February 26, 2026 Board of Education Meeting

001Thank you. Good evening. Tonight is February 26th and I hope everybody had a nice long extended holiday. Um hope all the children are happy to be back in school. I invite you all to join us for the pledge of allegiance. I pledge algiance 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. Um if uh we can have a motion to go return to public session by Caroline, second by Marjorie. All those in favor 6. Sorry about my my brain is still on vacation apparently from the snow days. Any board announcements this evening? >> I have one announcement again. I just Our facilities people, Lisa, >> thank you. >> Amazing. Like they come in, they work so

002hard this to get the school back into shape after we were just pummeled. Not one but well that little second mini one that just when everybody thought we were going to be done with it. Thank you. like please our deepest gratitude >> for saying that. I will absolutely pass that on. Thank you for acknowledging them. Abs. Yes, it's it has been >> our bus drivers, the facilities, >> the drivers, everyone just coming in and and Norah and Mike riding the roads at 4 4 a.m. 4:30 a.m. to see the status. So yeah, we miles of road. I mean they have to >> it's a large area to cover. Yes. So thank you. >> So thank you and thank them. >> Anybody else? Uh we now invite uh we're very happy to have our principles and

003ad Mr. McCarthy here with us this evening to go over our instructional budget. >> But we set the move. Did you feel the lights go down already and stuff? So So tonight, as you may recall when we met last time, we did the non-instructional part of the budget. And so tonight we'll be hitting the instructional part and then we meet in two weeks. We'll bring those together as the cumulative entire budget piece that we'll have available for us to go ahead and walk through at that point in time with uh that clarity of the full budget both A and B plus together. We'll go from there. So tonight, Lisa, we'll go ahead and we'll we'll start off our PowerPoint here. And as you uh will recall that these initial slides again are pieces that we

004walked through before. So we'll go again and some of those and then we'll as we walk through the buildings itself. So Lisa. >> Okay. Great. Yeah. >> So tonight we will continue the budget development process for the 2627 school year and tonight will focus on our instructional programs, the core of our mission and the heart of our work. This budget represents again more than numbers. reflects our commitment to high quality teaching and learning, academic excellence, and ensuring that every student has access to rigorous and meaningful educational experiences. Guided by our pillars of light, we invest in curriculum, instructional practices, student supports, and professional learning that strengthens outcomes for all of our students. The instructional budget is our most direct investment in student achievement and in the future of our community. Um and again our um

005fiscal uh this board of education's fiscal stewardship goal goal number three. I won't we've seen this a few times. I won't go over that. Budget development. We're all the way almost in um you know past this slide now and we are get coming to the close of actually the de development process hopefully. Um the drivers um remain the same. I won't review those. On the next slide, you'll see our enrollment and despite a significant drop in enrollment over um you know the first part of 10 years based on next year's projections, we will experience um actually a slight half we project a half percent um increase in enrollment. Again, this is based on live birth data. So it is um you know when we're looking at actual our actual numbers and K enrollments um for

006next school year we probably will remain flat but you do see that the slope in this graph has um flattened out over the last few years and our enrollment has such gone from um significant drops of 11% over a 10-year period to 4% and again to around flat going forward. During the process, the budget development process, we examine all revenue sources. Most revenue streams are projected based at looking at current year as well as prior year um patterns of revenue. At this time, all revenues are projected and may be adjusted as new information becomes available. We usually start with the governor's projected state aid. Even though um you see an increase in state aid, behind that number is actually only a 1% increase in our foundation aid. Again, as you saw from the prior chart,

007our our enrollment is at least flat. So, we know that 1% isn't going to support the U foundational basic education for our students. Uh any um increases you do see in state aid are attributable attributed to increases in expenditures as well as close out of our bond projects. And that's really signific major significant part there is um the building aid that's beginning to flow as we close out those projects and state aid is subject to change pending negotiations in Albany. I do back out just for everyone's information the universal prek number and that is because that is actually a grant program. So you know over the years you would see that um $880,000 um allocation prior to this school year. Um even the allocation you see in this school year is a projection. Actually the

008monies we receive is based on the actual number of students we serve as well as the budget we submit to state education department as and that is appro and that is approved. So um and right now this current school year the allocation is approximately 5,400 student. Next year, the uh governor is projecting $10,000 minimum for a student. For us, we would receive that minimum. Um $10,000 per student, which would allow for us to, you know, have the resources to uh purchase additional instructional materials for those students and uh grow that program. So, that's great news and we really appreciate that support from the governor's office. And overall, you see our tax levy is projected to increase um by $4 million, which is a 3.72% increase. That's okay. Thank you. We'll go to uh the next

009slide. And again, a reminder about the tax cap. Next slide, please. Thank you. is some people believe that the tax cap as it was referred to as many years is that 2% cap where in fact is 2% or the consumer uh price index or CPI whichever is lower with additional adjustments based on factors such as community development debt service and state aid. Moreover, if the CPI falls below 2% the allowable growth factor is set lower than CPI but when it's greater than 2% it's still capped at 2%. And as a matter of fact, CPI has been greater than 2% for the last five years. So our tax levy has not grown at the same rate as um as inflation. In addition, another one of the factors is the assessment growth factor and that is decreasing

010again going forward to next school year. Um so these are some of the C that's and then so on this slide. Perfect. Thank you. Um you will see that factor is um is calculating the tax levy limit or tax cap calculation is that taxbased growth factor which has decreased to 1.0057 or 0.57%. The taxbased growth factor is provided by the office of real property and it's considered quantity change such as new construction, newly taxable status of existing property or measurable improvements to taxable property within the boundaries of the school district. Other considerations when calculating our maximum allowable tax levy um our other exclusions are adjustments and exclusions such as um we can exclude our debt. So the um it's called the capital tax levy exclusion and that is for debt as well as um you

011could also if um if pension costs um grow greater than two percentage points not 2% because you know ERS is growing by more than 2% but two percentage points then you can exclude anything above that 2% that is not the case for this school year. So, the results of the New York State tax cap formula calculation is again a roughly $4 million um growth and we are at this time recommending that we go out to that um maximum allowable tax levy and that is again a 3.72% growth in our tax levy. And then the next slide we will discuss uh just briefly the tax rates and the last thing about that is um it's heavily deter determined is dependent upon assessed values which we have no control over and these numbers that you see on

012this chart are preliminary assessed values that are being modified as we speak and they will not be finalized until later this spring and then our actual tax levy rates get set July one or around July. Um so yes so it is um at this stage in the presentation we typically um oh I'm sorry that's later in the presentation. Sorry I moved on slides. Sorry but um but yes so is there any questions about tax rates or tax levy calculation? Oh good. Then I'll turn it over to my colleague Julia. >> Okay thank you. Hello everybody. I'm not sure if this is on. Good evening. Good evening. All right, so I'm here to kick off our conversation about the professional learning element of the instructional budget, which um we're really excited about. We have a lot

013of really great things in store for next year. Um but always professional learning centers around improving student learning as a direct result of the professional learning that happens throughout the district. empowering educators to collaborate, which we're doing a lot of, and then enhancing our own instructional effectiveness and getting really good at at analyzing the effectiveness. So, for next year, um you'll see hear a little bit more about some of these in the various building budgets, but we have a lot of funding going towards intensive professional development support for the elementary literacy ecosystem, uh which we were calling it. We were enhancing and changing so many different elements of how literacy is taught. And I'm really excited that we're able to provide robust professional learning support starting this year actually and continuing on to next year.

014Uh which makes us really feel really good about the adoption which is ambitious but with the right supports will be um able to be achieved. So that's exciting. Um we're continuing our literacy leadership team um external partnership with Dr. Molly Nes for next year which is another um investment we're happy to to make. And this for next year, she'll be guiding our middle school through a similar process that went through. Um the middle school has been a part of our process and we'll just be more laser focused on them next year with Molly's help. And then continuing funding professional learning communities and on my level supporting the district guiding coalition which then directly supports the building level coalition. So um that is um more learning you'll hear about later on in the presentation. And then

015um our benchmark system. So remember NWA and Dibbles, those are new assessments that we brought on this year um which which come at a cost which we're also considering expanding um to various subjects that we might not already be uh testing. And then ongoing BOSIE support we are really fortunate to have a really strong um relationship with Putinham Northern Westchester Boseies. They have a number of consultants across the content areas that we partner with um in the arts, in math, in science and social studies and world language. um looking at the principles, we've done different partnerships with many different consultants from there. So, we're grateful to continue that support. And then Tri-States is an organization, most of you know, it's a an organization of schools across the tri-state area. And we're budgeting to both continue

016to train members of KLSD so that they can go on visits and learn from other districts, but also we have to budget to host tri-states um and we're anticipating a visit from them next spring. And then uh last but not least, I'll talk a little bit about multi-tered systems of supports. As you know, we're moving our RTI system to an MTSS system. And some of those um things require some significant investments. So, branching minds is something that will replace RTIM direct. It's the current system that we use to monitor student data and interventions. It's a little bit antiquated for our needs. branching minds has a lot more potential both for data usership and also um planning next steps for students and tracking progress. So we're excited about that and we have a partner from the

017University of Albany Dr. Steve Raplier who's been helping us this year and we've um budgeted to have and continue that support for next year. So those are some of the highlights of u my budget which I'll turn over now to Lisa to talk a little bit more about the numbers. >> Absolutely. Thank you Julia. Uh as I mentioned earlier, we are in the final stages of budget development. Tonight we will begin to talk about some of the reductions that we do anticipate. As you see here, a large reduction in salaries and that is um the reduction um two positions in um and specifically instructional coaches as well as the reductions that you see in contractual and boseies actually are just that they are redistributed. Those two areas are technology related and they're now in the

