2018. Sorry. And um yeah, that was pretty nice. So we had a very very STEM focused on the same day as um very athlete focused. Um yeah. >> Uh so as Lily was talking about, Lily Chan and I went to the uh policy committee meeting last week. Uh we went a little more in depth on the exacio policy you've all been working on. Um we we had a draft policy uh and us IHS progressed and

022I believe the LCS progressed. I'm pretty happy with that. I'm pretty happy with how that meeting went. We got to speak with a lot of student leaders and hear some valuable perspectives. Uh so I was happy how that went. That's all I have. >> You're welcome. >> Uh go ahead. Sorry. >> Okay. Uh hi everybody. It's got a bit warmer. Always nice. Uh couple things I want to shout out. I went to the winter formal as well. It's really nice to start ballroom which again is very beautiful. Had a lot of fun there. And the mentorship program I I've personally been the benefactor of several mentorship programs and they're truly they can be life changing especially at a young age to have somebody that even just tell set you straight and tell you what like

023this is simply not a good thing to do. No. And those can really change the art for your life. I personally be in deep support of having those in our middle schools and our high schools and our elementary schools wherever wherever they feel they fit. Um it's officially PEBAT season at LACS. We've already had several presentations in English and math. If you're not familiar, PEBAT stands for performance-based assessment task. Uh LAS does those in l of regions except for the English regions. Um and we were able to do that as a member of the performance standards consortium mainly based out of New York City but includes us and the school without walls in Rochester as we all do pebbats uh to assess ourselves performance based assessment task. Um it's we we've also been trying out

024a new way of presenting pebbats in in English and focusing on shifting towards a model that reflects our commitments to the process of like researching writing studying thinking about what a peback is that big project. I like to think of it as a it's a thesis defense kind of thing uh where you stand up and your teachers do kind of try to grill you on this on this work that you've done and think about think about that process of how you get to that point beyond beyond just the final product that's been a lot of work recently we've done especially in English um you'll probably be seeing some invites to attend some science math uh social studies paths coming up I really invite you to attend I've seen a lot of them and they're all

025really fun students pour a lot of time and energy into them and it was end up super interesting. Um we've also experienced some staffing changes at LACS beginning second semester and after February break we've um we've welcomed Olive who is a new science teacher, Kayla uh who is replacing Nina in the gym. Uh Monica our our new speech teacher uh Alexis who is taking over for our nurse Maria. Uh, and Riley, who will be taking over our English and social studies teacher, Aurora, for the rest of the year. And I guess final thing, our we had a science focus thing as well. Our middle school science Olympiadia team went to the Penn State's Invitational for Science Olympiad. And they won they won rocks and minerals. They won they got fourth place in disease detectives. Kind

026of a figuring out disease. I'm not sure, but it sounded cool. And they compete against 27 other teams. They're they're working to get towards the states in a couple weeks and they they're having a great time. It's it's a really new program and they're seeing a lot of success early on. So, we're very proud of them. >> All right. Um Okay. Again, with Infusion Week, on behalf of the Infusion Week planning committee, huge thanks to Emily and Todd for agreeing to take part in our March 4th panel. It will be so great to have you there. Uh I've talked about it a lot, but I'm really excited for this event. And if anybody would like to come at any point in the week just to see us at it, please do. Um, we'll have workshops

027on Tuesday afternoon and Thursday morning. And if anybody is curious, I can send you the full list once it's finalized. Um, we're bringing lots of local guests. It's looking it's like shaping up to be something that I think is going to be really awesome. Uh, a few activist groups are coming in, someone from the Johnson, a couple of council members, and hopefully a salsa dancing workshop. uh parents, students, and staff will also be leading some of the workshops. So, yeah, anybody is invited. Um I think it's gonna be really fun. And also food. We're gonna we're going to be working on the food. >> Um okay. Uh there we go. Um I'm going to shamelessly like go for some of the fundraising that Spanish Trip is doing. We're working so hard uh on getting all

028of this um bloody And I printed way too many of these little things, so I'll just like pass out some of them. Um, we're doing a parents night out. Um, so if you have kids, this would be fabulous. It's a babysitting night. Um, and we it is at the same time as the Valentine's dance on the back of this. So, um, yeah, pay us to look after your kids when you have like a a fun night. Um, and anybody else just come up for a >> flyer? >> Um, yeah. I think that's it. Thanks, guys. >> Are we invited to the dance or is >> feel free to bring? >> Yes, if you want. >> Babysitting. So, >> the dance >> so you can go out and have fun with your significant other while your

029kids are at the dance. Or is this babysitting for just in general? Both >> babysit in general. Yeah. Um but this is this babysitting night is is a specific event. Yeah. >> I don't know. I'm not part of this stuff. >> That sounds very exciting. >> Um thank you. >> Oh, and also real quick, uh shout out Karen Yearwood came to my Peabat uh last year. So that was that was pretty awesome. Um, okay. Thank you. So on that, sorry. >> Is that everybody? >> We can vote if you want. >> I board responses. >> So on that note, thank you Emily. Um, I would encourage my board colleagues to definitely if you have the avail the ability to participate and repeat that at um CSSA. So good experience. Uh, um, uh, I took my

030kids to the IHS, uh, STEM thing last week and that was really fun over the weekend. I guess it was over the weekend. Um, that was very cool and I saw the robots going around in circles. Um, I also have to just give a shout out to the science Olympiads. They were so cool and had like the most amazing um Jeopardy thing on their computer which taught so much and I just loved it so much and they were like super engaged. They were one of the only tables I walked up to and they like immediately like came over and started engaging. So was very very impressed with them. They also were talking to um teachers from Dwit and are trying to like do some stuff to engage uh middle schoolers. So was just really impressed

031by that group. um and and he learned a lot too. Um in terms of the expio policy, just as usual, just want to say thank you um for your engagement and also want to I was going to say this at the next policy committee meeting, but because most of you are here now, I just want to say that um we were really grateful and to the rest of our board colleagues, we it was a really really neat um committee meeting. We had like over 10 students here from several different student groups. We had board members from the village of Ithaca. We had um some of the superintendent advisory committee folks and we we had several of our board reps. Um, and it was just an incredible opportunity to actually be able to hear from teachers

032and I mean teachers students to hear from students from with diverse perspectives about the same policy and also just really appreciated the engagement among students there. A lot of it was like not even directly engaging with us, but kind of asking one another questions and follow-ups and trying to really kind of understand so that they could um provide most valuable um and meaningful feedback about the policy and how it could be improved or changed. Um and I want to give a shout out to those of you that were here. I think that it was also um kind of a little unexpected. It was actually unexpected for me, too. I did not expect that many students to be here. And I think that it was like put you guys in a in a bit of a

033tough spot because I think that it like the purpose of it was to kind of talk about how to improve the role and so could have felt um could have been taken personally I think when it definitely was not the purpose and just want to recognize that this is a role that we have had on the board for many many years and that you as new reps come in every year and are trying to like just kind of step into the shoes of the people before you and um don't have a lot of um you know you don't have a manual to take over and start doing that work um or that much time to really create something totally different. Um so appreciated you kind of engaging in that way being able to cure the

034perspectives without um without visiting to see me like it was a very personal thing and and you've done that things that kind of helped us think about ways to improve it. So thank you for engaging in that conversation. Okay. Are there any other passes? No. Okay. Uh then thank you very much. And we now move on to uh agenda item five, the consent agenda. >> I move to approve all consent agenda items listed in consent agenda. Consideration of accounts personnel report to submit previous meeting as presented. >> Second move by Mr. Brandwise seconded by Mr. ship friend discussion. All right, hearing none. Call the question. All those in favor? All those same. So, was that seven yeses in one session? >> So, moving on. We are now at Dr. Brown. >> Thank you for the

