March 26, 2026 KLSD Board of Education Meeting

001Good evening. >> Tonight is let me check the day. Uh Thursday, March 26, and welcome to our board of education meeting. Uh would somebody like to make a motion to return to public session? Motion by Barbara, second by Bill. All those in favor? 70. >> Hi Hudson. >> Hi. Um would you everyone uh please join me in the pledge of >> allegiance to the flag of the United States of America and to the republic for which it stands one nation under God indivisible with liberty and justice for all. >> Thank you. >> Nice to have some spring feeling in the air today. was a tease. >> Um, guess we'll start with any if anybody has any board announcements. >> I would Oh, pardon me. >> I got to attend the sixth grade um as a

002parent sixth grade museum this morning at JJMS where they presented their artifacts. >> Oh, that's a good one. >> China. That was a great one. I was so impressed. And I, >> you know, I've seen some of the high schoolers present their research various events. Um, see how early beginning um kids learning to have their note cards and their pre you know what I mean their presentation skills and practicing in a lower stakes environment was just um you could see how how the kids are getting there was great to see super impressive and the kids were all genuinely excited about their project so so impressive that was >> that's lovely and just keeping with the middle school theme for a minute I wanted to congratulate all the grown-ups and the children affiliated with Spongebob Squarepants.

003I will admit that I had never encountered the musical Spongebob Squarepants previously, and I didn't know what to expect, but the messages were so positive and uplifting. The costumes were adorable. The kids were fantastic, and there were so many of them on the stage. So, so much opportunity for kids, and it was just a joy from beginning to end. So, congratulations. And speaking of they start early and then it just continues. I know many of us also saw the High School musical and so congratulations to the phenomenal cast and crew of Xanadu. That was just a joy to behold and I will be listening to ELO music for the course of so thank you and congratulations to everybody with those two productions and what a season it was >> you know and I always say

004after the spring musical I'm like ah you know how are we you know what a great group of seniors how you know what are we going to do next year and it's just an neverending supply of such talented student it's Sammy Sperling is going to be a huge loss but I know there's a >> amazing younger students on stage, >> you know, just >> impressing us from beginning to end. Amazing. >> Yeah. >> And spring sports have started. So, >> happy opening day to all celebrating. >> Oh, yeah. >> All good. Everything good with you? You getting ready for spring break? >> It's all good. I think we're all ready. Um, yeah, spring sports are going. There's a lacrosse game right now uh versus Scarsdale baseball game. I think I think they beat Scarsdale. Um

005>> I think men's tennis was playing at home when I drove up about >> a little quiet. >> And the robotics is excited to get ready on the road. Yeah, robotics and Deco. Um, they're both going to world and national championships later this month. >> Uh, this is really exciting and we all wish them good luck at their events >> and seniors will know what they're doing next year soon. So, >> lots lots going on in the spring. >> It's all coming out. >> Um, and with that, if nobody else has anything else for board discussion, I will turn it over for inter international backorate middle years program. >> Thank you. So if the board recalls uh as we came out of the 2030 development of the vision 2030 one of those empowerment actions was

006to explore the middle years program and uh our team went ahead and there's a typical process that goes into what's identified as a feasibility look from the international baloria program and the determination was made before we actually went into a feasibility we were going to take a little bit time to just do an an exploration on our own and so with that kind of piece where the charge there was to ask us to look at the IB program as an instructional framework and that framework would be there to deliver uh hopefully our 2030 plan and all those components we're looking inside of there. So I'll go ahead and turn this over to Jeff and he can introduce the team that we have here today. Um, again, this was kind of the in-house precursor to the

007official start of an IB exploration, but really this is that initial start where uh again, I would commend us for taking this piece. We had a very very large rich group of of our educators involved in this work. So, um, so I'll hand it off to you, Jeeoff. Thank you, sir. >> Thank you. My time will be very quick. Um, the majority of this work has really been done by Melissa Brady and Dr. Biswas. They've spearheaded this at the middle school starting with some uh time early early on in the year attending some um some professional development and along the way we've kind of gathered more and more people onto the cart. Um so this presentation will take you through the process uh talking about the instructional framework piece some of our decision- making and

008then some of our next steps. So um we'll start with just with an introduction. So Jeff Sweditz, principal of the middle school. >> Hi I'm Maggie Conrad, director of learning. I'm one of the people brought onto the cart because I have some IB experience from my previous district. >> I'm Melissa Brady. I'm instructional coach at the middle school and um was very excited to be given the opportunity to lead this work. Um and learn more about the IB. >> I'm Miss Beth RC, one of the ELA teachers at the middle school. Um I'm not sure if I got on the cart or if I was thrown on the cart. I don't remember. But either way, I'm happy to be on the ground and uh participate fully and excited about the change. >> And I'm Samir

009Biswas, one of the assistant principles at the middle school. Uh I was very fortunate as I transitioned in this summer to be able to meet meet with Melissa to discuss this and I'm very excited to have opportunities to learn a lot about IB and the my pro pro uh framework. Um, and yeah, just I'm very excited for the the work we've done and the exploration we've been able to do and work with and the things we're learning along the way. So, Melissa, back to you. >> All right. Is everyone ready? >> All right. Um, so I'm here to share tonight with this with the slides we're going to walk through our exploration process. The presentation is going to consist of two parts as Jeff referred to. The first is an overview of what is the

010IB with an introduction to the key components of the framework. Um I'd like to note that although we took a broad look at the international balorate framework, we are currently focusing on the middle years program as as Ry referenced. So um you will be looking at the IB as a whole here but know that we are focusing on my second piece of the presentation will describe our actual exploration. So, first we're going to find out what it is and then what we've done so far, where we are now, and what our next steps are. >> Rich, can you advance the slides? There we go. >> Okay. Thanks. Um, so the framework, the instructional framework is based on this philosophy and purpose. It pro and which we're going to look at in more details. So, we'll

011go right to the core components on the next slide. Um there are three core components to the framework and we will look at each more deeply as we move through. So you'll see inquiry based learning, conceptual understanding and then approaches to teaching and learning. So inquiry based learning um as inquiry fosters curiosity and engagement. So um we've been we're excited about that potential. Um, and among the key learning elements in this piece is that learning is driven by student curiosity and that the educators really serve as facilitators for the learning as opposed to deliverers of content, >> which is scary and wonderful at the same time. >> Did you say it into the microphone? >> Oh, I said that's very scary and wonderful at the same time. >> I think you said that was one

012of the pieces that appealed to you the most. >> It did. Now you're putting me on the spot. Yes, it did. It did. Okay. And then that's that it is because this way teacher L is not the center of attention. The kids are and they they're the ones that have to keep the cart metaphor going. They're the ones that have to keep moving the cart forward. And we're just guiding. We're giving directions as opposed to being the center. Sorry. >> And and this will also allow each student to learn at their own pace and in their own method and manner. It does it does it does allow for that and to be a group of people that are also that are working in that that particular in that particular speed which is which is really

013welcoming. Another piece of you can you can stay where you are rich but another piece of the inquiry is um that there's a lot of reflection built into the IB process the IB unit design and teachers are really encouraged to give students opportunities for reflection so that the learning is becoming part of who they are. Okay. So this second piece one that I'm particularly excited about is the conceptual understanding component. So the idea here is that there there is 16 key concepts that curriculum is designed around. Educators use these concepts from their own and then other disciplines to design disciplinary and interdisciplinary units of inquiry and through these concepts students develop like a foundational understanding that can be transferred and applied to future learning as opposed to like concepts and I mean excuse me dates

014and facts that exist in a vacuum. it becomes really more about what is what is the concept underneath that content. >> Yeah, I I would share in Melissa's enthusiasm and doubt conceptual understanding for me in um watching IB come to life this is one of the most it's a subtle shift but it's a really powerful shift. So just like Melissa narrated, instead of learning content or skills or strategy, sort of like for the sake of learning those things, kids are learning them under this umbrella of a con concept that they're really passionate about. They really get so invested in the learning that they start really using these skills in ways that are not because their teacher told them they needed to learn how to determine importance in a text. They're determining importance in the text

015because they care so much about finding out why something happened or how that applies to another piece of of what they're learning about. >> Thank you. >> Am I hearing correctly that um this is a model that helps deepen critical thinking? That's what I'm hearing from you all is that because they're focused instead of facts and figures, they're focused on learning concepts and thinking about these concepts and how they interact that that we're strengthening critical thinking. Is that fair to say? >> Absolutely. >> Yes. >> Yeah. So for instance um one of the exercises we did through this exploration was looking at the revolutionary war and we started by listing what are all the things you remember what are the facts you remember think back to when you were taught the revolutionary war in fourth

016grade or whenever it was and you know we all battle of Bunker Hill I think that was about all I could remember coats um and then we had a discuss yeah there we go um then we had a discussion about what were the themes involved in what was happening there you know we had these really rich conversations about the interplay and the power struggles and the you know representation and and all these really broad concepts and through that we get to the battle of Bunker Hill and all these other things but that's not the point. The point you can Google that you can look it up the point is really what are these broader themes that are transferable from one point in history to another and global context and modern day and history. So absolutely

017it really pushes for critical thinking but not for the sake of critical thinking. It's sort of all these >> ancillary benefits come by way of engaging in learning this way. And as you noted earlier with the exhibitions that you'd just recently seen, we already have a lot of wonderful um opportunities for students to share their learning in authentic environments and to display and and uh practice their communication skills. what what will be more I think um what will deepen the experience for students is when we can look at it through concepts so that when we have these conversations with them we can say and how does this relate to what's going on in the world today what is what was happening in ancient China that you can connect to what's happening on on the global

018stage right now and they will see those kinds of connections which is I think really really exciting to consider >> and will help the learning Yeah. >> Um so another the third piece is this approaches to teaching and learning which um provide opportunities to elevate teachers practice by providing frameworks for teaching and learning that are more unified and we're going to look at the approaches to teaching first. Um there are six key um pedagogical principles that underpin um all IB programs and they are inquiry, conceptual understanding, local and global context which and teamwork and collaboration as well as differentiation and formative assessment. And I'd just like to note with our work as professional learning community, these um pieces are particularly well aligned with the work that we're doing with the four questions of a PLC.

019So that feels encouraging that we are integrating and aligning with the other initiatives that we have underway. Uh the approaches to learning skills support an intentional focus on developing students abilities in research and communication and self-management. Um all of which are essential for lifelong success. And I think in the school visits too, what kind of rose to the surface for us was that students were coming to school as learners, not coming to school to kind of do school, but coming to school in the mindset of a learner. Do you agree? >> Yeah, absolutely. They were driving that. >> Okay. So um to summarize the benefits of IB before we get into our exploration um the program emphasizes conceptual understanding interdisciplinary learning and global perspectives helping students see how knowledge applies across subjects and cultures and

020also prioritizes the ATL skills that I just enumerated. Um and so based on all of the above, we went ahead and formed a team to explore whether the IB framework could provide a unifying framework in our um school and whether it would be the framework to reach the aspirations outlined in vision 2030. So we went into it knowing okay here's what we learned about the IB now um what is our exploration process going to look like? So, in September of this year um school year, a team of colleagues consisting of curriculum leaders across all disciplines, middle school admin, guidance, and our learning director Maggie um embarked on this exploration. Um the graphic that you see here, I know you cannot read it, so we're going to pull it out into into chunks for you. It

021illustrates though the timeline of our ongoing exploration, and we will look at the pieces in more detail. So the first piece is the consideration phase and the IB identifies a multi-step process first for districts or schools to look at and during this first phase um the school familiarizes itself with the philosophy the structure and the program requirements and we started with an inquiry around our goals for a KSD grad. Um, we have our vision in our in our um, vision 2030. We have our profile of a learner, but we also looked at the New York State profile of a graduate and we kind of developed our own sort of called him a gingerbread band because we drew it on drew it on a gingerbread man. But, um, it was sort of like as educators, what

022do we really want? Um and then we embarked on our exploration and we felt that the school visits of the things that you see on the slide were particularly valuable as they really provided opportunities to learn from colleagues doing the work and to see the approaches to teaching and learning um applied in a variety of classrooms. So that was a great opportunity for us. So not to >> kind of focus on the negative at all but I would hope during some of these school visits they would share you know the positive but you would also hear from them you know whether they have any things that they are cautious about. >> I guess maybe cautiousness is a >> is a good word to use rather than a negative. Were they able to provide you with

023anything? They were very honest, Lorine. Um, and I think on the next slide I'll share the key takeaways. But I but I do think and please speak to this. They were candid >> about about the lift. Um, we we were comforted by the fact that when we did our own like Sam and I started in our P our professional learning course that we took with like a sore document. What are our strengths? What are our opportunities? And we we did that with the team as well. And We at the end of the process there were so many pieces that were currently aligned that we feel pretty comfortable that it wouldn't be a huge change. Although we are being very honest about it will be it will be work. It will be a change and it