018technology budget as we discussed two weeks ago where we saw that big inc larger increase in the technology budget and that was just moving um items over. So really primarily the major change is just the um instructional coaches as Julia mentioned you know that that there is still a great deal of supports for all of the growth and um development of the curric of the literacy program. So that is still the investment in this budget. >> Thank you. All right. So now we'll turn it to the school levels and I'll kick it off with elementary and this beautiful slide with our mascots featured. Um and and as you all know from our walkthroughs and other visits and just being in the district, the elementary schools do a really nice job of creating a welcoming and

019collaborative environment that where they really foster a sense of belonging. Um they're determined to build that foundation for students which um we know we're really invested in and to inspire lifelong learning as we try to provide the highest quality academic experiences like we talked about with our literacy adoption and um really helping each child discover their individual path to success. It doesn't all necessarily look the same. Um now I'll kick it off to my colleague Ashlin. Right, you're going to begin? No. Did I get that wrong? Christie, sorry. We practice this. Sorry. Thank you Christie. >> Sure. So we are maintaining our current programs. Um specifically uh you know of our amplify science program. It is a sizable investment when we refurbish those units of study on each grade level. So that is where some

020of our instructional um money will go to to maintain that science program. And my colleagues will talk about some other areas of the curriculum as well. >> Thank you. >> No. No cheer this evening. No cheer. >> No cheer. >> Oh, bring one. Maybe maybe at the end we can celebrate >> a celebration. >> If everybody is on their best behavior, >> you earn it. Um, so as Julia mentioned, we are very excited about the adoption of our new ELA curriculum, but with new things brings, you know, a cost. And so we are purchasing teachers editions for fish tank, you fly, morphe magic um also digital licenses for all of those uh and a lot of high um high quality instructional texts that go along with fish tank. Um so that'll be a sizable portion

021um of our budget. >> Absolutely. And you'll see we've invested in both the hard copy and audio versions of all which is really nice. >> Um and we haven't forgotten about math. So, we're updating our Envision Math program to the 2027 version, and we've been fortunate to have our teacher leaders involved in some of the process of talking to the um the company and looking at the upgrades and terms of problem solving and differentiating materials. Um so, yeah, we're looking forward to that. >> Um talking about the increased hours for our grade level reps, which is super exciting. um this is going to really elevate our opportunity to work with our grade level um leaders and and our continued pursuit of our PLC initiative. So that's where um that time is going to be spent.

022So that's great. Thanks. >> Um as well as maintaining our clubs and programs that support our students. So all three elementary schools have um sustainability green teams um which uh meet at least monthly. And then we have we all have belonging clubs. So we have BAM and Impact and Key. Uh we also have Reach Out John J which brings high schoolers over to our elementary schools to help with tutoring. So um we're you know maintaining those extracurriculars. >> And then we're also maintaining our fine arts program. So including art and music um music in terms of general education, general music, instrumental it's very robust program and in terms of choir as well. Um so So we have all those in continuing as well. >> Thank you. Very well done. >> Thank you Neil. >> Yeah,

023thank you. Good evening to the board and my colleagues in the community and um thank you for using that word ecosystem and I think part of the ecosystem absolutely is um the enrollment and all the amazing uh students and staff behind all the u work here as well. Um up on the slide here are class size parameters. Uh we're thrilled to report that throughout the system uh we're at goal or an absolutely below the range in all of our sections right now projected uh for the 26 27 year. I'll uh continue to anchor back to this uh over the next few slides. I'll start with kindergarten and then through the three elementary schools and you'll hear back from me for the middle school and the high school. Uh so right now this is our district-wide

024enrollment for kindergarten and just moving left to right there you can see where we were in October of 25 is a snapshot with the number of students across all three elementary schools along with the number of staff as well as the average class size right now. Um you can see that number there projected for September of 26 at 232. Um we don't think it's going to be there. That number is actually generated from our demographer. Uh but right now we're really projecting a little a lot closer to 200 just where we are right now with kindergarten enrollment. Um so that projected staff number of 11 will will stay the same but that number of projected average class size is 21 on this slide based on the 232. Uh so we we think that number of

02521 will will drop uh closer to 20 uh which will be uh at goal uh for kindergarten. So, more to come. Uh, as and we have kindergarten enrollment through the next couple of months and into the summer and and uh just to remind the board and the community, there's another enrollment update in late August, early in September where uh the kindergarten numbers are much more solidified. So, starting with increase Miller and and we included kindergarten um through uh um all elementary schools here. Um you can see where we were in October of 25 where roughly where Increased Miller was. snapshot and where we projected to be in uh September of 26. Uh the number of sections remains steady as you can see and the average class size again anchoring back to uh the goal in

026the range. Uh you can see we're at goal close to goal uh close to goal or under um the range in all scenarios. Um that number of 516 of the projected total might come down a little bit and again we'll find out more in late August. Um you can see that the number of kindergarten projected enrollment is at 88 which might be a little high. Uh so that 516 could come down a little bit in the next couple months. On to Katona Elementary. Uh one of the uh the story lines here is you can see the current second grade at 55 and the current third grade at 77 students. And you see the the number of sections next to uh each one of those grades as they stand currently. uh next year uh those grades

027are going to flip-flop for the obvious reasons for those class sizes there. So second grade will have will warrant uh four sections and third grade will warrant three sections but it keeps the uh total number of sections steady at 21 and again maybe those kindergarten numbers are a little bit inflated and the total number of students will come down a little bit as such. Meadow Pond Elementary. Uh the story we want to highlight here um is that current or going into uh next year's third grade uh dropping from three to two sections. Um and again, even though the class size is at 24, we're still at goal uh there. And I think this is a good opportunity right now. We'll repeat this uh that uh there's teachers are not losing their jobs, not losing their

028positions. Uh we're handling uh some of the staffing reductions through attrition and then just thoughtful conversations about uh what buildings teachers go into uh for next year. It's still really early in the process. We're beginning to have those conversations and and we'll continue to have them uh throughout the spring. So that means that pond's total sections goes from 22 to 21. Uh and again all the average class sizes uh there at goal and certainly uh under the range. >> Okay, >> great. Thank you and thank you Neil for bringing up um and the pri prior slide when we did mention the reductions actually it is again through attrition you had seen one of our coaches is retiring and another one had um had um received a different position earlier in the year. So again it

029is not individuals losing their position. So thank you for reinforcing that. >> And here what you will see um in in any of the changes in here is just primarily um there is a one section um increase overall in the buildings but um uh for salaries and then just regular contractual increases there. The reduction you see in supplies is not student supplies. It's actually was furnitureed over the past last few years as the bond project was going on. We were purchasing furniture over the years um to uh reout our classrooms as we renovated them. So that was exciting. So that is that there. Um equipment that you will see going forward. Our threshold for equipment went from 1,000 to 5,000. So you really will not see um any allocations for equipment because that would be

030a large purchase um over 5,000. Maybe just something in Christian's budget for the athletic center you would see. But otherwise um you will not see anything budgeted in the equipment lines primarily and textbooks again the investment primarily in um the literacy program. So as well as amplify as always um and and in visions and the upgrade in the visions books. So >> we talked a lot about kindergarten. So shameless plug for next week's kindergarten visitation day. Yes. >> On Tuesday. >> Tuesday. >> Come one, come all. All right. >> Oh, and I'm sorry. Just one thing I forgot, you will not see that here. It's a it's a Bosey's line, but also the district does support through the Bosey's arts and education program in in school enrichment programming. So that's something that um all different

031programming that goes through there. So that is in a district-wide line, but that is allocated for all all five buildings. >> All right, Principal Suite. >> Thank you and good evening everybody. Um, so, uh, I always like a slide like this to get us kind of grounded in what the middle school is. For those of you who have had students come through or children come through over the last couple of years, uh, the message has stayed relatively the same that, uh, we really care about the safe the safety of students uh, in order for them to be able to learn at the middle school level. Uh, we think about physical safety, we think about emotional safety and how important that is uh, to student having their mind ready to learn. um enabling students to excel

032both academically, socially, emotionally. We we talk about behaviorally a lot as well in all of those areas that uh students are challenged and look across at a former student over there who uh you know might have um but you know really the middle school is the place where you can learn so much about friendships and uh partnerships that are new to you etc. you kind of like re branch out from the that little elementary cocoon uh and develop a a new sense of a group that will graduate together from high school. So we really focus on that togetherness uh when they join us at the middle school. Um and then just you know part of that is having a strong sense of community. So uh really is a focus a lot of what we do

033uh we learned very well from the high school and the circles that they did a couple of years ago stole that and uh began it a little bit earlier. uh it's just uh it's it's such a an important part of who we are uh to develop those relationships in each one of the classrooms and how important that community is. Uh so just a couple of things to highlight here. Uh first of all, maintaining our current programming. Uh and then we've got some exciting new things coming. So Project Lead the Way um is uh something that's going to start with us in the middle school. Our teachers have already begun a little bit of the professional development. Uh but we've developed a three-year implementation uh process where next year all students will get kind of like

034the first unit of study depending on what everybody in every grade will get the same unit and then we have a three-year rollout plan to make sure that students come up uh and ready together at the high school. Um high quality instructional materials for literacy specifically. Thank you to my elementary colleagues for keying that up and for Julia and the group for uh getting a great literacy group together. We had four members from the middle school uh participating in that group this year and we've already kind of like begun the next exploration at the middle school level. Um so it's great to have people that already have a good understanding of what the elementary program is going to look like and then look to marry that for the for our adolescence. >> Uh the the

035greenhouse is going great. It's always growing season now uh down at the middle school. Uh it's really amazing that it's 20° outside and it's a nice temperate um uh temperature inside. Um, some of that is uh heaters, some of that is sunlight. It's really amazing. We have some of our students in our RISE program doing some watering, regular watering down there. So, uh, the way the greenhouse sits is it's right below our rise room. Uh, it's really just a a great uh way that we've set it up. Um, and then in our cooking portion, we used to have one room with kitchens, probably four to five students to a kitchen. And now we have um so many kitchens that is probably about two students per uh kitchen. It's really a totally different experience. And when

