November 6, 2025 KLSD Board of Education Meeting

001Good evening. It is November, November 6, 2025. Uh, welcome to the board of education meeting. May I have a motion to return to public session? Motion by Bill, second by Carolyn. All those in favor? 6. Thank you. Uh would you all join me in 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. I'm afraid I'm going to mess up the words. Hudson, we're going to start with you tonight. How are you? >> Good. How are you? >> Good. >> Okay. Um, good evening to all the board members, district officials, and community members present today or listening on Zoom. This past month has seen the continued success of block

002scheduling at John J. High School. Now that we are back into action, we can truly notice the stress that block scheduling has alleviated for students. It has fit perfectly into our school and students are very grateful for it. John J congratulated five students for being named to both the area all state concert band and the area all state orchestra. This is extremely difficult and impressive to achieve and it showcases the wide variety of opportunities offered for students here at John J at the high school. In other news, on October 22nd, the business marketing class went to Metife Stadium. They got to meet with the New York Jets executives and learn about the marketing and sales side of running an NFL stadium. Students also got to enter the locker rooms and see the player setups. And

003while the Jets may be having a rough season this year, students did know that they loved being immersed in the business and the stadium. Uh we had our red ribbon week on week on the 277th and this included Halloween falling on the Friday. Almost every student was wearing their costume this year which de truly demonstrates the supportive school culture at John J and it aligns with the KSD 2030s plan of belonging and well-being. The middle school similar similarly to the high school underwent a schedule change this year. They now have an extended lunch which allows for more time for recess and lunch and students noted um enjoying having the more time to relax and socialize. The middle school also introduced a new ambassador program. Each academic team has ambassadors along with the art and gym

004classes. These ambassadors are voted upon by their peers. They attend student council meetings and are responsible for posting pictures on thrillshare for their teams. Uh they will also help lead team um events throughout the year. The new ambassador program provides opportunity for student leadership development, aligning with the vision 2030 plan of learner center leadership. The middle school student council also started up their snack shop yesterday, November 5th. They sell snacks a few days uh a week at the school and they're entirely operated by students. Uh with the funds last year, they bought two benches for the courtyard for $800 and they donated donated $700 to the green team to purchase plants. Uh JJMS also got to meet Koko, the new therapy dog. She'll be at the school as a resource for students when they feel

005stressed or need a break. Um having Coco at the school aligns with pillar 5 well-being. Looking forward to upcoming events at the high school. The seniors will have their senior portraits taken on November 7th. Somehow the fall sports season has already ended. So winter varsity and JV sports will begin on November 17th. the on the 20th, the fall drama will open up and the art show, which is an opportunity for students taking art classes um to showcase their work, will open on the 20th and seniors will be inducted to the National Honor Society on November 24th. JJMS will open this fall drama, The Two Faces of Hamlet, on November 13th. Uh there are two acts, each with a separate cast. The first is a retelling of Hamlet, followed by a comedic version. On November 25th,

006the preseason meeting for middle school fall sports takes place at Metal Pod. The NPES PTO started their book fair today, November 6th, and it will run until November 27 November 17th. The Increas Miller PTO will host the fifth grade bingo night on November 13th, and KS will be having the annual fifth grade Thanksgiving parade on November 26th. Uh during the parade, fifth graders get the opportunity to speak out in front of the school for many of their first times. Following the break, all schools have an early dismissal on the 26th leading into the 4-day Thanksgiving break. Altogether, it's been a very successful month at all schools. Two months into school, it's essential to highlight the success of block scheduling at the high school. This is attributed to both our teachers for adapting their curriculum and

007to students for embracing the changes. We are looking forward to continuing the success throughout the rest of the year. Thank you. >> Thank you very much. We can really tell listening to your report that you've been working a lot with Rey and bringing everything back to our pillars. I don't know if it's resonating with everybody else around the table, but thank you. And as I few minutes, we've just been through our own exercise of that. So, um I like that you're connecting what the community wanted to see um in our school um to what is actually going on. So, it's very helpful. So, thank you. Um board and board committee reports. Uh let's start with audit committee not didn't meet right. >> Mhm. >> Uh finance. >> Finance. Yes. We met uh at the end

008of October. Um had a very lively detailed conversation. >> Um uh great group of dedicated volunteers on our committee which is really really great to see. >> First off our healthcare. Uh we talked about potential 10% increase in the district's healthcare costs, roughly $3 million impact um and explore possible solutions. Uh we need to honor our contracts with the three bargaining units and um we're trying to find ways to manage all these rising costs. Lisa has researched P and W Boseies um but the the buy in is millions of dollars and is not really an option for us. Um, we're also in touch with NBEST, which is another prov potential another provider. Um, but they're not a viable option either just yet. So, we are kind of stuck where we are. We're we're looking at

009other potential options, but there's not a lot we can do at this point. Um, second, the building condition survey is underway and will form the basis for our new 5-year capital improvement plan. Um, we expect it to be completed January, February time frame. Um we also discussed how to prioritize and finance um the resulting projects that come out of that. Uh the good news is that so far there's no level one issues uh which have been identified which are you know major safety um infrastructure issues which is good. Um and finally uh we're charged with developing a comprehensive long-term financial plan forecast. Uh this will help the district anticipate and plan for potential financial challenges that we might have in the future. Um we review the major components of that plan and we expect to

010have a fully developed plan by the end of the school year to present to the community. There we have it. >> Thanks, Phil. >> Um facilities burgery. >> Sure. Well, maybe it's a good segue because similarly in the spirit of looking for cost savings. Um, very exciting news thanks to Lisa's very hard work. The EPC has been approved by state ed. You'll remember at the last meeting we were really trying to do this in short order. And so, thank you and that's wonderful news. And now the RFP has been released for lease financing. And all of this is really on track for a 1231 um completion to to be in in place by 1231 which is very important. Um with regard to our bond work, the B-wing as we know is done and has been

011celebrated and is being enjoyed and now we've started working on the C-wing. We anticipate completion of some C-wing milestones in May. So we're going to be living with this construction for a little while. the front of the high school first phase should be completed relatively soon, end of December. We're hoping um completion of phase one and then um ultimately, you know, we're looking at the end of the school year into the summer for more full completion of the front and the enclosure and the new driveway. So again, we're going to be living with that construction for a while. Um, as was mentioned at the last meeting, but the last time I reported out, we're anticipating that the KES vestibule is going to be under construction during December break. >> Okay. >> We need a little

012bit of time for that. And otherwise, it's just really punch list items in the other buildings. So, we're in really good shape to um bring to closure what we need to bring to closure by the end of the year, which is very exciting. >> That's great. Um bids are out for a water um project at Meadow Pond and the tanks here at the high school and we're already doing walkthroughs. We're very excited about contractor interest and we hope to be bringing some um proposals to the board at the very next meeting November 20th for approval. >> Great it for facilities. >> Thanks Marjgerie. >> Thank you. >> Um has not met but we're going to talk more about ales tonight. Parent council liaison. Um we have not met since our last meeting but we are

013meeting tomorrow. >> Great. >> Uh policy committee. >> Sure. The policy committee met last Friday Halloween and had a very good conversation looking ahead um to think about the policies that are important to our administrative colleagues and our staff. And so we now have a plan for the rest of the year. So, while tonight we're only bringing you one policy with very minor proposed changes for first read and we can look at that during the consent agenda if anybody had any questions, um more policies will be forthcoming in the future because we have big plans. Great >> sustainability meeting in the morning. >> Oh, good. 8:30 a.m. >> Yes. >> 8:15. >> Oh, 8:15. >> I think you guys win the prize. Sure. >> Um Marjorie, NISBA and Westp. >> Sure. Thank you. Um primarily

014Westp and NISSBA are really focusing right now on finalizing our advocacy platforms. Um so you'll be hearing a little bit more about that in the coming weeks. And just looking ahead to next week, we're really excited about the annual dinner at Tilly Foster Farm. And I know Kona Leisboro is going to have fantastic representation which is very exciting because the featured conversation if you will it's going to be a Q&A um kind of a mini panel conversation about education in an era of artificial intelligence and we're going to be hearing from Lou Wool one of Ray's colleagues who's currently the president of LHCOSS the lower Hudson Council of School Superintendent and Ellen McDonald who is the executive director of the Lyric and I learned a former math teacher here in Katona Lewisboro at the high

015school like 30 years ago maybe. So very excited to meet her. I've I've not met her. I didn't know whether anybody else around the table maybe had, but um yeah, I read her bio and it's right up there on the lyric. She's the executive director and she's former math teacher here. >> It's and it's always a great meeting. >> Yes, it should be a lot of fun. >> It's Thursday, a week from today. It's the annual dinner and if you'd like to go, please let Kim know and she can help register you. >> Yeah. Tilly Foster, they put on a great spread, but it's you get to um meet with other colleagues from across the region, >> regional dinner, so it's always a good one. >> Uh district safety committee, I don't think we've met.