024will be a shift. >> I mean Yep. Go. I was going to say both of those trainings that Melissa and I were able to go to and at the meetings we had with colleagues in the other districts who were using my a lot of the things that they were saying I don't want to call them negatives but things to keep in mind were already things that we were touching on. So it was very >> uplifting to know that some of the things that they were saying make sure you have this in place like make sure you have PLC's or something like that in place we have we were putting in place already. So, um, >> right, we talked about scheduling and and teaming and and they they were very candid to say it won't work

025if you don't have X, Y, and Z and a couple of these things that we understood that we do have um, and other things that, oh, wow, we didn't think about that. >> So, to anticipate I I mean, we took copious notes and trying to make it more organic and then every time you add another person to the cart, there is another point of view that's like, oh yeah, that too, but there might be solution. There might not be, but that's why we're exploring it. But it seems like it's a good fit. >> Yeah, it's good to hear that, you know, they're not you're not going in and they're telling, "Oh, everything's wonderful." Because you want to hear the good, the bad, and the ugly so that we can make a full appraisal of the

026system. So, >> I mean, and to that point, I was thinking back here at the conceptual understanding piece. This resonates with me because I always said to my kids, it's actually not about what you learn. It's really about the fact that you're able to learn how you learn it, right? And what you're thinking about. And so >> I was actually sitting here going, I feel like we should be doing these things already. Why? What is why is this new? >> Well, that is the point. It's not completely new. And it's that's what we were saying. We have so many things that we do. Good practice or good teaching is good teaching. We have a lot of these practices, but it would filter, I guess, to to everyone. >> Yeah. >> And and elevate the the

027practice for everyone as well. and also have greater support for all of the all of the teachers that especially the newer teachers that are coming in. So, we would support them as well. >> Yeah. Well, that's why I liked hearing you say a lot of this is actually something that we're seeing in our programs already. >> Absolutely. >> And when it helps to it helps give us a common language in our alignment. >> So, like a lot of teachers are doing a lot of this work already in different subjects of different grades. But part of this was it helped develop a language that was more salient so we could all use the same filter I guess would be the same there's a consistency in what what we're calling it we might do the same thing

028we're calling it different things so that the IB program would address that to make sure that there's >> that's good >> and I think about those concepts as a lens you know to to design through and I think that's what that intentionality of it so while we be doing wonderful interdicciplinary work with a colleague. If the whole team or the whole grade is using these particular lenses, then that uni that makes it easier for students to transfer from not only course to course but from grade level to grade level. And that's that kind of intentionality and sort of structural framework that while we're doing all these wonderful things, we want more consistency or we want more >> like an assured experience. >> Yeah. Thank you. >> Yeah. >> Could I ask what are the courses

029that like this would be like applied to? >> Great question. Um, so we'd be looking at the my which has a way of renaming the subjects that we know of as like ELA or I'm trying to remember the social studies one it's called. Do you remember off the top of your head escaping >> or society >> individuals and society? >> Individual. >> Thank you very much. >> So I think Hudson back to that NYP is very different than the diploma program that you might be thinking about. >> Every kid, every subject in the entire middle school is is grounded in this framework of conceptual understanding approaches to teaching learning. It's every kid, every subject. That's what it is. Different than the DP at the high school. >> So So this would like apply to like

030math classes. every class all of it >> and if if it is like this like uni is is the goal to like unify like courses like together >> way >> the teachers let's say let's say Miss RC teaches ELA and I teach individuals in society we would look for a concept a unifying concept >> that we could both teach to and then we would pull from our standards we would create a guiding question that an inquiry question that addresses that concept to engage the students in the inquiry >> to solve, >> right? And we would embed our standards, each of our standards, but we would be doing it through the lens of what is the concept that we're exploring. >> And would this apply to like math classes? I know there's accelerated math and not,

031would it still like apply like >> with like you're in like an accelerated math class, but your like individuals in society class has people that aren't in accelerated math. Would that still like apply to them? Well, I'm going to talk to a little bit at the middle school. We we did this with our team is that um in the within the civil rights unit that we were exploring math math had even though it's not part of their curriculum. He our math teacher on the team purposely put problems that would get the kids thinking about that 1960s time frame and what would that look like in in money now versus then and and to look at the the the difficulties through that lens. So they purposely put questions that would allow them to think or add

032another layer to that to that um to that human. Does that make sense? >> I think to your question it would be at both levels. >> So whether you're in the honors level or the the standard eighth grade level, seventh grade level, sixth grade level, >> all the students would be engaging in work that would tie in with units being covered in the other disciplines around that theme. >> Thank you. Yeah, there's access points across the content areas. So, when they went on these school visits, they were able to see that. Um, and would you like to share some of your biggest takeaways? >> Sure. So, I won't read through the all the bullets, but um the school visits as we said were were really valuable. We also noted um so the thing one thing

033that I don't want you to miss is one the holistic learner centered centered outcomes and the community service piece which is embedded into this you know it's part of the requirements for the NYP program um and that is very much driven by students interest and passions but also um the key takeaways about our process so in addition to understanding the IB itself we also um pulled out these three things Um, one that adoption and implementation will take time and support, structural and budgetary support. Um, two, community and faculty buyin is crucial. And then the third one was that clarity and transa transparency are key to the process. And so that's going to walk us into how we did what we did and why and what came out of it. So, um, >> I think there

034was a shared I don't Yeah, >> that there was a shared ownership. >> No, there was no teacher that was responsible for it. It was such a nice shared ownership. Everybody was contributing to this to this development of this inquiry or problem and it it everybody had a piece to play and they knew it. So it was a nice that was really welcoming. What didn't say it was easy but it was it was welcoming that everybody it was a community. It seemed like a comm more of a community than individual class. >> Thank you. Can you help us understand how the framework comes together with curriculum selection? >> Maggie, >> excuse me, Dr. Conrad. Maggie, um, it's a really great question. And so what that's sort of been tucked in the back of my mind

035as we've been doing our exploration of the lit literacy programs and I think all of the programs we're looking at at the middle school and certainly fish tank hit the mark in terms of being inquiry based being really con having conceptual understanding at the four all of the knowledge based curricula that we're looking at really emphasize all of the key components of my IB framework. So I think if we were to adopt NYP and any of the programs that we're looking at, it's going to be a very natural and seamless transition to apply the those curricula to the NYP unit planners and framework >> and for other subjects as well. >> Yeah. Yeah. So we would likely the process would be we would start with the the literacy curriculum. we would apply it to the

036the unit planner and then we would look for opportunities to bring in that transdisciplinary integration across different subject areas. Then I think we would also look at our existing curricula because we have a lot of this already in place in a lot of different places. So how can we go the other way and look at a unit in math or a unit in social studies and think about how can we pull in some of the ELA curriculum? How can we pull in some of the arts and um technology and all the other ways across the day that kids are spending their time? >> Yeah. So, sorry. So, one of the um advantages to the PLC work we're doing right now, the first thing that we're trying to do is make sure that every curriculum area

037can identify what we want kids to know and be able to do. So, once we have all that written down, it makes it much easier to find those connections, those themes, etc. So these things do really connect very well together. >> Thank you. >> Yep. >> And I would say the timing is really good too because as we adopt a new literacy program, we'll be adopting a new way of designing units and mapping and it's all happening at the same time which I think >> is exciting. >> Is very fortuitous. Yeah. >> I'd just like to throw in to many of you know that I I'm very um interested in promoting sustainability curriculum and sustainability learning outcomes and It's very exciting to see the focus and um piece the pretty significant piece that global understanding

038and responsible citizenship plays in in the IB framework. Um and when we think about like the new climate education requirements from the state and even the seal of civic readiness, you know, everything really connects. So the, you know, when you walk around with this lens and you sit at all the different tables and you see all the different things that we're doing as a district, it it really is clear how much everything like they'll fit together like pieces of a puzzle >> if we decide to go this way. So now, how did we get to where we are? Um, for clarity, we built a flowchart um and a timeline to kind of help people visualize what it would look like if we were to move forward. Again, I know these diagrams um are not easy

039for you to see in this format. Um but the options the options will be pulled out for you. So the next one um shows you that what we we did on February 9th was we gathered for a review. So we started in September. In February, we reviewed all of our work to date including these key areas of consideration in order to inform a vote by the exploration team about whether move forward with a feasibility study and I just want to be clear if you note the question up there it was should we move forward with feasibility as Dr. Blanch referenced, you know, we took an extra step. Instead of starting right in with consideration phase, we started with exploration and we decided collective we took a vote and we decided yes, we would move forward

040and conduct a feasibility study um for and that team um will go forward next year um with broader representation. So there would be board members invited, parents our middle school faculty beyond the the group we started with and then administration and that work would be informed by what we learned through the first exploration phase so we could clean it up a little bit focus on the things we know were most valuable >> and effective >> bigger part and >> a nicer carriage >> at this point >> oh Um I think are we ready for feasibility then? Yeah. Okay. So we would begin in fall of 2026 um again to broaden and deepen the exploration to determine if it's feasible for us to move forward with the candidacy process and then eventually to work towards adopting

041the my atjms the middle years program at the middle school. And again, what it would look like is in the spring of 2027, um, after the feasibility study, if the team decides to, um, move forward, if it's a yes, then we would complete an application for candidacy, which is a demonstration of interest, which also turns on resources and support from IB from the IB. They have a very robust professional learning component, um, which is part of the makes us excited. I think >> that's part of what makes us excited. Yes. >> And if we were to proceed, what it would look like for the three-year candidacy phase. And I'm saying this loosely because um the IB really leaves it up to districts to determine the timeline. And we sort of plotted out a three-year candidacy

042phase, which would involve these three components. professional development piece in which everyone would receive an introduction and then we'd have subject group workshops. We develop policy documents. It's requirement to develop these policy documents which is just good practice um on these inclusion and language and assessment and academic integrity and then the unit development which would also give us an opportunity to try it on. So it wouldn't be like do all the work and then three years later start we would be slowly integrating the practices um people would be experimenting with the approaches to teaching and the approaches to learning the vocabulary would start to become part of our world and then when we have our candidacy checkin um they'll say you're great you're in and we'll have a seal >> um but it's a process

043All right. So, um, in the end, the program emphasizes conceptual understanding, interdisciplinary learning, and global perspectives. And it helps students see how knowledge applies across subject areas. Um, as Rey said when he suggested, this might be the way to uh something to look at for us to meet the vision 2030 um, and to take a look at it to see if what we thought. Um so far we feel it's worth continuing exploring. Um we think the framework would provide the necessary structure um culture and support to reach the aspirations in the 2030 plan and it's the feasibility study that will help us determine if we want to move forward. >> So I have a question that might be better for you Ray. Since this is a process anyway, right? We're not jumping in. We're not

044flying planes before they're ready as we've done with other things. Why are we leaving it at the MYP program? Why not explore this? Because the first time I heard about IB was with you back in October at that Boseis meeting and since then I found out that it's in several other schools that I'm familiar with, several of my friends schools in Long Island. So, if it's a process and we're doing all this research and study now and we believe it's a way to kind of move forward, why not bring it forward because those kids then who are leaving the MYP program are going into our high school. Why are we not looking at a full IB program? >> Um, there's a few different reasons. One is just readiness at each one of those levels and

045kind of what the work they're doing. As we know, we completed the literacy audit last year at the elementary school. So there's a there's a pretty strong lift what that team's looking at bringing out in the next couple of years on the literacy component. Um again being a generalist and that level it's a little little different than being in the secondary piece and and that component as well too. And so that is on the road map in the 2030 plan for that team to go ahead and follow in in the path of this team is looking at that saying do should we look at a feasibility study there? Um the middle use program does go sixth through 10th grade actually. So that can be a component the high school might look at and honestly one

046of the first looks at the high school more than likely to be exploring what's called the career program. Um that's a smaller subset. It's not the full diploma program. And so that is a spot I anticipate that'll be up early on their trajectory and part of what pushed that forth was the change from the state and the and the profile of a graduate which is allowing us to create some pathways. And so they have a lot of things as this team talked about that are in place that we believe we can get after quickly. Even that senior internship experience at the end of the year that then being a culminating project would allow us to get fairly quickly after the career program. Again, we'll grab probably a half a dozen or so educators at the

047high school and they'll be looking at similar next year start that exploration of the career program. You always see across the world uh districts that go they just do high school, they just do DP, they just do CP, middle school, elementary, six. It there's no right, wrong, or different way to uh wrong way to do it. Um the there's a a handful that are called continuum school districts. That would be to keep PK through 12. Um most often that you'll see that those schools will take it part at a time. I can't think of one. I've been in DC and they're a pretty wellrecoognized uh continuum school district. it took him just about 20 years to get to a full continuum. It just is a it's a it is a major shift and lift. So

048the the idea about, you know, a brick at a time and working it through is there. And honestly, the middle school is kind of like a sweet spot to started with because all of those skills going to the high school if you do or don't have IB, they're going to assist the children. And as you described, not checking on what they uh you know, how do you how do you know this information things is but how do you think, how do you process, how do you connect, how do you connect that's going to help kids no matter what. And so that's a spot about that middle program that is often a starting spot for school district out then it's like okay then we may expand out of that but those two schools high school and