036you think about adolescence being that time when students are learning to cook for themselves uh being at home and maybe you know used to be just like grilled cheese, maybe they can do a little bit more than that for themselves after school. >> Um uh we want to continue our world language program. So, some you may know that there are some current sixth graders who are not taking Warren language that we do have to develop a program for. Uh, by the time they get to eighth grade, our our postseason consultant Trinidad has been excellent really connecting us with other local programs, people that are dealing with we're a little bit ahead of where we are. So, we've already made some visits to East Chester, etc. to um to learn about what they're doing, learn from

037people that are a little bit ahead of us. Uh, our PLC professional development consultant is Diane Cunningham. I mentioned her last week. um or last time we were here. Sorry, feels like last week. Um and she does a a remarkable job working with our um our coach Melissa Brady in our building. They have a great partnership. She Melissa learns from Diane and can then kind of turnkey that to members of our PLC's, uh teaching teams, etc. Um maintaining extracurricular activities. I talked a lot about belonging earlier. Uh we did an article with our PTO this year called the third place. Um and so I think of uh this part of our program as just like one of those integral pieces. So the extracurricular is the third the extracurricular is the third place for children. Children

038always have a I'm sorry most children always have a home. Most always have a school. But then like what's that other third place? I look across and see a wrestling coach. Like that can be a third place for a kid. I look across and see people who have had children in our robotics program that can be a third place. But we want students to find that third place for themselves. Um I say to most parents as they come through, even if you find what your third place isn't, I think that we're doing our job. Um, we just offer a a really robust I'm sorry to steal your word, Carrie. Um, extracurricular uh experience for students and um that's something that I'm just really really proud of and thank you to the board for continuing to

039support uh the afterchool busing as well. Uh making sure that all of our students have access to that is something that really kind of puts our district above many others. um maintaining the fine arts programming against uh the part that the students learn in the elementary school. We look to have that flourish a little bit more and have students find their passion uh at the middle school. And uh we've talked a little bit about um international balora. Uh we did have a group that uh visited some other schools this year uh our curriculum leaders etc. And so we are going to move forward into our exploration uh over the next school year and some of you around the table might get an invite uh to learn a little bit more with us. So, >> thank

040you. >> Um, may I just ask a quick question? G, would you mind reminding us and for folks who might not remember or be as familiar a little bit more about Project Lead the Way in which modules are starting this next year? >> Uh, you asked me the one question. I don't I don't have the answer to. No, it's okay. I think there's a the a green piece, but I'm not a 100% sure. Um, what I can tell you though is I can like picture the schematic that everybody is getting that like that base piece next year and there is a very thoughtful kind of like process for what those next steps are so that students as they enter the high school program are like ready to go. So, I'm sorry I don't have that

041answer off the top of my head. >> Neil, do you want to take uh the next slide? >> Yeah, sure. Thank you so much again. Yeah, and and Jeff, back to the family consumer sciences in the kitchen. I have been the happy benefactor of some of the food that's come out of that kitchen. So, so thank you to the students and and the and the teachers down there. Um, you can see that the uh uh projected uh middle school enrollment is uh remaining relatively flat projected for next year u just around 618. And then just to draw your attention to where we are with the number of sections projected for next year for seventh and eighth grade, you'll see a reduction there in seventh grade from 10 to 8 and a reduction from 10 to

0428 in 8th grade as well. Um and it's not moving the needle too much on the the average class size. And again, this is just another opportunity to say that um this is not teachers losing their positions. We're handling these thoughtfully through attrition and also some some conversations around teacher movement within the district. >> Thank you. Yes. >> So as um Neil had mentioned there is some reductions and um in the sections and that you see reflected there um in that first line um as well as some other reduction um that we will go into I think more detail um in two weeks. Dr. Dr. Blanch, correct? We'll go into more details in two in two weeks again. So, the equipment is not a reduction of of um you know of equipment, but it is

043um actually just that those items are now would now fall under a supply line contractual. Again, it it is um a technology piece that was moved over to technology budget as well as textbooks have to do with um the last couple years we had invested in foreign language program and those textbooks. So that is um there's so that's just a reduction not a reduction of textbooks for students but just not there is any new curricular materials next year for the middle school that we're purchasing at this time. Again, we may at the end of next year depending upon where we are in literacy, you know, selection and everything. Um, we'll probably be purchasing some materials in order for our teachers to begin to work with those materials, but that's not in the budget right now.

044So, that's primarily the changes you see in the middle school budget. >> All right, Stephen. >> Good evening. Thanks for having us. Whenever I introduce the high school to either incoming freshmen, parents who are doing tours, deciding whether or not they want to live here and send their children to school here, uh teachers who are going to work here. I always keep saying that this place has everything for a kid to say yes to. And I think just kind of building on, you know, Jeff's remarks is that kids need to find their their third place. And in many ways they need different ways of expressing what they know, where they find community, where they find belonging. And so so much of that is necessary in a high school, which is why we have to have

045the amounts of of offerings that we have. So whether it's academic, whether it's fine performing arts, uh kids who find themselves making pottery, and it's it's a wonderful thing to see. While every budget has its own contingencies and things to deal with, we're very confident that this budget, you know, speaking for the high school, is that it continues to keep John J moving in the direction that it's been going. We met here previously. We're kind of went through empowerment plans a little bit at length. So, I won't repeat any of that. But when you see the current programs that we are running, it's just great to know that we're going to be able to continue running them. kids are. Plus, what's also been really good about this is that we have some new things that

046we're trying to to build in. And this year in particular, we've had a AP pilot for business. Turns out I am now up to five sections for next year. So, kids are drawing to it. There is something about it. It's hands-on. It's practical. Students will be able to get their financial literacy education is now mandated by the state. So, we're really, really happy that even in these times, we're still able to add Um again also our professional training has also been very crucial at this time as our teachers continue to learn how to teach in the block as we continue to move away from test centric both you know uh regent driven type of assessments get into more project based learning trying to grow their skill sets so we're glad that this budget also maintains

047that professional support that they need and again fine arts programming uh it's been wonderful there was a time I remember maybe less than 10 years ago I think we have five kids left in course that has completely turned around. So, it's very important that these budgets support those programs and so again, thank you for all that you've done >> and amazing >> performances like the uh I'm excited for the play. I can't or the the musical in the spring. They just the kids knock it out of the park here >> and our freshman actors have been so resilient. >> Oh my gosh, >> they're amazing. They they just there's no quitting them. It doesn't matter. Okay, snow again. We'll see you the next day. So, it's uh we're excited. They're playing tonight and we'll see

048them tomorrow night. >> Thank you. >> And uh also the extracurricular activities, some of which we walked through on our way here. DECA and robotics were in the B-wing. >> Absolutely. >> Uh just now. So great stuff. Thank you. >> All right. >> Yeah. Yeah. Thank you. Uh for the high school sections and and where we're headed for next year is certainly a little bit lower than where we are now between that 872 and 853. And I think Dr. Blanch has mentioned in this forum before that just based on the numbers coming up from the middle school, we do think that is kind of where we're going to flatten out and maybe just uh rise up a little bit next year or the year after uh just depending on the the uh classes from the

049middle school. Uh over to the right you can see uh the projected number of sections for uh English, math, social studies, science, and world language uh for the 2627 school year. even know that it's February and with Stephen here, he can tell you better than me uh that these numbers could certainly change over time just based on uh student uh course enrollment >> and course selection is completed and scheduling are okay >> in that process of tallying and now applying it to the staff. >> Why is there such a big reduction in science courses 67 to 54? >> That number is still fluid. >> It is okay. Yeah, we're still looking at it and we're kids are going to change their minds quite a bit between now and uh >> they're all going to business.

050>> The business teachers here are topnotch. >> Yeah, >> that's great. >> They're kids magnets. >> Everybody is. But that that program is that that program's game changer. >> Absolutely. >> Yes. All of our teachers are above board and just we're very fortunate to be able to attract such talent here to teach our children. So, thanks to Neil for your recruiting you do and the principles for supporting um their development and keeping them here. So in this budget you again will see um the salaries attributed just to contractual raises equipment the same again where it's just it's just a reallocation to supply line um contractual um just you know just associated costs with um increase in contracts and um the reduction in textbooks again the same as mentioned before it's just there isn't any new

051curricular materials for next school year that we're are investing in um the large increase that you see in Boseis is um a large portion of that is um attributed to um actually CTE. We have an increase of um they take an average a fiveyear three or five year average number of enrollment in order to establish the number of seats that are available to us. So we're going from 24 to 29 seats which is great because I know um Stephen and has you know over the years we've been advocating Dr. Blanch all of us for additional seats here. So that's wonderful. Boseies also increased their tuition also in um the tuition that they charged us for CTE. So it is a significant increase. It's about a 40% increase but it is something that as um you

052know it's for all students to you know have available to them um to you know for successful future. So it's wonderful as well as um the student um assistance counselor program that is in this Boseies line. was in the contractual line prior is now in the Boseies line as well as professional learning is another area that you will see in the Bosey's line and that is the increases there. >> Lisa, I know that we get some state aid back on some of the Bosey's programs. Is that the case for for this line here or >> Yes. Yes, exactly. The um all of the courses all everything um is aidable that is in that line. Again, there is that component where only the first $35,000 of salary is aidable when in a closer um and that

053is again something that the governor is proposing and hopefully we'll pass that there. I'm looking to increase that at least to 40,000 because just increasing the amount of aid that we'd receive on those services based on the salary charged to the coser. So, >> thank you. >> You're welcome. >> All right, Dr. >> Thank you. Good evening. So the goal of our special ed department is to provide a nurturing learning environment where we can offer support academic, social, and emotional growth to all our students, foster a deep sense of belonging to empower all our students. Um we aim to do this by celebrating diversity, pursuing equity, promoting inclusive practices that align to regulations. We're hoping to ensure that all students and community members are respected, valued, and empowered to contribute their unique perspectives and talents