016Uh ERGC, that's >> we meet uh in early December as >> Okay. Um food services committee, not met yet. and uh special education. We haven't met again. Um I think we meet again in December. Yeah, I think we talked last meeting about what a great turnout it was and what a great meeting it was. Right. >> Yeah. Um board announcements. Anybody have board announcements? Um I know Chris will be here and do you want to share your during your presentation about where we are with our fall season? I reached out to Chris to get some things not knowing he was here, but I'll let him uh share the great news of our seasons himself. And so without further ado, I think we'll move into our conversation on Louiswis Barrel Elementary and welcome H2M to our

017board table. Thank you very much. >> Yeah, thanks. So, thank you. So, I'll go ahead and have our team introduce themselves here. So, it'll kind of be a conversation with our colleagues from HRM, myself, and Lisa. We'll just kind of kick it back and forth here a little bit. So, um, some pretty powerful stuff we're going to share here in the next short period of time. So, just want to kind of get ready to I have not obviously been here to live through the experience of where we've been as a community. And I do believe though that what I'm generally starting to hear from some of my new colleagues in the area and some of our families that this will be an an exciting opportunity for our community and for our youngest children coming on

018board. So, I'll add Mike. Okay. just in yourself and the team and then we'll jump right in. So, thank you, sir. >> Thank you. Um, thank you, board. It's a pleasure to be here tonight to provide an update on uh where my team has been over the last few months looking at Lewisboro Elementary and to um discuss kind of some of the options and and and some ideas that we've discussed with the the the facilities committee as well. Um, with us here tonight is myself. My name is Michael Anteir. I'm an engineer with H2M Architects and Engineers. uh been with them for about 20 years. Um next to me I have Brian Paddock. He's a senior architect out of our uh White Plains office and I have Kevin Medler who is a studio director and

019a senior architect um out of our Westchester and our Melville office um at at at this point. Let's see if this works. There we go. Um so just a a very brief update. I'm I'm happy to answer any questions at any point during during this. Um uh just a little update on who H2M is and really a short story. We're a multid-disiplined architectural and engineering consulting firm. Um we've been in business about 93 years now. And uh we really have every type of architect and engineer under one roof. Um with the exception of I believe nuclear engineers. Um so we really Okay. Um so we really have everything under you know we like to say one roof. We have a number of offices throughout uh the really the eastern uh seabboard. We are uh prime

020our headquarters in Melville. The offices that are serving Katona Lewisboro are really out of our Westchester surf and our Melville office as well. >> Uh the team that's servicing everybody. Um so just to talk about the the conceptual process really that we what we have been through. Um we started out uh doing a couple highlevel walkthroughs. Uh at first we walked uh the entire building with Mike uh the facilities director uh to just get uh you know a little bit of a learning experience on our end to to learn about the issues that he's currently having the bu with the building to get some ideas of what some of the communication has been uh across the district. And then uh we took an independent look at it with a team of architects, a team of

021a bunch of different types of engineers. Um and we came up with um really three three concepts. At first, you know, we looked at it and we said, "This is pretty straightforward. We have this area that's in pretty good condition um that it would really make sense. It's a newer a newer part of the building. this really would make sense to keep and let's put some costs together to ren to renovate this area while kind of decommission decommissioning and also demolishing other certain parts of the building which made sense and I'll I'll get into some drawings in a second. Um after we looked at the first concept we kind of took a step back and we said you know we think there's more opportunities here so let's let's let's let's go another step forward and

022and let's try to test out a couple other concepts that we have. Um, and we did we we we had a second concept with which we tried to really scale back the dollar value and try to demolish as much as we possibly can while maintaining some of the area for potential UPK but also maintaining some of the building so we just wouldn't have to potentially demolish it. Um then we said, "Wait a second, there's another opportunity here where we have some of the infrastructure currently available in part of the building that's slightly older than a part of the other building, but let's cost this out and see where this kind of would would leave us and and and and what kind of potential impact it has to the site and to the building." And that's

023really where we landed on concept 3. And the reason that we continued and we presented concept 3 is because it's not the most inexpensive option of just decommissioning or weatherizing your building, but it really provides the district with the most flexibility without demolishing the entire building. It actually keeps a good amount of your square footage while being really as cost-effective as we possibly can, but also providing you not just for the UPK that you're looking for right now, but some additional spaces that can be used for other uh other uh programs that can be decided at a at a later date, either for community usage or expanding part of the UPK program um and some other uh community programs potentially. Um what we also did then you know as we were we were talking it

024out we said well the community in the district also has to understand that there that there is a cost if we decide that we really don't want to do anything. We want to leave the building there um but we want to kind of protect the building. So if we decide to do something in a number of years that the building is not completely um beyond repair at that point. Um also there would be some safety concerns. If you have a deteriorating building, you need to make sure that you're securing the site or potentially fully demolishing part of the site. So, there are some associated cost with what with with what we're calling doing nothing. Um, and then we'll talk about the next steps a little bit more. Um, the next steps would really be continuing

025to develop what we have uh presented in concept 3. Um, you'll see right now we're really just using the existing floor plan, but the next steps would be to present an actual floor plan based on the curriculum that we would that we would further discuss. Um, and then we would agree to this general concept and then we would discuss the funding options and a potential timeline as as we proceed. So, right now on the screen, what we're showing is just a a very high level um overview of the existing building. Um, the way that we broke it down is uh primarily into the age of construction of the different areas. I know that there's a lot of information on this on this on the screen right here, but uh essentially it's area A in the

026top left and it kind of follows it around to B, C, D is the green part in the middle. Uh E is the big part on the right, F is is in the in the purple is is the area that the town is currently using. And then H is the existing portables for the police. And uh area G is shown off to the side a little bit. That's actually your utility room that is below um area E. Um and as I as I go through uh toggling between this and the next slide, you'll see where concept uh three ultimately landed with us with keeping certain portions of the building while demolishing other portions. Um and the summary key that we have on these screens does maintain as I toggle through back and forth. So this

027is now where we would land with proposed versus the existing. So you could see that um we are demolishing it is uh areas B, C, and H are completely demolished while we're leaving uh the gymnasium which is uh was constructed in 2004. It is in great condition so we're keeping that. Um we're keeping the green area in the middle. That's area D just because it's it is fairly newly constructed in in the mid90s. Um we've kept area E which is which is on the right side primarily as the area that would be used for UPK. Um and the reason uh that we ended up keeping that area is because of the existing infrastructure. Uh the the the classrooms are currently sized adequately for for for universal prek. Um and a big cost that we would

028have incurred if we tried to use other portions of the building is the in-class bathrooms that would be required for UPK. Uh this area Each one of these classrooms currently has a bathroom associated with it. So your infrastructure is already there. Um there's also uh um an area away underneath that building which helps with any new uh infrastructure or utilities that we have to replace to bring into that into that portion of the building. Um so the summary key if this does get get distributed the summary key on the top right um basically just gives a very high level summary of what we were planning to do with each space. Um we're also showing a potential um uh either covered walkway or enclosed walkway between the student used area and the existing gymnasium. um there's

029some flexibility that during a design process we would determine where uh that connection point would would be the most uh mo most efficiently located. Um what we've provided now on this sketch this is again concept three sorry um this is this is a very very high level aerial um we wanted to do kind of part of a process here is to show what the existing site would look like with the portions of the building that remained. Um there was a large request to see if we could fit in a soccer field, which we were able to. Um in in in the area that would be partly demolished. Um and then with the front entrance way and the and the wall and the and the and the the driveway and the parking areas. Um that's really

030it's very highly conceptual at this point. Basically what the thought is is that we would have it we would have a a loop a traffic loop. So the drop off area um would bring the students very close to the building into a plaza type area and then we would maintain something like the existing traffic flow. You'd have a smaller area for your handicap or visitors um closer as close to the building as we possibly can and then a larger parking lot uh for for staff. Um the big takeaway from this drawing is that there really is flexibility with the front. I know we're showing um paved areas. Uh ultimately what would decide what the the the that area would look like would come down to our survey. We'd get our survey, our utilities. Our survey

031would tell us elevations. It would help us with our drainage and then that would really help us to paint a picture which would make the most sense. But at a very high level, we would have a roundabout or a drop off very close to the main front entrance and then a couple ancillary larger parking areas. Um so when we when we go into costs um this is a cost uh uh opinion that H2M put together based upon um a number of different items. Uh a number of it is from recently bid projects that we've had internally to determine associated costs with um you know roofing demolition and then general interior renovations. Um we then do a takeoff based on a on a square foot basis um with a number of these items and then we

032also add in individual line items for certain other things that we know are included like additional paving work or additional playgrounds for for certain areas of the building. Um there is a a detailed spreadsheet. I'm sorry I didn't I didn't I'm chang I'm changing on my screen like everyone can see. So um there is a very detailed spreadsheet that's behind this one. We're really just giving the overall project costs. Um, another item to um, explain when we go through project costs, project costs are they include the hard cost of the project, which is what we would expect to physically pay the contractor for his labor and material, but there's other costs that do unfortunately drive up our overall project costs. Um, what we have included in here, uh, we have a 10% for our general

033contingency on our bonds. That's just what the contractor is going to have to pay for his workforce. Uh, we include a 5% design contingency. That's kind of a a little leeway for us to because there's a lot of unknown still. So, we have a 5% included for that. Um, we do have an 8% escalation included in all of the numbers that we're presenting tonight. Uh, and that assumes that it's going to be about a 2-year process out of 4% per year. Um, that is one of those items that, you know, we don't have a crystal ball. We no one no one can tell exactly what escalation is going to be like. Uh, I would we right now we're seeing escalation lower than that. So again, we do think these numbers are a little bit conservative.

034Um, we also have a 5% construction contingency. So that's for something that we come into an unknown or an unforeseen condition during construction after the design. That's once the contractor's in place. And that's 5%. Uh and then we have an additional 12% in there for what's called your soft costs. Uh that's for your architect fees. That's for your uh construction management fees. That's for your environmental testing costs. That's for your attorney fees and any and any external marketing costs that the district may have. So after that we wanted to put together kind of a highlevel general cost that that we called uh really that do nothing and and really what's included here and um across the board on on most of the portions of the building we really have your weatherization and your maintaining. So

035that is your cost for a new roof across the entire building. Um that is a cost for your facade work across the building to to to really maintain your weather tightness. Um, it includes some minor mechanical upgrades and then it does also include your cost for demolition. Um, so your hard cost in this case, we're we're right about $5 million for the cost to uh for the hard cost to really just try to maintain and protect that building for the long for the long term. Um, and then built on to that is about another 20 or so 20 30 almost 32% for your contingencies and your associated project cost. So that that's that's what's driving up that number from $5 million to a total project cost of 7 million. So then if it's all right

036on this piece, we'll kind of pick that slide up there and I'll have Lisa walk this through a little bit as as far as what would be that uh average tax impact. Leman. >> Yes. So we had our um fiscal capital market associates, our fiscal adviserss run just some scenarios for us if we were to borrow the amount of money that is proposed on um on the last slide of the presentation. And again, it's a lot of this is so theoretical because first of all, we um would have to go to SED and have a reassessment of the building as far as building aid units are concerned because the building is rated for as an elementary school. This is UPK. There's much smaller C class ratios. It brings down the building aid units. As we

037know, our building aid is also at is pretty much as low as it can go, but the building aid units are um would also affect that. But so we um and we don't know which portions of it would beable in terms of um you know we we assumed about um about 60% of it would beable. So what we did is um we took um the average home value and how we calculated that was not all of our taxing areas are at 100% um valuation. So we took the estimated average assessed value divided by the equalization rate to get an average home value. And then so we used that to calculate what a monthly tax impact would be at the peak period of borrowing during um during u the you know during the phases of borrowing.