035opportunity. Uh I wish to use my time to just foreshadow another board presentation. I hope that will be on the agenda in the near future. Our state of the district address or state of the district conversation. Um shout out to Lynn Pancowski who's pulling all that data together that we continue to receive from last year accountability conversations and what's happening this year. So in the near future we're going to talk about that. Um just as FYI, last Friday um I and Miss Grover were at Infield Elementary School. We were hosting um the superintendents from our region who all met at Enfield. Um they did a bit they walked around a little bit but they were mainly there to uh be in a space with both some state ed. Um we had some nice head representative

036the uh assistant superintendent, deputy superintendent, assistant commissioner was there um virtually as well um to hear about the successes and the things that are happening at becoming a statewide story. the quick shifts in student achievement on the uh 38 test score. So, um so, uh Steve and Anderson was there, Keith Harrington showed back up, Miss Tal came. So, we talked about the multi-year process that's been underway there and across our district. And again, um I anticipate more conversations. Shout out to Miss Grover who was there talked about some of the things she's been leading currently and have been leading over the last few years. And you know again uh to underscore the great work our educators are doing and the successes that are coming in. We will talk about this with the state of the

037district just today we uh received some unembarged graduation rate information and I'm looking forward to a more comprehensive report on graduation rates which is I've always said we want 100% graduation rates. Um and we want to honor and recognize the work that's been done to raise our achievement here. Our 2025 four-year graduation rate is going to be 89.3%. Um, that's 5 point I want to say five and a half percentage points higher than even last year. Uh, that's the highest graduation rate we've had here in our school district for nine years. Um, and we will talk about specific membership groups when we do a more comprehensive report. But I think it's important to note uh that the highest graduation rate in 10 years for our black students um that number that 86.7%. Um, that's well

038above the state average. Um, so some things to celebrate and uh also recognize we have more work to do because uh I want 100%. In some ways and I know we've had that conversation here at this table before but every young person um being able to graduate from my school is important but at the same time recognizing significant um achievement when it comes to that. Thank you for the opportunity to share and to foreshadow what's going to come next. Yeah. >> First of all, thanks for sharing that exciting news. um appropriate task now or should I wait for the presentations? Do you have like thoughts, reflections on like what's leading to the like the positive momentum with graduation rates or is that getting ahead of the foreshadowing? >> Not getting ahead but I do wish

039to share and invite some folks who are doing much more work than even I to get to these kind of results. everything from uh just good teaching and learning the ways in which we engage young people the ways in which we are increasing attendance um the ways in which uh you heard feedback like you've heard so much already so I would like to couch it in a more comprehensive approach and have the folks who are doing it every day uh come through because it's not um by accident this is by design on an unrelated note I'm just curious um I've received I know like the the students have spoken a few times about like transportation challenges at ACS and I've I guess I've heard buzz around like transportation challenges potentially in other areas. I know

040there's like both nationwide transportation challenges, but I was curious at some point would you be amenable to sort of like I'm curious to see data on sort of like either like either to help I'm curious to see data on sort of like on-time transportation like whether it's um I guess just curious to know more about transportation >> be absolutely clear I uh I serve at the pledge of the board so I'm a mingle to any request from you for an agenda item or any data and this conversation about transportation can be something we talk about an agenda item and bring the folks in who are point and leading that work in addition to my policy perspectives and the data it will take some time to capture that I'm not sure exactly what data you're asking

041for but maybe you can share we can share bring that >> I'll follow up and send you some tails we'll put it put it back in another item in the queue for meetings sure all right Um, thank you Dr. Brown. >> Yeah, thank you for the opportunity. >> So, uh, we now move on to item 10, school district business. Uh, first up is a nomination for representative to TST FOCS. >> Dr. Grant Weiss, I always come back to you. Good job reading. >> Thank you so much. I I move I move to nominate Bradley Granger as the Ithaca City School District candidate to be placed on the ballot with the 2026 TST OC's administration budget and number vote held on April 29th 2026 that so moved by Dr. Grant seconded by Mr. Is there any

042discussion? >> I just for those who have been around for a long time, I just love the little context. I'm assuming that um that Mr. Grinker has been doing this for a while and >> he has I would normally talk turn to Professor Bradwell. He's always the context guy. Uh he's he's not here. >> So much like our school board, right? TCO's past school board ranger has been serving on it for a while and has been doing a great job and you know much like this board they need some funds and I mean he's made he's been voted every year and I've heard absolutely no complaints >> I I believe all the districts that comprise >> yeah he's representatives and >> so the process so the process everywhere is nominating or is is it each

043district represents >> each district has a representative and the board that representative has to be approved by the representative board. >> So it's one representative per district. >> Mr. advant you serve on this board if I'm not mistaken uh multiple terms if you know who this is >> feels like this might be his third how many >> this is chair finance audit report >> what's the process for becoming the nominee like do you ask somebody and then they put it on like how how I mean obviously we are putting it forward as a board specifically me making reading the lead. So we can say that I am fully responsible. No. Um but how how do we how do we come up with the with the person that we're going >> I've been around a long

044I talk there's been multiple ways in which this has happened. Um one we've hoped that the person who's in the role wants to continue. So and um that's been number one the number one app because it's a volunteer position and we've had folks. So, and when we haven't had a person wanting to continue there with the board, officers with the board put out a call for anyone who's interested. And I've been here where we it's taken some time to find someone who's interested to put that much time in another board. In this case, he's been on for a while and I know the board officers I reached out and asked if he had an interest in continuing um and he does. Um and so did the board up there wanting him to continue. His expertise

045is needed. He's a community treasure. If I can put my own personal spin >> and and we all worked at an invitation to TSC postings annual meeting where they both and public vacancy and um it's scheduled for April 29th. So you save the date before you get the invitation and then >> I so appreciate everyone sharing the context and if you're watching thank you Mr. Painter for doing this work as you are watching. Thank you for that. >> If I could just pile on you rarely or be presented with a opportunity like this to praise an individual, but uh I remember when I was considering running for this board, Dr. Brown, you um recommended I get in touch with Brad and I met with him before running and then since being elected, I don't know,

046half a dozen time. Every time I meet with him, he's very generous with his time and he just wows and he is an encyclopedia of school finance policy and on the finances he's repeatedly helped me understand that process and he's just very very generous this time. I concur that he's a community treasure. Yeah. >> And we are lucky to have him represent us on my view. So if there's no further uh comments, no discussion and call the question. All those in favor. Okay. So that passes unanimously. Uh moving on, we have uh a discussion about the uh enrollment study. So, uh, for the public, uh, last meeting we, uh, heard a presentation about the demographics of this district over the next 10 years from a team that came in from Cornell to do that. Um,

047you know, the the punchline of the report was, you know, over the next 10 years, we expect under different projections, we expect to see roughly a thousand fewer students in this district than we have today. And you know that leads to question of how do we prepare this district best to have a smaller population. So uh floor is open for discussion >> and and that presentation was information resulting from the October or late fall RFP that we put out October 2024. So no decisions have been made. had to continually reiterate that because um sometimes people think that there are decisions being made um and no decisions will be made until like community involvement. So we said that we would have a discussion um with at the board. >> Yeah. Yeah. I think uh you're right

048I guess good just to go back. So the the process was that we put out a request for proposals RFP and we received a number of bids. We selected Cornau as being the most attractive bid and they worked for roughly six months or so and then came in and presented the information uh about the check enrollment and then also gave just some kind of ballpark numbers on what different scenario could arrive from that and what we think be the financial implications of different scenarios. I just underscore what this uh year would said that the board has just received that information. We've taken no action on it, made no decisions. We just simply absorbing the information and starting to evaluate. >> I just feel like the discussion is a little premature because I felt like we

