September 23, 2025 - Board of Education Meeting

001Board of Education: Good times with you. Board of Education: I did get really heavy running around labs. Board of Education: I'll move it for you real quick. Board of Education: Thanks, Julie. Hey, Max. Board of Education: I meant to be alone down here. Board of Education: They're tearful now. Board of Education: Not yet. Absence. What's up, man, 12? Hi. How are you, buddy? Yeah. Is your dad coming? Oh, yeah, he's on his way. He should be here. He's not, so… Oh, there he is. Oh, I'm gonna move down. Board of Education: You're gonna move down… You said no, Abby? Nope. Okay. I say we're all over there, away from us? Board of Education: Alright, fine then. Board of Education: I'm moving over. Board of Education: As long as I'm not in the… Precisely. Board of

002Education: Okay, now this moving man sounds we could all be close. Are you good there? I already… No? I'll move you. Are they gonna use it for the volleyball game? Board of Education: What's up, Nate? Board of Education: I have a sound… He's a littleillionaire. Board of Education: Okay. You guys ready? Board of Education: Absolutely. Boiling repair. Board of Education: No, that's it. Board of Education: We all stand for the break, please? Board of Education: I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation, under God, indivisible, liberty and justice for all. Board of Education: Alright… Board of Education: B1, may I have a motion to approve the minutes of the September 9th, 2025 Board of Education meeting as presented. So moved. Board

003of Education: Bye. Board of Education: Questions, comments, concerns? Board of Education: All those in favor? Aye. Board of Education: both. Board of Education: B. Board of Education: Motion carries 5-0. Board of Education: C1… Presentation. OCM BOCES… Board of Education: Regionalization plan. I'd like to introduce, Dr. Matt Cove, the superintendent at Otago and Madison Bosas. Thanks, Rob, for having me, and thanks for, Board of Education: So, Mr. Price asked us to do a couple of things tonight, so I want to try to explain to you, and probably spend the most time on the, on our capital project that's coming up. Board of Education: And, also, Just wanted to clarify and talk a little bit about the regionalization plan. Board of Education: I saw that that was pretty applicable, so… Board of Education: There's some exciting opportunities

004and some work going on for that network. Board of Education: But just to start out, So, I'm the district superintendent, University of BOCES, and my fifth year at position. Board of Education: And, Board of Education: It's been over 30 years since Postos has done a major capital project, sort of lifting our buildings along, and our luck has been… the timing of when we've thought about some projects has been terrific. So, back before I got there, around 2008 was the last time they… was one of the last times that they really had mounted up. Board of Education: big project, and then, as you know, there was the economic collapse that happened associated with that, and all the districts were in pretty dire financial shape, so BOCI said, alright, we're not going to ask our districts to

005do anything extra during that time. Board of Education: And then, again, just before I got to BOCES, they were starting to ramp up again. Board of Education: to look at another capital project, they didn't get as far, and then there was a global pandemic. Now, in hindsight, we probably should have done it then, because districts were full up, but we didn't know that at this time. So, it turns out that we were trying to be conservative and trying to be respectful of the districts. Board of Education: it sort of pulled back, but we're at a point now where, we really have some significant infrastructure needs. And when we started looking at this project in the beginning. Board of Education: You know, we had all these sort of grandiose ideas about really trying to renovate some

006of our space in some different ways, and all the new and exciting possibilities for Board of Education: Really make some of the learning space Board of Education: growing up in the 21st century, and then we sat down with our financial people and with our architects, and as you know, been through a network project, we realized pretty quickly Board of Education: you gotta take care of the foundational pieces before you can get anything else. And we… we have roofs, and we have HVAC, and we have some… some other stuff that is well beyond its, Board of Education: natural life. So, we're in a position now where just to keep our kids in a position where they're safe and they're getting what they need, we need to do these upgrades. So, we work really hard with, Board

007of Education: with our Building Condition Survey, as you all do, and with our fiscal advisors. Board of Education: make sure that we kept this cost as low as we could. So, we do have a video that's going to get into some of the specifics that I wanted to show. We have about a half an hour PowerPoint presentation, or a 3-minute video, so we chose the 3-minute video. Board of Education: So what we'll do is, I'll try to keep my comments, to a minimum. Board of Education: So you've got some handouts in front of you, and most of what you're going to see in there, most of what I started to find, is in the first handout, so I don't want to read that to you. But I'm going to ask you to turn to the

008second, handout, because that's the tax impact for Onondaga Central. Board of Education: And we have a website where all of this information is public, and each of the school districts, each of our three districts, has their specific information in there, but I wanted to just hand out yours here. Board of Education: What you see is, because we've worked with fiscal advisors to maximize state aid, about 65% of this project is going to be able, the other 35% has to get shared between the 23 districts. So the fact that we're sharing between 23 districts, some of them are pretty large, really helps keep the cost down significantly. Board of Education: So, if you are a non-star, exemption taxpayer in this district, and you have a $100,000 house, we're talking about less than $2, right? $1.73. Board

009of Education: If you have the full star exemptions, it's 24 cents a year. So, that's about as low as we could get, and we kept it to a $30 million project, or a roughly $30 million project, because every dollar over that is not going to be made of it. Board of Education: We just felt like we're not in a position to pass that along to our department district. So, we really worked hard to keep it, only to the aidable work. Board of Education: So that's the specifics of that. I'll have Rob play the video now, and then if there are any questions after that, happy to… Board of Education: Okay. Board of Education: That's the elevator, I don't know what the column is. Board of Education: We're gonna have voting in four of our sites.

010Our main campus in Liverpool, our Henry Thompson site, where the CTE program is in Onondaga County, Portland is our site, and the Crown Road site, where most of our special education students in Onondaga County are served. So, those are our largest places, so we're… Board of Education: That's why we wanted to have a quote there. We, Board of Education: you know, it's a little tricky when you're a BOCES, because we don't have our own community, right? So, we have 23 communities. So, really neat to have folks who, Board of Education: understand this and come out and sometimes make a little bit of a drive to cast the vote. It'll be November 19th, so hopefully people will get out and vote and express their… their opinions. And there's absentee… There's absentee ballots, and there are early

011voting, so they can… they can all be Board of Education: Go to our website, it gives me all the instructions on how to get that. Board of Education: Any questions I can answer about the project? Board of Education: Matt, we're gonna publish out, on our communication tools about the vote as well, so the community is aware of this. Yeah, so we're sort of doing sort of, different board meetings, and… Board of Education: On that day, we're going to have a whole bunch of committee meetings at our site, so that people will be in the building, and hopefully drive the turnout, because Board of Education: It is… it is tricky when you don't have your own sort of district where everybody is… comes to the hub of the school for, you know, sporting events or those

012kinds of things. So, we're going to work a little harder to make sure people know we're on it. Board of Education: So, appreciate the time tonight. Board of Education: Thank you for creating the video. Board of Education: Better than a 30-minute call. So second topic, if there's no questions on that, had to do with regionalization, and I know that that's been a little bit of a hot topic in the state. Board of Education: I'll say here in the OCM region, it's not been super controversial, and the reason is because superintendents have all agreed that what we're really looking to do is try to figure out how to have conversations to maximize opportunities for kids. So, wanted to talk a little bit about the draft report. Board of Education: Every district superintendent in all 37 BOCES

013across the state has been tasked with writing a report to the state that captures the regionalization conversations that are happening in each region. Board of Education: Regionalization is sometimes mixed up with a reorganization or mergers, and I can tell you this, from a state-end perspective. Board of Education: All of us who have been around for any length of time knows that mergers are, generally speaking, non-starter conversations, right? Districts have to want to do it, and even when they want to do it, communities don't want to do it. So, this has nothing to do with that. Board of Education: This is saying, okay, we recognize the political reality of people not wanting to merge for all kinds of reasons, so there's no reason to fight that fight or have that conversation. Board of Education: But we

014also, a lot of our schools have either a transcript gap, where what can be offered in Onondaga Central is very different than what can be offered in Liverpool, or what can be offered in New Rider is very different than what FM offers. Board of Education: And all of those kinds of things. So… Board of Education: we're thinking regionally about how do we do for academics what we've already done for athletics, right? Regionalization has already come for athletics in a large extent. You have the Southern Hills teams that are playing together. That happens, you know, all around the state in a lot of different ways. Are there ways where we could think about programs? Board of Education: One of the things Rob has talked about when we've had these meetings, and one of the ideas we're

015submitting has to do with pre-K slots, and how do we allocate pre-K slots better? Board of Education: The state has asked for two parts of this plan. The first part is, what would we as districts commit to either doing or continuing to talk about? And really, in our region, it's more the continuing to talk about piece, because we haven't made any decisions that we want to bind any boards to in terms of solid numbers or programs or things like that. Board of Education: But the second part that they've asked for, which I actually was encouraged by, is they wanted a list of what are the things that get in the way of… of… Board of Education: Being able to offer services more creatively. Board of Education: And they want that to be their legislative agenda

016with New York State Assembly and Senate, as well as looking at their own policies and procedures and regulations at State N. As we all know, sometimes State Ed is the ones who are getting in the way, or there's a law that's getting in the way of us being able to be creative. Board of Education: And so the fact that they were specifically asking for that, I thought, was a really good sign. So those are the two parts of the plan. Board of Education: If you look at it, I have to submit the plan by October 1st, and our draft is just about done. Getting feedback from folks who actually probably spent a good chunk of this weekend finishing that up. Board of Education: And then, and I haven't told you this yet, Rob, I'll be

017sending an email out to the superintendents tomorrow. We're asking all schools to commit to, like, let's say we're going to commit to this conversation about preschool, commit to this conversation about Board of Education: Continuing to… Board of Education: be more creative about how they provide special education programs, those kinds of things. We're not asking any districts to commit to, specifically sharing services yet, because we don't feel like we're there yet. But that, Board of Education: that commitment form is not going to be October 1st now. We've got an extension, because people wanted to be able to talk with boards about it. So, so I think we're in really good shape in our region. Board of Education: And the conversations have really been productive. It's about how do you share services, and maybe even if we