038So it would be a 15-year borrowing. So that would be around 2033. So the impact would be in our lowest in our largest area would be approximately $20 um uh a month a month and um as followed by um se you know 1725 in Lewisboro and then North Salem at $10 and Poundidge at $26 um so that is again it's all you know very high level but it's just you know um the best we can do with the information we have at hand right now. So Just to clarify, this is not for the do nothing scenario. This is for the do >> this would be to do the project >> to do scenario three concept three and um to renovate and create a UPK. And I think actually so on the next slide I believe

039um we can see right now we have this line if you ever look at our state aid runs you'll see this $820,000 um $800 on our state aid runs every year and that is our UPK allocation from the state is only accessible though it's not true state aid because it's only accessible by reimbursement of actually running the programs until um prior to last school year we um we're not able to operate UPK programs because we don't have space in our buildings. We did put out an RFP. The finance committee, thank you finance committee worked and um wrote some RFPs and um specifically for a community based organization to work with us to operate a UPK program in their own space. Um so this is the second year in which that is happening and this year

040we were able to add some more slots. This year we have 44 students in our UPK program. So, we're utilizing um $237,000 of that $820,000 allocation, but we are still leaving $583,000 on the table, so to speak, because the state actually um has calculated um 100 uh allocation of 152 students at $5,400 per student. So there is again that allocation of the state to actually provide the services but we you know what we need is the space again because that is you know we were kind of maxed out in spaces so >> and we're turning away community members because we have to run a lottery because we don't have enough space. Yes, Lorine. >> Thank you. That is it is uh quite a number of individuals of community families who are turned away because it

041is there's there's a high demand for it and a high and a great interest in the program. Um so it's so probably twothirds roughly of of the applications that we receive for the uh the lottery are you know turned away. So >> and then just on the next slide here what we were trying to show in general of the slots that are used and that are not used. So basically less than one/ird of those slots are used like Lisa was describing there. And then just on the right hand side, the relative conservative range if you were to go ahead and uh bring one of your little kiddos to a preschool program now be approximately between 12,000 and $16,000. The reality is that would now turn into savings for our KSD preschool families and that basis.

042And then the reality is is if you look at an annual basis, we get a hundred hundred more students into this space, you're looking at trading, you know, a little over a million to maybe a million and a half dollars that you would commute to saving on an annual basis. So the other thought here I would anticipate is that as we would hopefully be able to provide even some uh um some jobs in our local area, we're looking obviously at uh teachers that would be going into these different classrooms and supporting and teacher aid support. So the reality of this really in a lot of different ways adding to um the community in that regard and then obviously from the overarching spot of just the overall value of community property and those homes in that

043area as well as the ones in the larger group. So um with where we're looking at right now we would see certainly expenditures to make this happen. The reality of though also the ongoing basis here about saving for every single year those UPK families that would come forth. What we would anticipate is that if some families like is this case now where they're typically referenced as wraparound so if it needs more time in the morning afternoon that would be a piece there and some families don't. So it just depends about you know is that 5 hour day roughly worth you not or do you need that wraparound? So again, even if we looked at those wraparound dollars, you're talking about um this is looking at a typical number. Those wraparound numbers would be even higher.

044So again, the general idea of showing that um for the investment in the community, I think what I'm understanding is a very clear commitment to the community of of kind of protecting and preserving that space. And I would say Mike and the team have done that well over the years. The interior strength of that building is very good and and like Mike and the group said before, very solid in there. Roofs do have an end of life and we are there and if we're going to stay with that commitment and protect that, the do nothing is take care of that roof and weatherize some things that are just old and or we look at going as said and taking it down and bringing it back up to actually a useful purpose for the children and

045our schools and stuff. So, I just we wanted to highlight that component there well too. So, and potential community space too in the in the existing library area with the beautiful skylight in there. >> And I think that's a really good piece. I know as we kind of get a little bit later, we'll go back to that map and show where that library is and show where the gymnasium is. And there's a lovely art room that will be maintained through that space as well too. So there are many many good opportunities for us to be able to use that. And then also think about just um areas when we look at be you know um evening activities, weekend activities, um school break activities and things that really can be used as a multi-use space out

046there and even a new uh you know uh not a full competitive athletic soccer field but for the younger kids absolutely and so there's going to be just a whole abundance of opportunities we could use in there >> and even a good practice race. I know that, you know, our sports programs are flourishing and it's, you know, it's a juggling act to find enough time to get the kids on the fields. And I'm not sure what Hudson would say, but I think maybe at the senior year experience might not be a bad place to go and kind of do that senior year experience for some of our seniors since >> opportunity. So what I'd like to do is shift and then we'll probably go back to some of the schematic. Okay, Mike, just a anticipated

047project timeline here. So >> can I ask a question first? So when I look at the screen, I know that there was a conversation about the soccer fields. Do we have the overlay somewhere about Weren't we using field space for some of the solar panels? >> It's the other side. >> Yes, >> the other side. >> Yes, it's a lower I believe Mike's there cuz I am. >> It's over here. >> You can't even see it on here. It's on the other side of the trees. It's a lower field. >> So, it's like way over there. That was already >> and and all the space that we were using on top of the building is still structurally staying there because there were spaces on top of the building that we were using as well. are

048only doing ground mounted at least because the um because the roofs are not suitable for >> and that's a great thought cuz if we so chose we may come back for a phase B of putting you know those those um um panels on top of the new roof. They just can't just go up there now. But we could come back later and do another phase B with more panels that could go on top of that roof when it's done. >> Okay. >> I got a question. Yes. Um >> what are the hours of UPK? So typically you're looking at a 9 to2 9 piece 5 hours and that's like right now. So some parents do what's called a wraparound before and after school and some don't and so it' be the same space in here

049that we would provide that opportunity. >> Also would be exploring where perhaps we would partner with uh Boseis uh more than likely but for special education for preschool children that we would be able to have that in that space as well. Um, so you know, you would have maybe a student or two from the tunnelist yet we'd be able to bring other students into this space and then that allows a you know a little bit of revenue to come to the schools for that work. Um, but it also does allow for our families not to have it's very difficult to find that program to go to go a pretty good distance to get that piece. >> We learned from Eiley some families are going down to Rockland. >> Yeah. >> So these young children an

050hour each way. >> Yeah. Yes. >> And in terms of you you mentioned revenue. So >> I know that one of the big things in this community is having space recreationally like this has been one of the biggest complaints with having lees sit there right is a lot of people say why don't we have >> I know a lot of families like myself we actually pay to go to the rec center in in Ridgefield. Um so I think I heard we have the library. Are are there plans to be able to use this space? Are we going to find ourselves where because we're using this for UPK, we now can't use this space for other things out outside of ours? I'm just >> No, honestly, I think that's a partnership we'll continue with the town

051like we do right now while we're in the project that yes, we'll have to kind of have the full access to the space, but bringing that gymnasium back to usage for the community in those areas. >> Honestly, the library is wonderful. So, what options can take place in there? And then we anticipate maintaining the art room. It's a little different design there. So again, partnering with the town really, it's really during the that that relatively shorter period of time, but let's say we finish at 6:00 in the evening. There could be evening opportunities that maybe are in the air and on the weekend stuff. So um I would say it absolutely presents a lot of opportunities for the for the overarching community and and the reality of looking at this space of where it is

052now and before. Again, I would commend the district for maintaining the structure of it over this 13 years, I think it is roughly now, internally cuz if we didn't do anything or touch it, we we'd be looking at a even higher price tag to just it's basically the roofs that are done right now. So, yeah. >> And there's some great playgrounds in the back that are fairly fairly new. And there was also a obstacle course nature trail system that, you know, we maybe be able to convince some community members to help bring back. you know, it probably needs some pruning by now, but it was um a really wellused space. So, there's a lot of opportunities there for some outdoor. >> There's always been a ton of opportunity there. That's why I just wanted to

053make sure that we're keeping it in mind when we are using this space because it's been a big ask of the community. >> And I I agree with you. I think key parting here too is now we're back up. We're code compliant. we've taken care of all those elements and so we've got all of the updated systems that we need like fire suppression and all those kind of things. So now we're actually in a spot where we can kind of use it more in that regard where uh really we were not able to do that when it was kind of for the most part malled. So, >> so the next piece and as Mike spoke before and I'll bounce back and forth here a little bit is the first piece is you know the summer

054of 25 that's where the team got site visits and then now here's looking at a little conceptual review kicking over to kind of our committee that was doing this work and then looking at kind of that October area where that little bit of scope review. So tonight, not specifically this date, but the idea is that if we're able to get that head nod, then we be start moving through some of those things relatively at a brisk pace. And so I'll turn that back over to Mike kind of in that December time frame. >> So the way that uh we put together the schedule was really looking at our our important date of September of 2027 to be our completion date. That ended up being the goal of when we could put students into the building

055and fully use the site. Um, at first when we heard that date, we took took a step back and see where it that's very it's very intimidating. It's very aggressive. But then we said, well, let's let's let's put it let's put together the schedule and see where it works out with what we know uh what it takes us on our design side, what it takes our environmental team to go through that that the secret or the environmental process, what it takes to get through the bond process, and then what it takes for the construction. So we're looking at um you know an approximate like 13 to 14 month time period for active construction. Um the benefit that we have is that the site is completely usable for construction. We're not trying to phase anything here

