February 25, 2026 Budget Workshop

001All right. Good evening everybody. It is 6:05 p.m. We will call to order a special meeting of the board of education. Please stand for the pledge >> algiance to the flag of the United States of America to the republic for which it stands. One nation indivisible liberty and justice for all. >> We have just a few items to take care of as part of the special meeting and then we'll roll roll right into the budget workshop. So, first up, um, under business considerations, we have one item, uh, motion to approve, uh, the establishment of a girls flag football program. So, do we have a motion for that, Jackie? Thank you. Second, Matt, do we have any discussion on that? >> I'm excited. Yeah, it was uh about a year ago or so that Billowski came

002here and presented the idea to the board and uh in that amount of time it's been studied, it's been evaluated, it's been created and it's ready to go this spring. >> Ready to go. >> One team for now and adding more. >> One team for now >> due to the fact that like other schools also only have one team. So yeah, >> just starting but there are a number of schools. So, we'll have plenty of competition. >> Awesome. >> Great initiative by Bill. You know, we appreciate him bringing the idea to the board and I think it's really going to be a great program for the the girls up and cominging sport. So, it's great to be on the uh the beginning stages of that. >> So, all in favor? >> I All right. Up

003next, we have two personnel considerations, 41 and 42. Is there a motion for one or both? >> All right, Jackie. Thank you. Second, Jenny. Do we have any discussion on these items? >> All right. All in favor? >> I. >> All right. That concludes the business portion of the meeting and now we'll go to the budget presentation. >> Um, so thank you. I think this is there's a lot of information in here. Um, we had an opportunity to review a draft of it at our last uh board of ed CNI meeting. Made some tweaks over the break um to try to clarify some of the things that came up. One of the ways that I we like to start these presentations is really to kind of orient you to our process and what guides the

004work that goes into developing this and um starting with you know the RCS mission vision and goals and I think that north star helps us to kind of remind what do we need to prioritize when we're having these discussions. Um the second piece which um I know is very important here and everywhere just starting early, communicating often and making sure that we get stakeholder input throughout the entire process. Um so we used a very similar process to last year where we've met with um the administrative team at multiple occasions to go through their draft budget, revise it, ask questions, bring back more information. The piece that we added this year um Jesse created a survey that went out to everyone. So basically for any staff member, what do you need above and beyond what you

005typically get to deliver your program, your instruction? Um, and then those results were all shared with the principles. They went through the lists. And what was really interesting about that process was many, many, many of the items were things that we could take care of right now. So we used current budget funds to take care of some of these requests. Um, some of them we are including in um draft budgets for next year. and some things that we did have to put on hold. And when I say put on hold, like for example, a teacher might have asked for a new set of classroom furniture, some flexible seating, that kind of thing. Um, and what principles did was add that to their five-year furniture replacement plan. So, it may be happening next year, it may

006be happening the year after, but it's trying to be um thoughtful about how we approach replacing furniture in those in those cases. And then, of course, the last piece, which Jesse loves, but so do I, um making sure that we are grounding our decisions in data. So we we drive by what people want and what they feel, but we also want to balance that out with what we know the data is telling us. So I'm going to start there or not. Did I turn it off by accident? I think I might have. That's >> Everybody has paper. >> Yes. Um so we'll get it up in a moment. So, um, one of the first things, um, that we're going to be looking at is some data. And in this case, we Thank you. I got

007to make sure not to hit the red button. Um, >> oh, it's not. >> Okay. During our board of ed CNI meetings over the several months, we took a deep dive into lots of different data sets that include multiple years um so we could see trend lines. We also looked at how we performed compared to similar schools. In tonight's presentation, I wanted to focus on comparing us to the state proficiency rates. Um, but it's important for you to know that those other data points that we look at, those also are where at the building level, at the department level, at the grade level team, they're looking at benchmark assessments, classroom common assessments, um, they're looking at behavioral data, all of those pieces that kind of drive the building's targets and action plans, department goals, um,

008and even individual teacher goals. So, a lot of that is happening, but it's not going to be part of this presentation because that would really get in the weeds. I I don't know. Oh, wait. Oh, there we go. Okay, jumping ahead. So, thanks for your patience with that. I know. >> Maybe Jesse could and go. Um, so the first one, the first uh data set that we're looking at here, and I'm sorry if it's kind of small for folks at home. Um, but we've been trying to approach our performance, and this is region's data at the high school level, making sure that our results are either meeting or exceeding what the state proficiency is. And when we say proficiency, that's students who earn a 65 or better on the regent's exams. So, we've got um