049elementary have already kind of got that in their 2030 empowerment pants start looking at that probably elementary year after next just with a heavy lift on illiteracy and then next year high school would look at the career program and perhaps look at that that again is significantly different where you're talking about roughly half a dozen teachers um it's a relatively new component inside of the high school level. But it does allow for us now with the state create these pathways that a student may be engaged in like our practically the way pathway you're interested in pre-engineering. There' be just two courses you would have to take on for IB proper um which is significantly less than a full IB diploma program. >> Get those two and then you have to actually have a culminating project

050where we're kind of designed to do that with our independent study with seniors. So there's some pretty good pathways that we can say as Melissa was saying bringing these elements together around a framework and then moving it forward and then thank goodness with the state we would hope to be able to get identify those as credentials and even such things as like we have a number of students that participate in the CTE program with Boseies ready to do that they a couple classes with us they had that culminating project well now they're walking out with an international balorate CP diploma so those are pieces that we'll be looking at there. >> Thank you. >> Sure. I may also just add on to the to the elementary component of that. A lot of the shifts that

051we're making in adopting our new curricula are very much in line with all of the PYP frameworks of from the IB. So when we do our exploration at the elementary, I think we're very likely going to see that it would be a very natural adoption. It won't take a lot of new learning or changes. We're doing that learning starting now starting a few weeks ago in fact um and moving throughout next year. So by the time we get to exploring the PYP, I think our team is really going to feel like, oh, we're doing this already. >> And I think that material that our team looked at is unique from what it was not so long ago. But the material that our teachers will have in a literacy program, it really does cut across the

052content areas that really is knowledge driven. It it really didn't exist at that level just a short while ago for teachers to engage in. So, we're um glad that that will be there and our teachers will be uh geared up on that pretty quickly. >> I really appreciate um that this is being teacher driven >> because we all know that if something is forced on any group of people, whether you you manufacturing fields, >> you know, police force, whoever it is, if if something's forced upon you, there's resistance. So, I think I appreciate the fact that you're getting the people that are going to be on the ground implementing this to understand it and talk to their peers and bring everyone along and question and and um analyze and and really test uh that this

053is the correct way for us to go forward. So, I do appreciate all the hard work that you guys has gone into it. Um but just the fact that it's a collaborative approach um is is very heartening to me. >> We did have some pretty robust discussions around it. You know there there were definitely people I was like yeah well you weren't in the room but >> did you need a gabble at some point? >> But the majority were in the cart. >> Yes. But it's good to get the people questioning because that's how you know you can poke holes into something enough and it falls apart and that's not the right way to go. But if >> you're still able to hold it together after you have descent, it's so it's good. >> Well,

054we have we have a really talented um and professional group of colleagues. And so the resist if there is resistance it's usually aren't we already doing you know why do we have to do something different when we're already doing all of this great work is is really if there is any if there is resistance it's from that perspective you know it's sort of like we're already great and we do have lots of examples as you are all aware of the of really good work good teaching you know important learning and students succeeding And I think the idea is to just kind of pull it all together and this is a way to do that that would it's hard to pull things together without a framework. >> So >> and board just to wind this down.

055Oh, I'm sorry. >> No, we have one more question. >> No, that's good. >> Um can I ask like pedagogically speaking, did you look at um like criticism of of it. I I mean it's a very wellsupported model. No, no criticism there, but curious if you looked at that and how you balance um this is maybe more an elementary question, but like you know research around direct explicit instruction and um you know some of that critical skills development. How can you talk about I'm sure you discussed it. >> No, absolutely. and and I was most involved in PYP in my previous district. So, and I top of mind when I arrived on the scene and they said we're doing PYP and I was like but what about explicit skills instruction, right? >> Um the IV

056is very clear that they value that and that can stand alone. It's hard to do an inter interdisciplinary unit around the sounds that letter A makes. Right. Right. Very specific math. >> Exactly. Yeah. Okay. >> So, there is a real understanding and and encouragement to ensure that kids get all those foundational skills in really explicit ways very supportive of maintaining our EUI and Morphe Magic curricula and all the other programs that we've brought in place. So, those would not have to be changed or moved. They just would sort of live outside of the inquiry block of the primary years program. >> Okay. I just think like the the other part is the teaching profession I think is unique because you're not really in competition with others, right? So if you've learned something along the way,

057you share that with other colleagues who might be a couple of steps behind you. So we've had visits from people about, you know, some of our Apple products that were a little bit ahead and they're considering just something that you do for each other in the education profession. So, as far as roadblocks or stumbling blocks or whatever, we're aware of some of them and we'll discover our own, I'm sure, along the way as well that we can share with whoever is is following us down the path. >> And it sounds like the global reach of IB provides a lot of resources for us to lean on and get support from and just learn with other districts. So, that's >> all of the schools we visited were so welcoming and it it seems to be part

058of the practice. It's like a a collegial network of >> of shared understanding, you know, and the schools have a very it, you know, the language is everywhere. It's like you're immersed in it. The language of the approaches to teaching or and really the approaches to learning and the and the profile of the student there. It's it really becomes like baked into the culture which is another like seal component where it really builds like this cohesive climate because everyone's connected around the fact that you're using this these concepts and using this framework. What I what I like which I think falls perfectly align with what we do already is that there's an expectation that students are going to be gleaning information from a a wealth of sources before they come to a conclusion. And I

059can't think of anything more valuable in anything. You know, talk about a global citizen. That would be the the most important thing. Before I come to an or not even to a judgment, just to be be before I get to my own thoughts, let me pull from us an array of things. And there's an expectation like what was your s was it only one source was it well sourced that that that consistent conversation that expectation is really important I think to elevate and and to add to Hudson's question in any or in every classroom that that was really important. I think that's not a difficult lift but it certainly it would it would again elevate so that all of the teachers would be that way and everyone was very welcoming and I think at our

060school we're also very welcoming. We invite each other into our classrooms all the time to see if hey I I pract this this way. So our we're very blessed to be in a school that allows us to to feel comfortable and allow ourselves to be vulnerable also like I'm trying this. Can you come in and check it out? Can you see this? I've invited Jeff into my classroom and say this is what I'm doing. You know, give me your opinion. Then I regret it. No. And then >> Elizabeth's also on our literacy leadership team and you're exhibiting that same behavior in that in that search experience as well. So >> Oh yeah. >> We appreciate >> she's a great teacher. My my middle one. So the, you know, when you look at fish tank, possibly

061the middle school or a new science of read, new reading or ELA curriculum, you're looking at keeping those >> giving kids in grade level text and giving access to grade level text while still layering this on. So I'm just that's more what's mostly my question like that the ex the grade level expectations and standards. We're keeping them >> top of mind while we look at because you know obviously it's it's guided inquiry, right? Yeah. And the same priorities that stood for elementary exploration stand um as far as a researchbased curricula that builds knowledge that addresses the aspects of Scarboro's rope. That's not going away. Um and so we're doing a lot of good learning together throughout the process and we're going to be expanding that even more to more people in the middle school. >>

062So we're doing both of these things simultaneously. >> Starting on April 24th, >> um Dr. is coming back as she's going to spend the day with the ELA department, special education teachers and the interventionists um at the middle school. >> And I might just add to that to your point about >> a lot of the research around comprehension speaks to the importance of background knowledge and really taking a deep dive with under this umbrella of a conceptual of one concept. Right? So if kids are looking at the same sort of using the same vocabulary and looking at the same problem or experience or whatever the guiding question is in math and in social studies and in English, it's really going to help them to raise the rigor of the text that they're able to read

063because they have all this background knowledge already in place. And just to to Carolyn, I hear you saying I think I hear you saying in your question, >> what about the the things they really need to know like if we are going at it through this inquiry kind of model, >> there's so much reflection built in and also students like formative assessment is a is baked in. But the other piece in the reflection is that students need to sort of prove their understanding through presentation and reflection. So that and that really impressed me in that we do we can a student can often students learn to be students and they learn how to study something and then repeat it back. But to really be able to translate it into their understanding and turn it into

064a debate that they can support with with an understanding is part of this process. So it's it's an inquiry based design but it incorporates an awful lot of application knowledge application. So the students will need to learn the information in order to be able to apply it. So it doesn't get lost in the sauce >> if we design the units >> correctly. >> Yeah. They also need that explicit instruction, right? They need to be taught how to synthesize information. They need to be taught how to identify and determine importance. So inquiry doesn't mean that there can't be direct instruction too because I think we don't ever want to lose sight of that. We want to set kids up for success so that they can turn their attention to now I know how to synthesize and

065I'm super excited to do it because I really care about what >> I was just going to say. I mean it gets to the motivation factor knowing what's repeated. >> It's in addition to and not in lie of I guess it's in that that um inquiry block. It's in addition to all the explicit instruction. >> Okay. >> Thank you. That was very helpful. >> Well, I'm glad we just had one more question. >> You give us such an impressive >> I know. I know. >> And so I'm going to try to bring it down one more time. Um where the board has been time I've been with you just as supportive of professional development. We heard that tonight. If we do move forward this, we do become part of an international educational body. Um what's

066called Gibbs is right around. It's a guild of IB schools. So the expectation is is that right in our area our tri-state area that we are able to go see school sites as they're wherever they're at in their journey of this project and then when we get to a spot we'll be joining that. We've been able to work with Boseies to actually be able to start providing a little bit of training for international back lawyer right in our area. Uh FIBS or the um Florida League of International Bet schools is a very strong school. So the reality is is that by joining here you are looking at an international experience that uh we there's nothing else we do especially a district of our size the access the ability we'll get to some of the highest

067training capability here is is going to be really uh unparalleled and then we'll be able to continue to invest as the board has historically in our teachers and our teacher leaders and then so that doesn't change it's just a matter of fact of changing a little bit where those dollars now and what we're doing at that time and again as Elizabeth said together the exciting part is it's as a team it's teams are understanding how to support their children in those teams and so most often it's cutting across disciplines and things so they're working collectively together to how to help their students together but we will continue to be able to access those learning opportunities as we have in the past just now we're in a much larger kind of uh pool than we ever

068would have thought we would have been in other pieces every five years after you receive your accreditation you have international visitors often coming to your school site to assess where you are today based upon where you thought you were going to be. And then so we're opening ourselves up to an external evaluation, educators coming across from the states or across the world and saying here's where you are in relationship to the uh components of international bular program and here's what we saw, here's what we learned and here's where you your next steps are going to go. They're not expecting in year one you'd be finished. you've never really finished, but here's where you start. There's minimum components, and then look, we're going to be back in five years, and here's the next target, and here's

069the next target. So, it's an every valving continuous uh improvement model that's built inside of there. >> Thank you, team. I really appreciate everybody coming tonight. So, >> thank you. >> All right, on that run quickly, >> thank you very much. Have a good evening. >> Have a good night, everyone. My daughter loved Missing. >> Oh, she's great. Was just asking about her the other day. >> I don't know how you're going to follow this one up. This is That's going to be a cut back to Lisa. >> Well, fortunately, the next couple of ones are fairly straightforward. Just kind of refreshing where we at the last meeting. So, >> sorry, I'm just I'm laughing. I think are we going to just speak quickly about the internal audit? So that's you know really interesting about

070this beautiful program versus >> but um but yes but we I um I am here I will u be discussing our most recent audit which is our internal audit u which is a part of our commitment for fiscal and operational transparency. We recently completed this and RS Abrams did present the audit as well as the corrective action plan um to the uh audit committee. Um so I've just you know I think of this audit for me it's not just a compliance check and the audit committee you know I express this to them as well but as a diagnostic of our administrative engine I I really would like I use as a growth growth tool like how can we improve like we are all humans and so what can we do to grow um it began

071with an audit actually of payroll and since the payroll clerk at that time there were so many overlapping duties with HR really duties um we it grew into and We added the HR component to that internal audit. The audit team looked at the life cycle of employment from the first day of a new hire walks in to um the way we process weekly payroll to the day the employee retires. While the audit identified several areas where our paper work trail needed tightening, it also gave us a roadmap to modernize our business office as well as our human resources and how our teams work together. Um so the audit we group I'm going to group these in a few observations domain categories specifically documentation consistency. Um they found some gaps in the maintaining a required forms

072and whether or not you know there has been retirements and turnover in these both departments and payroll and human resources. So m much of it had to do with who was filing who was keeping things electronically who was attaching things in envision. So that was a piece of it for sure. Um but um you know some different forms of oath of allegiance, retirement elections um or as well as in some cases using just outdated compliance forms like I so I mean it's just you know it's a different year really you know getting the required documentation but it was just last year's form you know so um systems optimizations um just looking at the way we utilize our accounting system which is also used for human resources and payroll and um and that is envision which

073is a powerful tool But you know it was noted that we could further utilize automation the modules uh as well you know how again there's a payroll module there's a human resource module there's an accounting module and how they interact and everything. So just looking at that sometimes though at the same time they don't speak that well and then we also use time piece for clocking in you know that's our clock system for our hourly employees and then we also have front line in which people to enter their attendance and so they don't always all speak play well together too. So, but but that is a piece of it as well. As well as protocols, um review protocols, we identified a need to have a more formal second look, you know, second eyes, um segregation