056or trying to maintain existing operations. Once we get going we can really have them move. So so so realistically a 13 14month window is is realistic for that type of construction. And then we really worked back from there. Um, and where that puts us is, um, in January, we're really pretty far along into that that environmental or that SRA process where we're, um, putting information in front of the board and we're having the board um, accept the role of um, being your um, um, what's the term I'm looking for? Your lead agency, I'm sorry. Thank you. Um, where the board then takes on the lead and that that's more of a formality. The state requires the board or the district to become lead agency. although we end up performing all the due diligence for you

057and we put it out to anyone that potentially would have any interest in becoming the lead agency to notify them. Um, so that's really in January and then in in February is when uh the board would then have to agree to go out for the bond in May and that we would accept the secret determination from your environmental professionals. Um and then after uh it's been publicly announced that the board is holding a v a vote in May, that's when we would um you know, as a team put together the public presentations, you know, it's you know, anywhere from two to five plus presentations. That's that's up to a a a kind of a schedule that we put together. Um and then the the vote occurs in May. Um our goal is to be pretty

058close to done with a design at that point. Uh in order to make that September of 2027 substantial completion date um that would require us to be pretty close to be completed with the design. So once that funding mechanism is in place, we could then submit it to the state for that permitting process. Um the benefit that we have with the state right now is that their review window is significantly lower than it's been over the last 15 years even. Um, and we're even a little bit conservative with what we have in here. We have a a 3month period for their review. We should be able to condense that a little bit more, providing us with some extra time for bidding and hopefully to start construction. Um, that's really the schedule at a high level,

059but but I'm happy to uh answer any questions that that anyone might have on kind of the scope or the the pricing or, you know, any any anything that's more general. Are you saying about half of the building? A half of the I mean is it? >> Uh it's a probably about 23. Yeah, we can show you the exact square footage, but yeah, it's probably about 2/3 of the existing building does get saved >> along with the tile wall. >> Along with the wall, >> thanks for adding that picture in there. That brings brings back some warm fuzzies. >> This is really exciting. Thank you. I had one clarifying question about the tax impact. Yes. >> Just wondered whether that projection takes into account any debt that might be falling off or whether those numbers

060could be mitigated at all if if if there's other debt payments that are rolling off where our taxpayers would be saving a few dollars here or there. I was just curious about the timing. So the debt would be just spec it would just be the local share specifically associated with the bond to do this work. >> Okay. So um overall the debt um impact um really at that point um we would the EPC should be pretty neutral at that point and um when we would start making debt payments and our current debt for October 22 referendum 22 referendum would also be relatively we have done like the increases so really that would be the increases we do have debt falling off and Um I think it is actually the same year that we would make

061the first me just double check that. Um we have some debt falling off in the first year that we would be making some old debt falling off um when we be making the first payment. So uh not quite as much but still. So it's overall and it's important for us to continue to keep our debt relatively um we don't we don't want to go down in debt. it just really would not benefit the district. Um, long-term financial health, it's with the tax cap especially, it's very hard to get caught back up as far as being able to levy the amount of taxes that we would need to sustain the district and keep it fiscally healthy. >> And it helps our credit rating, right? Is that correct? You said it helps >> our reserves, keeping healthy

062reserves help our credit ratings and then keeps our interest rates, our borrowing rates low and our in our any interest that we possibly earn in the bank higher. Um but yeah, so the um but just as far as the tax cap um your capital exclusion is a component of it. So, >> and I also think Lisa was planning on working with I forgot who you're going to work with that widget that we had the last bond about where you could go in and put in and figure out your exact I think um that's part of the the plan so that people can go figure out their exact >> um >> assessment impact. Thank you. That's the right word. One other question about the design drawings, the existing versus the proposed. Um, in the proposed, I

063really liked seeing that corridor. That seems super cool because in the existing, I did wonder how are you going to get from the gym to these other demolished spaces. >> If we go back to the existing right before this, >> um, with area C, >> this slide doesn't say proposed demolishment of area C. So I wondered if at some point there had been contemplation of maybe not demolishing area C or if all along it was proposed for demolish. On the next slide it does say area C is demolished and it disappears. But I just wanted to clarify like was it always like is this a firm we're definitely demolishing C or was there some deliberation maybe maybe not on area C? >> So I think that that was probably a carryover from concept 2 because

064we did concept 2 really was trying to keep that existing cafeteria space. Okay. >> Um there was a a fairly significant cost associated with keeping it and it's an area that's not needed for for UPK uh at that scale, >> but thank you. We'll have that. We'll we'll fix that for the next one. Thank you. >> Thank you. But, you know, I really want to thank H2M for going back and taking the second deeper look because from the original conversations that we had from when um we had our first committee meetings, the thought was the part that we're keeping would be the part that would be going away. >> Um but from them taking that harder look and looking at the kindergarten first grade rooms with the existing bathrooms and then saying, you know, this

065really is in good shape. That's great. >> Um, and then it would have been more to retrofit the fifth grade wing to be appropriate. So, um, I just really want to thank you for coming in with fresh eyes because for two years we've been looking at kind of the the opposite may be happening. So, it ended up saving us money. So, we I really appreciate, you know, coming in with that fresh eyes. >> A little bit of money, >> probably about 15% more square footage >> and gives us another field. >> Yep. Yep. >> That's great. >> Lisa, just to kind of go back a little bit to the um the the the tax question, am I correct to say that when we look at our um debt servicing ratio as a percentage of our

066budget and we compare to our districts in our region, we're still even if we were if voters were to uh approve this, we would still be at a pretty low rate in terms of sort of we're still being pretty conservative in terms of um our debt. Is that correct? Yeah. >> And our our advisors um review all of that prior to, you know, and and and the same advisors are working with the EPC, the same ones with the 22 vote um budget and um so they look at all of that um is, you know, I send them all the information so they can an analyze it and run us a date a debt to aid ratio model to see what exactly the um it look like when our you know planning, borrowing in in time

067for I was actually doing the math as far as because your estate aid can't start for 18 months after SED approval and I think we'll be we're going to I was looking at that. So we're going to be it's and then I think we're about 13 months. So it's uh so um uh we'll have to look at that too. But um but yeah, that's just, you know, all of those as far as when the payments are due and um when aid flows in order to minimize as much as possible the local share to the taxpayers. >> Well, I think when there's a lot of families in district when they look at a timeline that says that they could be getting their little ones into prek and that everybody that wants prek by 2027 could get

068a spot, I think that's huge news. And you know, um, I think this is really exciting when we have a space that would cost a tremendous amount of money just to mothball or demolish versus having, you know, the ability to serve the community with this need that we know exists. Um, I think this is really exciting >> and bringing laughter and and life back to such a great >> elementary school. I that was my elementary school. So very uh near and dear to my heart and it's such a great place and um such a beloved community space. So I think it's going to be fantastic. >> Anybody else have any other questions? Any comments? What do you need from us? >> Just clarifying so feels like we have a head nod that we're okay to

069go ahead and move forward >> with concept three. Yep. Yep. >> So then the next piece is in two weeks we'll go ahead and bring kind of the official uh documentation forward to the board to approve H2M as our work to start on our pre-bond work here. So then they can start walking this work through that timeline so they can get to the conceptual design phases and start doing that. And then related to that in essence we've I think we'll be uh completing the work of ales as was originally identified so that that team will no longer need to be there. We will then shift that conversation over to the finance committee so that we can look at the bond long-term structure and things that so that'll be part of our five-year plan as we

070would go through that work. So we'll be kind of making that handoff from here's the purpose that the team's identified board say yep let's go find that forward and then shift that over to the um finance team so now that can be inclusive of our long-term thinking in that regard. So, we'll go ahead and and start that work and then we'll just keep uh plugging in here on a on a an appropriate uh brisk timeline and uh so we'll go ahead and get that done and um and then as we spoke really be ready in the spring to uh work with our PTOs and most often you know sharing out kind of some of this information certainly at the board table here and we'll go ahead and be meeting uh with uh you know even

071tomorrow we have a parent council meeting so we'll brief them very quickly about how we kind of came forth today and this is where we're stepping forward again with our parent council. One of the things they made very clear this year is that one of their goals is to how can we as parents support the initiatives the district is moving forward with and so this is obviously a large one. We would want to again as they always do an amazing job partnering with our schools and so how can we partner getting this information forth so um I do want to thank you three gentlemen uh again for being here this evening. I really appreciate it and uh came and I don't remember exactly when you said it but it stuck in my head. It's like

072where we're we got really good good bones in this part of the building that we're going forth with. So I I appreciate your insights on it. So thank you sir. I >> I'll tell you from an architectural and engineering standpoint I mean these are the projects that we love to do because there's great potential and there's a lot of options on that site and you know we're happy we are happy to be part of it. >> Thanks Mike. >> Thanks again Brian. Thanks >> have a good evening. Thank you. >> All right, board. So, I'll just go just a short transition here to our next piece here. So, as we get our technology shifted over where we'll be looking at uh the next component of our uh 2030 plan, you should have in front of

073you hard copy if you like. And then it's open there. Thank you, Kim. To uh pillar number >> Five. Yes. Thank you, Dr. Drake. I was just waiting. So, so uh >> no contest again. Well, you know, it was already open. >> So, uh, we'll go ahead and, uh, and then Christian's going to go ahead and join us here at the table and then so will Frank and then we're going to go ahead and walk through this part of our well-being component here. So, again, as you were very kind last year, we kind of gave a preliminary test of this theory. So, this is our next pillar. And so again, as we go through the presentation tonight, this is a sample of um kind of experiences and things that are happening within our schools. It's