018can… if we can work it right, generate some different BOCES aid on some things that might not be qualified for right now, so… Board of Education: That's… that's what that topic is all about. Hopefully that answers any questions that you have, but I'm happy to answer any specific questions you might have. Board of Education: Great. Might be a little too early. Yeah, that's fine. Yeah, that's fine. And as we move, like, this is going to be the work of this area, this and the Portrait of the graduate thesis. Board of Education: which really does fit into that conversation. It's going to be the work of education, I'd say, over probably the next 2 to 5 years, so there'll be lots of opportunity to dive into. Board of Education: Very interesting. Well, happy to be back

019anytime you need to be. It's good to be here tonight. Board of Education: Thank you so much. Board of Education: Appreciate it, buddy. Board of Education: Me as well. Board of Education: Thank you. Board of Education: So, Christmas. Board of Education: Let me excuse, Mike. Board of Education: I'd like to, welcome Mike DiPrunna and Matt Mothersell from CNS Construction. They're our construction management firm. Mike's going to take us through a couple pieces. One is going to talk about, prevailing wage. Board of Education: And, how this Phase 1 is going, and then he's going to share with you some outlook and plans he has for Phase 2. Board of Education: Thank you. Thank you. Board of Education: So, good evening, everyone. So, when we start a capital project, we have the, sort of, the Board of

020Education: project pick-off checklist, and one of those things on that checklist is that we collect, the wage sheets from every contractor, every skilled trade. So when we get at that, that there needs to meet what the Department of Labor has put out for the wages of Board of Education: A carpenter, a pipe fitter, electrician, etc. Board of Education: And so when we get that, we usually get the wage worksheet, like it's here, and that wage worksheet will give what the wage rate is per hour of base pay, and then from there, there will be taxes, insurances added onto that. Board of Education: Then, other benefits that come. Board of Education: with that, Board of Education: Some of those benefits could be, you know, health of welfare, so, pension, things like that. Board of Education: then

021they'll become what is called the labor rate for that carpenter. The reason for that is, if there's extra work that needs to be done in the project, unforeseen conditions, change orders, allowances, that's the rate that they're able to charge Board of Education: For a carpenter to move that extra. Board of Education: That's why we asked for that at the beginning, so that we have that information. Each contractor provides that to skill trade, and they also have to follow that as they're submitting their prevailing wages, which we get a prevailing wage report with their payment application. Board of Education: that has to meet with the DOL regulations. There are times where we do get calls from the Department of Labor saying, we have some concerns about a contractor, you provide us with the prevailing wage sheets

022for that contractor, and sometimes it's because some contractors don't pay the person Board of Education: But this used the prevailing wages to get to that, and that person will actually turn them into the Department of Labor. That's when we get those requests. Board of Education: So we have all those, we'll save those, we have copies of that information, right? We did have a contractor that did have a discrepancy on one of his grade sheets. I appreciate some of the questions that came from the surveys committee, who prompted us, prompted them. Board of Education: So we've gone back to them, we've asked them for more detail, more information, they've invited us what is now the correct wage for that. And how we're going to rectify that with them is we've asked them for a credit proposal

023on work that's been done, and there's a, like, executed payroll ready, or a change order ready. Board of Education: We're going to get a credit proposal from them for that difference. And then they're revising all their other proposals to meet that record. So thank you guys for that question, I'll take that question. Board of Education: And then, on top of that, it's very important that we continue to lead this into Phase 2. So I want to talk about, first, any questions on what the wage rates are and what we don't wages? Board of Education: But as we go into Phase 2, definitely a lot more work, probably more contractors. We will do the same exact thing. We will collect those rate sheets, make sure we do the detailed work on it, make sure it's the

024right number compared to the New York State, you know, route, and that will be used Board of Education: For us to watch what extra work comes in. Board of Education: I mean, one of the approaches that I think is important is we keep getting a lot of contractors trying to, I guess you could say, give us… ask for costs in their change order proposals. Board of Education: That we feel, we've been fighting it from day one, for one contractor that should be in their overhead profit. Board of Education: Okay? And so, we're still in that battle right now with that one contractor. What we feel is a way to approach this is we're going to look at doing things to allowances. Board of Education: Where there is no overhead profit, we're still going to request

025detailed proposals from everybody to make sure we're in agreement with it, so on, but that'll stop them… us having this battle back and forth of, you can't charge me for supervision when you are getting paid overhead profit, which is all your stuff in your office, credit, that you're getting paid for. Board of Education: in that change order. Every change order gets… every contractor can charge 10% overhead and profit. Their subcontractor Board of Education: can charge 10%, them 5%, or more total than 15%. So what we're trying to do is try to alleviate that issue. Board of Education: go more forward with using allowances, which are built into their contract when they put in their bid. It's in the specifications. Board of Education: You feel we may be able to have a better control over that

026kind of stuff, instead of a lot of time and money spent, on everybody's part trying to get right about. The other thing that the allowances do, too, is Board of Education: When we get that proposal, we review it, and we review it with the facilities committee, and it's agreeable, we can move it on. Some contractors don't want to move forward on how they work without an executed change order. That takes some time. Board of Education: But with the allowances, we could say to them, we're gonna… we're gonna charge this to your allowance, and they already know there's allowance money. Let's say the general contractor has a $100,000 allowance. Board of Education: that we control throughout the project, that that money would be taken out of that $100,000. So, at the end of the project, if

027the allowance is not used, then a DARC chamber will be written to their contract, and that'll come back to the district. Board of Education: So we keep track of that all the way through, do a pretty decent job of making sure it's right, and that'll be our approach as we move into Phase 2. Board of Education: Thanks, Mike. Board of Education: Thank you very much. Thank you, thanks. Board of Education: Thank you, Mark. Board of Education: Great. Board of Education: Can I just say that's a bit younger than this one. Board of Education: Which one? Financial? Oh, she would accept. Board of Education: an extra workplace, is that right? Yes. Board of Education: Okay. Board of Education: D1, I have a motion to accept the following financial reports as presented. Board of Education: So moved.

028Board of Education: Second. Board of Education: Questions, comments, concerns? Board of Education: All those in favor? Aye. Board of Education: Opposed? Board of Education: Think? Board of Education: Carries 5-0. Board of Education: Just lost my screen for a minute. Yes, perfect timing. Superintendent's report. Board of Education: Okay. Board of Education: Max is here. I'm gonna let, Max do most of the talking, either now or later on, but on the 17th, Max and I and Abby, sat through the welcome event, for the ex-official student, school board members, and I'll let them report out, but that was, Board of Education: A nice hour and a half that we spent together in the morning on the 17th, and, listening to, different presenters from across the state, talk about the responsibilities of board members. Board of Education: And the

029important role that students will serve as liaisons to the Board of Education and to the student body. So, I won't go into much detail, I'll let Max talk on that. Board of Education: Just a couple openings we have, remaining as the grounds position is open. We have that open until 926. Shane, and Joe have been hard at work, screening applications or screening, applicants. Board of Education: During our meeting last week on the board meeting agenda, we had talked about the idea of a budget workshop, which we typically do sometime in the beginning of budget season, so I put this on the agenda as a talking point. Board of Education: And we were looking at the month of November or the month of December to do a budget workshop that kicks off before we get into

030the heart of budget season. If you remember, we'll… Joe will be presenting, probably at the next meeting, a budget calendar. He will go through that and update that and share that with the board. Board of Education: And then, we roll into January. Board of Education: With, the anticipation of getting the governor's budget. Board of Education: Sometime in the mid-part to the end of January, if we're lucky. Board of Education: And then that rolls right into our budget development process, where we go to two meetings a month in February, March, right through the end of the school year, but leading up to the May vote, public hearing. And I'll let Joe get into the details of what he gets out to the buildings, to the principals, and to the staff. Board of Education: Later on in

031the budget calendar. Board of Education: But, right now, if we just want to, think about, either tonight or think about by the next meeting, think about dates, that, we could come together for a workshop. Board of Education: And, we can do that either on-site, right here in the library at the junior-senior high school, or we can find the location off-site. And we've done them both ways in the past. It's really what the board, prefers. Board of Education: Any, questions about the workshop? Suggestions for topics? Board of Education: The other, piece that has come up within the conversations with the Facilities Committee, and then also at the, board agenda meeting last week that I, to put on here for discussion is the greenhouse as a base bid, or an alternate bid. Board of Education: I'll turn

032that over to the facility committee members. I have attached a link to our website that has the information. Board of Education: That was shared with the community, and one of the other questions I think we had come in, and Joe has those numbers, is, what the, voting numbers were, on the capital project as well, so… Board of Education: I'll turn it over to Mike and Jason and Nate. Board of Education: Did… did anybody… Can you ask for about what districts have a greenhouse? Yep. Yep. What do we got? Board of Education: I want to give you specific. I just want to pull up the spreadsheet. It was something like about 8 to 10. They vary from being a classroom that was converted to exterior, a handful is currently Board of Education: In the process of

033their build right now. Give me just a sec, I'll make sure I have the specifics. Board of Education: So, I mean, I think the biggest concern we had with this. Zoom user: Piece of the project isn't so much doing it, it's a matter of what the final cost is going to end up being. Board of Education: That was why it was suggested that we take this as an alternate. Board of Education: Making it an alternate certainly does not mean that it will never happen. It's just a matter of… Board of Education: In construction, it's a way to take that piece out and be able to know exactly what that chunk is going to cost. Board of Education: And as long as… Board of Education: it all fits within the budget, then we just accept the

034alternate and put forward with it. But, there's a lot that goes with that greenhouse. Board of Education: The, as far as things like losing a large portion of parking, Board of Education: You know, there's a lot of other… Board of Education: Grass areas are basically gonna disappear, Board of Education: You know, there's some tanks underground over there, so… Board of Education: We just felt that it would be a. Zoom user: Gee, Jamie ain't there, huh? Board of Education: I'm more responsible. Board of Education: method as to. Zoom user: America. Board of Education: negative. Board of Education: Has the final cost changed since the boat? Is that the issue? Board of Education: No, we haven't seen any costs, because it hasn't gone to bid yet. Right, we don't have costs yet. Right, so it hasn't gone