049had some remaining questions and we're discussing something about the people that asked said questions about the study. Right. the one question you had in particular about going back farther and I know he said he had that information and so we're having this discussion without having more information. It feels a little premature. Do we have any more information >> and if there is a request from the board for us to contact them and ask for that additional information please share we can reach out tomorrow. >> This would be a good time to put on the record of what what other questions we have. >> Jinx I was gonna say that. So I know one question I had from the last time and I asked that because the RFP and which which detailed the scope of work

050stated like five 10 15 years and why did we stop at 10 years like 10 years in the future because even when we look back 10 years like the last five years led us back to co right I would have liked to look pre going back 15 years and then look at future 15 for just pro process wise this does this do I need to be I'm sorry I didn't know I said I was going to say do I need to take notes but everyone is taking notes this recorded um I am curious to know more about open enrollment um and maybe part of that is just a conversation for right now because I know we have an open enrollment policy in the city school district have we always had that what does it mean

051in terms of I just have no concept of how many students are attending schools outside of their zone. Um what impact does that have on enrollment in certain schools? Does it disproportionately impact particular schools, particular demographics? Um, so I just have a lot of question about that policy, the rationale behind it and if and what the implications would be of like if that policy were remain the same to not exist to be modified, how that might impact enrollment numbers that we saw. I don't know if there's an answer here. I feel like that's this actually might be more a question for this board and for Dr. Brown then for the Cornell folks because they obviously aren't involved in our open enrollment policy that would be a significant policy shift that will impact numbers significantly and

052the open enrollment policy does impact those enrollment patterns terribly. So that would be another comprehensive conversation um that be led and the committee will vote on. >> So I mean I can take a stab at an answer to that. I I did meet with the coronal group a couple times outside of board meetings and uh they also asked for for input from the district on what to present. So I'd say two to one to Mr. Wood's comment. I I I think they do they can do the projections 5 10 15 I I think just for sort of the brevity of the presentation we settled on 10 but I think they can they can bring those numbers if we want to see them. Yeah. >> Uh I think it's just a tweak in their model they

053just change 10 15 run it again. Uh so we can do that. I believe uh the answer on uh open enrollment and actually a related question I asked about LACS is that open enrollment and LACS are not direct functions of demography but more functions of policy. So the degree to which we do or do not have open enrollment, the degree to which we do or do not uh put students in or outs is really independent of the number of children who live in the district. And I think that the the charter of the Cornell committee was to tell us how many children will be living here. Um how we allocate those children to different programs is more a policy decision that the board chooses and not something that Cornell would be able to inform us

054on. But correct me if that's exactly my understanding. >> Yeah. >> Well, the charter also was about the um our buildings to look into our buildings and in their report they only stated the 12 schools, not all of our buildings because we wanted this is a um enrollment and feasibility and like what do we need to do with our property? We always hear about the Danville building and and all we have um Hancock Street. Tech and they didn't state anything in that report about that. Um so I do a full analysis and and since you mentioned um meeting with them regularly the timeline too I wanted to know more about what um were they did you meet with them regularly that there was checkin of um what the scope of work what we had asked

055for because I didn't see in the 27 or whatever number of pages on that report that it actually identified and matched up back to the shoulder board what that output was supposed to be. Well, we they they did do interim check-ins and they kind of asked of the issue of LACS and uh correct me if my memor is wrong is that I I think the ICSD team said to them that there there's really no way to forecast enrollment at LACS when it's not a function of it's not a function of demography but a function of the board's policy >> and we're having two different conversations there facilities questioning conversation and then there's the democracy and from my perspective there are gaps in what they presented and shared with the board and during the interim checks

056that I was the I was present in we did illuminate those gaps that we were seeing at the time. >> So the final report still had those same gaps. So again, I'm asking if there are gaps that we want them to fill, let's put those on the table. And I have some I'm thinking about already, including the facilities, including the 15 years, and there's others. We will direct them to bring that back to us as an amendment or in addition to what they presented to this point because I think it's um insufficient or incomplete at this point from that spectrum. >> I I have multiple things. You know, they listed transportation, but there was no breakdown really of what it would look like with transportation. And I would like a breakdown of transportation based on

057savings of each factor, you know, each option that we would offer or consider. The other thing are um you know, there's facilities and he did reference, you know, the facilities and maintenance of specific schools, but like the the minutia of staffing. So there's facility staffing that you'd have to consider like maintenance of grounds, snow removal, all of those things like really small things that add up. The other thing is, you know, on multiple levels with staffing, and I want to preface this by saying, you know, we have teacher shortages and and educator shortages. So in no way is this, if we explore this option, is it saying, oh, we're going to reduce staff? This is really like we are going to utilize who we have and really bolster our staff. So like the idea of

058having the middle schools be fifth, sixth, seventh, eth, what would that look like in cost savings for staff like across the board when we think about the community based classroom and um you know the services that were that were really co-eing models and all of those things are expensive. So what are the cost savings that we would have by having those in you know having two consolidated middle schools and moving in fifth grade to one. Uh same goes for lesser schools. I'm thinking about energy costs by not having extra schools running. You know how much does it pay the you know the cooling and the capital projects that we're considering with some of these places. Um, and I can't remember where we're at with that, but you know, we're looking to make sure we have

059proper um, um, I don't want to call it air conditioning, whatever, cooling systems, right, with climate change in every school and proper temperature control in every school. And so there's breakdowns of costs that were felt were very glossed over that I think that could be substantial when we're looking at this and making these considerations. >> Did they take that subnote into account and then for the presentation purposes just kind of consolidate that information? Like does it get more granular? I mean I would think they would have had to in order to come up with the numbers that they did for the saving, right? They would have used those as their variables. They they did and Zach, I'm invite you to jump in if you remember, but they they took the information on building inventory from

060um uh Tet. >> So basically, I'm just forgive me here. I'm this is a lot of information I'm trying, but Tetrate Tech did a basically a data dump on building condition. So it was um >> it's not my area, but there's all the buildings and there's different levels of uh of maintenance and so on. So there's sort of an integration of the demographer information with the building survey data. Uh and I think then you know one other piece of it that um I I know we want to integrate is also what would be the the market uh value capabilities. >> Yes. Yes. You know so I think those three pieces still need to come together and and we're just not there yet. uh you know the you know maybe this was the wrong decision but

061for a first in a short presentation uh at least just speaking for myself I thought was most appropriate most appropriate information for the board was for me what was the big new information which was the the change in enrollment uh the other information while court and at least my advice to them and I I was just one of several people there was to really emphasize the to what I think was the the key takeaway which is the change in the world. >> Yeah. As that rationale is really helpful, right? Because it was certainly new to me that we're going to be that much smaller. As I was listening to what Erin said, I feel like I I feel like a challenge is that we have this demographic enrollment. I guess we have this from Cornell,

062right? they're addressing that. But then it's impossible to actually make informed decisions without also having similar attention to the budget question, right, of like what will our expenses look like that far out as well as the policy questions um which include both policies around ACS, the missing school um and um and open enrollment. So I I don't I I feel like there must be some way forward where we have like these three tracks because Cornell is not actually well situated to give us information I think on budget and policy but we're not going to be able to do anything with enrollment with enrollment information without considering it. Correct. >> Yeah. So again just just me speaking here now this is not this is my personal opinion. Uh what what the group of Cornell's expertise in