054not only to the KSD community but beyond. Um I'll then move on to the next slide where we we'll talk about what has been happening in special ed. So, since my arrival back in July, one of the focuses has been on implementing uh the recommendations outlined by the PCG report and developing a multi-year plan on how those recommendations will be implemented um prior to my Oops, sorry. >> Okay, I'm done. >> Sorry. God, is it over? >> I think it's off. Sorry. So, prior to my arrival and the alarm um Dr. Blanch already started to um implement some of the recommendations from the PCG report as far as um looking at the special services department. Um and um that included U RTI, ENL, UPK, and section 504. Uh those programs were previously housed under special

055services. Now those programs are no longer under um special services. We've now renamed our department special education because that's going to be our focus. Um, as a result, we're currently engaging in restructuring the process to determine the most effective organizational structure to ensure that we're meeting the department's current needs efficiently and that those um we're aligning that to the district's priorities. Oh my goodness, I think I turned it off. Sorry. >> I think it's off now. Um, moving right along. Nope, back to the other one. Sorry. Um, again, aligning some of our uh work this year to the PCG um recommendations. Um, one another priority has been to increase the trust and parent engagement in within our department and the community. Um, to that end, we established our special education empowerment council to help guide

056and strengthen the district special education department. um as I said which was also a PCG recommendation. The goal of the seek was to um create a collaborative advisory council comprised of te uh some teachers, parents um and admin um to give feedback on um some of the strength and opportunities that were highlighted by the PCG report and kind of support the district in um prioritizing what those recommendations would be that we will be targeting. Um, as I said, in the multi-year plan, um, another goal this year has been to provide workshops for our families on various topics related to special ed by partnering with different community organizations such as the New York State Office of Special Education, Educational Partnership, Lower Hudson Family and Community Engagement, long name. um also by part uh partnering with the

057office of people with um developmental disabilities, OPWD, which is um an office that coordinates services for New York State um individuals that have developmental disabilities while in school and and post high school. Um also partnering um with the adult career and educational um services vocational rehab. It's known at Access VR. Um and so that office kind of works with um individuals with disabilities making sure that they have the skills to be employable post high school. So partnering with those two uh those three um agencies to kind of bring that a lot of information regarding the services that they provide to our community so our families are accessing some of those um services along with parent workshops that they also offer. Um we've also kind of surveyed our parents and listening to some of the feedback

058through the PCG report and conversations with Dr. Blanch. Um we are increasing uh we started to offer in-person uh CSSE meetings. Um although it's a really small change, we've gotten some really positive feedback so far regarding um having that face-toface time during that what tends to be some difficult conversations. Um along the same lines of the cse process, we that has been another priority for our department. Um improving the cse process for um our families in hopes that we'll be providing a more positive experience during those um meetings. Um, as a matter of fact, two weeks ago, we kind of um offered a CSC chair training to all of our psychologists who will be chairing more meetings this year um during our annual review season, which actually started um uh early February. Um we also

059trained our special education teachers and related service providers, providing them an overview of the New York State part 200 regulation, which kind of grounds our work. um making sure that we're all speaking the same language and have the same level of understanding. Um additional PD has also been provided around inclusive practices which is another priority also um something identified on the PCG report. Um thank you to my colleagues building principles um for allowing us to provide that training using faculty um time. So we were able to provide the training to all our faculty, not only special education teachers regarding inclusive practices 101 and that foundational understanding of the wise and and the importance of inclusive practices. As a matter of fact, next Monday I believe will be our last one which will be at the

060high school. So thanks thank you again for allowing us to do that. Um the PCG report also identified the need for improving collaborative structures and the need to redefine or um the ICT the ICT programs particularly at the secondary level. So we started to um support our ICT payers at the middle school this year. Thank you. Um with our existing uh GNR consultant. Um GNR is a consulting group that works throughout Westchester County. They've actually been in KLSD for many years supporting our elementary schools. Um, as you guys may remember, we visited some of those programs when we went through our walks at the elementary level. So, we're hoping to um kind of bring that same level of support up to the secondary um which was something identified by the PCG report. Um we'll be

061uh working increasing that support not only at the middle school but next year we'll bring it up to the high school and and GNR provides on-site coaching for our teaching pairs both geneted and special ed in helping them um provide guidance and support around co-planning to ensure the best outcomes for students in those specific settings. Speaking of integrated co-eing, um PCG also identified that we look at our continuum of services K12. So we've done that. Happy to report that um we will be increasing our ICT um offerings K5 at three at the three elementary schools. I know that has been something that many of our parents have um and staff have have advocated for and requested. So for the 26 2027 school year, we would be offering integrated co-eing K5 throughout um the elementary schools.

062We will also be increasing ICT offerings at the middle school and the high school um so that we have a more robust ICT continuum as well as a more cohesive K12 um continuum of special education services. And if you go down to the few more slides that kind of shows um well our numbers sorry >> which one do you want? >> Um yeah this one kind of speaks to all the supports and services that we kind of currently offer and then the the next slide is going to show like where we are making those changes. So if you can see the K5 is going to be across the elementary um middle school and high school are also getting some increases as far as ICT offerings. Um, and so our continuum is going to look a

063little more consistent. K12, if we want to go back to our numbers. Um, yep. So, as you can see, our numbers have pretty much stayed the same. Total in in um in district special education students. We're at 448. Um 19 are placed out of district. 49 are parentally placed, meaning their parents choose to place them in in other schools outside of Katona um schools. So that brings our total to 516 uh for the 2026 school year and we have about 60 preschoolers. >> So this speaks to our our continuum, right? Um we this year we kind of offer related services consultant teacher integrated co-eing and special class and of course for the students that we can't meet their needs out of district is is always an option um for the students who we can't meet

064their needs in district within our continuum >> the next one. >> Yeah. So here we we see an increase as I mentioned in the KICT offerings. We see that we're now offering support for academic learning which is going to be consistent K12 which is a class of um that would provide exactly what it says support for academic learning right um it would support students with executive functioning um reteing relearning um you know any um scaffolding that needs to happen would happen during this time um and especially designed reading instruction is something that we're currently offering we will continue to kind of offer that and we'll still have some uh sections of special class for a very small number of students that require that high level of need. Um and we'll be offering resource room only

065at the high school because that's where students are now getting ready to exit and embark on college. So they'll be a ideally needing less support. >> We really got to see in action the amazing things that ICT classes do for all students that are in there. Um it's really exciting was really exciting on all of our walks to see the great work that the teachers are doing and just a seamless partnership in that classroom. So it's um thank you. >> So in the special education budget again as um as was mentioned that we have increase in our ICT program at the elementary school. So that is the increase that you see in salaries there and uh for Boseies um there in the contractual line is actually includes um out of district placements um and the

066Boseies line includes our um Boseies placements as well as other related services a GNR for example professional learning is in that line but primarily um the increase there is just has to do where students are placed at a district so and it just happens we have more students students who will be placed in Boseis programs versus other out of district or um other schools. So that is primarily that supplies and textbooks is just regular increases in those areas um and um that are just required for the program. So and Christian >> thank you. up. So, I'll talk a little bit about athletics uh to to start. Um you know, currently with 30 programs uh that supports 75 teams across levels, 21 of them being at the middle school level. Um I think that, you know,

067we're most proud of when we see our multisport athletes that are taking part in two and three seasons. Uh we really see the the connections with kids when they're able to do that. And so um you know being part of a team I think if you had an opportunity to watch the you know the ice hockey men's and women's ice hockey and and how those how those end they talked about the importance of being part of that team was so far beyond their their professional experiences and I think that you know we can never lose sight of that that starts here at at this level and you know it's why we have such a robust program to support that. You got to share. >> We were joking that we kept saying robust, but it's true.

068>> And by the way, I'm the only one that put it in a sentence tonight. >> I'm sorry. >> Two of us. Sorry, two of us. >> As usual, Carrie and I. >> So, this is a little about our empowerment plan, which we This is our first time getting an opportunity to share this. So, we'll give you a quick overview of that and kind of tie some of the work. So, as we work at knowledge and skills, one of the big things we've pushed is knowing the why. Um, often, you know, kids, we take them through a curriculum, but we don't get them to understand why they're actually doing it. And so, you get some reluctancy when that happens. And so, as we start to share, share the why more and then look, as we

069talk about the investigate part, it's learning to artic both articulate it and put into practice. You know, that that's where that true understanding comes in. And I think that um as we're watching proficiencies grow, you know, and when I say that really the majority of that is taking place in our fitness facility um with what we're able to do with our focus around longevity, uh that's that's a big push is understanding what those skills are long term, not only for yourself, for yourself, but to share with family members, you know. So we do a lot on leg strength, grip strength, we talk about its correlation to longevity and all and and then we provide program to support that. So that's a big piece of what we're working towards and working on. Um up here at

070this level, we are also expanding that which we'll talk about a little bit more as uh as we move forward. The when we talk about the the the core base of educationalbased athletics is really about life lessons, right? Right. And so we talk about the importance of life life lessons, teamwork, the the ability to be coachable and what that the massive role that plays uh throughout your life and willing to take on information being and being part of something bigger. So these are all things that all skills we want our kids to carry with them as they move on from here and apply it. You know, I I see a lot of things that they talk about how employers love to hire athletes for these very reasons because of their commitment and their being part