035to bid. We budgeted for it when we did the capital project. Board of Education: We do have an estimation of cost for the construction in Phase 2. We do have an estimation of cost and an estimation of what the greenhouse Board of Education: In terms of where we are within a schedule, we're getting pretty close to, submittal to state ed with, with constructability… plans that are of constructability level, so we're getting pretty close to that. And what, Mike DiPerna and the architects are putting together is Board of Education: multiple bid packages for Phase 2. So there, what we're looking at with such a tight window is potential contractors, bidding on this, and then, in terms of the favorability, is looking at what the bid packages look like with Board of Education: The greenhouse as a

036alternate, and then what the bid package looks like without the greenhouse as an alternate. Board of Education: What Jason is saying, has been done in other projects. We have alternates built into this one. Right. We just had not had the greenhouse Board of Education: slated as an alternate at this point yet. But those documents, just to re… they're not done yet, but they're going to be getting close to getting done, because we have a date of getting them out on the street. Board of Education: In October, even though the state won't approve the project until December 23rd, but we want them on the street so contractors can see them ahead of time. Board of Education: So basically, you would ask for a bid both with and without the greenhouse. Yeah, basically, you're creating the same…

037you're bidding the same stuff. Board of Education: all you're doing is you're taking whatever work's associated with that greenhouse, and you're putting it into a column. Understood, yeah. All it does is it's going to allow us as a district, or us as a board, to see exactly what that piece of the project costs. See it better. Board of Education: My concern would just be that we went… that the public already voted on this project. I'm not opposed to doing it as an alternate and having that priced separately to see that, but I feel like the… Board of Education: public voted yes on this project. Well, we're not saying no. Right. There's nothing… absolutely nothing about it. About it says no. Okay. It's a matter of seeing Board of Education: what it's actually going to cost,

038because of the fact that there's… there's a lot more than what most people realize involved in just that piece of clean house. Board of Education: But there's some other things that we've talked about. Board of Education: adjusting, and getting the architect to get their head out of the sky, that I think is gonna save a little bit of money. Board of Education: Thus allowing, for sure, that, you know, hopefully we can do the whole thing. Board of Education: That'd be great. Board of Education: So, the districts have responded. The Ryder has one. ESM Harvard one, they have one, but it's not on campus. Liverpool does not. Lafayette does. Marathon, Salis, North Syracuse, Tully, Skinny Atlas, and Davies process to build. Board of Education: Pretty sure Homer has one, too. Did you hear back from them?

039They did our side. Board of Education: The larger districts and comparable districts, so… A little bit of both. A little bit of both. Yeah. Board of Education: Okay. Board of Education: Thanks, Daryl. Board of Education: Yeah, one thing that… We did a walkthrough, was it last week? Board of Education: leaks are mixing together. Yeah, the facilities committee met. And where… in the parking lot, there's… there's actually some… Board of Education: Thanks. Thanks. Board of Education: There… and there's some concern of… Board of Education: how much extra cost that could be. To move the tanks, essentially, or… Remove. Remove them. Removing them. Except what? Old oil tanks. Oh, like underground? Yep. Okay, I see. I think the DEC reports have come back. Board of Education: I think so. I think the DEC reports had come back,

040and if I was reading it correctly, and I'm not sure it was, it looks like the tank was filled. Board of Education: properly filled, according to the DEC, so then it would mean removing it. And, as Jason was talking about the cost of the greenhouse, when we started the, Board of Education: the initial plans of the greenhouse, was essentially a greenhouse across the front of the Industrial Arts Building. And since then, because of budget, we've shrunk that down in size, probably close to a half to two-thirds across the front of the Board of Education: Building, and within those costs, are already built into the budget, because those tanks, we know about those, are, to remove those tanks, because the foundation of the greenhouse would be added in those spots. And where those tanks are now

041are right under two parking spaces. Board of Education: And they're filled, so, okay. Board of Education: And keep in mind, being… putting this as an alternate gives us Board of Education: like I said, the ability to see what that piece of it actually costs, because there's other portions in this Phase 2 that have alternates, like these kitchens, both kitchens do. Yep. So, it gives us… Board of Education: a much better ability to really figure out what's going to be the best bang for the buck for the district. You know, it may be a better option to, I don't know, do the fancier kitchen and not the greenhouse, or… or the cheaper kitchens and do the greenhouse. I mean. Board of Education: having that… the flexibility and just having the ability to know what those costs

042are is going to allow us to make better decisions. How does that affect programming that was intending to use the greenhouse? If we don't do the greenhouse, we would continue with Board of Education: the hydroponics tower that we've been using now. Board of Education: We don't have, the hydroponics tower is mainly used for the agricultural program. We don't have, earth science or biology. Board of Education: using the hydroponics tower that I know of. But as an enhancement to earth science and biology and, the agricultural program, yeah, there's, you know, obvious reasons why the greenhouse would be so, Board of Education: At least obvious to me, why it would be such a good, feature to add to the instructional component and the learning experience for students. Board of Education: Yeah, I think there's been an extended

043period of time Board of Education: Also, because we broke it up into two phases, that… Board of Education: we're gonna experience higher pricing, too, probably. That's a potential, yeah. And as we discussed in our meeting, the… Board of Education: Typically, when you get an engineer's estimate or an architect's estimate, they're not close. Yeah. The only way to really know what you're going to spend is to go to bid. So, being able to have ways we can add or deduct as we need to. Board of Education: Alternatively, what districts have done is if they don't build in a lot of alternates, and that's where they typically do, but it's… I've seen it where it's not, is they don't build in a lot of alternates. If the bids come in over. Board of Education: there's still a

044decision that then has to happen. If the bids come in over, then we have to decide Board of Education: As a board and as a district, you know, what are we going to trim out? Okay. Because the other option, which I'm not suggesting, is you go out and ask the community for more money. That's why I started it with, I'm not suggesting it. Board of Education: Yeah, so I guess that's just kind of, I think this seems like a good idea, but why isn't everything separated out that way so that we can pick, like, a la carte? So, the more you do that… Yeah. Board of Education: the more expensive it becomes. Okay. Because what ends up happening is… You're, like, preparing estimates, you mean? No, each… so if you break out… let's say you're

045gonna do 10 rooms. Okay. Okay, and you say, well, I'm either gonna do one project of 9 rooms, and then I want an alternate for the 10. Okay. Board of Education: If you say, I want a single price for each room. Board of Education: then none of those contractors know how many rooms you're gonna do. Okay. So they're gonna make sure that they have enough money in each and every room to still be good. To maximize their profit. Correct. Right. So if you tell them you're gonna do 9, and alternate 1, Board of Education: All right, we're gonna have enough in these 9 that we can cover them. Okay. It's a little bit of a bouncing act. Backing on what Jason said. Board of Education: That's very similar to what we did with the 21

046capital project with classrooms, using Jason's example. I think we did 37 classrooms. We built those all into the base bid, and with the casework and pieces like that, just because of that reason. Board of Education: And the way that… the way that… Which makes a lot of sense. The way that that one was bid. Board of Education: is we came in about $4 million under, which then allowed us to do a Phase 2, but we still had alternates built in. Board of Education: that, and I can't remember what they are off the top of my head, it was only 5 years ago, but we had did something similar to that with, CNS, in terms of putting the bid packages together with the architects at the time. Also, this is a sizable alternate, too, right? Board

047of Education: And the other alternate is the, size of the wheeler kitchen. Right, right. Which is significant, because it bumps out two walls. Right. It increases the footprint to be able to get a little bit more equipment in there and space in there. Which is probably why they gave us two options, right? Board of Education: they gave us two options because of how costly it may be. Yeah. Board of Education: And that was with changing the line and everything, and pulling out that wall that's right there along… So the serving line in option, A, which bumps the walls out, I'll say. Board of Education: The serving line would be in the cafeteria, where the walls are bumped out on two of the walls, and then in B, where the walls aren't bumped out, the serving

048line feeds in from the hallway like it does now. Board of Education: And just a little bit tighter space, because you're not bumping the walls out approximately. Board of Education: two feet on each of the two wall… each of the two walls, the north wall and the east wall. Okay. Board of Education: That's helpful, thank you. But we do have, we do have a facilities committee meeting coming up October 2nd. October 2nd. We're going to do a, what they call a similar… a page turner. We're going to look through the plans. They're going to have, Board of Education: some of their alternates laid out in terms of what they're going to recommend to the district, and then, you know, the Facilities Committee will be able to come back at the October 14th meeting with more

049information. Board of Education: I'll bring lots of red pads to that. Yup. Board of Education: I can just supply you with red pen to eat it. Board of Education: Very good. Thank you. Board of Education: Attached, if there's any more questions or discussion, I attached the change order resolution. It doesn't need action tonight. If there's any further questions, I wanted to put it on there. Board of Education: The other piece of… Board of Education: I think we can give everybody… Board of Education: couple weeks to think about it and read it through, and there's nothing happening right now on it, so… Okay. Yeah. Board of Education: Just another announcement, the New York State Board of Regents visit to the Syracuse area on October 5th through the 7th. Board of Education: we have an invite for

050the superintendent and, the board officer, or officers for a reception on Sunday night, the 5th. Board of Education: I sent Jason and Mike an email to see if either one of them are interested. I've also took the liberty of when Regent, Board of Education: Mannion was here. Board of Education: to invite the Board of Regents to Onondaga Central. I don't think they're going to fit it in their itinerary, but they're going to be right down at, Onondaga Nation School, and I said, if you would like to stop by Onondaga Central, you're then welcome to, but I know they have a tight, Board of Education: I know that they have a tight, schedule. Between visiting the, Onondaga Nation School and visiting the OCM BOCES, they're going to be, pretty busy. Oh, that's a good idea, no