074not an exhaustive ending list of this things. There's so many things that we're doing, but this is a starting spot. And so I'll go ahead and and see if we can get the screen to the next page. And who's got the Frank's got the ropes. So if you wouldn't mind flipping forward there for us. So again, Gordon and we just keep going, Frank, and I'll walk and talk. you'll see the uh mission vision and this will go through. So the book online and Frank if you just walk us all the way to the pillar there thank you sir. So again we'll look at left and right remember left and to the right. Left is really thinking inputs and structures and systems. On the right we're looking at what's the what is the expectation or that

075experience that we want from a learner that leaves our school district. So our inputs and outputs. So and then the next piece this is the area just highle demographics that we've spoken about. And then we'll keep moving forward. And so then that'll fit us into and we'll go right through this one. Collaborative educators. We already spoke back in the fall. And so we'll keep going past that one. And then we're looking at tonight we have well-being. So again, same structure, same feel. Uh you will see uh tied over on the your your hard copy here. You'll see each one of those areas with aspirations are identified underneath those areas. in some areas we'll hopefully our our um technology works saving and we have some actual video some student voice in there as well tonight. So

076so thank you Frank, thank you Christian for being here tonight. So I'll turn it back over to you Frank. Thanks sir. Thank you Dr. Blanch. Uh so I'm actually rather uh partial to uh pillar five is it speaks to the holistic approach uh to student development. So with uh well-being, we recognize that the social, emotional, and physical health of students is nurtured by leveraging our resources, ultimately building a culture of care. So when we talk about social emotional learning, we're really teaching students to better understand how they think, how they feel, so they can better manage their emotions, build positive relationships, and make responsible decisions. This form of learning takes place in many shapes like how our elementary schools engage students in schoolwide book reads. At Kon Elementary School, they read Big by Vashi Harrison,

077which follows a young girl's journey to self-love as she deals with negative uh images about her own body. October, Metal Pond read Herman Jiggle. It's recess, not restress by Julia Cook. Through this book, students were able to identify safe and respectful behaviors during recess and how their actions affect others play, leading to ways to solve problems at recess. At Increase Miller, they read a voice like yours by Frank Murphy as a part of bullying prevention month, which also took place in October, learning that children's voices have power and should be used to stand up for what is right. To add to this, our elementary social workers who are members of the building's clinical team deliver social emotional learning lessons in the classroom, ranging from zones of regulation to growth mindset. We want our students to

078be equipped with what people typically have called in the past uh the soft skills, but I'd rather call them EQ. So, the uh the emotional intelligence, those skills, so they have them, they feel valued, and they know that they matter in our community. At John J. middle school, there are series of wellness and gratitude activities that take place run by our school counselors and clinical team. Students create notes of thankfulness and gratitude while finding time to slow down during the busy days. This intentional pumping of the brakes is known as wellness week. And I will speak to this a little bit more in the next section. Next part, one of uh John J. High School's alums took social emotional learning to the next level by finishing first at the Tri County Science and Engineering Fair

079through our science research program. Hadley Court's project in clinical social psychology was centered around the studying the effects of mindful breathing and progressive muscle relaxation on patients with a breast cancer diagnosis at their pre-operative appointments. That's a mouthful. >> Wow. >> I had to watch that video a few times. But and and if you probably anticipating I'm about to say, her work proved successful in decreasing anxiety levels through the use of a digital platform that she created. >> Frank, I'm wondering if it's all right. Is Is this a good spot for us to see if our wellness video works there? >> We can. >> Is that work? Okay. And the team will try to get that going in the back for us. So, just as we go through here. So, um see if that one

080will go. Thanks, Frank. Right. to this warrior. Thank you. >> You're teaching lifelong coping skills there. >> That will go with those kids for a long time >> and then that's and that's part of the goal in doing that. So the skills that they are learning and applying in everyday school life, they move with that beyond uh our walls. Uh it is a lifelong skill. >> Thank you very uh bullet point to this section with the JCK Foundation. Uh you may have heard this organization around the county. Uh they've been have been our guests for the past couple of years and their work is geared toward our ninth grade students. So JCK works handinhand with students to address mental wellness and provide students with tools and strategies to have conversations with their peers about mental

081health. And so the next section, the balanced approach for uh learning and preparation for lifelong learning. Uh this is connected to social emotional learning because it's how we see the forest through the trees. In other words, it's having this big picture view of what we do. To work toward this, we have made some changes and built upon what we do well. So as you know, and we've heard this a little bit earlier uh from Hudson that John J. High School now has the block schedule and a community lunch. And fewer blocks each day, but more time within a content area has allowed our teachers to engage students on a deeper level, utilizing Socratic seminars, project-based learning as just some of the approaches to make learning student centered. The community lunch, even though longer minutes than

082what students were used to last year, has given them the time and space also thanks to B-wing being open to socially connect. So that that space has been really a benefit uh during that lunch uh during that lunch block that we have. Meet Pond Elementary School uh in their banner making blowout created a positive behavioral interventions and support system PBIS where teachers give students moose moola. Uh so that's their mascot. So when they see kind, safe and responsible respectful behavior uh the students uh then add that moola to a classroom jar. When it's filled, they have a celebration. Then they empty that jar into a schoolwide moola bin. And when the school's moola bin is full, they create something fun for the entire school. And last year featured a series on social media, KLSD gives

083back, highlighting the many ways that KLSD students give back to the community. Some examples of what have taken place include John J. High School's Lakota coat drive, collecting holiday gifts for children throughout uh through the community center of Northern Westchester, John J. uh Middle School's animal toy drive, and the elementary and high school food drives they have. And as I alluded to earlier, John J. Middle School's wellness week, and we just saw that video a little bit earlier, is tied to a wellness Wednesday. It is a group effort between our counseling team and our clinical team. And the week provides a range of activities that promote student wellness through yoga, chalk the walk, karaoke, sand art, and therapy dogs. In class, teacher-led activities uh uh about wellness include exercises and mindful conversations, gratitude, and how

084music intertwined with mood. And finally, each school has a garden or greenhouse so that students can participate in growing and learning about horiculture, connecting what they eat to the importance of caring for Earth. >> Frank, I think is this where we do the handoff? >> That's correct. >> So, my apologies for I got a little excited about the video. Sorry. just like I'm like sorry you know >> just referred back to it just close >> okay thank you sir and now to our uh director of athletics and wellness >> so the uh part of what you'll see unless Frank hangs me out to dry um so up there is we've been sharing our numbers and how how many athletes uh take advantage of our program and why it's so rich um and so it's just

085a good example of, you know, when you when you see 159 three sport athletes, that's student athletes really taking advantage of each of our seasons to uh really impact their overall experience here at John J. And um we're really excited about, you know, Lorraine, I'll touch on a little bit on the success of the teams and and and the what they've built and and how proud we are of them and all the things that are actually still ahead of us. Even though the fall season is coming to an end, we still have we still do have a team alive. Um, one of the things that we worked with within that and it comes down to that mental toughness piece within athletics. Um, we were looking for a way to how do we improve that within

086our student athletes, but then more importantly, how do we how do we provide them with tools for the manage? Because it's not just about managing, you know, the stress on an athletic field. It's also managing, you know, the fact that you're on the athletic field for a couple hours a day and now you have everything building up at home that you have to now go because you've made that commitment. You have to stay up a little later, work a little harder. All these things are incredibly important to our overall growth. But we actually teamed up uh Ray and I teamed up with a uh program out of Switzerland that um really focused on that. It was started off really off of tennis and soccer. Um, but really we were their first pilot. They came to

087the states last spring or really last winter and worked with us and we piloted this program with our girls uh lacrosse team for the first time and where they did specific lessons around um the mental portion of the game but also to look for ways to build their overall mental fitness. Uh we like to use that term mental fitness because unfortunately sometimes you can get a negative when you start to talk about mental health. Sometimes it looks to people often go to the extreme and we want to make sure our students know that this is you know such an important part of their daily life and that to be mentally fit is only going to improve you with everything that we're doing. And you'll see as we talk about tonight a lot of what we've

088built is tied all ties together with that. So this particular program, our girls took our coaches became the kind of the turnkey trainers within it and guided them through the program after we had that training take place. And we're really excited to say it was something that the girls really appreciated having it as a resource. And you know, from that pilot program, 86% of our athletes that took part in that uh experience rated it as very good or good. And so for a first time, first crack at this and it's also their first version of it in the states um which we were actually able to help them mold a little bit and are continuing to work with them was something we're really excited about. So one of the things that we did as their

089kind of their flagship program is we now have expanded a little bit just a little bit more. Uh so this we did our girls soccer team, our field hockey team and our volleyball team and through those experiences we found a couple of things that we need to work around because of the the fall season as you know is incredibly fast. Um and so we're working with them on tweaking a few things that we think will be make it that more beneficial for our kids. And the winter we're looking to move forward our boys and girls basketball programs as well as wrestling. Um, and then the spring we're going to move to our baseball and softball programs. Boys lacrosse will join girls lacrosse as well as our boys tennis program. So, we're really starting to move

090forward with it. It's becoming a staple, you know, within the work that we're doing. >> I know that the girls lacrosse team completely enjoyed enjoyed it last year and some of them said it was like their favorite part of the day. like they in the days that they had the be well program they really um took advantage of it so and so important >> video now. Yes >> all right so back we can get the video up in the front here. So thanks Christian. >> So this is Kate Condan then >> I've been really lucky to be able to be a part of this program. I think that it's so beyond important and I'm probably going to carry this throughout my life. I would love to become a psychologist. I think that mental health really

091matters and I'm just proud of the way that everybody on both my lacrosse and field hockey team has handled play well minds. It makes every single person on the team more invested. The way that it was proposed to us, the coach is just showing that they care because the whole thing is about mental health and it's showing that it's so much bigger than the game. And I think that's really really important. the fact that our coaches are recognizing that we are teenage student athletes that have a lot going on and they're here to support us and even give us a like tool to support us with. There is an acronym and it's soul and the whole idea of it is to like slow down and like let go of it. So you like stop, observe,

092assess the situation and then let it go. And I think that's been a really really important part of my year this like junior year. I've taken that into account and tried to like add that into my everyday life and think before I speak and assess each situation and see how I can play it out and like make it work better for me. >> So I think the most important thing the mo one of the most important takeaways from that is so in in sports we talk about failure right failure is common and it's your how you react to failure to to work that much harder and figure out why you're failing as opposed to the the the other. And so when you when you talk about how athletics impacts overall life and development, you heard

093the perfect example of you know it starts with failure on the field and how to manage that. So you turn the page and then you're ready for the next play. Otherwise it will it will everything will build what it'll happen again and then again you know it'll become a domino effect. And now you can take that very experience and then apply it like she said you know to her everyday life. And I think when when you hear that, you know, it's a it's a huge win, not just, you know, obviously for our student athletes, but it shows the importance of athletics and how it it crosses the barriers and really our kids take it with them. So really excited about I should have let her just go and just said, "Yeah, she could have gone."