074of duties, particularly for substitute pay as well as final payouts. If somebody retires or somebody leaves the district to ensure that every dollar is calculated um correctly um per each of the different contracts as well as the different retirement systems that individuals belong to. So there two main retirement systems which we've heard about during a budgeting season. So the most uh significant response to these findings we we realized that to truly fix these issues we couldn't just change a few forms. We needed to change our structure. We recognized a critical need for segregation of duties of what we call the animation of duties between payroll and benefits functions. Previously having those roles too closely intertwined really one person payroll clerk was doing both um both benefits and payroll which created a bottleneck and also that

075risk for you know lack of you know just something could happen when one person is doing every piece of the pie receiving the invoice you know reconcile for health insurance reconciling it calculating the deductions taking the deductions sending the deductions to you know as well as um signing off on on the invoice for payment. So, entering adding people, changing their benefits in it's called an IB, but nice ship. Um, you know, changing them from single to family. There's just the one person doing every piece and there wasn't over there wasn't somebody double-checking it. So, um, so yes, so what we did is, uh, we officially moved the benefit function into the human resource department, ensuring that employees um, files and benefits compliance are handled by the same team from start essentially to finish. So um

076as well as to make this transition successfully ensure we met the compliance segregation of duties, we added a benefit assistant to uh that department. This position provides the necessary individual to again to have one person who's collecting all of the forms and everything and um and everything. So it just without um make sure that everything was in place. It also enhanced oversight by again separating these duties between the business office can now focus strictly on the integrity of payroll and human resources can focus on the integrity of benefit data. It's a system of checks and balances that didn't exist in the way they did before. So um regarding timelines um sorry um regarding our timeline we have already cleared um the immense compliance items such as updating our outdated I-9 forms things like that we

077also again we are in that transition phase between um we've hired a benefit assistant and we are transitioning kind of one at a time each of those you know whether it's you know starting with health insurance and we just completed like our 1095 file, you know, and uploading that, working together to make sure that everyone was reported correctly to the IRS, which that is the form that you report um what people do or do not have health insurance. Um so again, we're looking at um using Envision more, you know, utilizing it more, using more for automation purposes um and the internal audit of all active personnel files as well. Um and these specific we set a deadline of June 30th of 2027 recognizing again not only is the benefit assistant knew our senior payroll clerk

078began July 1 as well as two of individuals and personnel within the last year year and a half. So we're recognizing that these individuals are growing in their in their roles and we want to um give you know give that necessary time. So so that allows us to train these new staff and build the infrastructures um that will serve us for years to come. So basically we heard you know the feedback um and we added the support and we restructured for better accountability and um you know it was noted at the um audit committee that they said um well you know we've heard more things than we used to hear in the past with a different firm and again for me I just again I see I'd rather I'd rather have an auditor point out

079where there's a system that could work better than something else happen occur. So >> I think the community was excited by the >> not I don't know excited by audit findings but the way reassured that it was a thorough audit to be the the reaction in the room >> his auditing firm I mean >> they do a really good job. >> Yes. >> And I also will say like a lot of the things that he brought up you were saying well we've actually already started that and he acknowledged like these are things that we have already seen ourselves and we had already started it. it was just in the process of coming up in the audit even though we had already kind of implemented some of the changes. So I think that was really reassuring

080to hear >> and um and as um also part of the audit process is they also then do a risk assessment update. They look at the former risk assessment, look to see if we've updated the changes again and then analyze areas of risk. and the audit committee decided that uh and it was a recommendation to repeat the payroll and human resource audit for next for this new cycle um coming up so that we can really look to see if those systems have made a change and been implemented. >> It's a it's a thrilling time at audit committee. It's a fun time >> your team was ready to start the audit like the next day. They were ready to prove their system. Yeah, >> the district treasurer >> already scheduled them to come in actually ready

081for that next check. >> And the auditors aren't doing their job unless they find something. Sure. You know, when >> you know our facilities get inspected, you always you expect that they they're not doing their job if they don't come and find something. >> So, it's um but it's it's only just to help us. So, thank you. >> Thank you. Thank you, >> Lisa. >> Thank you to your team. Does the envision software have the modules to make it more integrated or is it always going to be you know this time time system software and this system where they're not talking to each other >> right so um envision does not have that um biometric the time swipe system that system is separate and then the frontline system um which was formerly ASOP which is

082the attendance system again it's a separate system and it has to get imported every month every month people entered. >> It doesn't have that interaction. >> So, funny enough, I asked the same question. I said, "Why?" >> And I was surprised by how many of the systems don't cooperate with >> each other. They don't play soft. >> That's what I said. I said, "It seems like there's a a programming job for somebody." >> AI could do that. Rob's front piece. >> Are we happy with Envision? Is there another software out there that that does have all these components? I don't think >> I'm not aware of one that brings all of those together. >> There's another system um that was actually built for Boseies because again they the way they they have coasters and um

083so typically some school districts do use it. I've used it. I did use it for 10 years when I you know my worked in Boseies and they each have like anything they each have their pros and cons and Boseies has more of a front forward. They have a web-based um application that um that Envision doesn't have, but then there are more some tools that Envision has is more powerful than than the other programs. So, it it is you know um you know it's just a matter of >> learning to adopt. Yes. and and um you know and and our teams they've really they've been attending more of the training specifically RA run by both the the lower Hudson Rick which is the regional information system um specialized trainings through them as well as the specific

084vendors. So >> right here we go. >> You know we've been talking about career pathways tonight. This could be uh maybe a good class that we can uh have our students build a program. >> Yes. Seriously. >> Thank you. >> Thanks. Thank you. We'll just drop into the next one, I think. So, yeah. So, just on this piece board, as you know, this is kind of coming back fully around. And so, we'll just go ahead and um move through these pieces relatively straightforward. We have again the fiscal stewardship. Uh next slide that we've identified here and continue to walk through. And is that you or do we got to ask Rich to do that one? So, great. And then we've got the developing budget timeline here. Again, nothing has changed in there. And the budget

085drivers as we know continue to be those drivers as we move forward for uh the larger impacts. That last one being salary and benefits as we continue to talk about then even inside of salary and benefits the benefits is the biggest driver there. And then just kicking over to the revenue side as Lisa will re reiterate this again where we've got some red in there. >> Yes. So again, um we did see that there was a decrease in um in a couple of our um aid ratios again for the second year in a row going into next year. And just really um you know, not to go into the all of the, you know, pupil wealth, ARWada, and TU and all the different acronyms that they use to calculate state aid um and um calculate

086our aid ratios. But just again I what I did is I took our current year expenses as well as our projected um our budgeted expenses for next year applied the aid ratios from 2425 from last year school year and uh what I projected is between this school year and next year that um we have a loss of 1.766 million. So it's just again like we u may not be an aid dependent district but that is quite a bit of money to again when you are you have a fixed amount of um taxes that you can levy. So and then we know interest is decreasing and rates are decreasing and other things. So it's just that piece and then our tax based growth factor which I'll go into I won't go into the tax um into

087the tax uh cap calculation again but that um factor as well also decreased which decreased the amount that we can levy. So >> Lisa just interrupt you there for one second. I think the point you just made about the loss of state aid over time, the 1.7 million or thereabouts is a really important point and just want to flag that for anybody who's just trying to um you know sort of understand some of the sound bites or like key takeaways associated with our revenue. I think it's really important that anywhere that we talk about the $70,000 um increase >> that that is contextualized against what you just said because in the absence of what you just said um only documenting the 4.5% increase in state aid statewide and then the $70,000 that that amounts to

088for us. um it just I think creates um an inaccurate picture of what's happening with state aid. So I just wanted to share that I think what you just said is really important and that anywhere that we're noting that little footnote around the 70,000 it should be contextualized I think against what you just said. Yeah. No, Marie, thank you for bringing that up. That is um so actually um there was that piece about the increased 4.5% hour. So that is referring to overall the overall state aid bucket, but um foundation aid, which is to ensure that every student receives an equal education. Um our foundation aid is increasing by 1%. So that's $70,000. That's one piece. And then these are what we call expense-based or categorical aids which such as boseies, transportation um those type

089of aids which are based on um wealth uh generally and those ratios again are are decreasing. So even though there's that you know talk of the well the aid is increasing it's just that foundation aid piece that is >> and that 1.7 million's not going back. No, >> it's it's lost. It's gone. It's gone. And then just on the next slide, just kind of flashing back to where a few moments ago with the NYP thinking about some of those investments in these areas as student centered u our collaborative education piece again. So as we continue anything we bring on board aligning to the pillars, you'll hopefully see that alignment there. And then we just did highlight a few of the academic highlights that we've talked about in the past before. Be it uh bring on

090project lead the way a little bit more looking at some of the other areas as far as some of the materials we talked about this evening that were in built inside the budget with fish tank and things like that. So those highlights that are continuing they're keeping things in practice andor helping us look for that next right answer right inside of there. And then special education. Again, uh we talked a little bit about the reorganization in this area as well as some of the other elements that we've created as far as our seat committee and some of the professional learning that we've looked at. And as we know, we'll talk a little bit later about the integrated co-eing we've mentioned before of getting that at all of our elementary schools. And then just on the

091professional development side, continuing on that spot where we've got our uh work involved with the different memberships or just going to bring our attention to that last one there, the software that is identified as branching minds that will allow us to go ahead and bring our different data components together about student learning to help us visualize that data set better and quicker. So our instructors can work with the children that are in front of them there um in that moment that class not you know relying upon either state results and things that are kind of in the rears. This will be a part of our MTSS or our updating our response to students both social emotional as well as academic needs and things. So and then we'll just shift to the infrastructure again talk about

092these components. We're again continuing with the uh the bond debt for the approved bond that is getting close to wrapping up here. Uh and we anticipate that we'll get substantial completion here in the fall with kind of the high schools that would come down and having the full front uh open as well as our D-wing over there with our science area. And then the other component is where we've talked about as far as our LE uh kind of slash community space we're looking to create for our community center, our UPK center there. Then the next one is accessing the capital reserve. And we'll look again these propositions coming forth. And so those areas as far as the AP fields and the springs and uh the more um stadium track to get that again another seven

093or 10 years. We got some gym work that we need to do at a couple of our elementary schools and at one of our middle schools repair some of the tennis and things like that. So just that uh kind of repair pieces that we've got. Then the last one here is just as we have historically uh every year uh and done some interfont transfer and right now what we're doing are anticipated these projects that will align with our most updated building condition survey that we just went through. So things such as repairing and replacing some of our sidewalks. We have some storm water improvements that we need to take care of and then as well as just some other upgrades that may be identified in some of the BCS as we continue to walk through

094that project. So, >> I'll kick it over back to Lisa just on some of the calculations there, the tax cap calculations. >> Yes. I just always like just to make that reminder that um even though for many years it was referred to as a 2% tax cap. It is is um not capped our tax levy increase is not capped at 2%. But that is the CPI one of the factors that goes into that calculation. And um as I have mentioned uh actually CPI hasn't been um below 2% in 5 years. So it that calculation is not keeping up with inflation. Um in addition as I did mention before our assessment growth factor another one of those factors that go into the calculation as that also decreased um as well for the second year in a

095row. And um these are projected revenues that we are using um proposing to use to fund the total budget and uh the property tax um the property taxes which is specifically levying um up to the limit. And um health services is just the income. We um we bring that we actually have to provide um services to the private school within our geographic boundaries and we build back the districts um for the costs that it is to um provide health services to their students who attend specifically Harvey and the same is for us vice versa. Um interest uh is um projected to continue to decrease and we used uh numbers that were provided to us by both um our banking our one of our banking institutions as well as capital market adviserss, our fiscal adviserss and

096just plugging in the projected rates going forward based upon historical um historical balance of bank balances you know numbers and um any increase that we have seen we are um anticipating our day tuition to increase um by one seat. And that is uh again those available seats in our specialized special education programs that um we um when we have open availability that um we have other school districts who then enroll into that program and we bill back the state um approved tuition for those special education programs. our state aid. The increase that we do see in state aid is actually attributed to as we close out our um October 2022 um bond referendum. As we're closing out those projects, that's when when you submit your final cost reports to state education department. That's only when

097that building aid begins to flow. You have to submit the final cost. We have the projects completely closed out. And so that is our increase in the building aid which will be used to offset as we'll see later on the increase in our debt. And um miscellaneous uh the $300,000 is um actually offset the um payment. We will be making our first interestonly payment for the EPC. Honeywell pledged that money. So we would have very very close to no tax impact for the energy performance solar project which since you know it looks like all the ice and snow is melted. will start hopefully right now. We'll um start very soon. And um and also lastly, the undesated fund balance is those funds available at the end of the year that we use to offset the

098future tax levy um uh for the next subsequent year and we just are looking at just reducing slightly our reliance upon that. I will not go through the it's very interesting this formula again but it is outlined here. So if anyone you know wants to see the specific calculations it is all outlined here on the slide. As far as our enrollment as well we did have you know a number of years where we had quite a bit of a decrease in our enrollment. As you can see we have somewhat flattened out our our demographers projections was a slight increase for next year. We still think it we think it actually probably be more like flat or slight slight decrease based on kindergarten enrollment numbers, but that again that's still coming in th those enrollment um