063is in predicting populations. >> Right. So I personally was most interested in how many kits are there going to be uh when we start you know and it's great to to pour in market valuation of buildings and it's great to pour in tetra tax information on on building survey but a building conditions but that's really not Cornell's expertise and in some sense that's that's our expertise and I just point as an example look there's no secret here we're going to have fewer students so we're going to probably have fewer spaces and I see that as an opportunity to have better spaces so my interest is is is better buildings, better facilities, better resources for kids. Uh but in order to do that, it probably means some some construction and some you changing of infrastructure and

064so on. And there is where you get to the really complicated era of uh school finance and that's where we need uh fiscal advisors to tell us. So uh there again I'm I'm kind of getting out of my wheelhouse here. That's what we had fiscal adviserss. But there are there there are better and worse ways to adjust our capital uh uh to accommodate the future number of students we have with the best possible facilities. And so I think really it's more important is take the information and then go to fiscal adviserss and say what's the best way to do this. But again, I you know invite others to it's just my opinion >> that to that charact I would love to see comps because and I say this also acknowledging that as a board we

065love and embrace well as a board member. Sorry. Sorry y'all. Um like neighborhood schools are so beautifully important to communities. So I'm not I preface that with that. But I think it as a board we also need to do our you know it's our fiscal responsibility and I would really like to see comps of what it what you know when school districts consolidate schools to build a new school they do that because it is the fiscally responsible thing to do. And so what are some comps that we can look like look at while we're doing this to have some picture of what that means in comparison to another school district in a similar circumstance who might have done that. And there's all sorts of like you know there's more of a trend around school districts

066in the country right now to even consider things like a building you know a building where you have kindergarteners right or like a building for K1 building for three. Um, so I am not necessarily in favor of that model. Just highlighting I'm curious how other districts of similar sizes has sorts of options that are in front of them within the next. >> I guess I would just add that um what I keep thinking about is very I guess just philosophical in nature in terms of I mean practical too. you know, what criteria we're going to be using to make any decisions going forward with the data that we have. You know, whether it's fiscal, whether it's environmental, whether it's structural, whether it's about vibes of neighborhoods. And I I just think we're gonna have to

067be, you know, put a lot of time and energy in as a board to sort of publicly discuss the lens through which we're going to see this and then how we're going to actually go about making the decisions because any group of people can come up with 10,000 ways to make decisions based off the data. So, I'm very I'm actually mostly curious about that process and how we're going to do that and the justification for whatever lens that we're going to choose. not to not to make it too heady and philosophical, but that's I feel like that's what we're going to really be having to do because anybody could could decide things differently. So, I just think some conversations are going to have to go into like how are we rating our criteria? How are

068we prioritizing things? Which things are we prioritizing? How are we making the determination about the priorities? >> That's all. I think part of that is going to connect with also the next item around strategic planning RFP because given the significant enrollment drop that we can anticipate that would probably need to be a central part of a strategic plan especially financially. >> It's true. >> I just want to know I'm not alone. I don't know. >> You never taught then? No, I have not. Um, so I I don't know. I don't know if you guys are open to hearing from students since I know it's Robert's rules to but Sean's not here to my I'd like to hear what Jul say Mr. box on the right. >> Yeah, my arms are a little sore, but >>

069uh we when we were reading over this report again, we had the same concerns about LACS not being featured. We well, we're concerned that it wasn't there. But anyway, um there page 11 of the actual report featuring the number of students that is assumed for peak capacity being around 18 to 20. Uh so there like the peak number kind of you get the underutilization number from we had some concerns of or rather I guess I'll speak for myself I had some personal concerns on if that's actually the number that we want in our classrooms to begin with do we want bigger classrooms like that do we want to and that's coming from a student of a small school I know you guys probably have bigger classes than we do but just step zero first considering

070do we do we want classrooms that are this size we want smaller and then seeing how utilization falls from there. That was my that was our concern. >> So I I mean I can I can address you know LACS explained that was considered a program not a yeah not a demographic issue. Mhm. >> Uh the what what you saw there on on sort of space and and financial implications was really a back of the envelope just just trying to allow this board to have some sense of what would be the impact of a thousand fewer students on the existing capital stock. I I I I you know everyone recognizes that a heristic like you know X number of students for Y rooms completely mass over well you know at this school or that school that

071room is being used for this reason that I mean we don't we don't pretend to know that but just to give a sort of a back of the envelope understanding of you know what are the the you know lower bounds and upper bounds on potential uh space allocations and then and then you start looking at the quality of the buildings what buildings are what state right now and then you look at fiscal advisors what is the state aid that we're eligible to receive and then you pull all that together and I think Adam to your point you know what are the objectives I mean I just for me the the objective is very clear is to get the best quality instructional space available for our students and our our teachers and our staff um you

072know at a at the best value possible um you know I I don't I think it's up for the board to have discussed the process of how we arrived there but to me where we want to arrive That's pretty clear. We want the best instructional space possible. At least to me. >> So the next steps um do we provide feedback or um questions that we have further? >> My team and I have been capturing the questions that have been asked and we want to uh document this and share it with the folks who are conducting the study now. And as they said when they were here, um there's some things there limitations to their expertise and their studies. So they may not be able to answer them all, but that will inform the next study

073um that I anticipate coming. As I said on the radio this morning when I was asked about this, this from my perspective is the first of many conversations about this complex issue, having been through this process in other communities, Dr. Price, what you said resonated. The process is always more important than the final decision. And if we have a good one, it'll be the best one that I've ever seen because most places it doesn't go well. So the process is going to be important and having conversations that on many occasions is going to be important from my perspective and we'll get some of these questions answered throughout the process. >> So you were on the radio today. Um is that the same W C >> C U H? Yeah. >> Yeah. >> The one that

074um >> Yeah. Dr. what was going on last time. Yeah. >> And yeah, similar I think they were waiting for us to say something different. >> Everyone's looking for a decision and there these are conversations being informed by data and studies and I think that's appropriate for boards and us to be engaging in but no decisions have been made. >> But I'd like to encourage the community to listen to those radio programs because you could always go back historically so that we're hearing directly from our board president. We're hearing directly from our superintendent as well as the conversation that we have here that you're hearing directly from the board members speaking about this and and knowing that it's information at this time and we're in this together knowing that we have not made a final

075decision that's weighed down. >> Sure. Adam, what you said about like the val like you know what is I guess like our vision our values etc resonated with me. I'm curious Dr. When you talk about how it resonated with you, are there particular steps that a board took to arrive at sort of a collective here is our approach outside of the purely financial more about like a value or >> from what I've seen again I will underscore I haven't seen any of these go well um they t they tend to be contentious they tend to flip boards and superintendents lose their jobs. So I can say that is from this point in my tenure having watched it for the last 30 years and having gone through it and when it has started well is when

076it's connected to a strategic planning process and it's an inclusive process that I'm hearing this board wants to engage in that's informed by data and demography studies. Um when it doesn't go well is when they're unilateral decisions and when it's done inequitably or it's done without uh thinking about the overall financial picture for the organization and the community or when there's no plan for that asset that we move away from or a plan for increasing the improving the instructional spaces. It's just been seen as a deficit more so than an abundance model. So, we'll talk more about that. Um, and I'm sure I'll be as a superintendent of living here as a community member going through it because as we look at the numbers, we're going to have to have this conversation. >> Thank you.