051problem. Board of Education: Yeah, so I offered it, and I have a good relationship with Regent Manion. He's been a, he's a new Board of Regent. Board of Education: And he's been getting around and, visiting, school districts and, making himself visible with, Central New York school boards, as well as, the OCM BOCES and Central New York superintendents. Board of Education: Pending your questions, that's all I have. Board of Education: Nope. Board of Education: Yep. Board of Education: Good. Thank you. Board of Education: Business Office, go. Beyond the 25-26 school year, the AYP, is at 4.1274%, a $39,000 of interest, $700, which is from the general fund, and primarily right now, the business office of Business is closing out 24-25, so we're in the midst of getting all of our state aid forms done, ST3, our

052forms, FT for transportation. Board of Education: The building, and so on, so… Board of Education: busy with that, getting ready for budgeting for 26-27? Is there a deadline for all sorts of state aid form? The deadline, I believe, is… they want them in by October 15th. Board of Education: I think the soft deadline they give is September 1, but as I, you know, it doesn't… they don't actually open the forms until the end of August, and, you know, you need to have your audit done, so… Board of Education: Yeah, I was just curious. So, like, mid-October. Yeah, so the intent is that for the February governor budget run, is we want all of our information as current as possible. So, if we don't have that in by October 15th, you get variance between February and…

053Board of Education: February and April, and obviously we don't want that. We want the best picture we can get, so we want to hit that October deadline, so we'll have them all in. Okay. Board of Education: Sounds good. Board of Education: Thank you. Thank you, thank you. Board of Education: Maintenance. Board of Education: Good evening, bro. Board of Education: So, quick update on us is, so, of course, everybody was here over the weekend, so Browns, Mavens, Custodial, everybody was super busy. Board of Education: his crew over here, it's not a one-day thing. It's two weeks to get productivity. We had everybody on deck running and done with that, and I think it looked amazing. Board of Education: I'll send out some pictures, we had some drone shots of it. They look beautiful, so hopefully everybody,

054you know, had a good time, so I think… Board of Education: I think I sold more people here than last year, my first year. Board of Education: Excellent. I think everybody did a great job from that. Board of Education: Other things going on over here in the high school, just got the, VFP finally replaced in the library unit for supply fans, so that unit's back up and running. Board of Education: It's comfortable in there once again, and, temperature's holding, so it's good over there right now. And district-wide, we're on fire at Signatures right now, so we have one wrong signature, I just brought them in. Newer company, our last company, closed down or retired or whatnot, and, so I brought that in. Board of Education: And, they're going throughout the district right now, based on

055all of our virus, so we're getting ready to get started at some point with that, so… Board of Education: That's about all I got for tonight. Any questions? Board of Education: Great, thanks, I agree. Board of Education: Transportation. Board of Education: That's good. Board of Education: Bureau of Mobility, they actually started this past weekend installing the stop arm cameras on the buses. They're actually here over the weekend. Saturday, they got all the little buses done. Sunday they started working on the bigger buses. Monday, they were working on the buses. They're planning on being done today. Board of Education: Unfortunately, one of the installer said it's been an emergency solution. Board of Education: That will be here this coming Tuesday to finish up. Board of Education: As of right now, all the little buses are… Board

056of Education: The software's been uploaded to them, so they are active. Board of Education: All the big buses will be completed when they return after the day. Board of Education: So this should be quiet. Board of Education: When I go back when I say it next week. Board of Education: Wow. Board of Education: Also included on my card, look for a letter of intent for bus purchases. Board of Education: Wherever the 10 comes in is when you decide as a board what we're tentatively looking for. Purchase for buses would be July of next year. Board of Education: So it's kind of a promissory note, but it's not a hard note to review our bus sales and hope to book purchase. Anything from the letter of intent is the box and our pricing. Board of Education:

057For our quotes now, Board of Education: Most purchase prices go up every quarter, so the next quarter comes into effect in October. Board of Education: So we're looking to do the letter of intent. Now, with the locker price is for purchase. Board of Education: Bus for next year's. Board of Education: July 1st. Traditionally, we go 3 buses, 2 baits and a little, keeps our feet to the current size. So then the way I would like to do Board of Education: criminal lenses. Board of Education: Larger gas buses? Smaller gas buses. Board of Education: We also need to propose that we stand on an area that we're still moving forward with the thoughts of the electorate. Board of Education: The electric one is small, so that it's the same numeration, or feet, same size. Board of

058Education: Another option… put up there would be, is it before it's dwelling, would be to add an additional Board of Education: Large was and small was. Board of Education: For our fleet size of this year's purchase. Board of Education: Reason being is this is Ashley Arbor Lapis. Board of Education: go around… Currently, legislation to order gas buses. Board of Education: This time next year, place the order for delivery of 27. It'll be outside of parameters, so we can't order any of our gas subsidies. Board of Education: After this year's proposal, current legislation. Board of Education: There are talks of an extension. The paperwork for that hasn't come out until November. Board of Education: So we'll be applying for the extension, but that doesn't change the deadline to have the whole fleet over to electric by

0592035. So there is talk of an extension on order gas buses. Board of Education: But at this time, there's no file for an extension on it. We have to have a bold leak. Board of Education: switch over. Board of Education: Bundled. Board of Education: So… For your information, and it should be attached to you Board of Education: We put down, all the bulk prices. Board of Education: Oh, it's up here on the board. Just for comparison, so… Board of Education: Little buses, the 30-passenger traditional bus that we've been getting. This year's quote is $103,925. Board of Education: do that same thing for an electric, but we found out they have two different battery options, so we were looking to do the smaller battery option, the 140K. That bus comes in at $278,899. Board of Education:

06012 hours, birthed in the 11th. Board of Education: Bigger version on that is $402,943. Board of Education: Going for the bigger buses, the traditional 66-passenger, like we're doing the gas engines, this, for this quote right now, is $170, 188 per bus. Board of Education: To do that, same cost to put the electric drivetrain, and it's $4,799. Board of Education: So we kind of composed some numbers of different options of moving these together. So, minimal recommendation of two large buses and the one small bus. Board of Education: comes through for a total of $445,702. So if we just do our minimum with the gas buses to keep our feet where it's at, that would be one of the proposals. Board of Education: To devotees. Board of Education: to… You also have the other option there for

061the electric. Board of Education: Satisfied with what state that is requiring. Board of Education: So, to do that same… Board of Education: infrastructure, per se, of the two large electric, one small electric, we're looking at $1,328,337. Board of Education: Same thing with the Arkansas. Board of Education: So, minimally, those who would need to be… Board of Education: on the balance, that we're interested in increasing Board of Education: The tweet size, you know, something preemptive? Board of Education: We won't be able to order any more gas buses. Board of Education: If we added one more large, one more small, so 3 large and two smalls, We're looking at $720,000. Board of Education: $550,000. Board of Education: Then there's also the options on every quantity 3 large, and just communicate with that small, one too large and

062too small. Board of Education: By gaining an extra small bus from a big bucks. Board of Education: It's very salty food there also. Board of Education: Well, the board wants to… Move forward with, what we're looking to… Board of Education: put on a letter of intent to New York Laws. Board of Education: With a letter of intent to New York bus, if we're ordering Board of Education: 110 to the gas buses. They'll put in that order now. Board of Education: The bus will be filled, delivered, paid for next July. Board of Education: With the electric buses, they would hold off on legitimately placing an order into production. Board of Education: Pension voter approval. Board of Education: Being that the way all the boats went last year, they don't want to be ordering on buses and

063sitting on that hidden party. Board of Education: With the newer orders coming in for the gas buses, they're gonna have to start throttling back on then, plus the extensions come through. Board of Education: It says, June of 2027, they can no longer sell against us. Board of Education: kind of approach, the timeline for being. Board of Education: Does it require switch over for LARP. Board of Education: 2035 is the full switch as of right now? As of right now, 2035… So these buses that we're purchasing, if it all stays as it is, the buses that we're planning to purchase, even if we stay with gas, we won't be able to use after only Board of Education: 9 years. And that is before their usual replacement of 10 to 12 years, that would only be 9

064years. Board of Education: Buses we purchase now will be the time here. Board of Education: Got it. Board of Education: Why don't go the pen, stretch to 11. Board of Education: So we're already in the cycle of where they would have a shorter… Right. Right. Board of Education: Yes, sir. So, what happens to all the gas buses? Board of Education: by 2035. Is that anything? That I don't know, unless they did. Board of Education: Right now, they're thinking they're either gonna get sold. Board of Education: go… they normally go south of the border, turn it into transit buses, either in Mexico, all south, or Mexico, or something like that, but it might also transit now, the bus could have less miles, it might actually go to southern states. Board of Education: in the United States,

065because they don't have the same construction. Board of Education: So it's water. Board of Education: Thank you. Board of Education: Matt, which one of these options would you like to see? Board of Education: I would like to see the option 2, where we go with 3 large buses and 2 small ones, which would give us an extra 2 buses now. Board of Education: If we were to work through the rotation of the fleet, two miles down, would that get to, actually, two buses. Board of Education: The key words through what cannot work. Board of Education: But that's been 5 buses that we're gonna have to get rid of before they're useful lifespan. Because the waiver's not out yet, again. Okay. Logically. Board of Education: Yeah. If we were to be able to get a 2-year

066waiver, it would make sense that it should be a sliding scale, which 135 should work with it. Right. So, what we're looking for… so what we're looking for for a letter of intent is to lock into the lower pricing before the price goes up. Understood. But if you… on the… Rob, if you want to pull that back up there, the last part is we're not, the letter of intent. We're not obligated, actually, to Board of Education: follow through on any of this. We just want to lock in with the lower price. And when that waiver comes out, which they send by December, ideally at that point, they'll be able to answer that question. Your boss said that that's definitely a question they'll ask Board of Education: What's your plan for this? Because if a district