071of something bigger. And you know, I think that that level of consistency is something we want to keep pushing through at this level so they carry it with them as they move on. Um we talk a little bit more about we move over to belonging. You know, one of the things our PE staff did was they did a number of surveys. Did two surveys so far. The first was about belonging within the PE community which I shared with you at the last time I spoke. Um that data not only supported the work that was taking place but it also allowed uh teachers to identify students in need of support. You know kids that may on the surface look like things are are fine but deep down their experience has not been as as fruitful as

072we hoped it would be. So that that's been really positive in trying to help create those relationships with those kids who really need it most. Secondly, they did a uh one about positive peer relationships, which obviously we know in high school is a is a challenge for kids as they work through that, especially with social media being a big part of their life outside of school, thankfully. Now um but that data allowed us to create better informed grouping strategies uh to encourage building new relationships among their peers by putting people in different groups and saying hey we know this might be a perfect opportunity for someone to have a like you know like interest to maybe connect for the first time because it is pretty large place you know uh from when you think about

073it. Um so we've had some real positive things there. It's also been pretty enlightening about how much work needs to be done around this. Uh so that's going to be a big push as we continue to move forward. Um and >> your team's uh empowerment goals, right? >> Correct. And that was tied to our to our our smart goals. Yep. The um the other thing that I think is really a great thing we're moving forward and thank you Lorraine for all your support with the boosters and the transition to our new our new leadership there. This is the first opportunity we have K12 representation. So, I've been here for 17 years. Uh, we've never had that type of situation. And why is it important? I think the best example is this is the 25th year

074anniversary of the Field of Dreams. So, it was 25 years ago where the the turf field and the and the stadium seating and the fieldhouse and the lighting went in. And we can think about how many kids in our community were positively impacted by that incredible, you know, by work by the blets at the time. Um, but we're seeing the importance of investing today in what you're going to be experiencing in the future. And I think this particular group of of community members are completely committed to the long-term goals and and what it could mean for the experience for their for their kids as they come through the program. And they want to be part of it now and not wait until they're in high school when already you're that that clock is ticking and

075you're down to just a four-year experience for the most part. So, we're really excited about that. So, we think that's going to open some some new doors and create some new connections uh within the community, which we're really excited about. >> It was exciting to be in in the room with this group that are just so literally elementary school kids that are like, "How can we help the program and how do we make it one program?" It's it was the energy was I wish I had it when I was >> It was exciting. >> Um but so just everybody who has an athlete just help the boosters um one hour a week >> and that carried over >> and with the arts too. It's every program >> and that carried over into our process when

076we were going through tonight we're going to be appointing a new football coach. Uh they were a big part of that process as from the committee work that took place and the excitement around that. So we're really excited about that that took place. We're also looking at we talk about the our fitness the expanding um world of our fitness program that's really uh today we had the bar second bar slam which was incredible. Um last week our our strength conditioning club which is now in full force uh with a large membership. They had a field trip which culminated with a whole training session with professional strength coaches and it was just one of the most impressive things to watch both our male and female which was an equal number of athletes and and students who

077are just interested in fitness and strength training uh training together working hard. It's it's was really a blueprint for what we're hoping to do in the future. Uh with that being said, as we grow, we're also looking to start to offer this with our strength coaches up here at the high school with our middle school students. Let them see the importance of it. Obviously, it'll be geared to them, but let them start to understand how what a big part of their life it can be and how it could help them reach their goals. So, that's one of the things that we're going to be uh rolling out moving forward. So, we're really excited about that. Again, the unified sports program continues to expand. We're in our second year of both uh basketball and bowling. And

078I would say um they will rival any sports we offer if you get an opportunity to to come to those games. It's you will not be disappointed and will walk away with an incredible feeling um through that. And thanks to Kim Piccolo and all the work she does around that um and Carlin, they they're it's just a wonderful experience. and our student our students partners who uh we have too many which show which speaks to you know how our kids uh that they believe in being inclusive and being part of something big so that's really exciting we are researching the potential for botchi I myself would love to have a botchi course here Mr. Dr. Blanch I've picked out a few spots it is a fall sport so the weather should be fine So, we

079are we are looking at that, >> but also the the entire student body being at the unified basketball game this past year changing the format of that that it was electrifying. Like it's always been my favorite game, but having everybody there, I don't know, Hudson, if you were in that gym at the unified basketball game, it was incredible. >> Yeah, it was really like my favorite sports event that I've been to here. Um, and I think it goes like I think it was like one thing like everyone had to go it was during the day. Everyone that it was really exciting for this year. >> I think one of the things about that that goes on like you could have to be somewhere, but when you saw the commitment and excitement within our student body

080being there, you know, like Hudson said, that's what that that's what made the made it electric. >> It wasn't just about filling a room. It was about filling a room with people who were thrilled to be there, wanted to support their their peers. So, really really exciting. the um as we move to the learner center leadership um we are in that that research scenario around the work we want to do with creating a student athletic advisory council. We do think that could play a huge role with within the culture and the leadership uh on the campus and beyond. We're hoping that take that becomes something that goes into every building and and that this leadership group their tentacles work down. They spend time in the middle school. spend time at the elementary levels to really

081create that nurture that program and some of the things we're doing through that is developing a captain's training program. You know, we speak about the and everyone talks about the importance of captainship and and all of that, but we really do not do enough and it's ongoing work to give them the true training that they need. So, um since Dr. Blanch has been here, him and I have spent a lot of had a lot of conversations around that and work we're we're gearing up for that. So, we're really um excited about that moving forward. We're seeing a lot of mentoring. Um, our teachers are coming up with pe mentoring opportunities uh within classes to help kids get feel part of something but also help them be comfortable with a peer helping you through something as

082opposed to being one-on-one with a teacher. Uh, so empowering that I think is a big piece. Um, we we are looking into like that big sister big brother programs among within programs. So you'd see like a a varsity athlete be teamed with a younger athlete. It could even go as far down as you know our elementary level youth athletes which we think could be really powerful moving forward. And one of the things we're really excited about was uh Brier Cynric and Cindrich and El Hall came to my office uh with their excitement around developing something called the Level Up Sports Club which was their idea and that's about them giving back and getting other athletes to give back and working with our younger athletes and providing clinics for them. So, they're going to have their

083first clinics uh this spring. You know, they they create it. They they do they're doing all the skills and drills around it. They're getting friends to be a part of it so they could offer more sports. So, we're really excited about, you know, their leadership and what it's going to mean, you know, for our kids as we move forward. >> And which sports are they starting with? >> So, go they're in the spring, so it's going to be it's going to be uh the lacrossees. They're working on baseball and softball, uh tennis, like so they're really trying to put it all together. So, we're really pumped about it as a and they're and they're locked in. So, it's happening. So, we're pretty excited about that. We talk a little bit about our sustainability and global

084citizenship. You know, one of the things that is ours creates a different places. You know, when you're in our fitness center, we are the human motor is what powers our machines. Over 85% of them across these two campuses. Um, we only have a few, we have three treadmills at the high school that are really high-end treadmills for training for our our elite runners. Um, and then with some step mills. Outside of that, the human motor is what powers every one of our things that we're doing from assault runners to assault bikes to um, the concept the concept two rowers, the um, ski urgs, the bikers, all those different things are taking place. It's it's it's the the person that's making it happen, not you know, not the machine. So, we're, you know, we think that's

085important because we think it empowers kids to take control of their goals and what they're working towards. So, you know, there's not there's no easy way through it. You you you earn it. And I think it sends a great example all the way through. Um, the next thing, you know, that we really want to keep expanding on, and this is not just for students, it's it's for our families, too. You know, it's taking the me out of team. You know, everyone talk about the eye out of team. There was a funny story where Shaquille O'Neal shared that um when he was with the Lakers, Kobe was not passing the ball and was putting up shot after shot after shot and u they started complaining to Shaq, you got to do something. So halftime came in

086and he goes to Kobe like, "Hey, Kobe, there's no eye in team." He goes, "No, but there's an Emmy." And so, you know, we want to really get that message to kids that it has to be it's got to be bigger than you. um and being part of something. And when you see the success of teams, it's always because they embrace that um and and they and those lifelong memories are at their at the height of of of that experience when they when they can commit to that. So, you know, that's something we continue to work at and continue to push. They'll bring our community closer together so that athletes are supporting athletes, families are supporting other athletes and the importance of that. And um so those are the different things that we are working

087towards. The other piece that um when I was out at the national conference doing some of the training is I came across something out of Oregon uh with some research and this I do think can be groundbreaking for us and something we're going to expand hopefully at the section level and then the state but it'll start here and I've already been in contact with this organization. It's called know your role. It's an initiative out in southern Oregon and this this shows how it's it's all about everyone understanding that you can be an athlete, you can be a coach, you can be an official or or you can be a spectator, but you can only be one. And we know that we have coaches in the stands, we have coaches on the bench that aren't being

088paid by the district. They're part of the team. Um we have you know it it's understand you get one opportunity and and from that we do think that program has some teeth to it. Um and then it'll be our kids providing the message of you know of the pressure that becomes on them when you know we have things happening in the in the stands that are impacting um not just program but individuals and the overall health of sports um which is ongoing unfortunately and that and we are at an official with our officials. We're in a crisis level with not having officials because of it. Um, but we're having things play out that are not what sports are about, especially not educational based athletics. Um, so we do think this can play a role. Our

089goal is then to cross it, bring this out, started here, and then get our officials associations involved, get our section, I've already talked to our executive director at the section, have them involved. So hopefully it's something that we watch grow over the next six months. Uh, so it's a big push as we as we move forward. As we go into the well-being area, one of the big things that we try to keep promoting is our wellness Wednesdays help here at the high school. You know, we have community circles that gives everyone an opportunity to have a voice, you know, with their peers. It also we also do pliability. Pliability is something, you know, that we're when we're in the fitness, we're able to put up on our big monitors. Um, it combines mobility training, yoga,