077>> Yeah, thanks for asking. >> Strikes me through the direction of the colleagues as a good segue to um item 10.3. >> Yep. Uh so I believe we have a a draft RFP. Again, let me just take a take a moment for the public. >> So there has been interest on the part of the board and engaging in a long-term strategic planning process. Uh, one proposed approach for that process is to put out a RFP request for proposals to bring in outside experts to guide us in in that process which would probably be a multi-year uh process. We have a draft of such an RFP and that is on uh if people want to download that at home that is on the agenda. people can download that, take a look. Um, I guess I invite

078board members having reviewed the document to uh comment on what they like and don't like or want to see more of or less of. Guess one question I had is you know how how long uh you know will the proposal period be once we decide to move forward like how long will people have to to submit proposals? Just a question. >> I know we're not there yet. >> Uh what are we your suggestions? >> I don't know. Uh you know I'm not I'm not so sure. I've never put out one of these before. Um but I guess it would be good to maybe give people a scope of how much time they have to prepare just so if anybody wants to it's very incidental but um just something for consideration. So no I don't know

079how it will play out for this one. Um I I I hope I am I can't speak on the demography uh study that there there are groups that specialize in doing this. And for the demography study in response to the RFP, we had a number of proposals that were clearly organizations that do this over and over and over again. And you kind of to me at least the proposal is kind of read of there was sort of a standard proposal and then there was kind of a search and replace and you know district got replaced by ICSD. Um and then ultimately the proposal that we ended up going with was was very different because it was a local organization. So it differed from the ones that were mostly national or state or I don't know

080how this is gonna play backwards math like when do we want this done completely and um and then back into how long we want to open it up because I mean folks are seeking business it can be anywhere from two weeks to 30 days or three months depending on how much time we want the scope of work to take place. >> Yeah. Are the people going to respond? Is it similar to democrs that that's that >> individuals groups? Yeah. that >> kind of have proposals >> have a model that they follow or template that they follow routinely to customize for us. >> I anticipate to be a range of that. >> Okay. >> And and we have in here that we're looking for folks who have experiences though. >> Oh, >> what are the channels

081that you share the the RF? >> Uh Mr. Liy and Zach here. There multiple channels. I don't know the technical names. Um our website is the primary one. Then we send out >> list serves heard on different industry groups but particularly in New York state it's starting to find >> so it's not like some states Maryland's one where you have to send it to a state portal and that's the only place you can send it we consider >> I would like to suggest an addition perhaps under number two though ICSD affirms its commitment to um universal design for getting and learning which is goes beyond accessibility but we could also say accessibility and that's make sure that's inclusive. >> I'm a big fan of UDL. I'm just curious if that is that an affirmation that

082the district has made previously. >> That's a good question. I mean, I don't think we've ever included it in our language, but I >> I've never seen it in formal language like this. No. >> Well, then I I'm not sure where we should add it, and I would defer to honestly to you, Dr. Brown, suggest putting it up top to have it be I I'm not sure, but I mean, I we have never formally put it in our language, but I think that should consider using stronger language than just accessible. Yeah, it makes me want it makes me wonder what the appropriate venue is to Yeah, because I I think it is a commitment that the district should have. Um just not sure if then this is the right place to put it if it's

083not a stated commitment already, but maybe that could be part of the strategic planning process like how can they move in that direction? accessibility stated. >> It's not. No, I think it needs to be in here because I think whoever's doing the RFP, it needs to be a consideration to understand that. Sure. It's not I mean, we're about to start addressing it heavily and it's in our next resolution if we pass it. Um, but whoever is doing this RFP, we want to make sure you know that's a consideration. So I don't write RFP y'all. I'm not sure where to put it. Let's be clear. >> This is not in my scope of >> suggestion too. This is not a policy. So this language is something to give people to think about and it can be

084something that we can use when considering the response. So it can go in here and not be a part of the district policy or overall state. >> Okay. Again, I similar to Erin, I do not write RFPs. I'm curious if it should be if we should given the conversation we just had about enrollment if we should put specifically in there that we firms or individuals or whoever that like had experience with and are attentive to >> not Yeah. redistricting consolidation. >> Yeah, >> that actually it feels like >> that is the area that we we know the least amount perhaps and that is the most pressing. We're not it's not pressing. It's not timely pressing. It's just we want to make sure that we're getting good outside counsel on that. Well, there there might be

085some accessibility language in here. So, it's just for us to because even in the executive summary done by required deliver executive summary and community based materials accessible ultraable ready formats. So, really had something. So, >> how about this? I'll read through it at another point and not workshop it here in a meeting so we can all get out of here at a reasonable hour because I think there needs to be stronger words than access. I think that's just it needs to be more intentional. So, >> and then I guess since this is a draft version, we're looking at the content. very and um once it's been finalized and we're okay with this since it was a board request that we do the strategic plan then it'll have like the timeline and deliver was when when

086they expect to submit because I believe with the prior one the enrollment it was like over a three month period to get a test a suggestion to as we think about timing and timelines. Um we're going into a budget development process and a conversation about capital project potentially which will require significant amount of time from you and us and the community to come to those meetings. This strategic planning process also requires time and meetings and community members come out. So if you're thinking about a timeline, you might want to think about is this something we do in the fall over the summer or do we try to get it all in this spring, which can be a truncated schedule from my perspective. So just some thoughts as we think about that. I can't necessarily speak

087to the difference between summer and spring, but I do I just recall that like when we were at MISA, like with the strategic planning conversations, my big takeaway, and Emily, you know, feel free to agree, disagree, um was that strategic planning can be like that like the process of getting it started can be relatively quick. um and that that had been beneficial because then school boards um just have clear direction and then I think just everyone's row in the same way. Um it has been it's something I've really been looking forward to us having a strategic plan that we're then checking on and implementing. Um your thoughts? >> Yeah, I agree. But I'd like to know which school districts have it the small ones or larger ones. So quick turn. Let's not just have it

088quick and rush through knowing that we are entering into budget season which um we stated about having community conversations and um with our capital project. We have a finance facilities committee meeting this Thursday and things are >> moving. I don't know about Google but >> I think quickly getting to it but not quickly coming to conclusion thoughtfully proceed but with >> we didn't bother talking to super small districts >> sort of a joke sort of >> so we're going to put this on the next agenda to continue this conversation I >> think so. >> Are there any ask for requests of us? Um looking at calendar recommendations on timeline. If there are just send us a note on average >> what what I mean what is the final step for the RFP to go out

089>> just to like we did the last one. You finalize the draft you send it out. That's not >> so is it fair like so then is our goals out like to to look at it sort of final >> whatever you want it's not whatever I want >> but to the board you as plural you is whatever we want we decide that there's no you know unlike the let me let me rephrase that okay unlike a capital campaign or unlike a budget that there is not a correct me if I'm wrong, but there's no state timeline on when an RFP first plan goes out. >> So, we can do it as fast or as slow as we want. >> I think that it's the way that we phrase it on the next agenda. So, if

090we want to put a motion for it, but actually >> approving it and we can put that motion for it, then maybe it doesn't pass if people have too many additional questions. But I think that that would be the role make it actionable. For what it's worth, I think you've put you and your team put together a strong RFP. I saw you taking notes on some of the things we discussed and so I have every confidence that within two weeks we could have a voting item to then move forward >> and I would encourage that to happen. >> That sounds like a good point. >> Can you just clarify one piece for me? when you're talking about the timeline or the way that the t timeline is referenced in here um and inviting uh uh

091respondents to indicate the timeline there's also a place where we I get where there's like a bright spot or we >> let me dictate the timeline and they can respond to meeting that timeline demand or not they may once they get in here may suggest altering the timeline but I think we should put some things in first. >> Okay. You think we should put a timeline in first? We definitely need to discuss this. >> Yeah, >> cool. >> I'll give you some suggestions. >> Thank you for doing the work. I'm looking forward. >> All right. So, uh we good to move 10.4. >> All right. So, 10.4 is a resolution to establish an accessory advisory council. Dr. Cra. >> Okay. So I I'll move to approve the resolution >> for the establishment of an accessibility