099kindergarten enrollment is still coming in and the tax rate um you know and it's always this is you know is always tricky and I'm not going to start talking about county equalization rates and all that interesting information but just basically the tax levy is what we control. So that's what we set. Again, that is actually what the board approves is the tax levy that we are setting uh for next school year. And that is um and then we have our then there's the assessed value which is set by the towns. For us, we have four different townships that we um that we have tax that we tax. And um then lastly, there's a tax res the tax rate which is the result. It's not a driver. And that is actually the tax rate is calculated

100after the tax levy is set. and we look at the total assessed value of each township. We get a grant total of the four townships and then we then we um divide up the tax levy in proportion to that assessed value. And again there is equalization rates because as people know sometimes they say how can my house be worth $70,000 because it's not at 100% assessed value. But we again there's all equalization and all other factors that go in to create um an equal proportional division of that. So this is just the increase in the tax rate and it is not specifically an increase in your taxes because it is based on assessed value. >> And then just as we go to the next piece and then it'll fall right into the next slide. Again,

101these are a goal and range. We've talked about classes uh from K2 up through the high school. Um next slide. Again, nothing has changed in here on the staffing components from where we met last time. So these are all still on course and still along the same pathway. And as I noted before that we have at the elementary school with our special education co-to classrooms each of the three schools would be having that K through five in each one of those schools. It's just a summary of everything we discussed. The total budget um for next school year is proposed is at $131,816,42 um with the revenues other revenues um offsetting the tax levy as well as the appropriated fund balance and reserves used to offset the levy. Um so we are proposing a tax levy

102of 1113,58,31. Um again this is just a summary slide showing the current year budget. the proposed budget, the increase in the budget um budget to budget increase is 3.46% and our property tax levy increase proposal is 3.72%. And thank you to your team and all of our administrators for keeping us, you know, within the tax cap. I I know it with everything that you've been dealing with in the increases, it wasn't easy feat. So, thank you. >> Thank you. Thank you for recognizing that. Yes, it was um it was absolutely it was a group effort for sure. >> And and it didn't touch the classrooms. >> That's >> which is so important. >> A priority. Absolutely. So, >> and um and so those drivers again that um as we discussed before, we see these areas

103that are decreasing on the revenue side, all these different areas, but at the same time, we have benefits increasing by double digits. Um overall it's an average of um the benefits um for 2026 the current school year we're or calendar year rather because our benefits are um set on the calendar year increase by roughly 12%. We don't know what our 2027 rates will increase by. Our benefit line so the budget to budget will not exactly increase by 12% because there's projections in there of um people retiring and all those other things. But it is one of it is the top increase um cost area in our budget followed by special education and that is again outside of our control. Specifically the tuitions are set outside of us. Uh some of the private schools don't have

104the oversight of tuition setting that um some of the public schools have um that public schools do have. as well as again just ensuring that every of our students have the services and the pro appropriate programs for their needs. Our debt while the budget to budget increase is 1.3 million there is a 300,000 but of um from um from Honeywell as well as an increase in our state aid of roughly 300. 600,000 about of um of revenue will offset ultimately increase in revenue will offset that increase on the expenditure side. So it's not quite that um net the net is not as high as 1.3 but it is again one of the major cost factors that are increasing next year and that offset in revenue is why actually the total increase there is not um

105not uh the same as our budget to budget increase as well as reductions that were made to stay within the tax levy limit. And so if you just look at the proposed budget summary here that we've identified as maintenance of the programs we've got going across the district, some of those additional bond debt payments that we talked about and then holding that within the tax levy limit as we spoke before. Then as we head into the next couple of pages, this is the language that will be on our three different propositions. So we've got prop one here on the budget proper and then you'll see on the next slide prop two there for the capital reserve authorization that we have there. And this is what the um board will be voting on. There will be

106a abbreviated one on the ballot so it will be summarized better but but this is um what the board will be voting on >> and this is to access the money that the community allowed us to set aside to reserve for 10 years ago so that we would have the money to improve our athletic facilities. >> Exactly. Yes. So it was like for example when the track um bid was approved this uh actually this reserve was set up then and um and then for specifically improvements on that track. So determine what >> and the contest field. Thank you for the contest field and the track as well as there's other um ADA improvements, floor resurfacing as well as um envelope or um security kind of uh upgrades and specifically doors that need to be upgraded.

107Um so so it's a combination of um of classroom as well as um our athletic and our physical education programming. So, I think the important thing for the community to understand here is we're not asking them for an additional $2.5 million. This is $2.5 million that we've put aside in a special savings account that we need their permission to use now as it's reached its capacity. And so, we just need them to approve us to use it. >> Like that old school holiday account where you >> Yep. >> you put two we put $200,000 away every year and then Yes. Um, >> and then just off to the third one here. Again, the same language as Lisa spoke before. It'll be a much shorter, smaller ballot question on the ballot. And then we'll just showed

108some of the highlights on the next slide for some of those renovation areas and things we've seen. I'm sorry, Lisa. Did we miss it? >> Uh, oh, did I do something wrong? No. >> Okay. >> No, because it's in ours. >> Okay. Okay. So, I'm just going to speak to it if that's okay board. So, just on the pieces that hopefully have in front of you, you'll see some of the highlights out of those uh uh alas, the UPK renovation/ community space there. So, again, as we know, we had the architects here a couple of times. They were just mostly here last meeting. And then the idea is again looking at approximately 9 to 10 classrooms to support the UK. They'll get us right to around 180, which would get us to about 90% of

109what we anticipate our future kindergarten enrollment would be. So we believe we'd be well with inside where we'd anticipate from the community to access this program. And then again the increase there from the state mandated pieces going up from what it was approximately $5,400 to 10,000 now. Cost of weatherize and is looking at maintaining that campus uh at a level where it's empty. And then think about that um it's been very helpful. Communities have had a chance to visit a few PTOs and things over the last few weeks. I've got another couple coming up after the spring break and just wonderful questions and some things have come our way just via email and things and one of the questions came up said oh what what if you just you know you know you if 7.5

110million is kind of getting some new roof on there getting some of the kind of exterior of the of the building taken care of so it doesn't get worse um than it would be now anticipating you'll use it down the road like okay what if you just you get rid of the whole thing and you walked away and you just you had little grass seed growing up there and you never knew there was a school there. So that number would be about $3.5 million just to the whole thing down and leave nothing behind other than that. And and to that point, another another community member say, "Hey, well, what about selling that kind of piece?" And said, "Oh, that's a good question. I didn't know until I came here that the reality is is that

111that was a conversation that I think we had a pretty intensive conversation with community partnership of do we or don't we?" And really the decision where we won't sell that land. >> When you say that, who was who is we? There was a district uh facilities committee that came forth on this specific place also with the Shady Lane facility. So you had board members on there, administrators on there as well as community members on there that determined that you know we will never be able to get land back and you don't know if 30 years down the road, 40 years down the road, you're going to need land back. >> The community participated in that. >> Yes. Yep. >> Yep. And I think that's a good piece. And so >> then it went over to

112the finance committee who also weighed in on correct and had a lot of questions. That was a definite no. Do not sell. >> Yeah. >> And I think that's a that's a big piece. So now it's like okay with these unanticipated mandates certainly at that point in time you maybe see them coming and I think we mentioned last time the whole idea about funded manate two words don't mix in New York but this is actually one of those times where it looks like we're getting pretty close to reasonable funded mandate on this one. And so then we would have an opportunity to open that. And then also uh connecting with the community and trying to connect with some different needs that we hope to have in there. And so even uh working with our park

113and recck team in town of Lewisboro and talked with that team a little bit and talked with our other uh towns and things. There might be opportunities to use these larger spaces that just are not accessible typically in a school because they're filled with kids. Um, and so things like the gymnasium hopefully coming back online, but cafeteria and then a multi-purpose space of kind of what that library was. So be it adult painting classes or I think the Taichi or whatever I guess they got going for some different groups and readers groups, Girl Scouts, Boy Scouts, all the whole the whole piece. >> I mean, I will point out that the Maang Club in the library keeps closing >> because it's so full. So hopefully >> big space a lot of room. But but in

114a real question for you, >> my question more so is around the 7.5, right? So at the 7.5, let's say let's say what if right now is not the time, right? What if what if it's not the right time to ask for $24 million from our constituents? >> I'm assuming that 7.5 comes out of that 20 that 2425, right? So wouldn't that number be brought down at a later date? Because we're not saying 7.5 now and then 24 because the roof and things are part of that 24, >> right? >> Yeah. My might again not being a construction structure by any means, but you wouldn't get a one for one on that. Perhaps maybe it comes down about 70 to 75% because you're not going to be able to take care of everything and if

115you got to visit a site twice, you're going to get charged more for coming on a second time. Be it electrical, be it roofing, be it plumbing, it doesn't matter. So this will get part of the way there, but it won't be a one for one savings off of that. So we can't go ahead and take the 245 and deduct the 75 on there and saying, "Oh, the delta, >> but it is part of that. >> It would definitely be part of my ballpark is maybe 2/3 or 75%." >> Because the cost again though are going to escalate. So that 245 now, it's not going to be 24 or five in 36 months or 48 months. So it's it's the it's the reality of of what that cost would look like to increase that with

116escalation cost right now depending upon what part of a project you're looking at anywhere from 5 to 7% on a year currently is what looks like to be a relatively straightforward escalation cost for construction. And again, as a school district, we have to go under prevailing wage. And so that is not something you would have to do. If you're looking, I want something done at my home, be it a remodel or an addition. You don't you don't have to worry about prevailing wage. It is significantly significantly more expensive for school districts to do any of this kind of work. The work we just did with our current bonds, I mean, everything continued to escalate to things like we wanted those doors in the last project. They didn't fit. So now we got to go back

117and use it on our transfer to capital because that costs are escalating and that whole idea about prevailing wage is a is a crippler for the for the state to be honest with you. >> And do you think that we would have a clear policy for the town to be able to utilize that space because that is a question that's come up time and time again. Right. >> I I think we have a good example now at least something to start with >> towns we cover because we cover Bedford too as well. So Bedford so I did meet with the town of Bedford as well. So I met with that team and so it's like okay if and when you need perhaps space then yes there'll be opportunity to do that. So what we have

118right now with the town of Lewisboro is that they're kind of uh a long-term uh uh tenant of the gymnasium. So yeah we've got a long-term contract with that. And then we have other ones that are hey I'm going to use that space for three times over the next you know six months. That's a little different arrangement. So we can have both of those arrangements going with all of our different towns and things be it you know north if they need something then we have that space but I would anticipate that it will be both of those. Some folks there a little bit for the longer hall and more there and then other ones would use it for certain typical events for the larger community and then like our PTO or Girl Scouts and different

119groups like that that want to come in and say look >> I mean think about where we are. It's a very unique space. >> I've heard about this before. >> So, we can get them in there. >> Yeah. And so, I think we've got to see what the fields will look like and what they'll go inside of there. And even talking to the town a little bit, I didn't realize, but there seems to be a pretty like >> uh wellconnected gardening uh kind of group. It could be a community garden that could be there in that space. They could teach classes on the campus and then go out to the community garden. So, there really are a lot of different openings. And then primary with the children being there. And then rightly so, if you

120got intergenerational opportunities, that's not going to be a bad thing for our community to have that take place. And then if you remember from the last drawing, there's even a space we've identified that will be the the little guys, the four-year-olds playground that'll be fenced right off to the corner, the back of the building. So, um to have it be an and is something that I would certainly see is is very very helpful. it. And again, talking to some folks who have approached me about uh this, you know, folks said very clearly they like, "Look, Ray, this is this is an this is a clear signal to anybody who wants to kind of move in the community down the road. This will be an attractive piece for families and young families to come to be

121a part of this. It's an investment into the schools and it will do nothing but help value of homes in the community." I mean, so um that's it. and back to a spot where we put this on the ballot and then the community determines if this is or if this is not where we go now and then we'll have direction and then it's where where are our next steps. >> Arwin, I think your question on timing is a really important one because I think anytime we go to the community for money, it's not a decision that we can make lightly. Right. Right. >> I think at the same time we have um a space that requires a long-term decision. Right. Right. At the end of the day, at some point, we're going to have to

122make a decision. And I think through the various committees, through all of the studying that has been done, we have to look at short-term, long-term. And I think where I land on this is I think it's the right long-term financial decision to make this investment. Now, I know it's a difficult time. We're asking the community anywhere from about $10 a month to $27 a month to actually be able to provide the service where we know that there's a need for prek for special education prek. And at the same time, this space that the community has been wanting for so long to do so many different things. You accomplish so much with this investment and it is $24.5 million over a long period of time. And because this district has been very fiscally responsible, we have

123the ability to borrow in a way that is responsible and that doesn't um sort of overleverage the district when we when you look at how much we commit of our budget to debt servicing um as a percentage compared to to others in the district. So, I think it's really important to remember that we are making a long-term decision, but after having weighed all of these different components, um, you know, I think when we're voting to to move forward with this, we're saying we think that this is the right long-term decision, understanding that we can't take lightly the decision to ask the community for more money, but but we think it's going to pay back in many, many different ways. >> Yeah. I mean, I will say that I think well to Ray's point, we're voting