094>> That was uh she queued that up really impressively. M >> you know one one number that really sticks out to me on this page is the number of athletes being 800. We have 8 85 in the high school. 885 students in the high school. So I'm assuming that this is a combined >> all combined. Yeah. Yeah. >> But that's so it's what maybe 1,200 in both schools. That's a huge number of our students. And >> one number that we don't have on here that you often talk about is the number of these teams that are scholar athletes with high GPA. And so >> yeah, we have a school of distinction just uh two years ago. So >> which was pretty awesome. >> Yeah. So these are high performing students that are giving back in

095tremendous ways and it's great >> and I think with Christian bringing on the play well minds that speaks to that element. And I think we heard it from our our young student there that this is on and off the field of competition because of of the press that our children are moving forward academically and athletically there too. So um and I'm I think you're hopefully all hearing the same thing as we now work this through the expansion just this winter and into the spring and stuff. So thanks Christian. >> Y >> and even just for us from our department standpoint there there's a strong connection to that. we heard this foundational skills for life beyond. Uh so even from a counseling department standpoint when we look at how we work with our students and guide

096them and through academic perseverance, post-secondary planning, career exploration. So we see the tie-ins to that too. So it's actually really uh it's a benefit to hear what Mr. McCarthy is talking about and brought here and then how it applies to our work in the counseling department too. So, and just a couple of points uh that I'd like to bring uh to your attention with Northwell and the student assistance counselor. So, uh as you probably know that Northwell Health is our newest partnership. Uh it's an exciting one for us uh because uh at September's board meeting, we learned about um our tier one partnership and that is a a key takeaway because it's going to allow our staff and our faculty to have the opportunity to be trained and to learn about the various topics uh

097such as school avoidance and anxiety and how to apply those skills and how to support our students in the day-to-day classroom work. Uh and at the same time, there is a community aspect. we have students and caregivers or parents, guardians that are able to participate in what Northwell is offering to us. So, you may have seen some of the community communications that went out recently uh in our news feed. Uh there's one that just went out with the uh November newsletter for Northwell Health. So, those are uh good opportunities for families to be involved. Sometimes they families can participate anonymously. Uh we heard Dr. Foyer explain a little bit about that uh back in the September board meeting. And then as for our student assistance counselor, uh that person is housed out of John J.

098High School and works confidentially uh with students related to substance use. So our student assistance counselor meets not just individually but runs small groups, pushes into classrooms rolling out a prevention series and also prevents the faculty and the latest information whether it's substance uh use or the latest devices that that play play a part in that as well. >> Then Mr. Well, you're going to you're going to are we jumping over to cuz I know we did the play mill wines piece now. Are we going to move to the adaptive? >> Yes. >> So, one of the big things that we have been working really diligently at is to really upgrade our adapted education program in physical education. Um, one was the hiring of Bill's daughter who's been amazing. Um, but we >> I think

099I think you should take credit for that. just saying he made he made um >> I had a little piece of it. >> So I think uh but one of the things that was really important to us was to find a partnership an ongoing partnership that we could work with in order to keep the learning ongoing because it's constantly changing. the needs of our students change each year depending on, you know, what their challenges are and we need to be there to hit those head-on and help them work through it and also give them a great experience. Um, so we uh teamed up with Sunni Courtland. We work with Dr. Davis up there who's just recently retired. Um, and but one of the things we would do, we've been he'd come down for um some

100workshops and some observations. Then we'd sit and we'd brainstorm. Then we would go up and spend a day up in or a day and a half really up in Courtland. That gives an opportunity to kind of really make it our focus. When you stay on campus, often there's so many other things that are pulling at you and we wanted to have give it our exclusive attention to it. So, we took a team up there and we did this actually over a two-year period so far, which has been really exciting to to the back and forth from that. It's completely changed the program. We've added things like exercise connection. um so many things that really level the playing field and allow our our students with disabilities to actually participate in very similar levels because of how

101we're able to make modifications. >> Um so that's been a really strong ongoing friendship and relationship. Uh the other one of the things we do do is we actually do a little bit of recruiting while we're up there. So I will I often will speak to the um graduates of certain programs. He had me come in speak to a couple classes and talk about, you know, interviewing things they should be focusing on as they head out into the world. So, it's really been a nice collaboration from that, but we're happy to help them as well. Uh, so we're hoping to keep that ongoing with the uh some new people that are coming in up there. But we also have continue to work with Dr. Davis and I'll be coming see for some more money in

102order to make all that happen. Uh but we are we have we've really made a focus around buying equipment that's going to support that program. So something we're really excited about and it's not just working with our students with cognitive disabilities or students who have physical disabilities. Um and we have we've created some real great uh team situations where our teachers have teamed up with the students and are really making a huge difference. Uh so it's some things we're really excited about >> and that's really a kind of a cross-pollination of pillar two >> with belonging and mattering and pillar five of well-being because you're helping those students that may feel differently be able to have a class where you know they can do the same things as their classmates. And so that's so important.

103Well, the other thing about that, it translates and transitions to kind of what we're going to talk about next, and that's our unified program, uh, from the athletic perspective. Uh, currently we have two programs. We have basketball and bowling. Uh, both have been a huge success. Um, if you have not had an opportunity to see our home opener uh that we have each year during JFEST um with our unified basketball team where we actually stop the school day and they kick off Jayfest. We have the entire student body in the stands and surrounding the court and then we w this year we welcomed Byum Hills. It was one of the most electric moments that Jim has ever seen with each basket that took place. It was uh it was an incredible uh combination of our

104students reaction and support levels for our students with with cognitive disabilities. And then what's great about that program, it's taking our students, our mainstream students are on the same team working together. They're looking out for each other. They're creating successful opportunities. And then it's to the roar of the crowd which is it's a special special experience. So, if it's not on your calendar, you definitely need to do it. Um, I haven't met an athletic director that hasn't said it's the single best thing that we do in the world of athletics. So, I definitely would recommend that. Uh, and we are looking at potential expansion. Botchi could be that's happening a couple schools. So, we could be heading into that. So, I'll be looking for a botchi court to where you put those courts. give you

105one at this >> uh and then also potentially they they actually started with flag football. >> So, you know, all things that we'll be looking into in the future. So, really exciting to see the partnership between our all of our students come together. So, when you talk about well-being, it's it's one of the most beautiful examples of it that takes place on our campus. >> This is really great. Yeah, just a couple thoughts because um you know when you think about mental fitness and you think about uh helping kids learn to observe and manage their emotions and and sort of um help with their interpersonal relationships. These are not things are that were part of my educational experience and it's great to see how we've evolved to look at the whole child and I think

106it'll be interesting to see I don't know when we started at the elementary level but it'll be interesting to see as the elementary kids come up will we be able to observe in terms of mental fitness the the impact of the work that's been doing now at the elementary level with zones of regulation and all of the work that we're we're doing now. It'll be really interesting to see sort of, you know, that that progress as they're they're coming up. I don't know exactly when we started. Um, but, you know, it's something that and and I was also thinking I'm learning as a parent, uh, because these are not things that were taught when I was in school and and I have to imagine that even for the adult staff in the buildings to be

107exposed to some of this, it's it's enriching as well for them. So, um, just congratulations. This is great work and, um, very excited to to hear about it. >> So, with that, we're going to we appreciate that very much and we're really our staff and students are excited about. So, it really makes it a team effort. So, it's something that's been uh allowed us to springboard to where we are today. Um, a little bit about that is coming back to when we talk about our wellness program. Um, wellness Wednesday. So what we were looking to do when we we used to uh the high school and Frank will talk about a little bit they do the well they were doing the wellness Wednesdays and what we looked at when we're talking about the physical education

108program at the high school level you know you're going three days one week two days the next and one of the things we were seeing was I say you know how can we create a common thread that's not just about participation engagement in fitness or uh different physical activities and and from that perspective and a focus on mindfulness and recovery and things that often haven't been part of the program but it's critical that they are part of everyone's program. Um so we kind of move to our our version of wellness Wednesdays and we start that with uh community circles and the purpose of the community circles is really around giving kids an opportunity to feel comfortable you know with with the people that they're with within their class. So you'll see obviously the gym, we

109have large larger groups. So you see a number of circles around the gym and they'll give they'll put prompts up on our up on our scoreboards that allow kids to then start conversations around that. And the goal with that was really to get have our kids feel comfortable in that environment and comfortable to be themselves around their classmates more importantly which will then they'll be more likely to want to do more and and try new things. And so they'll start with on Wednesdays about 10 to 12 minutes of those conversations which have really been fun and they've been thing fun things but you know you know what's your favorite ice cream to all those types of things to you know now it's talking about you know h how does it feel to be within this

110particular class and and one of the things that evolved from it was um the physical education staff the high school created a smart goal you know develop to develop a higher sense of belonging within the program. And so one of the things that they did as part of these community circles, they've been trying to create relationships and get a chance to hear from more kids who don't normally get a chance in the large group setting. And what's happened is we most recently did a well-being survey within the class which was incredibly informative and we were really excited about. So I'm going to share some of that because um after that survey all which was about belonging took place here's some of the stats that are from the data that's coming out we're really excited about.