067were to get two waivers, that pushes them out to 2031. Board of Education: how are you going to convert an entire fleet from 31 to 35 on those 2-year waivers? Well, and presumably, we go with option 2, we get 5 buses that we have to retire before their time, if all things stay the same. We could presumably sell them for much more than we could at 10 to 12 years, right? Board of Education: If we're selling them to a southern state, or wherever we sell them to, right? Yeah, it all depends. Board of Education: Well, the other aspect of that is… Board of Education: Even if you're buying… if you were to buy 5 buses instead of 3, Board of Education: And if… if nothing changed in the, Board of Education: nicest way I can

068put it, the lack of forethought of the state of New York. Board of Education: If nothing were to change, then… Board of Education: In a year and a half, we can no longer buy a gas bus. Board of Education: So, even if they all go Away in 2035. Board of Education: we're not going to be able to buy an electric bus at the same rate that we can buy regularly. Right. There's going to be, not just as it the cost, but you can see right on here where it's 3 times the cost for batteries. But the part that nobody ever looks at is Board of Education: everything else that goes along with that, the infrastructure getting here, the charger system… I would argue we have, as a district. Right, but I'm saying this is what

069nobody else. Board of Education: looks at all, you know, buildings to put this thing in, because you can't leave a battery outside in the cold. One thing we did discuss with your request today is that we are eligible for infrastructure grants as well, so because of being a high-priority district, we'd be eligible to up to $65,000 per bus, so we could have $195,000 to put in the ground, maybe for our first three chargers. Again, it's just what we're eligible for. We just want to make sure that we're presenting everything we can. Board of Education: due diligence and not coming back to the taxpayer and saying, well, we didn't go for the money. So we just want to just present it, just make sure it's out there, try to make these as cost-efficient as possible. Board

070of Education: I'm just looking at it, like, you can't… based on dollars, you can't replace these, so… so if I'm 5 now. Board of Education: you're helping yourself out, because you're keeping the fleet big enough to be able to actually transport all the students, because of the fact that you can only buy one for every three buses you still buy. Right. If they even work. Yeah, it's kind of hedging that, because as of 2027, we have those major buses that want to come out. Board of Education: But now it's trying to do every bus on the road as long as 10. That would give me two more to keep in that rotation. Board of Education: Can we get an estimate of tax impact of these different options? Absolutely. Great to the fiscal advisors. On there,

071I just put one on there to start a local share, but obviously this is beginning over 5 years, so I would ask for a debt service schedule for each choice. I shouldn't want it to put all together until we had a Board of Education: what we did on a letter of intent was… so we can… we're gonna work under your bus to change what we requested from NYSERDA, which is we rewarded the two large buses. Board of Education: We're going to request funding for the two large and one small. That's our… our plan right now. And then the second part of that, still do it the OR proposition. Those two numbers are blank of what the board Board of Education: wants to go with for the numbers to put there, just to lock into pricing.

072And then once we have that information, we'll see what comes up from the waivers, we'll look at our debt service schedule, fiscal advisors. Board of Education: But we're just trying to lock into, again, the lowest prices we can get before the school's up, I believe October 15th? Board of Education: Is that what you're… Board of Education: It starts October 15th, so if our meeting is the 14th. Board of Education: No, I am on the 5th, when the price change occurred. Yep. Board of Education: I don't know what the price would be on the 15. There you go. We're buying buses. Board of Education: It's whatever for that quarterly increase, capital. Board of Education: Why aren't we having? Board of Education: So, on the letter of intent, can we then, on the letter of intent, can

073we, increase the 66 passenger to 3, and the 28 passenger to, Board of Education: The 66 passenger to 3, and the 30-passenger to 2, is that what you're asking? It is. Okay. Board of Education: But we're not committed to that, we're just locking in the price. Correct, so… Well, why not? Yeah, why not? Board of Education: Beautiful. Board of Education: Okay. It's interesting, the option 2 and Option 5, the local share is identical, yet we get 3 versus 5 pluses. They shouldn't be. Board of Education: Yeah, it's, like, exactly the same, so I don't think it says option 5, 168,671, and then it's the same for option 2. I'm guessing that… Board of Education: Yeah, I bought it since I broke. Option 5, I believe, is $300,000. Okay, I was like, that doesn't make sense,

074okay. Board of Education: But we… I mean, even if it was the same, we'd still be getting 5 versus 3. Our age ratio is 76.6%? Okay. So, that's about triple what it should be. Yep, that makes more sense. Yep, it's 310, I believe, so the numbers. I'll fix that, I apologize. Board of Education: And when we get to that section within the agenda, I'm pulling these handouts right from there. The other piece that we added in there, so everyone could see, is what the bus quotes are right from Board of Education: New York bus sales. Okay. Board of Education: Yeah, I don't see a downside to saying 3 and 2 gas. Might as well lock in the price. Yeah. Board of Education: Well, they… I don't think… you know, if something changes our mind that

075we're not going to do 5, New York bus sales can sell those buses. Yeah. Oh, yeah. That's the other thing. So we can say… we can put that on the letter of intent now, but then we'll come back on the 14th and have, numbers for tax impact of the 5 options? Absolutely. Great. Board of Education: Thank you, Matt. Anything else? If the quarterly price goes up on the 15th, is it going to be too late to tell them on the 15th? Board of Education: So, I'm not sure if they would still honor the price, unfortunately, or not. Board of Education: So, this needs to happen before that. Right, so that's why I'd like to see the letter of intent for the five of us now, they'll auction our products. But we can change. We have

076the option to downsize… Board of Education: Later on? Yeah, that makes sense. The problem is bigger right now, and then reduce to a P2, then decide later to look bigger, and then it'll be pricing. Board of Education: Perfect, yeah. Board of Education: Makes a lot of sense. Yep. Thank you. Board of Education: Thank you. Any other questions for me? There's a spot later on. Thank you, thank you again. Thank you. Board of Education: for the electricity. Okay. Board of Education: I was like, why? I was wondering if there was some magic happening where they were giving us more. That's the share… that's the share with no, grant money. That's if we were to have to purchase them wholesale. And that, yeah, and that's the share after the state aid. Yep. But if we also repulsing…

077Board of Education: quick to get in front of, Ginger. They're still aiding the buses at the purchase of the bus before the rebate, so we're getting 76% on a $470,000 bus, but we're gonna get $200,000 off Board of Education: To start. Okay. The zero, which is how they ended up at zero last year. I see. Board of Education: That's… Board of Education: Okay, again… Again, it's still not factoring in, like Jason was saying, structure. Yeah, keeping them in the… building a whole building to put them in, because… Well, and the other piece with the… with the buildings, with the recommendation for the buildings, is they're not aiding, transportation storage garages. That's what I was wondering, like. Board of Education: districts, like, we know Ithaca has… sorry, Ginger, Ithaca has purchased, electric buses and not had

078great success with them. Are they putting theirs, like, overnight in a garage? Board of Education: You know? I don't know if they're putting in… we did talk about Ithaca with bus sales, and I think they have 7 buses, and Board of Education: They're… they… I think they have close to 100, though. Yeah, total. Yeah, 100 total. And, if I remember what was reported to us correctly, is there, some of those buses are splitting an AM and a PM run, so they're only running in the morning for charge time, and then a different bus runs that same route in the afternoon. A different gas-powered or electric? Electric. Okay. Board of Education: It could be. They could do… they could do that combination, too. Any combination thereof. Board of Education: Okay. So, but they are… but they

079did say they were pulling the hills fine. The winter… the winter, cold temperatures and the degradation of the battery is still a concern. Significant. So, you know, they say battery technology's getting better, but… Board of Education: We'll get through one winter, and then the next winter, it won't start. Yeah. 90-day warranty. Board of Education: to further our discussion on having a mental health clinic at OCS. Board of Education: We discussed the requirements the district would need to meet in order to be considered. We have to be able to provide a private space that falls within the parameters of at least 80 square feet. The district would either work with liberty resources or bale, depending on who has capacity to provide this clinician. Board of Education: We would then work with the agency for the outside

080mental health clinic. They fill out an application for us that goes through the, New York State Department of Mental Health for approval. That process can take up to several months. If we're approved, the district would start with one clinician that we're sharing across the district. Board of Education: In each of our buildings. The service would work on… Board of Education: With our youth and our adolescents, they have to fit within a certain age range, and generally that's 5 to 18. Board of Education: If the school district is responsible for the referral out to the family if they'd like to participate in these services, and then, then the clinician and the provider, either Liberty or Pelio, works with the family's insurance to provide the mental health services for the family. Board of Education: On-site. A full

081facial for the clinician is between 25 to 40 students. Board of Education: Right now, we're in the process of, no, you're working with the agencies to see if they have capacity, so we're waiting to hear back from them. But Rob and I learned that about 99, buildings out of the 119 buildings in Onondaga County have a mental health clinic for their students on-site. Board of Education: So… Board of Education: Any questions for me? I feel… this was… we discussed this at the Rockwell meeting, and Laurel had some good questions, but she's not here, did we? Board of Education: Remember? Board of Education: I don't remember Laurel's questions. Laurel did have some good stuff. Yeah, she… this is definitely her realm. Was it one of her insurance? Board of Education: Yeah, we talked… we had questions

082about insurance, and then… well, I was just wondering, the 8x10s… well, 80 square foot space, that would be an if each building would have to private, or would we move students, potentially, between buildings? We could. So, Rob and I kind of did some preliminary discussion, and I think if we could make it work for each building, and the clinician would travel to accommodate student needs, then that would be good. If we couldn't make it work, in every building, we talked about Board of Education: and maybe not the student travels to the high school, and there would be, you know, on, say, here, if there was a Wheeler student there. We tend to feel like our greatest student need, I think, arises at the 7-child level, just by nature during a very age how your students

083are at that age. But, you know, we would want to provide a space, each of those, if it was possible. Board of Education: I think we had a question about continuing care over the summer when the school's not in session. Was that something? Yeah, that is right. If the building is open, like, for example, if an administrator is here over the summer in our summer hours, the clinician could be on site. Transportation is not expected to be provided by the district during that time frame, though. Board of Education: To answer the insurance question, if the family has a co-pay or anything like that, that still applies, but if the family is Medicaid eligible and receives Medicaid, then that is covered at 100%. Board of Education: That's great. What was your question, Eric? Yeah. And that