124to put this in front of our constituents and see if they're going to make this decision, right? So, I wanted to be clear that I was asking the question of is this the right time for this because >> everything we see is going up and you know the question came up about the seven and a half. While it's not dollar for dollar, that is already part of it. So, we're not saying seven and a half now and then 24 later at a later decision. So, I know that it is a long-term decision, but you do have to factor all these in when you do a budget. So, I think it's responsible to question whether or not we're putting this to people to because we know when we have a tendency to ask, we have had

125a very good turnout, right? And we tend to pass the budgets as they're requested here. Like, I've lived here long enough to know that happen. So, we have to be responsible when we put this out to people because we are the first look at it. >> 100%. And I think another piece that's important for for people to understand is that the prek model is a different funding model from K to2. And so, you know, we're going to get a grant from the state for each of these childrens that we each of the children that we serve and then we're going to contract a vendor to come in. So, we're not hiring teachers that are going to be KLSD teachers who are then adding to our annual budget costs moving forward. And I think that's a

126really important distinction that's really important for people to understand um as we're talking about this project. >> I think there's just a lot of um context around this ask as well that we are now in the position of uh being call it the ambassadors for universal prek. uh when in fact many people in our community probably haven't been thinking about or tracking with a public school that historically has been K through 12's requirement to offer preschool. And I think back to some of the new neighbor um events that our municipalities have hosted and new neighbors that I've met over the years and one of the number one questions always is like how come there's no prek here affiliated with the school district and I do think that it's this is a conceptual shift on the

127front of you know helping our community to understand that there has been a radical shift in the past few years as far as the priorities in the state of New York And preschool is a big one. Universal prek is is here to stay in the suburbs. And I think many people have been asking for that and looking for that. And I think it's also a shift with regard to our own building, Lewisboro Elementary School. In part because it's been closed for a long time and in part because we have had a tenant, a great tenant, a great partner in the town of Lewisboro. But in fact, with regard to what's been happening with our UPK, I think it's very interesting to just be explicit about the reality that we're already serving families from the Kes

128catchment, from the increase Miller catchment, and from Meadow Pond, like proportionate to the enrollment of our district. So although we are only running three sections right now and it's about 18 students per section. So that's not that many. When you look at you know the demand for prek it's coming from across the district not just from what would have been the immediate catchment around allees. So it's sort of a shift in terms of the utilization of ales on behalf of students preschool students which is new and preschool students across the district not just right there. and we're adding another section next year. So, I mean, it was just, you know, few years ago we were talking about finance and how we could do this with one class and and every year it's it grows and

129grows and there are so many individuals who who apply >> and that we turn away. >> So, it's Yeah. >> Yeah. Again, across the district, this is something that will meet a need across the district. People don't have to avail themselves of our UPK. They will have options. They don't have to send them to Louisisboro, but we will eventually, if the community supports this, be able to say to future homeowners, we are a district that provides a seat to any prek student, four four-year-old prek student. >> New York State is looking to mandate exactly for every prek kid in the district. >> Exactly. >> They're looking to I just want to be clear the mandate is not there yet, but it's in the it's in all the there's really no opposition to it. Yeah, I'm

130just to be clear, the mandate is not there yet and it's not it's not going to be there for next year's school year either. >> I think one of the things that I I want everybody to understand is that this is not a decision about whether you want to pay for UPK or not because you're already paying for UPK. So when the state budget passes, which it will, this every single one of us is paying for UPK. It's just that the money is not coming to our town in the way that we would like. That money for the 50 to 60 families who didn't win the lottery. I >> think it's more like a hundred. >> How many How many How many families? >> Yeah, we we currently have 44 UPK spots. Next year we'll

131have 50 and approximately 115 families applied for a spot in this year's lottery. So 115 families for 44 spots, >> right? So all those families and and they're paying theirs tax dollars to the state and they're not seeing that money come back and we're not seeing that money come back to our family. So really, you know, one of the reasons I love living here is I feel like, you know, most people here >> would take care of my kids if I asked them to. I mean, I feel like I could, you know, rolodex the school directory and find anybody and anybody in this town would show up and take care of my kids in an emergency. And I think as a community who takes care of each other here, I think it's such would be

132so sad to to see us get angry over a small amount of money to pay to bring all of our tax dollars back to our town. We're already paying for UPK. All we need is a little bit more to make sure that that UPK funding comes to our town and that we're not sending our tax dollars to some state slush fund or some other town who has all the spots. And in addition, it improves your house value. In addition, there's a possibility, a real possibility that we could provide special education, preschool to families that are driving to Rockland County. And I I just want to be the town that takes care of all of our families. And there are I'm sure families who didn't win that lottery whose the financial implication of that is hard.

133>> Um 15 to 16,000 to pay for preschool on top of all the other daycare that you're paying for, right? because preschool is not daycare, right? So you're, you know what I mean? Because by the time they're four, they need preschool and daycare while you're at work. Um, and we don't know how financially in need those families are that didn't get the lottery because the lottery is not based on financial need. And so my ask to the community is that we take care of each other and that we bring those tax dollars we are already paying back to our town. I think that's something people just don't understand. This is not a couple hundred dollars over the year on your taxes to pay for UPAT. are already paying for it. Let's let's make it happen

134here instead of other towns. >> And you know, and a good part of that, one thing that we've been hearing, Ry, maybe you can help us understand it again, um, our enrollment's been declining. So, our schools aren't as full. Why can't we just add the UPK's to our existing buildings? Question. So, if you could >> Sure. One of the things, as the board knows, why LA is available now is because we actually did go ahead and shrink in those sizes. And so to the point where in the last bond, we actually did need to add a couple of classrooms over to the increased Miller campus. And then as you look at if you shifting like to the middle school, if you're thinking about moving students inside of there, uh the reality is is you have

135uh opportunity where we've have now some specialized classrooms with very small number of students. We have a very very broad uh um spectrum of student uh support services as we look at our continuum of services uh for a district our size. So if you have a class that might be like eight students and one teacher and two aids aids in there that's a full classroom and if you have two of those or three of those now you have a therapeutic support program that's the only thing that those spaces would be used for the day. So you're occupying and using those spaces. And then with UPK in particular, you have to have those restrooms in each one of those in each one of those classes. So you're >> and they need bigger classes. >> They do.

136They have to be over 900 square feet. And that there's a couple over at KS's. I think everybody knows they're like the one kindergarten classroom that everybody talks about like that one. The other ones are are are not that size. And again, they're they're they're too small. And even in this campus, there were a couple there were adjustments that have to be made to go ahead other than the original K1. Those were at that level. The other ones have to some some adjustments have to be made to get them over the 900t marker. So, they have to have that piece. And then the the restrooms that have to be in each one of those spaces for the UPK is a significant change as well. And then you can't swing back and use those quickly as

137a typical classroom if you needed to as well. in it wouldn't work in the current schools with the model that we're talking about doing anyway because we're talking about contracting out. If we put it into our schools, then wouldn't they have to be our teachers? >> You could you could still contract those folks out to be in the building if you could get them inside of those elementary schools. Only way you could possibly consider is moving all those fifth graders, try to get them all three schools up to the middle school. So now you're running a 5'8 campus. And so it's I mean it's it's a it's a hard shift, >> right? It would be too difficult to try to do it inside of our schools. >> Yeah, agreed. And it would not be just

138like, oh, just move kids. There's a significant amount of of infrastructure changes that must take place as far as the building, far as the restrooms, as far as the capacity in those spaces. It it would be a pretty a pretty big shift to certainly do that. >> Right. And and Carol, I I wanted you to understand like I appreciate your passion around it. I'm a big I I grew up in an inner city school, right? So I we had prek and kindergarten way back before it was a hot button topic, right? >> My question is when is appropriate, right? Like when should we be asking for these things because it's it's great to want to do those things for your community, but we are still asking for money from people and we can all want

139to do a lot of things. I'm I'm as >> we're also just still giving our money away to the state slush fund instead of bringing it here. >> So, one of the ones I'm paying again, it's it's the when though, right? Like we're asking we're asking for a budget increase. We're asking for $24 million. >> There's there's other things that are increasing. So, my question is just addressing is this the right time? That's all my question is. The plan for UPK to be required is by 2028. >> That's what's draft legislation. Exactly. So, it's really around the corner. It's really not a lot of time. I think the other important reminder is that when closed, in the years that follow, the budget did come down. >> And uh you know, Lisa in a prior presentation

140calculated that there was upwards of $25 million in savings that was taxes that was not levied from the community. And so, we've seen those savings u for multiple years and now our enrollment has um stabilized. But I think it's important to remember that, you know, those are decisions that were made and exactly everything that we thought was going to happen and I wasn't here at the time um happened in the way that that was reviewed. >> The other reason about the why is that the the committee of community members >> recommended this now. I I think that's important to understand that this is our community saying that they want this now, too. And this was a three-year commitment by our community members. We This was not We struggled with >> how do we do this?

141What do we do? We had an incredible incredible cross-section of people from architects to people who live in the backyard of >> the the school and what they had a vision for their >> neighborhood um to look like and be like. Um, you know, there's been a lot of talks, well, why don't we just give it to the town of Lewisboro? Well, it's not The interesting part is, yes, it's in the town of Lewisboro, but it belongs to a broader subset of people. It belongs to I'm in Pound Ridge. I'm I'm an owner of that property, as well as Bill who's a member of Katona in North Salem. So, and Lewisboro has been a very good partner and and and because it's in their town boundaries probably gets the most use out of it. But

142if Pound Ridge wanted to come in and set up a program, we'd also have to let them have use of it. So, it's, you know, I think people forget because it's called Lewis Barrell Elementary that it is really a broader um group of people that we serve and we answer to. Um, so there's been that partnership there. It's we really owe a partnership to to more people than >> Yeah. >> There's also revenue opportunities there, too. >> For rental rental space. >> And I think that's part of that spot. We're working with kind of like our nonprofits and things that allow us to not take dollars from the general fund to offset anything over here. So that's that kind of that business model the white paper where we're looking at saying okay where where does

143that go and that's where even things like we talked a little bit before I think uh of special education. And so as we reach we'll be reaching out. Talked to Boseis actually again today that where they'll help get us plugged into some of those um different uh small businesses that provide that very unique service for four-year-old children and to see if we can have you know up here be a satellite space for one of those classrooms. And if we have extra classrooms, I guarantee you that Boseies is definitely very interested in putting some of their programs and they'll pay kind of rent in there because they're short >> and even in the next, you know, number of years. I know there's some pretty large projects that are going over there to because allies runs a

144extended school year program within the summertime. Even for that summer, there'd be opportunities to say, "Yeah, come and use a half a dozen classrooms in the summer and do that." >> And I think that those are important things to actually tell people right like to let them know that that's part of it as well. >> I think that's great because we actually came up I think it was me pond but I think it was uh because this summer we've got a lot of work going on. We've got the solar pieces going on in Louiswis a campus so that we're going to the town needs to kind of shift over to me pond for this summer which is really hard for a school district. You get like seven weeks in the summer for our custod needs

145to go in strip all the floors down take care of all the rooms and get everything back to snuff. It's pretty hard. And so they're trying to go over there and use some of those spaces. Well, flash forward two years. Well, now you got a full gymnasium, a cafeteria, a kind of a multi-purpose space, lots of restrooms in there that can be used for that time as well as in the months when in the winter things and when there's breaks and those pieces like that. So really, it would see being a great a great partnership to do that. And I think there's some games you could even play in there, too. I've heard. I'm not sure. I I I've yet to be able to get into the class. So, I don't know how to play

146it because I can't get into the Louis class. There's not enough space. >> Um, you know, to pick >> to our staff I that I can do. >> Um, to our staff, my daughter has actually gone to camp at Meadow Pond Elementary School when we had to when the town had to utilize it before. So, we we are able to do some amazing things when >> Yes. >> we have to. >> Yeah. Agreed. And Mike and his team are flexing everything to do that so that can happen. Um, so yeah, >> you know, I think there's also a little bit of mis perception or misunderstanding that this is only going to benefit 150 kiddos. That's just what we can serve in one year. >> So it's really 150 or more kids year after year after

147year. and the potential of somebody moving to our district >> um >> because we have this program here and it's such a wonderful district to share with more families and there's so many opportunities here and the beautiful hiking trails and >> um just to have you know another school building full of kids is >> it's another asset >> and our one kind of one of your things you had before and say like timing and stuff I don't think anybody body would have anticipated that that cost per pupil would have gone from 54 to $10,000. >> That is such a significant shift that is like okay now it actually could be something doable. I can only imagine because it was on the list that the comm committee talked about before. Hey, let's see if we can

148get this. I was like, man, we can't we don't have enough money to do that with the dollars we're getting. Now, the shift hard to like, okay, now that could actually make make that happen where we could get enough to cover the cost of the operational side and have a vendor come in and say, no, I can then I can make ends meet and and run my business in that regard. Just didn't exist literally 90 days ago. I mean it was just not something that's a big change. >> We really looked at that to make sure that that will cover the cost like will there be benefit from that because I I've seen that it is to be used for certain for running the program. Right. So that there is certain specifications that you could