111Over 85% of students now remember every other day we're getting half the school is coming through that space. Over 85% of the students said they strongly they strongly agree or agree that they feel a sense of belonging in their physical education class. Over 85% of students said they uh strongly agree or agree that they are comfortable being themselves in their physical educations class. Over 90% of the students said they strongly agree or agree that they feel respected by their teachers. >> Wow. >> Over 85% of the students said they strongly agree or agree that they are accepted by their classmates. Now when we talk about physical education or we'll go back to when many of you were there Jim and some of this the stereotypes and things that took place around those programs. Um it's

112pretty exciting to see that we've we've really come a long way and that's been building I know for the se 17 years I've been here and it's been a a primary focus to create this and we have an incredible staff that's working towards this and are the ones who are creating this which is and they're the ones making the relationships. Uh so we're really really proud of that. Um but to when you live in a world where people use you know the roll out the ball mechanism and this and that um to see that this is actually taking place that they feel comfortable they're respected they're comfortable with classmates that's not a normal response that we would have gotten I would say even 15 years ago. So, still much work to be done, right? Doesn't

113mean anything's perfect by any means and we don't have to continue to evolve in order to keep us there and move beyond that beyond those numbers, but a great a great step nonetheless that we're really excited about. So, with that program, um, we also do a piece called pliability and this is all about mindfulness, recovery, yoga. These are things that we want to say, hey, the greatest athletes in the world, this is part of what they do and training. Your CrossFitters, your pro aletes, and we want to make our sure our kids are understanding the importance of it. The time to be mindful, take a deep breath, escape for a second, and be, you know, about yourself in that moment and just focus on what you're focusing on, the importance of stretching and the yoga

114from a perspective of recovery, um, and and avoiding injury. So, it's it's been really positive and at some point they get so deep they do nod off a little bit which is uh is appreciated. But the other thing it's done it's created in our program that you come in you have two work days a week uh which is in the fitness center out in the fields and then you have that that Wednesday is your mindfulness day your recovery day. So it's really changed I think uh for the kids because it's not I got to grind through three three you know it's a chance for them okay I can focus on what I need to focus on and mentally prepare myself for the rest of my day. So we're really excited about that. The next key

115piece of that was our fitness center when I came here 17 years ago actually might be able to find a video somewhere where I said my goal was to create a health club within the schools. I don't want a weight room. I don't want, you know, this is for all something for all of our students. And if you've been to our facility, obviously it's one of the best facilities anywhere in the country, probably at the high school level, if not beyond that. Um, and we're continuing to try to get as much use out of that as possible and continue to improve that. Um, but I think what's exciting about that is it enables us to tie everything that we do to every everyday life, right? So when we talk about the exercise, exercise is the

116greatest prescription for anxiety and depression. We know that what so when we talk about the benefits of exercise that we can embed into our program every day, we begin to share the why. Right? If you know your why, you start to develop a purpose around it and how it impacts. Our why is getting them to understand how fitness can change even if they're they don't have to be an athlete and fitness can impact them in incredibly positive way and how they feel about themselves, how they focus, how they commit to things. Um so and the and the research is all there. So it's it's there for the taking and so we're trying to grab it and and lay it out for them as much as possible so they understand the why. A big portion of

117what we we've moved to now is connecting that with what's happening in our health program and now we're even including longevity a lot of longevity information because knowing it now a couple things why is it important number one it's important to start and understand how you can impact yourself long term especially when we hear you know dementia and the you know what it means to the brain what it means to quality of life down the road. The other thing is they get to take it home and share it with their families because I know like when my kids come home they say, "Okay, dad, you're getting a little little a little on the side. Um, you can't be laying around here. You got to there's reasons for why you do what you do." Um, and

118so it's really important that that become because that that can change someone's life in a really positive way when we talk about maximizing, you know, our last 15, you know, because we know where the drop off start to begin. And if you have the knowledge base, you're able to really change how you experience that period of time. And so really important because that impacts our kids too and will impact them and generations as we go on. So really excited about that. The other piece that really last piece that I wanted to connect is that if you go to any college or you've taken your child to college, one of the things you're now seeing, which was not the case when I went to college, is that they have these elaborate fitness centers that they show

119off and and the purpose of that is to create a positive social experience for kids to be within over, you know, and be with their peers. Our kids are going into that space with an incredible knowledge base. So they're immediately comfortable in a space that's going to have really large number of kids. So you're meeting people, you're confident in that space, and it's something that really has made a difference. So another piece that ties all this that we're really excited about. >> So So there's actually something that Mr. McCarthy uh mentioned a couple times that I picked up on is the supportive nature of what students are doing for each other. So I I I think of just how everyone shows up uh when the time calls for it and they do that um time

120and time again. I've seen that even just in the first couple of months of school being in session. Uh and it makes me uh think of like the this particular section about supporting school culture and community building. Uh so whether you're talking about the community circles that happen at the K5 level or the restorative circles that are taking place at the 6 through 12, they all have this empathic nature tied to it. Uh and so uh and what it really looks to do is just continue to strengthen the quality of relationships that people have with one another and and that came through in what you were just saying before. So uh just to further this idea a little bit more, Metal Pond uh they had students that create identity webs and through doing that they're

121able to learn about each other and their backgrounds and shines light on what makes each of their backgrounds so unique in doing that. Uh, and I had to do a a double take when I first started here not too long ago and they talked about Club Chella and what do you mean Coachella? No, no, Club Chella. I keep saying so it was a play on the title of it, but uh really in essence what is it? You have this kickoff event for John J. High School and it's a high energy student club fair with dedicated time for students to come into the gym, learn about everything that there is to offer in terms of extracurricular activities and promote that involvement. So, uh it was it's just a lot of fun to see the students that

122get really engaged in promoting the clubs that they are a part of and then bringing more students in to generate some more uh membership within that. So, actually at that this is a good time to cue our club video >> without race help. We love you. Up up up. And so just to tie that into a couple of other um involvements that happen, our middle school and elementary schools also have their own versions of school spirited events. Uh the middle school has a pep rally as well which recognizes students and and their varying uh involvements around the school. Uh even uh at open house for John J. Middle School, they were excited to bring back the team names and they built out their respective teams web pages on on their school website so families can

123follow along with what's happening. So, if you've heard any of the team names, wisdom warriors, charisma, resilience, uh they all have connections to the district's pillars of light, knowledge and skills, well-being, just being two of them. >> And so, just to close out uh some of the highlights on how we build community, uh we have also uh lastly our lead John J group that's composed of high school students. They assist in the preparation and the follow-through and execution of the community events that we have. So some of them that we have at the high school where a lead is involved is our 9th grade orientation that took place uh at the end of the summer. Our new family orientation so welcomes all families across the grade levels 9 through 12 as they uh join uh

124John J. High School. We had our freshman kickoff at the beginning of the year as well as our freshman check-ins which is a series of check-ins where the uh the lead students are meeting with the ninth graders in small groups during the community lunch uh multiple times throughout the year. So the last piece we're going to kind of jump into and finish up with is around a lot of the professional development that we're actually doing with our coaching staff which is supporting and you can see is being tied into everything that we're that we presented tonight. Uh falls right in line with that. So we do two days of professional development as part of our preseason with every part of every season. So in the past our our meetings really used to be about information,

125right? Uh here's how the triyouts have to go. We still provide that uh but in a much in much more of a timely manner so that they do a lot of that on their own and then follow up that they've obviously understand what they need to be done and we really spend that time on professional development spending time with each other learning from each other learning from best practices. Um and that's been a big piece. We talked about um the importance of being transformational as a coach and what that means and how important their platform is. Uh we've worked with the inside out program which is a national program that's been really helpful. You've probably heard me talk about that in the past when we talk about your goal versus your purpose. We talk about

126the reality of we always our goal will always be to win and strive for the best. But that's not what our purpose is. Our purpose is about these lifelong lessons. And one of the things that we really you you develop in that is that um is that purpose statement. That's something that um you're going to hear me say every time I get to a microphone because it's really really important. And we talk about our per my purpose that I came up for our program and for me and what drives me is, you know, the importance that we we're here to maximize the student experience through a culture of belonging in which student athletes feel valued while learning the importance of commitment, focus, empathy, and respect. Our purpose is to inspire our athletes to commit to

127something much bigger than themselves, create bonds and friendships for a lifetime, and connect with meaningful adults and learn life lessons through sports. You know, that's something that I push into every meeting I have, and I push our staff, our coaching staff to come up with what their purpose is. And some of the the things that we do follow up with them and try to get them to understand when they talk about are they being successful. It's not how many how many games they've won, how many championships we've raised. It's really been about, you know, why asking them questions like why do you coach? Be able to articulate why you coach. Uh be able to what it's like to be coached by you. You know, these are important things because it allows them to be reflective

128and then it changes the student experience because they're learning from the student response to to the process. And I think that's really important. And when we talk about the belonging piece, the next series of questions that we look to answer and are hoping to answer yes and working towards answering yes on all these is for students to answer, do I belong here? You know, that's that's something that's that's paramount. Is this meaningful to me? are life lessons part of this experience and and and those lifelong friendships, you know, and most importantly, can I do this? You know, so I feel that it's it's part of that. And so that's going to be that is our ongoing work along with the best practices and we're getting a lot of feedback, you know, from our student athletes,

129from our coaches through through that experience and we're going to continue to push, you know, as we get ready for our staff development, which is coming up next week. Uh so we're really excited about that. And I think that when you tie it all together, we can talk just briefly about the success of our teams. Um, we were thrilled to watch our field hockey team and girls soccer team advanced to the section one semi-finals. Um, we actually played in that horrendous rain. Um, and I was I was I was at my I was at they played at the same time because we were trying to miss the storm. Epic fail. Although it did get worse as the day went on. Um, so I was in Pleasantville with our soccer, our girls soccer team and Matt