084payment, that's between a family and either Ilyos, who are from the kids per grade level, qualified for this, something like that. Board of Education: You know, in health families, though, we feel like, you know, from 27 piece picked up earlier, transportation challenges or things like that, there are a lot of our students who are on a waitlist for providers. Board of Education: We also feel like, probably at this age range, the best kind of, physical support sometimes is in-person support for our child. Sometimes it's a little bit of a disconnected soon. Board of Education: And so this would provide other options for influencers. Board of Education: If they're getting sick, right? Board of Education: No, butter. Board of Education: Do you have a number of children in district-wide that we have that need this, or

085identified that need this? We didn't want to do too much, like, investigating just yet, because a disappointment doesn't happen for who cares? But maybe talking about it, we think that we could probably fill a full-time base out of about 40 students. Board of Education: What would the obligations of the district be besides providing the space and the referrals? And working referral, that's it. Okay. And who would refer… who could refer? You, the principals, teachers, anybody? Nurse? So, generally, right now, we found that for a counseling department, right? We want them to be the line of contact. Generally, the students that we're referring to outside counseling have some sort of inside supports. Board of Education: that are working with, you know, students and families. So that, we would like it to be technology that way. I'd

086like to be kept involved in the process and know our numbers, so that we know that this is viable, whereas we're going to have to move to a part-time clinician, depending on caseload. But I would keep it that way. We also talked about, you know, the family would be able to… we have a release of records form, so if the student and family wants communication between Board of Education: The clinician and our counseling staff, that that would be available to help Board of Education: there really doesn't seem to be a downside to this, I think. I think this could take pressure off of some of our staff not to have a professional dealing with this separately, so… I think that's great. We were able to refer to an outside agency, and I think that brings

087some solace to our teams, too, is that we have somebody on site, so if the family has been on a store, you know, the student isn't able to see somebody based on transportation and things like that. Board of Education: And we have algal valves right on the stomach. Board of Education: So it'd be during school hours, or after, or both? Okay. So we can prioritize time in the student's schedule during a study hall, or a lunch, or something like that, generally it's once a week, right, to help, like, that even instructional thoughts. Board of Education: And school… and, from the reports is students that were on waiting lists at security buildings across the county that were on waiting lists, that helped alleviate that waiting list, getting students in front of, professional on-site, face-to-face. Board of

088Education: That'd be great. Board of Education: Yes? We have… we have… we have… they have to… they're reaching out to Hilu Health and Liberty, making sure one of those two has the capacity, and then our task on our end is to identify locations. Board of Education: Share them the square footage and pictures of the room, and that's pretty much the commitment on our end for right now. Board of Education: Did I miss anything? Eva, you did it. Board of Education: Good job. Thank you. Board of Education: I'm recording after Katie, is that okay? Yes, please. Board of Education: Okay, so rock roll. We completed screening for our pre-K and kindergarten students using the dial first grader, and the data has been shared with the teachers. Board of Education: Benchmark testing for 85 plus have been

089completed. Teachers will be reviewing student data together in data meetings this Thursday. Board of Education: Last week, Warning Curve was opened up to families. Students did great. This week, we'll be celebrating school buses and drivers, highlighting rules and expectations that students will board a bus to practice. Bus beginner contracts will be sent home for students and parents to sign up together. Board of Education: Students are completing a recess unit in Phys Ed to practice games that they can play independently every year. Board of Education: They're learning how to facilitate the game's independence, including respecting rules, inclusion, and bound. Board of Education: Thank you to everyone who walked in the parade representing Rockwell. It was a great day to be in Tiger. Board of Education: We welcome our new instructional coach, Lisa Schlegel, sorry, in classrooms

090today. We're happy to have her and excited to dive into instructional improvements together. Board of Education: is Wheeler… Board of Education: similar to Rockwell looking at foods and, people that have the savings to organize the Perubians. Going back to the last, board meeting, there was a question focused about homework. If I happen, I just wanted to give an update on that and do a little research. I think we know, homework expectations look different across different grade levels. Board of Education: Especially when assigned homework, you have to consider a lot of factors, like, you know, academic readiness, echo access at home. Board of Education: Availability of tools, they put that at home, opportunities during study halls at different times of shade, and they complete that. Biggest one of all is felt support at home. Board of

091Education: So a lot of those factors go into that. Teachers, all teachers sent out communications the first week of school, explaining, when or it was going to start, why it, you know, why it was going to be delayed for a week or so. Board of Education: As always, please reach out to the teachers first, to ask about that, if you have any questions. However, Board of Education: Current… current practices are as follows. 3rd and 4th grade, math and reading homework every Monday through Thursday, along with studying spelling words. Board of Education: Let's see… 5th grade… I had to repeal that homework. Board of Education: ELA homework assign all teachers throughout, the meetings work wonders. Structure may vary for teacher to teacher. During October, optimal monthly readers. Calendar is going to be available. 6th grade, 9-day

092homework, coming through Friday, math, and additional 90 assignments for grammar, social studies. Board of Education: And also, it should be noted, a lot of districts are actually moving from baseball. Board of Education: We're, looking at that as well, some of the… Board of Education: Update on headlass. There's been two confirmed reports that, Wheeler yesterday was, as noted, that had been handled, and we followed, the, as we followed the reference as outlined in our policy 7515, so that was taken care of for you. Board of Education: 117 participants, the little shake party was the biggest one they've ever had, and 202. So that was a great success. Open houses tomorrow from 6 to 7. Any questions? It's like 203 kids in the building. Board of Education: If you didn't hear me, there's 236 kids in the

093building. They had 202 at the glow stick farm. That's pretty awesome. Yeah, I've heard requests that they do another similar event at some point during the year. Board of Education: I don't move as comfortable for that, finding that. Board of Education: Bundles. Board of Education: Cool. Thank you. Board of Education: All right, good evening, everyone. Just a couple updates from the high school. The principal's cabinet is in the process of being selected, and we will be having our first meeting the first week of October. We're going to be discussing the win period, as well as backpacks and how the cell phone policy is going, and I will update, the board at the next board meeting with the results for the students. Board of Education: The school year is going very well. Homecoming was fantastic. A

094special thank you to the teachers, the staff, the community, and the students for making OCS Homecoming the best around. And a special thank you to Tricia Burdick, who is really the person behind the scenes that organizes all the stuff for homecoming. She starts in June by sending out letters and getting all that stuff taken care of. Board of Education: She does a really nice job with that. It's, it's a large task, and she does it very well, so thank you to her. Board of Education: The buildings and grounds look great. Thank you to Shane and the custodians and the maintenance group for all their hard work. Without them, we wouldn't have been able to have to stop that we did. Board of Education: And then thank you to Matt, who consistently impresses with all the

095handling of all the changes and trips that we constantly have at the high school. He does an amazing job with that. Board of Education: And then I'm going to talk a little bit about our financial literacy course, that we have started. Right now, it's grades 9 through 12. Mrs. Smith is the current teacher with that. We are in the process of piloting two programs. The two programs are Nucleus and Business U. We've met with both companies, and we are starting to look at, which, which program we want to do going forward. So we're going to take stuff from both of them Board of Education: See how it goes. Board of Education: Once that happens, and we have an idea of what the programs offer, we'll bring that to the Curriculum Committee, and then the curriculum

096Committee can make a recommendation, to you guys for the program that we use for next year. Board of Education: So basically, in the course overview, basically, we're looking at financial literacy for our students. As some of you may or may not know, our students, these days are so used to digital currency and using stuff digitally that they really don't know a lot about credit cards and, how to use a checkbook, and how to even write a check. Board of Education: So, a lot of that is, in the course, and talking about how we could use, practical management and how that looks. We also found that a lot of our students are going to college, they're good, hooked into credit cards, high interest rates, and they kind of get into that, and they have no idea,

097that they should be paying off those balances monthly. Board of Education: So that they don't accrue interest, and a high amount of interest. So we want to prepare our students as best as we can, and we feel that the financial literacy course will do that. Hopefully, we can get to the point where all students have taken this, and while they're going to college, they've had opportunity to take these classes, or this class, with all the stuff that's in there. Board of Education: So we obviously have, some ideas about decision making, weighing options and opportunity costs, the short-term and long-term goals, and smart decision strategies, so that they can plan financially in the future. Board of Education: Right? We talked about the history of money, the purpose of money in the forms, we do obviously talk

098about digital and crypto, but going back to cash, for the students who understand how cash works, we've had students who didn't know Board of Education: what, how their rate change, because they're used to calculators, on their phones, or, you know, registers doing that. So, going through all that stuff, with that. We talked about banking, and try to say financial institutions, checking loans, savings accounts, and what each one of those offers, and how to apply for those, as well as how to manage their money. Board of Education: And then income, a lot of kids are like, yeah, I make, you know, $15 an hour, and then they look and their paycheck's half of what they thought, and I mean, the taxes were taken out, and then they don't understand how the taxes, and how we get

099refunds at the end of the year, etc. So, looking at all that, and how the deductions work, and benefits that some companies offer for students. Board of Education: And giving them just a basic understanding of what a paycheck looks like. Board of Education: And then, obviously savings and why savings matter, especially at a young age. The earlier they can start saving, the better off they're going to be when they're average. Because, you know, savings accounts, you know, and how that works, and the different options that they have. Board of Education: Right? And then investment. You know, even back when I was in high school, we had the stock market game that we would play, and everybody would pick stocks, and it would be with the fake money, and, you know, looking at the stock market

100and how that grows. So giving those students an opportunity to see that. Nucleus, the program, one of the programs that we're looking at, does a live version of that, where they actually have a stock portfolio, and it Board of Education: keeps it automatically for them, and kind of goes over that. So that's one of the features that was nice about this program that we'll look into. Board of Education: And then risk versus reward. We want to go into high-risk stocks, or do we want to look at low-risk stocks? What are we trying to look at, and what are the benefits of both? Board of Education: And then credit. I mentioned the credit cards for colleges and kids getting out there, and they lure them in with a t-shirt and a bag, and then they don't