009and and quite honestly, that is a fairly low bar. Um, but I think it's one that is attainable. Um, and it sets us sets us up for success. So, if that's what we're aiming for, we can get there and then we can raise the bar once we meet that. Um so we are looking at some pretty positive results here with regard to uh math for sure exceeding the state averages um ELA most of the sciences and we've got some work to do um around um and I will say there's a moving target also with some of these assessments particularly the science tests that are more recently being revised and new standards being tested um but we do have some work to do in global and US history. Those tests changed se several years ago and

010we are at par with the state and we are seeing some declining results for that. I do think that some of that will be addressed in the work that the high school social studies department is going to be doing with revising their curriculum to prepare our students for the seal of civic readiness and being sure that we have um opportunities for kids to really engage in civics um and research and meaningful relevant instruction. Um the other thing that's I think is important to point out with this result is that the high school targets and action plans have identified a goal of raising um the percentage of students who earn mastery. So that is students who earn an 85 or better on the regions. And when you approach improvement in that respect, you're raising the bar

011for all um with the expectation that they're going to meet it. And I think that that leads to good instruction in the classroom and that will have an impact overall on our performance. >> Yes. geometry which but so isn't that um so I'm not sure but as you know a couple of years ago we were looking at our geometry results as being really low and that department made some changes as far as aligning their curriculum maps to e-math instruction like we saw at the middle school and we'll talk about that in the next one but yeah it's pretty impressive >> one of the things I actually like was you know These are always one-time shots. >> So sometimes the longitudinal data is really good to see what's happened the last five years. Yeah. You know,

012have we been over it every year? >> Was this an anomaly or not? So >> you can't get every bit of data and everything, but that's one of the things I always like to see is what have we done over five years? Let's say >> um I will say over the past three years, our geometry results have exceeded the state average. Good. >> So, moving into grades three through eight math results. Um, we're seeing some positive trends here as well. Uh, we do have some room for growth. Clearly, we are not meeting or exceeding the state averages. And in this case, um, proficiency for the three through eight assessments for both ELA and for math is to earn a level three or a four. Um, and the middle school also has a target of raising

013their rates of level four for mastery. So again that whole thinking that if we raise the bar for all we'll have more students meeting and achieving. Um in this case I think one of the things that we highlighted last year and that work has continued is really highlighting the work of the math department at the middle school. Um they had made a concerted effort to adopt and implement a standards aligned curriculum with EMath. Um and it really got its foothold in seventh grade and we saw those results two last year. Um and that following that we spent some time this summer the teachers updating their curriculum maps at sixth and eighth grade to better align with the e-math instruction and so we're seeing that trend of that instruction paying off in our results. Um I

014think that sixth and eighth grade have already made tremendous strides in that work and that is also reflected on our benchmark testing which we aren't sharing here but we have looked at. Um, the next slide that we're looking at is our ELA results for grades three through eight. And I'd say this is the area where we have the most work to do. Um, we don't have any grade levels that are meeting or exceeding the state proficiency levels. Um, there are some positive trends, however, that we're not looking at necessarily here, but I'm going to take third grade for example. So, they are one of the they're a grade level that's closest to meeting the state the state expect or state average. Um but we're also seeing the impact of we adopted really great reading which

015is an early literacy um curriculum for grades K12 and we're in year four of that curriculum implementation and as a result our third grade results over the past three years have risen each year. So two years ago we were at 23% passing rate. The next year we were at 30% passing rate and this year last year we're at 46% passing rate. So it takes time to build that foundation and we've talked about 3 to five years to really see trends of the impact of curricular changes and third grade is a perfect example of that. Um and I will talk later in the presentation about some of the action that we need to take to specifically address our performance at grades three through five. >> Absolutely. >> What about grades seven and eight? So, I understand

016the three through five are beforehand. There's a couple more years to catch them up. Grades seven and eight now they're behind and they're coming into the high school. >> What plan is to catch them up going going into the high school? >> So, there's a there's two ways for me to answer that and one of them is going to seem a little bit like a copout, but this test is not predictive of our performance on the on the ELA regions. >> Um, and they weren't intended to do that. So even though on paper it looks like we're going to have, you know, 66% of our kids not pass the English regions, that isn't how it has played out. Um, so our results in eighth grade ELA on these assessments have been consistently right around here,