090prehab, rehab, recovery, uh, and mindfulness. So, it really becomes a powerful tool in kids understanding what that means as part of your training. what it means as a part of your mental health helping you reset and as your day goes on when you you know gets a little bit stressed out. I know I do it because my job can at times be a little bit stressful. Um so that that's something that we we're excited about. Happens every Wednesday. Um so it's one of our work days we have you know they might be two days in the fitness center each week but every when they have the three days of of pee every Wednesday is that recovery day with wellness Wednesday. We've had some really positive feedback from the kids and you know and getting them

091to understand the big picture about its importance and so and they're and they are actively a part of it. So we're excited about that continuing to grow and move forward. The other things we're doing is field testing out there is we have our coaches doing uh check-ins with their athletes. This is about building relationships not about the sport. It's not hey what do you think about this in our particular sport. It's hey how's your day? How are things going? How's school going? you know what's you know learning about students lives and developing relationships having meaning meaningful adults connecting with students is gamechanging >> um especially when they're in a place where uh they want to be as part of an athletic program. It's it's just such a great platform. So the understanding the importance of

092that and building those relationships as a priority. We've done some work in that strengthening of mental stamina and the and the teaching of mental resilience through Playwell Minds. Um, that's a company that we've been working with over the last year. We piloted that with our girls lacrosse program last spring and we've branched expanded that and branched that out to a couple of our other teams throughout the throughout the year. So, we continue to work with them. Um, we're also in the research phase of something called height EQ and this is kind of the next level of the mental approach to athletics. It supports athletes and coaches and teams that uh built to measure, develop and predict the mental skills that drive success on and off the field. And what it does, it provides through the

093coach's portal provides them with real-time dashboards. Uh showing mental performance, team overviews, uh individual profiles, trends, suggested training points for each student athlete and the team. So you can see when there there's they go through that that algorithm of these different categories, you're able to learn a lot about how each individual athlete is handling it very differently and experiencing very differently. So it really I think is a great tool for coaches to have something that they wouldn't normally get access to and that's what's going on inside a student athletes head in that moment that is not being communicated. So, we're excited to work that. I didn't bring my props. >> I told Stephen to start the music. Now, um and then so as we're that la and lastly around collab of educators, uh we talked

094about our goals which are around belonging and what's happening, you know, down in our area as well as um we're working with our our coaches, professional development that is part of their preseason training. Now both days is is included in that. Um we are Ray and I are working on creating a coaches summit at the end of the year where all of our coaches would take part in professional development at the conclusion of all three seasons which I think is going to be amazing. It's something that happens around the country and really positive feedback from it. And lastly a little bit about some changes with our nursing program. Uh we were in the move to start a pilot uh moving to a different model as far as coverage within buildings which would mean you know

095we were assigning particular uh a nurse to each building as opposed to sharing them and then having one person that was kind of a float. We were having two people because we had six you know at at the time we were working kind of through seven at the time we were working through it. Uh since then within weeks of us moving to the new model we had a retirement. So now we are field testing. Uh so but the good news about number one we wish Cindy Min an incredible retirement. She's been an amazing part of our staff. But um as we move to this model um we were excited that we had done the work to set the foundation over the last couple months to be ready for it not knowing that she was going

096to have the opportunity you know to retire for you know for herself. So, um, we're excited for Sydney, but we're also working through our new model and, um, you know, we feel pretty good about it as So, >> that's great. It's >> everything. >> I do want to, um, last time you were here with us, you shared something that I've really applied to my life now, and it's the term mental fitness. >> You know, it's really when you were talking about it last time, I never thought about it. You always talk about mental health and, you know, there's a mental health problem, but really, we need to have more mental fitness. So, I've actually applied that in talking with other people and and about problems around country and schools and everything going on. And I

097really think that that is a gamecher that and you're talking about your coaches about where's our kids' mental fitness, not what's their mental health like >> and uh it's really a muscle, you know, exactly that you're you're also building. And I think it's shown here tonight in everything that you've put forward. >> Yeah. I I think anything like it it's a it's a skill as well that you train and learn and build and create a toolbox to help you manage you know what what comes your way. So I do think it's a critical part >> and you know one of my daughters is actually now this is her field of focus. She's just um accepted into grad school to do this type of training. So I don't think she would have really thought about it

098until she had been with some of your coaches that it's really their focus. >> Micard I just highlight things that you said >> um the longevity piece in the health classes. >> Uh I think that's the most important thing I've learned from being in the district. Uh and I know it was new when I when I was in the class. Um but it was really valuable. Um and I think I think everyone took something away from it going forward. Um and then also about you mentioned the football the new football coach. Y >> um a few of my friends are on the team and they're very excited. That's awesome. >> That's great. Wonderful. Awesome. >> That's great. >> Can Can I ask did you use what survey did you use for the belonging survey? >>

099Yeah. So, our staff actually created it. >> Okay. >> Yeah. Amongst the staff. They put it with a liyker scale and put it out just a couple questions, you know, tied around each of one was tied about their level of belonging which they experienced with not just their peers but with their teachers. Did they feel respected? Did they feel comfortable? And then the peer related one was really the focus was about are they comfort within their peers? Do they feel they're respected by their peers? And you know we were able to give some get some really good feedback. You also got had a question of you know do you feel like you're an important part of the class which was probably you know all their responses were the 80 85th percentile or higher you know

100as far as that but then something like that is a little more open and so it makes teachers realize the work that needs to be done in that area that that was a little bit lower. So, it's I think that's something that it just you identify, okay, like we're on the right path, but we're not reaching enough kids yet, and we want to use this to kind of create that bridge to it. >> And that was a survey about how they felt about their PE class or how they felt >> it was all built, it was all built within the PE environment. You know, one of one of the stigmas we've always had to manage within PE was the 1970s experience. you know that carries over with people and obviously it's very different today and

101that's not the case. Um, but I do think it's important that it is not necessarily a comfortable place for every student. And that's why our program is built around our our health and fitness center, you know, creating that health club within the school. And the purpose of that was to make it anyone could be there. Anyone can feel comfortable there. You don't have to be an athlete in a particular sport where you can feel uncomfortable. you can thrive and you know in every aspect of it because we have so many different um functional activities that go on in there. So I think that was really the purpose of it all. >> Cool. >> Thank you. >> And if it's all right just with that one of the pieces we had talked last spring uh there

102was a survey that was completed at high school and I mentioned at the point last time we were looking to modify that and adjust that into a different survey. So, we're doing some field testing with that right now and we'll have a baseline for the next time, but it's called the CARES survey, the comprehensive assessment of resilience and emotional strength. Back to your spot there. And so, that'll be a data set that uh um Christian and the team will be able to use as well. >> A little bigger picture. >> Yes. And it's now gives us we have some correlation with other students across the country in this tool as well too. benchmark of we indicate kind of a heat map that from a a green space, a yellow space a red space and kind

103of where are we and then the intent there is to be able to give that uh probably twice a year. So longitudinally we can support students as well. So it'll support a number of different areas that we will look in and within the certainly in the fitness the emotional fitness area and then we'll have uh Franko will be here speaking about this when we meet later in the spring when Stephen comes back and joinuh that That will be kind of that conversation be able to share that initial baseline data set we'll be using with our students now and it's intended right now is that we be looking at the implementation going n grades 9 through 12. So it's a longitudinal piece that we have it but also help support kids as they go along the

104way about connection and belonging to schools as well as where they see the assets that they have in place. Do they have those in place or not? Kind of back to Jeff's kind of third base kind of thing. They came out there as well too that they have a place where they have another connection with the school. So, it's a tool we've been dealing with Dr. Furlong who's the who's the fellow out at uh uh University of California, Santa Barbara and so been working with him and the teams. >> Okay. Awesome. Thank you, >> Lisa. >> Yes. Thank you. >> So, as Dr. Blanch mentioned earlier, this is actually combination of of physical education, athletics as well as the health services budgets. So, the salaries is contractual um obligations. Um and we again we'll discuss

105any changes in FTEES in a couple weeks. Um the equipment is just again the change in the threshold, the decrease there. So you do see an increase in supplies. So those are those items that formally fell um were $1,000 or more. Now they're between a,000 and 5,000. they've gone down to the supply line as well as um you know replacement of specific mats and netting specialized netting and and things like that items that are at end of life that um you know that we want to keep um up you know up to date. So that is what you see in the supply line contractual obligations. It could also be is equipment repairs, keeping our equipment in the best shape as well as um there is um nurses also we um do contract out for substitute

106nurses because it is very difficult to find substitute nurses. So that is a contractual line and that is a ever growing is a contractual line as we know and uh but it's very important and um and that's primarily it and Boseies is just it would just be the increase of um of the officials. Thank you Chris. that cost there. So that would be the increase there. >> It's my one of my favorite jobs. >> Tax. >> Yeah. So thank you. So tax levy. Just to review again, we are um right now um looking at a $131 million $816,42 budget. right now. That is subject to change and again in two weeks we will have a um finalized number for you. And in order for our budget to balance um there are other revenues and those

107are everything from state aid interest rentals uh out of district tuition for special education and um a couple other and some miscellaneous items. Our appropriated fund balance and reserves are um anything um during the current school year budget that is um und designated unreserved fund balance. So those items that um that have not been expended in this current school year that we um actually allocate or appropriate to the next school year to offset the tax levy as well as other reserves that we also allocate um depending upon for example to offset the increase in employee retirement. We'll um post post employee benefits. will allocate different um dollars from different reserves to again offset the tax levy. And um and then again for that maximum allowable tax levy of 113,558,31 is what we are looking at.