092advisory council. >> Second. That was very well read. Dr. >> All right. So um moved by Dr. Sec seconded by Mr. Sheriff. Discussion. So we as a board can set up and establish advisory councils knowing that board members member or members will participate on such adisement councils as well as staff and community members. Have we identified or have an idea or do we just vote on it and go away and task the superintendent or is it the board mission? Just so I'm clear, the council is comprised just of board members or >> no you have to work with staff. >> Okay, thank you. >> And then you can always have community members too >> and students have also expressed interest. So I think when setting this particular one up, we can collaborate and figure out

093a time that is accessible so it has the most feedback in a meaningful way where the voices to be heard can all be so that will be intentional as we get this up. So to just repeat Karen's question, do we need to know do we need to have commitments from board me from at least one board member that they will participate before we approve the establishment of it? >> Can we if no one's interested then we should pass the resolution but I only has to be the case. >> I mean I'm I mean my resolution I'm clearly going to be doing work on this. So, I mean, if we want to put if we want to do a friendly amendment to put that wording in, I you know, and this is where I always rely

094on Sham for his institutional knowledge on how to properly do this. But, I mean, I'm committed to moving this committee or sorry, this council forward. So, there's that. And other board members who would like to be interested are more than or who are interested are more than welcome to join. >> I don't think that we need to make any knowledge that we have. I think there'll be plenty of interest. >> Yeah. >> All right. Um, are we ready to move the question? >> Yes. >> Yeah. >> All in favor? >> That passes unanimously. Okay. Very good. So, uh, draft academic calendar 2026 2027. Uh, we have a draft in front of us. Uh, Miss Glover is intending to walk through this. Hey everyone, good evening. Right, so we have a draft calendar for 2627 school

095year. I want to thank a number of stakeholders who've given some input into it and a what I would say was a um great collaboration also with our teachers union who sent some feedback and some pointers to keep in mind. Um and then also we keep I keep a ongoing list of input that we received from caregivers and students throughout the year. you know, let's talk and because some of these decisions we can only make but once a year. Um, and so please know that this calendar reflects some of that input as well. So shall I go through some of the big the big points or do you want to start with initial questions that you have? >> I just you walk us through the highlights of >> All right. So the highlights we get

096to have students for 180 days, staff work 186. We approve and with intention are putting this before you after our regional calendar has been voted on and approved by our local TST Boseies so that students do not miss program and we are in sync with programming for students who attend Boseis. We also are mindful of conference days and professional development days that we're trying to stay in sync with the region. For example, this upcoming March 19th, we have a regional conference day. So, districts within our TSC Boseis region that be hosting different professional development and we will be hosting some and so that this calendar reflects similar days to allow us for that. partnership. Um we also heard feedback on um breaks. Now one piece of feedback I routinely get is can we align our

097breaks to universities in the region and um this version does not reflect that. That is not something we're able to accommodate unfortunately. the breaks are different for both institutions and they're not in sync with OC's programming for our students. So, I want to to name that. Um, you'll also see that another question we get is, can we start before Labor Day? No, we can't. That's New York State law. Classes have to start after Labor Day. Labor Day falls late this year. So everything gets pushed. So you'll see one shift that um staff will come back on the first to hit their 186 staff days and we will end um June 25th. Those are that is the highlight reel. >> Well done. >> Thank you. >> I have two two questions a small and a large.

098This my small question is December 23rd is a half day. >> Speak to that. >> Oh yeah, absolutely. So it's a half day for students. So one request we get a lot is around travel families traveling and so we have a full day for staff that day with students releasing at a half day. >> I mean why I'm just why not have that day off as opposed to a half day? We wouldn't hit 180 days with kids. >> 170. How does it work? Because I see there's only I see all full days and then one half day. So, how does it >> Yeah. So, as long as we're feeding students breakfast and lunch that we can count that as a day of instruction through New York State. So, there's both a day count and there's

099a minute count as well. So, we're always balancing those two. So, having a half day that day for students hits the 180day student day. >> Okay. So it counts as a full day even though it's just a part of day. >> Yeah. And that happens with So this calendar allows for emergency closing days and if we have a delay, we don't use an emergency closing day. So it's similar to the question. >> Okay. And then my big question, sorry everybody, but how I I'm curious to know the process by which it's determined which holidays are off and which holidays are not off. I know it's a very big question. And I know it is the thrones and I know it's something that's been discussed for many years but I I get a lot of questions

100about that like you know especially and when you look at different calendars like if you look at the New York City calendar just different calendars that lots of districts do different things and you know looking over these you know days that we have off I'm sort of noticing like oh that's that holiday that's that holiday and it's not marked on the calendar specific holidays but they do correspond. So that's my question. Yeah. And we will have a day what you don't have that you that will go out is a day of significant holidays that will be on the back side of the calendar. So there's there the reason you see differences across school districts is there is some New York state legislation that if you hit a certain number of population of students celebrating that

101you have to get that day off, right? which in our area hitting that count um for certain holidays is unlikely. We also have to balance the hitting the 180day student count as well as the minute count. And in this case, we're working as a region. As a region, what are the days that we're going to continue to to give off what's been added thanks to case studies? that students have put forward. Um, some of the changes that have to our calendar are thanks to the work of our educators and teaching students on that and and hearing from students. >> And I recognize we have not we have not accommodated holidays. >> Yeah. >> And and what we can do is be intentional with notices so educators know. All right. This is we have a a

102holiday a religious significant new religious day coming up >> and be mindful of that which educators are thinking about you know >> just work assignment I mean moving >> so that's what we can do >> sure it's hard to accommodate all I think the rationale >> like is is important if people are curious like why did this happen and not that Right. >> Okay. Yeah, >> those are great. And we had and we just in other years we've had students come and say sort of like, you know, I celebrate this holiday. It's not on the calendar. >> Absolutely. >> To be able to just to be able to have a justification, you know, say >> and I think I think having that on the calendar is really important too, just for their awareness. >> Oh,

103yeah. That's not >> and and it was a result of a student um stu group of students who requested and I think elementary age to put some of the holidays on the calendar. >> It was it was a collaboration um >> between elementary and um secondary students which was wonderful. Um a few years ago a student came to the board meeting and requested like the Diwali candidate to be put time off. Now the governor the set governor of New York City was still the same governor now stated um in New York City there's a larger population there so they have more but not here. So, as you stated, you know, obligation depends on >> I just want I growing up in the Epic school district, it always frustrated me. Not so much that we didn't

104have holidays off like for like for a number of Jewish holidays, although we didn't um but that there were rewards and penalties given based on attendance. So I remember I was like I was always at school but like I wasn't there on Young War and like as a result there was sort of like this thing you can't get which is you know in retrospect I don't care that much about a perfect sentence award but like but it matters but it matters >> you know but it matters to like not be seen um in that way and so personally and as a parent and caregiver I have also experienced in the Ithaca City School District that feeling of oh my gosh I I can't actually like my kids can't be home this much like like you

105know like as a as a working parent. And so I appreciate I just want to name I appreciate the recognition of holidays um on the calendar whether or not school was necessarily dismissed for all students. Um I am curious uh I'm just curious um are there ch what differences are there between this calendar and last year's calendar that I might not notice? All right. There's one difference for Great question. There's one difference for teachers and that is that the fourth traditionally is not a staff work day that Friday before Labor Day. And in collaboration, we chose to make that a work day because otherwise June 28th, the trade would be going to June 28th for a work day. >> Oh, interesting. because of the because of how Labor Day falls. >> Yeah. And also because