01735 38%, but our passing rate on the high school regions, English regions is closer to 80%. Um, that is not an anomaly for RCS. That happens in many school districts. Um, so that's my that's my one answer. I don't think we have to be greatly alarmed about our students literacy skills when we're talking about exit criteria for for the high school. um as far as revision of of curriculum and taking a closer look. One of the things, and I'll talk again about this later on in the slides, but we are going to be looking this summer at developing some um a capstone project for eighth grade, which would involve social studies and ELA curriculum being revised so that all students have enriched experiences around relevant uh project-based learning and civics learning for middle school so

018that when they enter into the high school, they have a credit towards the seal of civic readiness. It's not a great It's a short-term solution, Ed, but it really is something that we need to take a look at looking at it in pieces and that's a natural place for us to do that in eighth grade for next year to revise those units. >> So, the proficiencies here, this is based on state exams. >> Yes. >> Right. Okay. >> I do appreciate that you say we're getting there by, you know, end of the the time, but this shows a pretty big deficiency in in middle school language scores. It does that shouldn't be there. I mean I I maybe maybe we get them there somehow which is great. I'll give credit to where it's due, but

019we should at least be at average. >> Yeah. And I would >> we agree not okay. >> No, it is not. >> Is it is it a change? I I get the change in in curriculum and the path going, but besides that, do we know why? Do we have an idea of why they're scoring so low or they're not as proficient right now? >> From >> Can I jump in briefly? And you may have the data point that I don't in front of me. Mhm. >> One other missing piece is the uh test refusal or students who opt out. And I think what happens in a lot of places could also be here is that your kids that would likely get fours are not taking those tests. They are taking the regent exam. So that

020also accounts for some of the discrepancy between geez, you know, eighth grade because we're missing a portion of our kids and I don't you know what percentage that is? >> I do know that number actually and I'll take it from Jean. Sorry. No, go ahead. >> But that article was just also out in the Central New York newspaper just had all the rankings again. I've talked about it for ELA and math. They had the rankings out for that too. We used to be very high. We used to be 30 40% or something. We're down to 18%. I know your final numbers. That's number was in the paper >> but that's because it's it's cumulative. So we have much higher um participation rates in third, fourth and fifth grade. And then we start to see it

021drop off in sixth grade, drop off further. So our eighth grade refusal rate is closer to 40%. >> You can't refuse it. >> You c you can't really refuse this test either. But yes, >> but you have to have it to graduate >> right now. Graduate. >> So you really cannot refuse it in order to graduate. Right now >> Okay. But for this data point, >> correct? So on the flip side of this, do we know when you compare the students grades in middle school >> to the to to the exam, are they >> great question >> doing better? >> Oh yes. >> Okay. >> I I would argue yes. The lists of students that are on the honor role and high honor role are >> I mean overall overall proficiency rates. So >> what

022do you mean by grades? So, like for example, you may have kids in in the middle school that have that are 90 average that may be on the state test because they test bad showing that they're 36% proficiency, but they're actually proficient. So, we have a do we have a way to to to know where they really are? >> Do you know what I'm saying? >> I think what Jean's I know what you're saying. That's that's I'll take the burden in saying that. I think what Jane's Jean is saying is not knowing exactly which kids they are and who what they might be. >> But just >> if with the number of kids we have an honor high honor roll, >> right? >> We shouldn't be this low even with whoever's coming out. So >>

023I get that. >> I know you say kid may test poorly, but a test poor, they're going to test poorly all all year long. They're not going to be making honoral higher roles. So there's potential of grade inflation and other kind of things involved. >> Yeah. But the teachers have different different determinations for their grades. I mean, >> it's not just tests. >> No, it's not. I said that's what I'm saying. It's not just so even if they do test poorly, they didn't test poorly all the way around, >> right? If they're if they're a bad test, if they just grade down, then it should still be reflected in their overall grade, you would still expect what she's saying. >> And I'm not in the same night meeting, so I'm just trying to wrap my

024head around like where are the students really really at? Because if you look at this, it looks really bad. >> But listening to you, it's like it's not as bad as it's being asked. It's definitely an area of concern. >> No, an area of concern. I get that. But it's not I'm just trying to wrap my head around. >> It's not like 76% of our kids are going to fail to graduate. >> Do we look at the same data with the regions >> exam scores as opposed to the assessments? Is there a way to do that? >> What do you What do you mean? >> So, this is based upon the >> assessments. Yes. Right. >> And you said that the region scores actually end up being better in our district, >> right? If you