130Gallagher was in Ry with our field hockey team and I could tell you, um, watching our kids play, especially under those conditions, was pretty intense. Um, and they didn't play their best first half and we're down two nothing. And that's when you think about your program. They could have just kind of packed it in. Pleasville's too good. We're not They hadn't, you know, lost and they, you know, they they they were blowing everyone out. our our kids just dug down deep, had a big goal and an incredible incredible play uh off a free kick and then the pressure that they put on that Pleasantville team who barely survived um you know keeping us out of the gold balls off the post constant shut. It was just watching our kids compete at that level spoke to

131who they were. And it was a incredibly proud wet moment for me, but incredibly incredibly proud um of them. And I know right when I saw their coaches, he just looked at me goes, "Did you see how they just didn't quit?" And he couldn't have been more excited about how they finished our girls field hockey lost a heartbreaker in what has been said to be maybe the greatest high school field hockey game that was ever played. Um, when you leave a game and the coach says, "How could I be upset?" They played amazing. The other team, unfortunately, played amazing. Um, but it was one of the greatest things I've ever been a part of and I couldn't have asked them to do anything more. And so, as much as you're disappointed you didn't move on,

132she couldn't have been more proud. And to watch the interaction of the student athletes with each other, praising each other. It started off with the goalie from Ry praising our goalie in, you know, just to start the shaking of hands. So incredible. It was double overtime loss in the last minute of double overtime. So just an incredible season, Deb was an incredible coach, incredible staff, Hilly Scallan. Um it's just something really to be so proud of. And we are still alive in our Saturday. The number two team in New York State, which is our John J girls cross country team. >> Awesome. >> Tries to win a section title and earn their shot to states, which is in a couple weeks. So, you know, currently we're number two in the state. We're number we are

133the county champions already. So, our K, you know, Coach Day and our girls are training incredibly hard and they are absolutely ready. So, Saturday is big news. We should be coming out of Bowden Park uh probably around 11:30 or so. Um so we're really excited and proud of them and and hope that their success continues. So thank you. >> Um I think you forgot a team. >> So our our swimmers are heading to states. We have qualifiers at states. So >> our girls swims are conference champions. As a matter of fact, >> no, they are. >> Hold on. >> What? What are you talking about? >> So, they are they were the league champions of their >> none of their conference. So, we're So, the new rules around uh swimming and and sports. >> No,

134there's no rules. >> If you're an emerged program, you cannot win >> the section title. It's not it's not possible. But I actually worked very hard at this portion of it that because they were all in the same league. I fought to say we should at least crown a champion for the leagues because they're trying to create a balanced playing field so that it's single school against single school because we were having and it still happens in the state conglomerates of 10 or more schools were winning state championships in ice hockey and they they beat Suffren who's doesn't meet with anyone. So like our girls gymnastics team had won a bunch of section titles until last year where they would have won again, but because we are a a merge team, we're not able to

135do that. But we can use the we can advance to state um in particular races. So that's why I didn't share it that way. >> Fine if you want to put it that way. Our small combined program did very well and we have sections are going tomorrow and we have a number of athletes trying to get states. My daughter being one of them qualifiers are ready. So it's exciting. >> It's it's an incredible program. Um we're grateful to what you've built over the years. And I I do just want to echo one thing you said. So I have had three kids go to the state finals in lacrosse. My favorite game of all time is the unified basketball team. >> Yeah. >> And um you you may have stolen yoga Wednesdays from somebody sitting at

136this table. >> You had Gwen coming and doing yoga. >> So anyway, >> and one last fun fact is this is how old I actually am. This is one of my former coaches when I was at Ry Neck. True story. >> I remember the young man coming out for the first time, Les Gray. >> That's true. >> You know, I the swimming joke aside, um, as somebody who was picked second to last in dodgeball back when it was gym, um, I really do appreciate all the work that is put into our fitness program and from the mental health standpoint. So, one of the things you alluded to was the final 15. So, there's a doctor. I don't know if that's where you got it from, but he's >> Peter Adia. >> Yeah. So, he's charging

137over $100,000 to kind of, but his program really is about diet and exercise. And he brings in mindfulness for this, right? And so, he only takes on a certain number of customers. And we're giving this to our children already. Like, we're we're setting them up with this so this isn't like future information for them. This is not something they'll have to pay an arm and a leg for because they'll be prepared to go into the world that way. And again, I just find it so valuable from an education standpoint that we're starting them up this way. You know, I will I will also say I have friends and I've I've talked about this before in other school districts and I talk about all the work that we're doing on the social well-being of children and

138the mindfulness of children and they're not getting that. like, you know, I have a friend who has a ninth grader who has no lunch period because she's doubled up on so many classes. And I said, that's deplorable and and I'm so proud of the work that we're doing here for that. >> Thank you, gentlemen. I appreciate it. So, very good. >> Thank you very much. >> Great job. >> That was Thank you for bringing these pillars to us. I think it's just I love how it's changed the conversations that we have about our programs and seeing things in a different light and I hope other people are seeing the difference in the conversations. Um got 10 uh public comment. Nobody's here for public comment. So to close the public comment session consent agenda we are

139pulling. Shoot, I thought I had written it down. Uh >> 15.11 >> 15 on the front. Thank you. Pulling 15.11 from the consent agenda because we have a family member of a board member being appointed as a coach this evening. So, um we're going to pull that. Can I have somebody move the rest of the consent agenda? Sure. >> Is there any discussion on any of the topics? Uh Caroline, I think you raised your hand for a second. >> Yes. All those in favor? 6. And I'll make a motion to move 15.11. Can I have a second, Barbara? All those in favor? 5. Thank you. And that brings us to 17.01, board dialogue and discussion. Uh, I just want to highlight something that was said earlier. Um, and that was the JCK JCK Foundation at

140John J. Um, so when I was a freshman, they came in, they talked to us. It was really great to hear from them um at the freshman meeting, but that was kind of um all that we had from them. It was great having it. Uh, but I just want to highlight two of my friends, uh, Drew Bonaface and Wes McCartney. um they reached out to JCK uh and they're actually partnering with them now for their mental health club that they started this year >> uh and they're like pushing into classes and talking about their own um personal experiences with mental health. Uh I think it's really um remarkable that they're doing that and that they've been able to like meet with JCK about this um and build a relationship with John J going forward. >>

141Hudson, I've also heard from some of the high schoolers how they are appreciating the student assistance counselor. Yeah, >> being able to support that work, too. >> Yeah. Um and she's she's pushing our uh um health classes and she she's really great and very helpful and easy to talk to for everyone. >> I'm glad to hear it. Thank you. Thank you, Hudson. Anybody else? I do just um want to thank again I think we mentioned just at the beginning Christy Harris and and Katona Elementary School for being so warm and welcoming and um I must say and I don't know about you Margie you've been here doing it a lot longer but that was the best school visit I have ever been to and for the community Ry and team brought us through a school

142visit with our pillars and we were tasked with finding, you know, the profile of a learner and what we saw as we sat through um two hours of classes and observing and watching the good work of this district at in action and um it was really eye opening to see the amazing work and I do want to um highlight one thing that um the first grade teacher Miss Kudo shared with us or and Actually, it Julia actually apologize. You may have shared it with us. Their counting jar exercise that this year the first grade was using these counting jars in October that in previous years they didn't get to until April. So, the acceleration of education and learning that we're seeing in our classrooms because of the new programs that you've enabled the teachers to

143bring in um is greatly appreciated. >> So, fantastic work on on that great visit. I'm looking forward to the next one and and we're going to make sure we count those bingo squares next time. But and I'm looking forward to see the output that Jessica takes from all of our postits with so we had to point out examples of all of the pillars we saw in the classroom and um so that we can start gathering data on actually how these come into play. And I think it's it's going to be a fantastic year end. Um I don't know if you're going to do a presentation, but an amalgamation of of everything that we've seen over the year. So anybody else with that being said? Oh, >> okay. Um, future meetings, Friday, November 7th, 2025, we

144have the sustainability committee meeting at 8:15 in the district office. Oh, and I do want to make a plug. I apologize. Uh, tomorrow is our field of honor >> on the front lawn to celebrate all of our veterans in the community. It's a fantastic celebration. Um, should be on the front line. >> Yes, >> because I don't think we're having weather. What time is that? At noon. >> Oh, it's 12:30. >> 12:30. >> Anybody in the community watching? Um, it's a really great event to come down and and be a part of the student. It's student >> le, student run, and um they consistently have done a good job. So, a plug for that one. And then Thursday, November 20th, we are back here at 7 p.m. for our board of education meeting in the

145John J. High School library. Followed Friday, November 21st with the policy committee at 12 noon in the district office conference room. And with that, >> I I think we've had it. We're good. Just know Julie's just going to close us out a little bit, I think. So, yeah. So, um I know there's a lot of interest in the literacy adoption process for the K5 ELA curriculum for next year and uh tomorrow and currently actually on our website and the instruction curriculum and instruction web page there's a tab for K to5 literacy a visual timeline that this shows all of the dates of our meetings a summary of what was happening at each of those meetings as well as an FAQ of some questions we've received about the process. So I encourage people to check it

146out. And on Tuesday, we had a full professional learning day here in the district and related to our work. All the elementary teachers or most of them and the middle school ELA teachers participated in a science of reading presentation that was facilitated by Dr. Molly Nes, the same woman who was here. Um, we learned about brain research, the profile of a dyslexic student's brain and how that functions and the implications for teaching. Um, and it was very wellreceived from all the feedback I got and we're going to repeat that presentation and some more throughout the course of the year. And um, we're looking forward to this coming together, which it is rapidly. So, we're meeting again next week. Um, so we got a great team of really dedicated people and I think that the additions

147to our website are going to really publicize this in a way that people will be excited about and Dr. Blanch is going to communicate this in his Friday message tomorrow so everybody knows that it's there. >> Thanks Julie. >> You're welcome. >> Such important work. >> Very important. >> Really is. >> Fantastic. Um with that, does somebody want to make a motion to adjurnn? >> Motion by Arwin. I'll second. All those in favor? 6. Thank you very much everybody. Have a great weekend. Thank you.