106for the vast majority of educators that Friday is still a work day anyway. So people are already in their rooms. Some people go away but rather than >> going to the 28th makes more sense. >> Mary, the caregiver conference days, correct me if I'm wrong, but I thought that Dit and Bon had a full day and now they're back to a half day. what's going on. >> Right. And they're back to a half day to make instructional minutes. >> Okay. Because I know beneficial. It's like >> Exactly. That's a actually I'm really glad you asked that because it's good to point that out because it would be wonderful to have a full day, but having a full day and maintaining instructional minutes is challenging. We want and we need to get to the 180day count

107as well while honoring the holidays that some of which we are required to and some we have chosen to due to student advocacy. So, what I would remind families about the half-day conferences for secondary students is that using um and connecting with their teams at the school because at Boon and Duet there are team times and then the LACS has a practice of having the conferences during um regions week. So, that's why you don't see LACS on those at day conferences. So you are you saying that meeting with the teams will save time or you're saying that's if they want to >> No. If they want to connect with like in their in their schedule there's a structure for caregivers to be able to meet with all that's half day, >> right? If if if

108they couldn't be accommodated on that half day or didn't want to wait till that half day. So we we um chose to have the caregiver conference days in November prior to Thanksgiving break. um because um in in hopes for strong attendance and not increased attendance and not putting it up to the Thanksgiving holiday break given travel plans that many folks have. >> Can I ask I'm going to ask question? Um uh in the at the start of the year you have teacher work days like set aside for um teachers to be able to set up their classrooms. >> At the end of the year it the final days like the final day for both students and teachers. Um, has there ever been a discussion about how to support teachers in that time that they feel

109they need to take part of their classrooms again or close? >> Yeah. So, there it's an intense time of year and teachers are pretty strategic in not packing up while they're still teaching. that creates anxieties. And so it's it's it's a challenge and the reality is teachers work outside of the times listed here to both come in in the summer. You know, I remember as a principal in the summer um I was not in alone in the building. people were coming in and at the end when school ends, teachers are also going to be in their rooms. And you know, a shout out to the custodial staff who manage people coming in and out as they're trying to clean wax scores. Regarding conferences, I'm curious do in the school district, do you track um like

110for example percent of parents or like families that um >> Yeah, we do. We do. We do. >> Yeah. >> And so yeah, because I know like I've seen different approaches, right? Like like no school and then conferences in the evening flexible time. So I just want to make sure >> that the approach of the half day and the no school that giving us the results we want. caregiver to care for the people that attend conferences. >> Well, are you asking I think it's again the way in which caregivers reach out to grade level teams at the middle school is a different model than have your child having the same teacher all day long. So when I answer that specifically in the elementary building, we have a whole micro credential on family engagement that looks

111at how are we tracking this? Who's attending and why? what's helpful um to make sure that caregivers have access and given their workday they're they're balancing. So if the caregiver cannot attend during a during that day or like alternates are available or >> I've in my in my experience educators have been very accommodating and fitting in times for families. And sometimes too there might be a scenario where they want someone else to join the conference and so that you know there's a unique scheduling they're going to be flexible about. >> Yeah. And that's been my experience too. I just wanted >> exams are then like students are taking regions on the last day. So we'll know the exact region schedule for next year. They give a window. Believe it's posted. Yeah. Um so typically um

112yeah they the the regences that fall towards the end are not necessarily the up what you would anticipate an upper level um 11th or 12th grader to be taking her graduation requirements. Thank you for your work on that. >> Yes. Thank you. >> Well, look forward to more feedback. Yeah, I was gonna say >> let's open um so u you uh so we have no action items on that raises to 10.6 uh school policy 5601 lunch. >> Okay. I'll move to approve policy 5601. School lunch for week. >> Sorry. >> Emily, I don't know how to interpret that. >> Shall I shall I unmove? >> Um what? >> Just the first reading. >> Uh me if um Yeah. So the recommendation from the policy committee would be to move this straight to a second reading

113and adoption assuming that we can get a majority vote. >> Um >> but I >> but did we have a first reader? >> No, but if we have a majority vote then we can move straight to a second grade if I can convince you to do that. feel like I was at the meeting where this was discussed and it sounded like a policy was just being rewritten to address the practice that's already happening. >> Yes, exactly. It's a very short couple policy. It really is just saying that the board of education is like supports the commitment of the district to um utilize the federal um lunch and breakfast program. um the way that it was phrased previously um for some reason only um spoke about Dit and Boon and now is about the district as

114a whole. Again, that was one of the like 1974 policies that just didn't make sense and was outdated. Um we had uh Beth Prrow, the director of nutritional service, what is it? Food services. Thank you. Thanks. um come and speak with us and make sure that like the information that uh that is in there is uh is fully up to date. Um I I think that it's like so um simplistic that we almost don't need it, but what it does is just kind of like cover ourselves and showing our commitment to doing that. So we as the public would recommend moving straight to Dr. withdraw your >> I will I will withdraw slashmodify my and I will I will now I will now move to approve policy 5601 school lunch for a second reading and

115adoption >> second uh moved by Dr. Wise seconded by Mr. Shiffren is there any further discussion ever >> I mean I'm a little nervous about this. >> Yeah, I think it's great. >> Shoulders. >> This is big. >> I mean, I'm saying yes. Lunch, you know. >> No, no, no. It is a heavy topic. >> I better not regret this, but >> I know, >> but it's on each board of >> You know what I mean? >> Have a conversation about >> Megan, break this down. >> Got it. No pleasure to vote for this. >> If there are no further puns, then uh >> question all those in favor that unanimous. >> Okay. >> The motion carried unanimously. Uh and so now we move to committee updates. Uh we're gonna that's just we'll skip audit

116because uh professor is not here. uh in the order presented uh we go to curriculum. >> Great. Happy to talk to us about the curriculum committee. Um in our last meeting we talked to we learned a little bit about the middle school approach to literacy. I'm particularly excited that um Mary and her team teachers have been really intentional about evidence-based practices and literacy and creating more of a common and shared experience for the students at Boon Ninja. Um both in terms of the instruction they receive, but also the assessments that they take, how we're like monitoring progress. Um we're going to be doing some instructional rounds tomorrow for those of us who can attend. um you're going to try to attend as many of them as possible. Um there's also a listening circle um with

117the middle with some of the middle school ELA teachers >> that confirmed >> that has been confirmed very um and then in a future meeting and this I I think merits a conversation forward. Um we are hoping to discuss more around it's come up in multiple committee um meetings like the importance to align budget priorities and support coaching development of teachers to sort of like meet the demands of what's being expected of them, right? And so we hope to address that in our next committee meeting um where Barry's going to be speaking to us about her. budget implication, not not necessarily budget implications. It just like a cycle of curriculum adoption um at different levels of what that means and like say the first year of teachers implementing a science program versus the second versus

118the third. And so she's going to present on that such at least for me raises the question of how as a board given the disperate nature of committees we sort of align our efforts to go well if this is the thing that's happening the adoption of curriculum on a fiveyear cycle with every year there potentially be new adoptions repeat adoptions how do we make sure that there is the the funding and the support to do it really really well I'm not sure Mary Catherine see maybe nodding maybe. So >> I see vigorous nodding. Okay, great. Um, so I'd love to pose that question to the board. Again, I'm reflecting on Sean's push around curric around committees on the last meeting and realizing if a major part of our role as a board is the creation

119and approval of a budget. I feel like perhaps there should be more whole board discussions around the priorities for set budget and how to make sure that the budget isn't just you know like like is is both the big chunk of money that of course is going to go in a lot of directions but also can be targeted towards the initiatives that are happening. That's my update and then I post the question. So you're you're you're stating that uh um for budget discussion there should be more around priorities. >> Yeah. or that perhaps more budget conversations should be full board conversations, >> right? >> And which has happened and that's why I was wondering if you disputed that there were not prior discussion about prior priorities because when the finance committee they discussed budget priorities