101tell them that it's 29% interest rate. And then the kids, you know, end up with negative credit reports, and then they go to the house, and… Board of Education: their credit space. So, we want to make sure that they're being responsible with that, and how to manage their credit. Board of Education: And career planning and education, obviously, when we talk about that, we look at the financial portion of what jobs are. Board of Education: you know, what do we need, and looking at a four-year degree versus a two-year degree versus a apprenticeship, and those job, you know, what those jobs look like when they're out of school, and what the payment is. So, kind of looking at how they can career plan, and looking at what they want to do going forward when they, to

102come on. Board of Education: And then insurance, you know, most of them are going to be getting car insurance, or getting an automobile, whether they're 16 or 18 or going to college. What does that look like? What does renter's insurance look like? What does homeowner's insurance look like? So they're going to get covered with all of that, as well. Board of Education: And then budgeting, again, I mentioned checkbooks, just kind of on the cuff, but how do we budget, our finances? You know, I make $500, and I have, $600 in expenses. Where's that other $100 coming from? Board of Education: Do I have to cut something? Should I cut the cell phone? Should I cut my… you know, what do I cut? You know, so it's just looking at that stuff. Board of Education: And

103then be smart consumers. I mean, I talk to people all the time, and my sister-in-law was asking for 15% off of a purchase that she had bought over the weekend because she bought something Saturday morning, and then they came out with a 15% coupon. So she was emailing, texting to get, you know, $6 back. Board of Education: So, I'm just like, okay, yeah, so that's, that's what we try to do. Look at trying to save as much money as we possibly can. Board of Education: And then, obviously, warranties and returns, and how does that work, and is it efficient, to get a warranty on a $5,000 refrigerator, knowing that they break pretty much regularly? Board of Education: So, how does that look? So, that's kind of the overview of the financial literacy course. I think

104it's very important for students to be taking, and looking at that, and want to obviously get the best curriculum they'll possibly can. So, any questions? Board of Education: I know you presented on this back in the spring, so we're not offering it yet, correct? No, we don't. Oh, okay. We're taking it out. We're kind of doing it as sample signs right now, and kind of doing the pilot program. It was very difficult to fit, like, when originally we were going to look at 7th and 8th graders, but fitting it in their schedule with the state requirements of the CTLE hours and all the stuff that we have, it was very difficult to schedule in, so we then moved to the seniors. Board of Education: And then we looked at sophomores, and then we opened it

105up in 19th. So, we've got to fit into the schedule as much as we can. Okay, I was just unclear, because you were talking about looking at the different programs, so I didn't know if it was still in development stage. And then, is it a year-long or semester course? So, right now, it is a semester course. Every day? Every day, yep, for a semester. Board of Education: I love that, I think it's great. I think, probably a lot of adults should… I think one of the things we talked about is, and we didn't do it, is when we talked about it, is the requirement that every student Board of Education: before they graduate, takes this course. That's one of the pieces we had talked about. I think that'd be great. It might just be hard

106to fit into some schedules. Just, will that… Board of Education: Yeah. But the nucleus notion of it is a lot of video and interactive activities, where students may not be able to actually take the course. We could do kind of like a virtual reality. Board of Education: So we're looking at those options. Board of Education: So, Tim, if you've got a $5,000 fridge, I want to come live at your house. Yeah, I know. Instead of Robbie, you must have a built-in TV in that sucker. Board of Education: My question actually is not about this. I think this is a fantastic idea. This came on years ago. My question was actually back to the cell phone policy. Curious, from your perspective, what, 3 weeks in now, ish. Board of Education: How does it look? Absolutely amazing.

107And in my opinion, and I can return back, but I think, too, from administrative and teachers, from what I'm getting back from the teachers, the kids are engaged, what I've seen in the classrooms, what I've been in the classrooms, kids are more engaged, they're not looking at the phone, they're not distracted by any of that. From a social-emotional portion of it, we haven't seen kids get Board of Education: The pictures taken, and then, you know, snapped out tickets, and then we're starting off roamer mills, and all that stuff has been, Board of Education: dramatically decreased. Cool. Board of Education: Excellent. From a snow perspective, can you see the difference? Board of Education: I've… I've seen a difference, just… Within myself, Board of Education: I've never been able to get so much work done in my

108whole career at a record site. Like, I… I mean, I… I mean, I have study halls, I have, Board of Education: at least one or two a day, and, like, last year or the years before, I would… I would just… I'm a big procrastinator, so, I would procrastinate, sit on my phone, I'll do it at home, but without a phone, it just… it gives me nothing else to do but just… Board of Education: do the work and get it over with, right? So, honestly, I think… Board of Education: It's a good thing for kids with their… to improve their social skills, because they can't just sit… they can't just sit in a circle on their phones. They actually have to interact with each other and have conversations, which is a skill in life that a

109lot of kids nowadays don't have. Board of Education: So I think with the phone policy in school, it's… it's building kids' social skills and getting them out of their comfort zone, so… Board of Education: And I honestly haven't seen one single problem with it at all in the first 3 weeks. Right, and I agree. And the parents have been understanding and picking up the phones, calling them. You know, we've had a couple, kids that have been, Board of Education: You know, repeat offenders, and they understand what the consequences are if they get caught again. Board of Education: However… Board of Education: What… how are the parents responding to that? Good. A couple parents were like, well, I can't get there at 5. I said, well, luckily I'm here for a soccer game, or Ryan's here

110for a game. If you want to come in at 5, 5.30, we're here. If not, then you pick it up at 7.30 in the morning. Board of Education: We haven't had any pushback from parents. Great. Great. Board of Education: Yeah, I love it. No cash app request? No. I'm at a cash app where I can see. Board of Education: I have one question about the financial literacy. Does that take the place of the personal finance course? No, we still offer a personal finance course, right? So… What's the difference? Personal finance is, tied strictly right now to the SEC and White Tiger branch, so that's more banking, and, there is personal finance portion of it, so there will be some crossover, but it's not taking Board of Education: Basically, not so… Board of Education: I was

111just curious. And we're trying to see whether or not, again, being new to the course, if the financial literacy course will funnel into the Tiger brand as well, and then there may not need to be a need for the personal finance class right now. Board of Education: Do you think it would be, like, a prerequisite? It could be, yep. And then the personal finance evolves, more money than financial industry? Yeah. Oh, okay. So somebody who's looking at going into finance or business, more on that direction. Okay. And we still have the option at OCC, as we just go across all my success. Board of Education: So, they get compromised, so make it more of an advanced course. Board of Education: I would just… Caution a little bit against the prerequisite course. Board of Education: of

112action, just because it kind of ties people up if they want to take one but can't fit the other one in their schedule. You don't… you don't want to limit people's options. Try it. But I think for more of the prerequisite, everybody take financial literacy, and then that would be a prerequisite to take a personal finances account. Board of Education: I, I took the finance and literacy class, the first two weeks of school before my schedule got changed around for the Admiral class. Board of Education: It was… it was a really good course. Ms. Smith had it all… had it all planned out really well, and he's just doing a really good job. I mean, it's a new curriculum. Board of Education: She's still trying to figure it out herself, but, I mean, she's doing

113the best that she can, and she's doing a great job. Thank you. Board of Education: I would just like to echo the same remarks that Mr. Mulford made about homecoming. It was… it was amazing. Coming from another district, I had never quite seen anything like that. The parade was incredible. The student support was incredible. The pep rally during the school day was incredible. It was… it was honestly… it was… it was one of the most beautiful things I've ever seen, seeing a community and a student body come together and support all of the sports teams. Board of Education: Over a two-day span, it was awesome. I'd like to extend a thank you again to Shane and his crew for getting all the fields ready. I would also like to extend a thank you to the

114Booster Club for running with the idea of the senior banners that are hung up on his stadium field. Those turned out great. I was really happy with those. Board of Education: And I thought homecoming overall was just a great, great couple of days for the community. A couple open coaching positions that we still have, this list is getting smaller and smaller by the week, which is good. We are down to a varsity assistant softball coach. We have a JV softball head coach. Board of Education: Varsity baseball assistant coach, modified baseball head coach, which there's… we always plan for two modified baseball teams. We have had one applicant, so we're just hoping for one more applicant so that we can have the two in case we need to make some teams. And then we are also

115looking for a varsity tennis coach. Board of Education: So those are the remaining open positions that we have in the athletic department. Board of Education: And then I just have the upcoming schedule for Varsity JVM Modified. So, for Varsity tomorrow, we have a little bit of a change in the normal schedule. Girls soccer is going to be playing at 5pm in the stadium versus Bishop London. That was changed because we are going to host a senior night for boys soccer tomorrow night in the stadium. We wanted to give them a game under the lights, so that will be at 7pm directly following the girls' games. Board of Education: doubleheader tomorrow, and it will be the boys' senior night tomorrow. Board of Education: Oh, and they were playing Biggest Poppy. Board of Education: Volleyball is playing

116currently. They're in the gym right now. The last time I checked, it was tied to 1-1 in there. But they also play on Friday. The JB and Markski team will play on Friday versus Wheat Sport here. Football and cheer will be traveling to APW on Saturday for a 1PM game. Board of Education: And then cross-country, we'll be traveling to the McQuaid Invitational on Saturday. Board of Education: For Modified, the football team will be traveling to Tully tomorrow night, and boys soccer will be playing tomorrow night as well at Lafayette vs. MVH. Board of Education: The girls' modified soccer team has a game on Thursday at Tully at 4.30, and then the modified cross-country team had a meet today at here, and they also have a meet on October 1st at 3rd. Board of Education: That

117is all I have for submitted questions. Board of Education: I had a question about the huddle cam. Yeah. Is that, like, pre-programmed? Because yesterday they moved the girls' varsity game from 6 to 5, so I tried to, like, listen in on my commute home, but it was like, this isn't gonna start until 5.55 PM? Yeah, so we typically… we ask the coaches program, all the coaches have access, but we also have access, so I can always go in and just make sure. Board of Education: I had a little trouble with Hubble yesterday, so it also could have been that. It wasn't letting me add games yesterday, it wouldn't have let me change games either. Okay. There was a little technical difficulty with it yesterday, I was able to get into it today to change, or