149apply for for that to be >> so it doesn't mean we're going to get $10,000. It means that we can ask for $10,000 based off of certain costs. Do we know that we're going to find a vendor that's going to be able to work within that cost? I would certainly anticipate if if not one we'll find multiple vendors because that was kind of a challenge for most districts in the past um kind of where I was at before we had a few interested only one came on board and it's public information the YMCA that came in board and they were able to make it run right >> and so great but other vendors were not and so now with this number you'll get multiple and I would anticipate other folks in their community may say

150oh I I don't have to own the capital here. I don't have to deal with that kind of part, but I can I can go ahead and expand my business and do those things and make it work because I'm now we're a landlord and people coming in and renting from us in essence. And we are okay to charge the the maintenance to that, the the lights and the heat and all that good stuff as well as the janitorial stuff. So, you know, as long as that overhead fits, we can fit that in there. >> And we've also invested he pretty heavily in our special education audit and our literacy audit and this actually gives us an opportunity to start identifying the children that have needs at a younger age. providing our literacy program at four

151years old so that they can come into school because we'll be working we work Julia's team works with um CCC on our UPK currently on making sure that they're getting the foundation that we think that they need in order to succeed at John J. So, there's a great partnership that will be able to help these families that would struggle that can't afford, you know, the 10 to 17,000 um that it costs for private preschool education. >> I don't know if you heard me slip into there before, but uh the PYP actually is preschool through 12th grade. just want to say. >> So, yeah, I mean, we hear we've been hearing from a community. This is great. >> This is a big ask. >> Um >> Oh, I apologize. Also, the town's been very kind. They're

152letting me come to their town board meeting in April. >> And so, I'm going to check in with the town there and things like that. So, talked to all the different supervisors so far and going to meet with >> the senior group, too. >> Yep. Meet with a senior group coming up pretty soon. and try to get another couple of other plugins with some other groups that are supporting. So again, it's just an opportunity for hopefully clarification of um >> I just think there's a lot of questions out there. >> Absolutely. >> Especially meeting with the town board, I think would be great. >> Yeah. So we'll be there uh you know, beginning of April and stuff. So should should be good. >> And the community should continue to send in questions. >> Yeah. They've

153been very helpful. So, uh, we'll be having a FAQ document that'll be show up on our website in the next couple of days and that'll continue to grow as we get some other questions that will come in and clarifying hopefully as best as we can with that. Oh, yeah. >> Did I mention you play majer to go in there? >> One last wondering, sorry everybody. the like and this is a bit of future forecasting that we might not be able to do, but let's say 2028 arrives and we didn't pass this bond. >> What does that look like for our district in in best guesses like that there's a mandate and that we did not go to we did not pass a bond and therefore we only have a few spots at CCC. >> Yeah.

154What I would anticipate is is we have a great partnership with CCC and they still they have a maximum capacity and we're basically at that, >> right? >> So I would um the current law doesn't describe anything that you have to have a continuous uh school district next to you. So we could say hey we we found a preschool 50 minutes down the road and they got a spot. If you want to go you you can go and we fulfilled our obligation to what the state says we have to provide. I think that is driving's >> I think that's exactly what we'll find is and again we know we have a 50 square mile school district as it starts with and so and this happens to be kind of right in the middle of of

155the heart of our district but that would be a piece that you would say look we're meeting the the the letter of the law that says we've plugged you into some place it could be up north can't go to Connecticut but it could go someplace else and stuff at least I don't think he can go to Connecticut we have to see on that but I don't think he can but that is a piece I would anticipate trade probably won't much won't change off of our current numbers because as we think we know that the the the private businesses and those within our current district don't have that capacity to do that >> and so read them then the $10,000 per child will go to that district that is serving that child. >> So we'd be

156the broker and we say oh find a spot in your place confirm that and then those dollars would go and that would cover there. So we would be just the conduit of those dollars would go to that district >> if it was only if it is 10,000 tuition that doesn't >> we'd have to confirm that >> that it could be more than that and the general fund would have to offset >> that. So then we would have to pay the difference. >> Yeah. Because there are programs $10,000 is the minimum that the governor's and the proposals are generally saying but the governor initially was talking about actually having a higher amount for UPK based upon need. Um, so that is the uh that's the reality also of it. >> So say for example a family

157comes to us and says I have a pre-k child and we find a spot somewhere down county and they say it's $15,000 you know the state will cover the 10 but we're on the hook for the extra five. that I don't see how if we if we the if the proposals say that we have to guarantee by tw all three the two houses in the executive budget all say that we have to guarantee that we have a seat available for every stu one of our resident students who want a UPK program then we' have to find a UPK program for them and it doesn't say as long as it that cost you can cap it at $10,000 there's nothing about that and that's so I mean I don't know what what they would you And

158I think that's where it's identified as the kind of the CBOS, community based organizations that my colleagues and all of our colleagues are trying to find in our area that would start negotiating with that saying, "Oh, great. Okay, here's the cost. Here it would be." But again, that it it it would allow us to do a little bit of more cost control because we have the physical plant and we have those components and those prices and things we can control a little bit better. But the CBO is that idea about you already have a number of we have some districts around not too far that that may have four I think one has five different organizations through the community to fill fulfill the need and so you can use multiple different vendors who will do

159that need as well too. So, um, uh, it's it's I I think a lot of things, but definitely unique having a space where it'll be very attractive to be honest with you. If it's our own space, I say, "Oh, that's a that's a huge headache. You just left it off of me." Then you've got the space and we're basically going to have them be, you know, our tenants, >> control your own destiny. >> Yeah. And save for that that group coming in. And if they decide like this isn't really working for me in 24 36 months that the investment they've had to put in is fairly light compared to where we would be and then again being a much more attractive for any other different groups coming in even if you know if they're coming

160off in Putnham if they're coming in from other you know areas around they could provide that work for us and so and hopefully frankly that um the handful of families that I've got to meet and community members that we might employ some of our own families and and parents and folks who like look I've I've been at a kitchen for a while. It just doesn't fit. I'd love to come back and work with, you know, little ones and stuff. So, I would definitely see the opportunity for to invest back in some jobs right here within. I mean, you're talking if you get those classrooms, you're going to have 10 lead teachers in there. You're going to have, you know, you got your teaching assistants in there. So, you get, you know, 20, 30 positions right

161out of that. And again, that will support families to support their own children and uh be available sometimes when they want to be available for their own families because of the schedule and stuff. So, >> I know we're we're way over time, but just something that occurred to me now is I've only been on this board for two years, but when we think back to things like the capital reserve where the the this board has had the foresight to save over time to make sure that we have that money available. When we think about the EPC and we look at where energy prices are going and we know that we're locked into reasonable rates and that we're going to be producing so much of it on site, I think this board has a history of

162making long-term decisions that are fiscally responsible and smart and that really put the community in a good place. And I think hopefully this will pass and looking back we're going to be able to say that was the right long-term decision. we had control over our own fate and um it worked out well for for our community >> and I and I can't believe I'm actually gonna say these words, you know, looking back to when Lewisboro was closed and believe me, I was not in favor of that and it was hard. I think what it saved the community back then hard decision retrospect may have been, you know, the right call at that time. Um, and I think that, you know, looking forward, I think that this is the right call at this time to reopen

163that community, >> bringing it back to life. >> Bring it back to life. >> Um, yeah, I I think most of my friends would never believe I would have uttered those words, but um, when you see the 25 plus million dollars on the page in terms of save money that we didn't ask the community for over time, >> you know, >> it is it is it does contextualize the monthly ask when you think about our overall levy compared to other districts in the region who have experienced comparable enrollment decline. Frankly, that was not unique to Katona Lewisboro at all. What we experienced is absolutely typical in the region and it is a very hard decision to close a local school and many communities really didn't even contemplate that. Therefore, their levies have grown more substantially

164over time. We did benefit from years of not just a zero to zero budget increase, but actually like a negative um uh budget-to-budget scenario and and now yes, we are asking to take on a little bit of debt. Um but even there we have been not only responsible with our debt but we have in recent years been um experiencing or asking to take on less debt than the average district in Westchester County. So, we're trying to be very responsible here with a project that responds to a state mandate, enables us to be very um appropriately positioned with debt relative to other districts in the region. and um you know is yes an increase in terms of the monthly uh tax burden of of each of our taxpayers but against a backdrop of a much a

165greatly reduced tax levy in 2026 27 then we would have had I mean greatly reduced um had we not made some hard decisions in the past. So um against that backdrop it does feel like a judicious ask I would say at at at a very opportune time because of already the interest that we know we have in UPK in our local community and also the requirement that we are facing from the state to move forward. So >> thanks everybody. >> Thank you for the great discussion. Moving on, public comment. I am going to close public comment. >> Wait, sorry. I was looking ahead to the resolutions that we're going to vote on. >> Public comment first. >> And again, we, you know, this is we've got a couple meetings between now and the budget vote.

166>> Please come down, speak to us, and, you know, let us hear what you're thinking. And, um, we may not respond to you right away, but, you know, we'll definitely get back to you. um answer any questions or just reach out. Our emails and the administration emails are all on our website and so those are all in look for Ray's traveling road show upcoming. >> Well, that's what I would say. I would say go to race traveling road show. >> Yeah. >> Well, if they can't make the traveling road show, >> then come here. >> Come here or send an email >> for a much less exciting show. >> Okay. So, Kim, I'm gonna ask you to keep me honest here. We're moving on to our resolutions. So 9.01 um asks for us to adopt

167as our our school board budget. Um do I have to should I read these or we just >> Okay, so 9.01 somebody like make a motion to adopt the budget in the amount of 131,816,42. Motion by John, second by Carolyn. All those in favor 70 9.02. Would somebody like to make a motion um regarding SRA type two action capital reserve? uh where uh we are going to access the reserve fund that will be in the amount of 2. >> Go oh so the SRA actually is um has to do with environmental impact. So we'll that's the first component that um is is type two meaning there is not an environmental impact with the work that we're proposing to do with the reserve dollar. >> Thank you. Thank you for that clarification. Um so would somebody

168like to A motion >> motion by Bill second by Carol uh Barbara. All those in favor 70 government at its finest. Now um proposition number >> two 9.03 must be a roll call vote. Uh oh sorry. Do we make a motion or is it just make a motion? Thank you. Okay. So, would somebody like a motion um to adopt proposition number two to access the capital reserve fund to make improvements um to the athletic facilities up to the amount of $2.5 million. Motion by Arwin, second by Bill. Now, we're going to do a roll call. Bill, >> I win. >> Hi, >> Barbara. Hi >> uh myself. I >> Marjorie. >> Hi >> John. >> Hi >> thank you. Thank you for your patience with me. >> Walk through this. And then 9.04. Um another

169resolution for SEC type two action on the lees renovation of the UPK center. Somebody >> again it's a type two meaning there is no significant impact to the environment. Marjorie. Uh, second by Bill. All those in favor? 70. Next is a roll call on proposition number three. Would somebody like to make a motion? Um, motion by Barbara. Second by Carolyn. >> Bill. >> I. >> Harwin. >> I. >> Barbara. Hi. >> Hi. >> Marjorie. Hi. >> Don. Hi. Carolyn. Hi. >> 70. 96. Uh, this next is a resolution directing the district clerk to give notice of the public hearing on the May 19, 2026 budget vote. Would somebody like to make a motion? Motion by Arwin. Second by Marjorie. All those in favor? 70. Now we get to move on to the consent agenda. Um

170I'm not aware of anybody needing to pull anything out agenda this evening. Um I'll make a motion to move the consent agenda. We have a second. Second by Barbara. Any discussion on any of the topics? Just one. They >> already left. No, it's okay. We can We can acknowledge her. Acknowledge it. Yeah. No. Yeah. Sure. No. No. I think Sure. Sure. I I think two really um fun positive announcements. Uh one is the addition of our new director of special education, Shannon Sapola, who was here earlier, and I think all of you got to meet her. Uh we're really excited uh to have her part of the team here, and she'll begin July 1st. Uh so congratulations to all of us and and Shannon >> sounds like she's been a great addition to the team

171and I hope our families, you know, really love working with her. >> Yes. Yeah. I'm sure they will, you know, very confident. And then secondly, um Jackie Russo was approved tonight uh as tenure. She was off cycle and the next board meeting is after her off cycle tenure date, but as we've said before, we'll celebrate her I think that that first Thursday in June at the tenure retiree night. That's a great Yeah, that's a great meeting to celebrate both our tenur employees and our retiring employees. It's always a highlight of the year. >> Um, anything else on the consent agenda? All those in favor? 70. That brings us to board dialogue and discussion. >> Yeah. Um I just want to uh give my my thoughts on all this. Uh I think the IB program is