108And since it is at the maximum allowable that would would require just a simple majority vote, which is 50% plus one to pass the budget. And um lastly at this point we would um we typically would present our budget propositions which are currently under review of legal counsel. Um but so prop one is always our budget that is the first item that is um put on the um ballot. Proposition two is the authorization which I believe is maybe spelled wrong uh authorization to access the capital reserve which was established approximately 10 years ago. It is um very close to um and it could potentially with interest be at the max of 2.5 million um by the end of this school year that we are allowed to actually put aside into that reserve. And um it

109would be primarily for improvements um to um athletic fields, tracks as well as other related renovations per the BCS. And these would be specific items again that is um essentially that um we want to keep not just that need the improvements that are needed to these and that is both not just athletics but it is also used for physical education. And so it's important to remember as part of the academic program as well as our athletic program. And uh our third prop would be um renovations to allees in order to support a universal prek program. And for those who are following uh the governor's recommended recommendations for the state budget, there is actually an item there that would require all school districts to have a seat for every entering UPK student, every resident UPK student

110in the 2728 school year. So this would align us with that work and that again the uh priorization and investment in early childhood education and that would put us in a good place of because right now we do not have um the space for every student in our res in our um school district um are entering up our entering UPK students um to have a seat. So >> I way like the way you describe that because that that appears it's going to be not an option for us. I mean that kind of a mandate for is to provide seats for those uh children and funding there. So >> it's something the district has gone and gone ahead and add some sections but this will take that to the next level. >> Yes. >> Thank you.

111>> And with that we'll be back in two weeks for um Dr. Blanch and myself um for presentation in which we'll bring all these two last two presentations together and um after that um possibly another budget meeting if needed on March 19th and then possible adoption of the budget by the board of education on March 26th. Then as always say then I leave for spring break. So as we do all and then um May 7th um is a public hearing on the budget followed by the budget vote which is May 19th in which the propositions also will be on the ballot that were already mentioned >> and as Lisa mentioned here just in two weeks. So thinking about that meeting we'll go through the proposition one with the budget and we'll also have our architect

112team will be here to go ahead and walk us through a little bit of detail as far as the ales project and then some of the related things on the capital reserve. So we'll have a conversation. He'll join us at the table so we can walk through that. If you recall, they were here earlier in the fall. We'll come back with a little bit more of that detail so we can kind of zoom in on those other two propositions. And I did realize uh I said BCS and just for you know for acronym that so that's the building condition survey that every school district is required to review all facilities and prioritize those that are um in greatest need um or any type of um improvements or renovations that are required but you know you

113have to prioritize those. So yes so as Dr. said in two weeks we also will be seeing that and it will reflect those items that we are looking to use utilize the reserve as well those items that have been prioritized in that building condition survey. >> Thank you >> Barbara just to address your question from before the the plan is uh for next year all three grades will get design and modeling. Uh the following year all three grades will get green architecture and then the plan eventually is that all sixth graders will get green architecture, seventh graders will get design and modeling and eighth graders will get automation and robotics and that will just be the process for setting them up for success at high school. >> Thank you so much. I remember there was

114something related to sustainability because I think it came up during our sustainability committee meeting and that's what sort of was in the back of my mind. Thank you. I appreciate that. >> Yep. >> May I ask one question? Um, just going back to the propositions in case anybody is missing a bus proposition and wondering where we are with that. Would you mind just saying a word about why this year is a little bit different and we aren't proposing a bus proposition and what the impact might be prospectively? We did hear um a little bit from Shelley Mayor early today that she is not um forecasting that there will be any relief in terms of the timeline for that EV mandate. Um and I just wondered if you could let us know, it doesn't have to

115be tonight, but perhaps even next time we meet when we come together and look at the budget in total. Um just, you know, sort of help us understand where we are in the bus replacement cycle and where we're going. >> Yeah. So, and just essentially when we did do our fleet electrification study, uh part of that was looking at the current um the current fleet and um so currently we did not see a need to uh replace any buses for next school year. Um but we will in future years. We also are in the process of developing um looking at one other item we've kind of discussed is that we're we're more prioritizing um um uh our infrastructure right now in hopes that the electric school buses the the technology will catch up. So that

116is kind of where our prior our um our priorization is there as well as um we are a bit ahead than most of school districts as far as um beginning to purchase electric school buses. Um we have two currently. We have uh four more on order and um we do intend to apply for an extension um for the state education department and that um would allow for us to if we do purchase diesel buses beyond the 2027 date to get state aid on those buses. But that is again more so for just future planning as far as f future proofing to ensure that we have the highest quality transportation for our students and that's you know as we all know we we are very sustainable forward here and is absolutely um you know important for

117us to purchase you know electric school buses but we also want to be ensure that we're being prudent with our investing of those dollars in the best product. >> Thank you. >> You're welcome. as much as you guys want to stay. Uh you can leave if you'd like and stuff. So, >> can I ask >> Thank you very much for being here with us tonight. We appreciate it. >> Did you have a question? >> That's all right. >> I can answer more. >> Are you sure >> on the ICD classes? I was just wondering when we're when we talk about increasing that model and increasing the support for that model based on the audits results, are we are we able to keep the ratio at an ideal with with these additions? Is that part of

118the goal? >> Yes. And keep and by ratio general ed and special ed students being at like a 50/50. Is that >> right? That's that's part of the mandate for the model. >> Part of the mandate for the model. So in in in needing to add these, we're we're helping every kid meet their IEP goals, but also provide that ideal model for all kids. Yes, >> that's correct. Okay. >> And I would say also with that, the ability for us is to allow our families to stay in their local neighborhood schools. Right. >> Right. To not have to go to Metapon for that ICT class or Yeah. keep their experience >> Y >> as >> cool. Quick. Thanks, guys. hang out. >> Thank you. >> So, at this point, I am going to open and

119close public comment. Um, once again, we we ask that, you know, community, we're here. We want to hear from you. We want to hear um your experiences. So, we do this is an open meeting and you're more than welcome to come join us at our table. Um, next, the consent agenda. Anybody have anything to pull out of the consent agenda? Um, somebody want to make a motion? Motion by Marjorie, second by Bill. Um, any discussion agenda? >> No, just it was so nice to run into the robotics um teacher and kids on the way here because their trip to Mohawk is on the agenda and so it was just really brought the agenda to life. It was >> unplanned but lovely. >> Wonderful. Um so with that uh take a vote. All those in favor

120of the consent agenda 6 my place brings us to any board dialogue or discussion. >> I have one more question. I know a lot of questions these days or always. Um when we say range on the class sizes what where does that range come from? So if I'm a parent and I'm concerned and what do you mean range? >> Yeah, it's it's actually in the contract of the goal and range for each one of those sections by the grade level band. So that first slide that we >> contract you mean the union with the with the teachers union. >> Yes. Exactly. Exactly. Uh so um prior to our arrival here and and probably goes back a good ways. I don't know how many years. I don't want to mischaracterize it. Um, but it's it's um

121been part of the district fabric for quite some time, I think. >> I mean, it's pretty low, too. I mean, given across the board, I don't know if there's a >> they're very favorable. Yeah. >> Yes, they're very favorable. I don't know if there's a Is there an organization we can point to as well that shows how favorable they are? They still are. I mean, I don't know if there's a goals. Yeah. Just curious about like >> how to put it in context, I guess, at the beach kind of thing. >> Being from California, these are really lovely goals. very lovely numbers. >> So from state to state they're they're very different than even within the state and even neighboring districts. >> Right. So hard to give the context how how how great those numbers

122still are. But the but the right by range we're saying we're within our union contract. >> That is correct. That's correct. >> Because it becomes a point too where you don't want the classes too small because then >> they don't have enough people to interact with. So I think you know whoever said that I don't know how many years Marjorie or >> do you know how >> hard historian >> this this predates my um beginning on the board. It's definitely been part of the contract since >> for a long time. >> Well before I started on the board. >> Yeah. >> No it's a it's a great place to be. >> It certainly is. >> Yeah. And one more question. I know this I think for Dr. Drake. The um science kit curriculum that we're

123updating. What do parents what can what are we what are we doing there with the amplify and what they get when we were saying refurbishing >> it's just replenishing consumables. >> Okay. So like >> like things that they have used to do labs and things of that use the next year. >> Yeah. Yeah. Yeah. Science experimenting our commitment to maintaining that program which is pretty >> rich and just has a lot of materials associated with it. >> With it. Okay. Cool. >> Just only because you brought it up. Um I I wondered about the overall budget slide for the middle school when I think it was said I heard a lot of enthusiasm for the literacy work moving up to the middle middle school but then if I understood correctly I also heard that there's

124not anything in the current budget proposed budget >> for purchases associated with whatever the recommendations might be. Can you just say a little bit about how that might unfold over time? >> Sure. >> So yeah, I think Lisa and I we've been kicking this around. So the general thinking is is that as we approach the end of the year, if there's opportunity with remaining fund balance at the end, we may do a small purchase early for the elementary, then it leaves inherently built inside the budget for next year to rinse and repeat like Julie was talking about with the middle school. So that's kind of one of our goals to see if we just do a little bit early purchase and stuff. So >> yeah, exactly. And so basically it' be um this as we're

125doing this year would be next year for the middle school that it would if we if we like we would like to purchase as early for the teachers to have the curricular materials ahead of time but um ultimately the implementation would be the subsequent year anyways. Right. >> Right. Yeah. Our I our ideal situation would be mirroring what we're doing right now for elementary for middle next year and if all things work out we that will be able to happen. >> Fantastic. And I really was just trying to understand budgetary impact or lack thereof and you've totally answered the question. So yeah, what you said. Thank you. Got it. Thank you. >> I thought it was great that to hear that they partnered together, the elementary and the middle um that literacy team. >> I

126mean it was vibrancy actually. So they all were. I didn't want to give the impression that middle school hadn't been working this year because they they have been and are >> and we're we're we're piloting some things in the middle school. It's exciting stuff is um taking a hold. And then we have already a plan for Dr. Nest to work with the entire ELA department at the middle school at the April Professional Learning Day. Great. >> So, we're expanding our reach already. >> Just one of the things where Julie was speaking and and Christian also spoke earlier before, but the project planning methodology and hopefully you'll you'll start you're seeing that being embedded there whereas where in Christian's pieces he identified where was he? Was he in a research phase? Was he maybe in a