118to get it working for the volleyball game tonight, so it was being a little finicky yesterday. Okay. I was just curious, I'm a first, second, second time user, so… Yes. Board of Education: Yeah, so no, Tim and I will, in essence, we typically will… if the coaches ask us to, we'll just go and throw their games in there. But I sent out an email to all the coaches and said, hey, if you don't mind, throw your games in Huddle. If you need help, obviously, we can do it for you as well, so… Board of Education: Thank you. Board of Education: Board of Education members, we'll start with Max. You were gonna have him report on, Board of Education: What was the topic? Board of Education: Welcome to the student board members. Board of Education: Thank

119you. Board of Education: So what was it, Tuesday? Last Tuesday? The 17th, yes. It seems longer ago. Wednesday. Wednesday. Wednesday? It was Wednesday? Wednesday was Wednesday. Board of Education: We sat… I sat in the library with, Mr. Price and Abigail Fryer. We sat through a seminar. Board of Education: Was it OC and BOCES? Was it BOCES? Through New York State. Through New York State, okay. It was a… it was a really good presentation. Board of Education: It was very… it was very well organized. They talked about… they gave us a lot of tips and tricks on what we should do as Student Board of Education members, what kind of questions we should ask, what kind of things we should intake. Board of Education: within the Board of Education meetings, and the pros of being a

120student board member, and I did learn a lot from the seminar, and there was a lot of good speakers, a lot of good stuff to be heard, and I was really happy that I got the chance and opportunity. Thank you to Mr. Price. Board of Education: To be in that… to be in that meeting, to listen to what they had to say to us, and the advice they, like, the people had to give to us. Board of Education: Bank… Good luck. Board of Education: Thank you, everyone. Homecoming was great, as always. I think a lot of people at Rockwell & Wheeler, if they're, like, first-timers, don't necessarily get all the information that the high school gets about the schedule, or they don't know what things are, and so people that I talked to and then,

121like, told about the pasta dinner were super excited to come to it. So it's great, and it's a… it's always a good time. Board of Education: That's awesome. Thank you, everyone, especially Shane and your crew. Board of Education: For all the work you did put into that. Board of Education: Oh, Board of Education: The pasta dinner also, I think… It turns out. I think it's… I think the… I think the pasta dinner sold out, if I'm not mistaken. Board of Education: the senior class, my class, we raised over $1,000. The pasta dinner was just a really good turnout. It was… it was one of the best pasta dinners I've… the best turnout I've seen in the past couple years with me being a student. Board of Education: Is that who donated, too? So it was

122pure profit, or you guys bought it? We are, parents with the… Board of Education: Nice. Brotherhood. Board of Education: Just thank everybody for everything that you do. I'm just… I'm still amazed at how this community comes together for homecoming. Board of Education: I never get a chance to fully enjoy it because of Board of Education: other events that I participate in, but, it was a great event, and I really enjoyed it, and the new uniforms that the football team had were beautiful, and Board of Education: I just thank you guys for doing all the hard work that you do. I thank Noel, Jason, Mike. Board of Education: These are the smartest people that I know, and you guys make me look good on the board. I appreciate you. Board of Education: You too, Eric. I'm

123sorry, I didn't want you to do that. Board of Education: I'm all set. Board of Education: No season. And thank you to our volunteer firefighters for the bonfire, and making sure my shout didn't touch it. Oh, yeah, nice… just to echo a nice job, all you guys, for homecoming. Board of Education: And I did hear a number of comments ringing throughout my house all weekend about Board of Education: Something referring to a glowstick party that is amazing, phenomenal, fantastic. Board of Education: I'm worried about what they did there. I'm waiting for 100%. Board of Education: Yeah, that's amazing. Board of Education: A lot of kids. Board of Education: I just, yeah, I wanted to say about homecoming, I was able to make Friday night, Board of Education: Watching my kids play, soccer and volleyball and

124being at the events, Board of Education: It's always a lot of fun. Unable to make Saturday, have to support all my kids. I had a chance to go up to Clarkson and watch my son play, Board of Education: Baseball, which was a lot of fun, so… Board of Education: And Ryan's not here. I just wanted to mention about athletics, Board of Education: And I mentioned to Tim last year with, Teacher Appreciation Night, with basketball. Board of Education: With girls basketball, they had it, and with volleyball at the, parent meeting at the beginning of the year, they mentioned how they were going to have a teacher appreciation night. Board of Education: I just think that's fantastic, with the athletics, and I don't know how many sports teams do it, but just wanted to say kudos for,

125Board of Education: for having that, having the kids recognize a teacher, and having a teacher appreciation, I think that's outstanding. Board of Education: Thank you. Board of Education: Alright, speaking to the board… Okay. Board of Education: Consensus items… Board of Education: Like, a motion to approve consensus items as presented and or amended from G2? Board of Education: 2… G12. Board of Education: So moved. Board of Education: Second. Board of Education: Questions, comments, or concerns? Board of Education: Thank you, as always, to Mr. Crabtree for his donations. Absolutely. Did you want to make a comment of what we're thinking? Just as a follow-up, I've been in contact with BOCES, Board of Education: about the possibility of them building the gazebo. I gotta meet with Shane, and talk about plans about moving the dumpster. Board of Education:

126Get some ideas to the, construction trades, teacher and the administrator over at BOCES, start getting some more details in place. Board of Education: But, BOCES was, construction trade is definitely interested. They just asked if we were flexible in the timeline, which I replied, yes. Board of Education: Because they would like to fit it in within the curriculum. As, you know, one of their major projects, if you're not aware, is that they build a house at each of their sites each year, so that's a major part of their project. Board of Education: And they do a… they build a modular home, is what they do. So, we're… we're working on that. They're definitely interested. Board of Education: And they said the more flexible that we can be, in terms of the timeline, which we can be,

127that we would look into that. And then, so when we get, some designs together, we'll share those with the board and share those with the OCM, Board of Education: construction trades class, as well as Mr. Crabtree. Board of Education: Sounds great. Board of Education: Okay. All those in favor? Aye. Board of Education: Closed? Board of Education: Stan? Board of Education: Here's 5-0. Board of Education: May I have a motion to approve Deborah Polley as Teacher Assistant, effective September 24th, 2025? So moved. Board of Education: Sorry. Board of Education: Questions, comments, concerns? Board of Education: All those in favor? Aye. Opposed? Board of Education: abstain… Motion carries 5-0. Board of Education: Okay, so… Motion to approve letter of intent for the purchase of school buses as presented. Board of Education: Do you want to, as it

128presented, does not have the number in it? Yeah. Just add the number so we can get it in before October 15th, right? The motion to be for the… Board of Education: 3 and 2? 3 and 2? Yes, instead of as presented. So, for 3 large buses and 2 small buses, instead of as presented. Board of Education: You want me to just read that? Yeah, you can then put the number in. Okay, it is the intent of our school district to purchase a quantity of 3 Board of Education: Gasoline 66 passenger and 2. Gasoline 30 passenger Bluebird school buses, as listed on the current New York State contract, and equipped as per the attached specification sheet. Board of Education: That's what's… that's what the motion is for. So moved. Board of Education: Thank you. Board of

129Education: Questions, comments, committees? Board of Education: All those in favor? Aye. Opposed? Board of Education: Abstain. Motion carries. 0. Board of Education: Speaking to the board? Board of Education: represented. Okay. Board of Education: Thank you. Board of Education: All right, so… let's see… upcoming meetings and trainings. So, it's… tomorrow we have a wealth… er, health, wellness, and Safety Committee meeting. Jamie Burton and Laurel Bennett. Board of Education: In the afternoon… And then October 2nd, we have our, Facilities Committee meeting. Board of Education: Got Nate's name on there. Yeah, we should add Nate's name. Oh, no, you're… Oh, no, you're… Board of Education: And you're gonna be there with us. Follow Peak Committee meeting October 6th? Board of Education: And, and then our next board meeting is October 14th. Board of Education: at… Rockwell, and we'll

130be getting updates about VIN and, Board of Education: Backpacks and stuff like that, right? Board of Education: That'd be great. Thank you. Board of Education: And then, next board meeting after that is November 18th, right back here at the high school. Board of Education: And then we'll converse, over email or text to figure out when we'd like to do our workshop. Board of Education: And, wear, and, Board of Education: You know, what specific parts of the budget we'd like to talk about, whether it's fund balance or Board of Education: I guess we could think about what other type of topics… Board of Education: we should focus on for this coming year. I mean, we'll have to talk about buses. Board of Education: And I think… I think if I can add the jokes that he

131would bring back, for the next board meeting. For the next board meeting that will provide with the financials for the bonding of buses and the financials. Board of Education: For the, options. Board of Education: that'll be… that will go into part of the budgeting. Right, because the more that we understand, like, fund balance and stuff like that, then if we have to make a decision about buses and everything, then we can figure out… Board of Education: How we can cover that. Board of Education: So… Okay. Rob, where did you set up for that October 2nd meeting location? Board of Education: I think the easiest is gonna be right in the library. Library. Library? In high school? The high junior high school library. Yeah. Board of Education: That sounds cool. Board of Education: Okay. Board of

132Education: I have a motion to enter in an executive session to discuss the medical, financial, credit, or employment history of a particular person or corporation or matters leading to the appointment, employment, promotion, demotion, discipline, suspension, dismissal, or removal of a particular person or corporation. Board of Education: So moved. Board of Education: All those in favor? Aye. Opposed? Abstain. Board of Education: That sort of thing. Board of Education: Let's explain the settings. Board of Education: Jason, right? Jason, sorry. Board of Education: All right, take a quick recess for bathroom, about 5 minutes, and then… Thank you, everyone. Thank you, have a good night. Board of Education: Bronx?