172just very exciting uh in all. Um I mean I I would have to see in action, but from what I hear it sounds great. Uh and making sure it's not this simple memorization. I think that is exciting. And middle school is very stressful for everyone. Uh and it's a lot. But I think having this cohesion, it's just going to make it easier for everyone. Uh, and then the UPK just it really just sounds amazing for the community and for students just to be able to move up um with your class. I really I truly think it's going to make a difference for people. >> Yeah, the idea is like so exciting to think about the preparation for high school and then life beyond. Um, you know, and I agree simple, you know, rope memorization is

173not fun. anybody, but to be able to do it in a collaborative manner with your classmates, I think >> I think it's uh it's going to be really exciting. >> And I appreciate your point about the UPK, too, because it is this other soft benefit that our community will experience rather than just having your child attend preschool with the small cohort of other students at that preschool. You won't have to wait until sixth grade anymore to meet everybody in your cohort. you're going to meet everybody as a fouryear-old and then go your separate ways and then come back. And that's really kind of visionary and and and very different than how we're currently distributed in the four-year-old model. So, thanks for pointing that out. >> I is very exciting, >> but don't mistake my question

174for any lack of excitement. >> No, I think you know, I think your your questions are always very on point and really thoughtprovoking. So, I really appreciate the the place you're coming from with those questions. >> And I think one of the things if I'm not mistaken that we heard at the PTO coffee recently where you were talking about the 2030 plan and if it wasn't there I apologize it was someplace else in conversation with middle school parents but was about the importance of teaching kids in middle school how to um think about their own learning like executive functioning skills. Yes. And I noticed on the slides that a couple of them really emphasize this um explicit attention given to middle school students being required to think about how they learn and how they can

175implement practices to learn more effectively. And I think that's just really something very um important to provide to all middle school students in preparation for high school. And I know we do that already in various ways or in in in various moments in the middle school, but the idea of doing that very systematically, I think is really impressive and thank you for encouraging us to explore that in detail. >> One of my favorite parts about the program is the community service because as we all sit around here as volunteers, >> we know that there's um a a missing component of volunteers. We're really struggling. many of our volunteer nonforprofits around the country are really struggling for people. So, you know, just an encouragement of bringing that in early. And then just a reminder everybody, if

176you give an hour a week, it would make such a difference in the world, you know, no matter what it is, if it's ROAR or, you know, youth sports or, you know, community PTO, something just an hour. >> I really think that's a great point. It connects kids to the community and I think it also fosters self-confidence. I think kids feel really um valued and purposeful when they volunteer and the more opportunities we put in front of them or even require of them as part of this program um >> sometimes they >> good to give back. You know, I when I think about the Ivy, and again, I didn't really hear anything about it until we were in that meeting in October, and I've heard more and more about it since then. And it goes

177back to >> I think this is the way that people want to learn. Even though I've always said it to my kids, >> because what's the first question your little toddler asks you, it's why, but why, but why? And like this is helping them think that way. Like it's not just because, it's there's the why behind it. So that's just one of the things that's always resonated with me since I've learned about it. >> So it sounds like there's not going to be any board members that want to be part of the >> there might be some arm wrestling involved. >> I do think one of the wonderings I was kind of hinting at too was maybe I didn't put it succinctly and we can it's not a question now we can talk about it

178later but the how IB at the middle school would impact our special education students what that looks like in a coat class. Those are like wonderings I get to as we think about that. It's certainly very obvious how this levels up the >> executive thinking the not just executive um but the higher level thinking >> the critical thinking >> critical thinking and higher level thinking it's uh very obvious but I'd be curious >> if you if you look at one of the expectations in the middle of that last second to last slide is we have to identify what's identif by IB as policies it's not board policy it's policies specifically there's a policy on inclusion >> okay >> specifically it speaks to what you will do and how you would do to ensure that all

179children are engaged in this work. It's it's pretty it's pretty powerful. It really is. It certainly aligns well with our inclusion practices. But again, putting our um thoughts and ideas and practices in writing to commit to that >> and then that's what again that visit takes place when folks come and visit. Are you living what you said you would do in writing? So it's specifically there in inclusion policy. >> Awesome. I would uh like to take this moment to publicly announce that uh prior to this meeting, I did officially turn in my 30-day notice to our district clerk, Kim, uh for the board uh with my last day being on April 25th is what it means. I am hoping on April 21st's meeting to uh have the opportunity to reflect and give out some gratitude.

180Even if that means I have to go to the public comment section. Um I'm happy to go up there uh where this all started. >> Uh but uh for for tonight and for this meeting, I'll just keep it uh surgical and fact-based in case people are wondering. uh late fall I was given the opportunity uh for a career advancement that had been a dream for about 30 years. Um and I thought I could do both because I do enjoy being on the board. But uh as time passed and with the scope of the work, it became obvious that the the time commitment needed uh in my new position verse what I would have to sacrifice here for the board um was being selfish and though so the selfless look is uh this board and this

181district and the constituents and the students deserve this seat to be filled with somebody that can be at every meeting which is not something that I currently can commit to uh moving forward. So it um reluctant to say that it's official, but it it is official. Thank you. >> I should have closed board dialogue 30 seconds ago. >> We will definitely serve some comments for you at your last meeting. U John, you've been an invaluable member of this board. Um, we just really appreciate everything that you bring, your your quiet thoughtfulness, um, your direct pointed questions. You've been a very valuable asset in your >> short. It's crazy to think it's been a short time here, but you've been, you know, a very integral part of this board. >> Can we just talk for a

182minute about um, what this means? Thank you. Thank you for um >> for letting us know and congratulations on your new position. >> I'm sure they're very excited and it sounds like you're very excited. Um so we have you here now. You're here for about a month. >> Another month. >> Okay. And then how many years are left on your term? Sorry to ask you. >> No, two years. >> Thank you. So this so this is the end of your first year of your term that you ran for most recently. Yes. >> After you >> finish somebody else's paying it forward. >> So thank you for doing that. >> So this is the disarity seat that was then filled by >> Yeah. There's something about >> to be style. >> So okay. So this is

183the end of your first year. So um >> I have some options >> then. Yeah. So tell us please what happens next? >> Yeah. So we have three options when a trustee resigns. We can appoint an eligible and willing community member to serve until the next election which would be May 19, 2026. So less than 30 days after John's last date. Uh we could conduct a special election within 90 days of the vacancy in which case the elected candidate serves for the balance of the unexpired term which would be June 2028. or we can leave the position vacant until the next election which is on May 19, 2026. So the timeline if we leave the seat vacant until the next election on May 19, 2026. Um so May 19, 2026 is the budget vote and

184election. Uh nominating petitions are due on April 20, 2026. um on March 26, 2020. >> Yeah. >> So then um you're going to put a public notice out on April on April 3rd um notifying the community of the resignation in the open position. I get all that right. Um and if we want to have the vacant seat filled during the May 19th election and for the nominating positions the following timeline um on March 26 we have the we've informed the committee that is resigning. There's a second, third, and fourth legal notice to uh include the vacant term. Um, and anyone that has picked up a nominating pet petition before tonight would be informed of the update and notified that they could be elected and their term begins on May 20. So, this means that there

185are three, if the board elects to wait until May 19th, this means that there will be three positions open. Um, so my seat is open, Bill's seat is open, and now John's seat is open. um the third the person with the third least votes. So the first person has a full term, the second person has a full term. The third person, if we have more than three people, the third person would begin immediately on May 20th, >> May 19th, they would be sworn in, become a member of the board, and that term would run until June 2028. So it would not be a full three-year term. >> That make sense to everyone? >> Basically two-year term. >> It's a two-year term. So it's because there's just filling. So the person with the third lease just

186fills that vacant position. >> Thank you. >> Clear. Did I >> vote on that? >> Yes. So we now have to make a decision. You know, we have the three options. We can appoint somebody. Um the last time we did this, we solicited um community members to submit letters to the board um laying out why they want would want to be appointed. That appointment would only be for >> 20 days. >> 20 Yeah, 20 days. >> Actually, no. I would be only till the next No. May 19th. So there's not an option that it doesn't have to be the low the low. Like somebody couldn't say, well maybe I would do that if I only wanted to do the two years. Like do you understand what I'm saying? >> They would only serve that very

187selection. I think considering that John's going to be here until late April and the election is like three to four weeks after my view is that it's much better to let the community vote for someone to then take the position than to have the board decide amongst ourselves to select someone. I think that it sort of it's the most democratic and I think that it's a short enough amount of time that the board can get through until we can get someone on May 20th to serve. I think that that's the most straightforward and like I said the most um >> well it really yeah we'd only be appointing somebody for what? >> One meeting is I think it's only one meeting. >> Yeah. What I'm hearing is we're going to wait and let the community

188speak on May 19th. So there will be >> Yeah. And uh the petitions are available for pickup at Kim's office. So anybody between now and Kim, when are the petitions due? >> Okay. And it could be Bill or myself that end up if Bill if Bill's running again. I'm intending to run again. Um, one of us could be the one that serves out the two-year term. >> Were you erroneously quoted because I saw that you said you were running >> I said if Bill I'm sorry I've been away I haven't seen the paper I'm just >> yeah so it could be that Bill and I either Bill or I end up you know serving out the two-year term you know it just depends on you know what the vote comes up interesting >> and I

189just want to put a a plug out for the third place vote getters as I was one of them um I was the most recent uh it actually turned out being the best thing for me because it was you get elected and you are right in the middle of it and you feel like a part of it um right from the get-go even before the voting comes in Jan uh July and all that other stuff. So uh anyone out there who uh is does not like the the the bronze medal uh it actually was better than gold for me. So I appreciate that. Well, also the the other benefit to that is it's it's a two-year commitment as opposed to a three, right? And so somebody can say, you know what, maybe I want to

190see how this works out for me more then and then they have the opportunity to run again for more time. >> Then they're betting against themselves and they're betting that they're going to come in third. >> That's true. Either way, you have a gold medal at all. >> Um, Kim, do you need anything else from us or is that >> Thank you. >> Very sad way to end our meeting, John. >> Mic drop. >> I didn't know that was coming. Uh so now we turn to um item 16, future meetings. Uh policy committee, we will be here bright and early in the district office Friday, March 27th at 9:00 am uh for policy committee meeting. April 8th is cancelled. That's okay. Wanted to make sure. Um, uh, Friday, April 10th, the sustainability committee will meet

191even earlier at 8:15 a.m. in the district office. Conference room makes me happy to be on policy. No, I think they're uh they're both excellent committees. Um, and then April 21st, we will be here for our board of education meeting along with our sustainability fair, which is always a very exciting thing. And we The sustainability fair is usually before >> so we will get out to the community >> um before then because that's students come and present and >> Edgewell honey uh Honeywell >> yes this year yes >> sustainability committee and the the board committee the district committee students >> students everyone have kind of they're reimagining it and it will be um so we will have Honeywell here We'll have Energia who is um also the is the engineer company that works specifically with

192school districts on energy performance contracts who could speak about different um energy saving measures for schools. Um and you know of course we have Mike Lavoy um we'll have members of the committee like it's going to be three parts. There will be a student half hour where students will be displaying their work. there will be a um kind a question and answer discussion panel for a half hour and then a half hour of um individual like 10-minute segments where you can go and ask individual experts some different questions. So yeah, so it's just really just more, you know, really want to showcase all the work the district's doing and all these way, you know, if sustainability committee, if you ever on the committee, it's like it's amazing like the the >> incredible the, you know,

193just the like the uh wealth of knowledge and the range and just the passion of the individuals and they've served on that committee for some of them over the committee started >> and that goes back to Janet was Janet the one that Janet Harkham our former board colleague. spearheaded that. >> So, um I believe it begins um at five o'clock, but I believe um but don't quote me. And there is there should be information out on and will be out on the website. Um Dr. Blanch will probably share a save the date hopefully. >> It should be on the the outside board. >> The outside board will be >> And are we going to show off our B-wing? Is that >> Did I am I making that up? between B-wing and possibly going back to

194um you know because I think we're going to use the auditorium and the cafeteria for different like breakout sessions so that we we went to like the B-wing especially you know because you have the open you know you know the sun the skylight and everything but I think we'll might be more conducive over here >> starts at 5:30 >> thank you 5:30 so 5:30 >> 5:30 April 21st community please come down for that and if you're here might as well just stay for our meetup no excuses No, seriously, just um it is a great evening and I appreciate it's not an easy feat to pull off. So, thank you for all the collaboration among the people that's required to to get that there. >> Shout out to Melissa Brady who's been putting so much thought

195and work into making this really interactive and engaging and bringing all the different pieces together. >> Melissa's a treasure. She's >> really blooming in her role as a coach, too. It's fun to see. Over to you. I don't think anything too much. Just I wanted to thank again the board for the adjustment to our kind of structure here a little bit. Uh it just helps a lot when we have our teachers here and our uh educational leaders here to just be a part of the conversation as opposed to like a formal report. So it really was just great to be a part of that you guys are just pinging back and forth questions and I know from colleagues that have sat at the table so far in the past really appreciate the ability for just

196to sit at the table kind of in our in our shape here. they've been. So, thank you once again for allowing us to make that adjustment. So, thanks. Hope you have as a a good break with family, I hope. >> Oh, that's right. Happy spring break. >> Motion to adjourn. >> All those in favor? >> 70. Thank you. This way.