127piloting phase on that? Might he be looking at going ahead and doing some field testing? Is he looking at making decision and moving it full forward? Same thing alle walking through with the team on the literacy side. So there was a lot of they were in a research phase for quite a while and doing some piloting out at the middle school and making determination. Do we go back or not? And like Christian mentioned, he mentioned one program that we're looking at with our students wellness and then perhaps shifting that to another program that will get specific to the student athlete. So again, but that that is that whole uh project um plan cycle that we've kind of started putting in place and stuff. So doesn't matter which area, which program you'll be seeing and hearing

128that it's not going to all of a sudden just turn the floodgates on overnight because we haven't had a chance to either research and validate that. So the expectation that we've asked each other is that we're going to go through that process. And so even the branching mind that you spoke before that wasn't like hey let's do branching minds. We looked at we went and did some research and what was best practices what uh is looking at as far as what are the tools that people experience with do some beta testing inside get some training make a decision between those two. that it's a longer process and yet we know that at the end we'll be a much better off for it because we're more likely to go ahead and put that in place in

129education. That kind of process is not always taking place. >> Um if you're looking at a business industry and things like that, you're looking at the idea about capital investment and and venture uh uh planning >> depending upon your budget. It's like you're 20 cents on a dollar you're spending and just expecting things not to go the way you want. Fortunately, as educators, we don't have that kind of therapy. So, we are very careful that when we do make things, we are going to dedicate some dollars to make sure that process does happen. We can't afford to get to a place when we're implementing and it's not working right. So, just to let you see and hopefully you hear that now and in the coming uh any conversation of our pieces and even as you

130know Lisa was mentioned before about our buses we we are doing exactly that same piece right now. We're bringing on our infrastructure piece by piece as the board knows that you've explored EV bus from a number of years now. Now we've expanded a little bit out and so we know the technology is going to catch up with us and we're hearing and seeing that. So we're not going to get too far ahead of ourselves before we get that. We know infrastructure is important. So again, that project planning methodology is something. >> I appreciate we've been seeing this thoughtfulness play out and um and the buyin that you're getting from the teaching staff that you know you're not making the decision and telling them what they're going to do that they're doing the exploration of it

131so that we have buyin from them. So it's not like oh this is not my so they have ownership right. So once you own something I think >> you are more invested in seeing it succeed. So, it's really exciting to to see all this happening. >> Thank you. I'll say that and Maggie, Dr. Conrad, our director of learning, did that with the branching wines decision in collaboration with Jess Kingsbury, showed the interventionists what was possible and there was a clamoring for like, oh yes, please. So, we did work hard to make it possible >> and Julia again here. That's all right. So, even earlier even earlier today, too. Um, as the board knows, we went through the collab inquiry process before with Dr. Conrad and things here and walked that through. And so that was

132kind of giving you a nice high level look at that. Today there was a number of of our admin and teacher leaders that were going through a class of inquiry process. So it's that next level of iteration. So now they're ready and getting ready giving us feedback. And so they'll go back to their buildings, start turning that around. And so that that idea about working ourselves so we have internal capacity built and adjustments are going to take place along the way. I know there's feedback that came out of today, we'll make it a better solution tomorrow than it is today and we'll keep getting that. So again, that's the the piece there is making sure that there's shared ownership and shared development. So thank you for recognizing that. >> Thank you. >> I'm done for

133the year. >> I'm a broken I'm a broken year. >> I have one more. I'm sorry. I know everybody's ready to get home. >> Great discussion. The knowledge and skills uh presentation was amazing as was tonight. Um we didn't really dive into like subpopul data or um are we planning to do more of a deeper dive into the data? I know that we've I know that I've observed board meetings in past that kind of went into that or was that it and our look at data >> where we're at right now? I say it's and what I'd anticipate is when we get come back in the fall next year, we would be able to have and we could look at more of a deeper dive on a collaborative inquiry piece to looking at some sub

134data sets and most often grade level is a pretty straightforward piece. Gender is a pretty straightforward piece. So that would be natural piece. >> Okay. But with the even with the state results from we're not >> Oh, sure. >> Um we would not bring back at this table and go through state result. We don't get the state results this year until like next Jan December January. But that was our look at at this past year's state at last year's state. >> So the whole and I apologize if I didn't mention it when we met last time was the intent would be in that knowledge and skills report. It would be out expanding out of just the state report. We'd like to have in there our new assessments with NWA as another component inside of there.

135So we can look at that data set and certainly we could look at that breakdown from different demographic groups. >> Okay. >> Yep. in as well as the state but the NWA data set we will have we'll be able to look then at growth projections as well too because that's tracking students >> feel like you have a better data set to really even >> bother to bring it up and look and do that process together >> and that's where we're kind of in this piece so when we get to here we're ready on knowing how do we look at that data set how do we make decisions out of what is a growth score and so that's the spot we're building and that's where Julia was in the team right today building that um capacity

136So when that data set is available and ready, it's it's it's going to be consumed. And so we even talked last time, I think H and I we spoke a little bit here too about how can we now bring our students into using that data set on their own learning and doing their own goal setting. We're working with our team to get us there. And so it's one of those things we literally just got like a brand new car and we've got to make sure our drivers are ready to get us there. And so those pieces will all be coming our way for sure. >> Okay. for the next >> that's where teachers can go ahead and look at that data set depends upon what that conversation how in depth we want to get it

137at a board level again um but really from the PLC's you heard hopefully many times this evening that's where those teachers are already starting to get more familiar with that data set now I'm like these are the kids in my class today >> and how are they going to grow till the end of the year >> yeah definitely don't want to get too specific at a board level but was curious about our growth for you know male versus female versus you know what I mean um non-white versus white students and are we meeting the needs of all of our all of our students collectively? >> And I think that's a really strong piece that we're going to see because the NDBA does provide growth scores which we do not get from the state or anything

138like that. So, um students that may be at a performance level that is maybe below a proficiency level, but that's where they're at. Are they at least growing through that spot? So, they may be at a spot with and say I'm in fourth grade, >> right? >> And I've got a lot of additional sports coming. going are we at least growing here and so that's the feedback we would be seeing as well too through the overall growth projectile for any student along the continuum we would want them to grow where's my next learning spot and we'll have a better data set honestly the state data just does not >> doesn't do it okay and I know we also have a small data set and so sometimes the look at those populations they're so small it

139can percentage wise can look very skewed versus >> and that's why you know if it's an n less than 15 typically wouldn't share that right? >> You know, just Okay. Yeah. And so with that piece, we should be able to be better apt in the future to do that. We just don't have the capacity right now, >> but the systems we put in place, the trainings we put in place. And so as we kind of sit here next year and we look at those knowledge and skills, if there's a particular area of interest, more than likely, we'll ask our uh you know um um Maggie will come back and then probably uh uh Mallerie will come back and it'll be that next iteration version of that. >> Yeah. Okay. just felt like it was a

140part of our it's like knowledge and skills but also I think thinking about that e equity >> yes >> piece. >> Yep. and and that's the part we definitely want to ensure that all students are growing on the trajectory where they need to be >> and so wherever they came in today it's are you getting into the next spot >> and and I will say a lot of our discussion today with the with the CI process was like what more do you want to know that demographic data came up again and again and so it will naturally >> be part of our process as we turn key this um and certain tools like the NWA which we were using for today's experience offer that very easily like you could keep clicking and see more and

141more layers of nuance to the data >> right I guess that's what I'm you know I understand the state data can be a little misleading for lack of a better term also >> potentially but you have to look at those demographic subgroups that you're talking about that's like our responsibility and that's part of the conversation >> cool good to know >> thank you >> yeah I'm done promise I think it was a great discussion tonight absolutely So >> that there's no more for questions, comments, we will turn to future meetings 15.01. So as we've discussed, as Lisa mentioned, March 12th, we will be back here at 7 PM at the uh high school for our board of education meeting for more of our budget discussions and um >> LS developments. Um and then Friday, March

14213th, a sustainability committee committee meeting will meet at 8:15 in the district conference room. March 19th, we have a potential board of education meeting here at 7 p.m. in the high school. Uh followed by the next week, March 26, uh 7 p.m. board of education meeting here in the high school. And then March 27th to round out the month, our policy committee meeting will be at 9:00 am in the district conference room. Um, and with that, I turn the floor over to you. >> Sure. Thanks. Um, just one thing I, you know, I think we had was a little snow that came this week in case you didn't see us. Um, just wanted to update on our calendar a little bit there. So, um, we do have, you know, some built-in days that will address

143some snow days in the year this year. So, um, so obviously this would we've had five snow days this year. Now, um, what was unique that we heard this week and was able to confirm again today that on Monday that snow day actually was across the state identified as a um, uh, didn't impact your student attendance. So, from a state level, basically a a free snow day, I guess, whatever you want to call it. So now in essence for our calendar we're snow four snow days which we've got built into the system. So at this point in time we haven't impacted any of thing like the spring break and we also have the Tuesday after Memorial as our weather reserve day. So if we have another day that weather reserve day will be the first

144one to come off because of that day from the state that was kind of uh waved then we didn't have to use the weather reserve day as of yet. put a note out to the community tomorrow on my Friday note just so folks can see that we got this date from the state Monday the 23rd doesn't impact us. So we still have that weather reserve day to go yet after the Tuesday of Memorial and so that's where we're currently sit right now. So uh spring break is as it is on the calendar right now and so that's where we're sitting there but we know we'll get a note out to the community tomorrow. >> Thank you. >> Somebody want to make a motion to adjurnn. I will >> motion by Carolyn, second by Bill. All

145those in favor? 6. Thank you.