120and then it moves on to the whole board further discussion or >> I haven't experienced that yet. So are you saying that that is what will happen? >> That usually happens. So, I'm just saying if you haven't experienced it yet, hopefully you're not stating that it has not happened. >> No, I'm stating that I don't I so far and I I of course just have that, you know, that creeping sensation of thing, you know, when will different things happen of if we if I'm having if as a curriculum committee we're having these conversations with the instructional arm, right, around like what's happening. I don't currently see a place time method where there would be communication between what's happening on the finance committee and what's happening. And if that does happen naturally over the course of

121February, March, April, fantastic. If not, I would love for us to make sure it does and not to be left to the wild limbs of myself and Dr. Bla. I just separate committees. and and you mentioned about the listening circles and some meetings that are happening um tomorrow >> but yes instructional rounds and all this >> so can I make a request of curriculum as well as other committee anytime you're having any meetings or visits and I'll just send an email out to the whole board just in case we would like to participate instead of hearing about it today about tomorrow when my schedule is >> that is a great push I apologize for not doing so and certainly will in the future Yeah, >> I think it's fair to just use that as an

122opportunity, but I think that we need to be very cognizant of that with all committees. Um, I think just even thinking about our meeting today, how little any of us knew about the meetings that had been happening with Cornell uh and getting information about that report, but no one else in the community seem to or on board even knowing that those meetings were happening or possible attendance. So I think that we need to be very consistent across all of the committees and all of the leadership levels on making sure that we are aware that everyone who can participate is invited to do so >> which may I mean again goes back to the question that Sean shared weeks ago. So are we revisiting in two weeks sort of like um what's the word not vision

123charter charter for committees and sort of like is that on the agenda? Do I need to say that maybe We were going to revisit like like have each committee name their charter so as a board we could be clear on what exactly we are directing. >> Well, I thought when we discussed about charter we um last month we talked about doing that around going forward for next year. I guess I interpreted it differently because I felt like I was getting the message that like our what we were doing in curriculum maybe was outside of the scope of the work which then was well based on what what can we do and then would the same problem be present with everyittee you know I I would ask like for example for the policy committee great to

124see the cafeteria policy I also like I'd love to see the policy really focus on the student prep work because I know that that's creeping up and inching. So >> yeah, they are. >> No, but like for example, let's have a timeline around it. Like we are time bound by the budget and >> I don't know >> we can I I think >> I don't think that we made a lot of decisions in that last conversation. I think we were kind of going to by the end >> I >> like I'm doing now. >> No, I didn't speech. No, I just I think that we um it is a it would be a huge kind of shift in the way that we um work on committees. I don't think personally as one board member that

125we have like the capacity or time, especially going into budget season and other things to really be thinking really deeply about that. So, I I guess I I'm not making a decision right now, but I I agree with Karen that I would love to see before next year us have a much more um concrete way of approaching parking. That's >> okay. So, next up is facilities and finance. Uh that's me. So facilities, we are moving towards uh having a capital campaign proposal on the ballot in May. uh as I've informed my colleagues, I have a meeting with OACM group and we're meeting with them again uh just Thursday morning and we are working with communications team on an outreach based you know in part on some suggestions by this yearwood about getting people with information

126sooner rather than later. So, uh, we looking that we're going to be hitting, uh, voters with a postcard going out, um, sometime in early March with, um, four to six, I can't remember, uh, town halls. at least four uh in both urban and rural locations uh along with a QR code, the postcard that would go to an FAQ um and also some video resources to explain some of the minutia implications etc etc etc. Uh that meeting will happen on Thursday and then I will bring that information back to the full finance committee meeting that will occur later that day. Uh sorry to the facilities committee meeting that will come back later that later that day with finance which leads me to the finance agenda which will be a budget which will be on the same

127ballot at the same time. Okay. >> So the OACM didn't change again yet again. It's this Thursday. >> No, it's same day I sent the update I sent about a month ago. Thursday's the communication meet voice and communication. >> Oh, okay. Communication, not the >> No, no, no, no. I'm sorry. I'm sorry. >> I was lost. There my calendar like that. >> No, no. I'm I'm sorry. There is a subgroup of the OACM group that is focused solely on uh >> project communication >> communication what the postcard should look like. So, and I think we'll be able to give an update to the full finance committee later that day. >> Uh >> and that that's just a zoom It's not a uh which leads us to HR. >> Um we continue our work on district

128hiring practices. We invited um Dr. Roberto Wit uh to speak with us at our last meeting who was a member of the um village at Ethica and more relatedly was um a member of the EILC the equity and inclusion leadership council which was together decade and a half ago. >> Yeah. um who uh who had a significant uh role in kind of helping shape our current or the district's current hiring practices. Um that also means that they are about over a decade old now. Um and so we are looking at um kind of exploring ways in which we um could support the medr team in updating, streamlining, increasing the chances of hiring the um best uh teacher teachers and staff available um while also leaning into the the grounding work that the ILC did which

129was to make sure that um hiring practices are equitable. Um and so continue that work. Uh also had an opportunity to connect with both at the what was that symposium called in the summer? >> The diversity symposium over the summer and then again recently um there's a professor at a college. I'm sure I've mentioned her before. Um Dr. Felisa Gonzalez, who um does a lot of this work that um I think I certainly am very interested in seeing if she can um more deeply help us think about um and update our hiring practices in a in a thoughtful way if we are uh in a period of time where we are having to pull pull pull to try to get even a few candidates to apply to positions. It's not just here but um across

130the country. that we're in a very different place that we were a decade ago when we were able to um well pick and choose from a wide variety of options. So I think we need to update our practices accordingly. Um that's about it. I'm happy to policy >> please. Um unless policy um so the policy committee is working on a number of uh policies. We did actually didn't get very many of them at all in our last meeting because we had all those students um with us. But one of the big ones that we're focusing on it's the student official policy. Um through our work on this uh school lunch policy, we have been able to review a couple of other um school lunch wellness related policies. So um we'll be coming to the board

131talking about a few of those probably at our next meeting. Um most importantly policy. Uh oh, we we have drafted a first um draft of a policy about naming facilities. Um that's come up a number of times recently or in the last like six eight months about um community members or members of the district reaching out to us really interested in having a a gymnasium or a building or something named after um any influential community member. that we are putting a policy in place to make it so that that's um so that we can actually do that in a really thoughtful way. Um we uh examples from a lot of other districts in fact one in particular that we felt like really um was thoughtful and would be too ownorous. Um so we'll be bringing

132that for a first meeting relatively soon probably. Dan, am I forgetting anything I was talk about? >> Yeah, it'll come we'll bring that to the next policy meeting. Any other policies? >> Um, I >> think that's it. >> There's some are thinking about, but >> we have to discuss them. >> That's it. >> What? >> Okay. So, I think the last item is is is agenda setting. Uh I would just add you know there not every topic uh and not every detail of every report and every presentation uh can be poured forward every every two weeks. So there is a role in agenda setting and we set the agenda to try to be reasonable amount of time and we solicit feedback from the board and items that weren't heard that want to be heard be

133heard at the next meeting. So it's going to be clear that I heard all the feedback. I know there were some requests for more information on the dem demography study. Some items that did not make the first uh presentation. There was a request for information some of that information to be put on the later agenda. Information that didn't fit on the first agenda. So I've heard that. And then Mr. Shipper, I think you had some other information. I'm just trying to No, >> I think I've emailed that. >> You already emailed that. Okay. So I heard that. Am I missing any other requests for uh agenda setting? Okay. Uh if there's nothing else then