025look so if we have >> 80% of profic or yeah 75 are proficient in the LA regions >> 80 >> like if you go >> so >> our number sorry >> hello >> we have 80% of our >> 11th graders earning proficiency on the English regents but our eighth graders are leaving eth grade at 33% of them have met >> met's this is the only assessment available for the eighth grade then. >> Correct. >> Uh yes, >> there's Okay. >> Yeah. >> But they don't take the English regions until 11th grade. Okay. >> So, it's accumulation of three additional years of work. >> Mhm. >> that everybody has. >> You start talking about state test and teachers grades. It's apples and oranges. They are not intertwined whatsoever. There there's no way that you can >>

026look at where they're at. So what this chart shows is like just looking at grade eight 33% means 33% of our students who took the assessment >> met the proficiency >> either earned a three or a four on the assessment >> and then the 52% is 52% of all students across the entire state who took the assessment. >> Yes. >> Every in every district. >> In every district from Scarsdale to Malone, New York. Do we ever break that down to look at comparable districts? >> We did and actually um I can resend that out to the board. We looked we on the slides that we look at in the board of edi we do compare ourselves to similar district size, demographics, uh students with disabilities look when we do that >> there's some moments of

027we're getting there, but we are not leading that pack either. >> Okay. >> And I think we should always at least be average, Mike. There's no reason our district should never at least be meeting that state average. you know, not by these numbers at least, you know, >> but how many years have we not met it? We're still working against combating that and then getting the improvement. >> Been a while. >> Yeah, I was going to add as someone who's taken the 11th grade regions, I feel like 11th grade as a class and just high school in general is more focused on actually taking that test rather in like middle school, you're you're learning like basic reading and writing. So I feel like that definitely also plays a role and >> you know it doesn't

028matter right in eth grade. I mean technically it doesn't matter. >> So people also have that mindset where it's like oh this doesn't really affect where I'm going to go so it'll try. >> So good point. >> Could we get uh could you send to the board if you do mind what those opt out rates are per grade per per test. So we do not just looking at that 18 number. >> Yep. >> Thank you. >> I think I'm pretty sure that's in the the whole slide deck with all of the grade levels. I'll make sure that gets out. >> I appreciate it. Yeah. If you can just pull it out for us so we don't have to search. >> We can do it. >> Um, anything else about ELA performance? >> All right. So,

029what are we going to do about it? Um, I should say what have we been doing about it? Um, I think one of the one of the smartest things that we did in trying to build some continuity in the PD that we provide teachers and then how we follow through um was in in this um in this case. So in 24-25 we brought in a consultant to work with teachers around trauma and restorative informed practices, best practices for classrooms. And what came of that really was an understanding that first of all restorative practices are preventative um and that many of the things that you see teachers doing in classrooms that are restorative impact both social emotional learning but also academics um and how they approach learning. So we took those um practices and our leadership

030team this summer worked with that same consultant to synthesize it down into eight key look fors um of those kind of um high leverage practices in the classroom. So you could walk in and in a 10 or 15 minute walkthrough what are the things that you could see. Um so we did one round of those walkthroughs and shared the data out with teachers and really the goal was to gather baseline data. So what are we doing? um and being able to highlight and celebrate that in our classrooms and then after we're starting round two right now. Um looking for where are there trends where we need some more professional development about how to use these practices in the classroom. Um so in conjunction with that the consultant has been helping me push out instructional strategies

031that are designed to address the lagging skills that teachers had identified in PD this year. So what are the things that kids can't do when they come to your classroom? Here are some things that you could be doing to address those lagging skills. So for example, um the high school social studies department had identified that kids are having a hard time engaging in high level and abstract thinking when they're looking at you know um um when they're looking at all sorts of texts that are related to their discipline. So she had recommended a 531 strategy which is in as a student after you learn a lesson or you're in a unit you identify five key things from whatever you just learned alone by yourself. Then you get together in a small group and as a

032small group you share those five things but you have to synthesize it down into the top three. And then finally that small group or alone kids have to determine from those three things. What is one claim statement, one essential question, one statement that synthesizes everything all together. So it helps break it down and it gives kids a chance to talk with each other. Those are things that you see very consistently in a lot of the practices that she shared with teachers was kids need to be talking more. um they need to be struggling with and exploring ideas with each other without the teacher basically slowly telling them with their wait time. Um and having them kids an opportunity to take bigger ideas and synthesize them into smaller more um sophisticated thinking not just spitting back

033facts. Um the other thing couple of things that we've been really focusing in on and using um the consultants we have been trying to provide some differentiated professional development for departments at the secondary level. So she's met with individual departments who have identified some really key areas that they want some more in-depth training on and she's been able to do that. We have started to build a foundational understanding of how to build inclusive instruction for English language learners. And I say that knowing that we have a very small L population, but the things that we can do in our classrooms to make sure that those students are included are good for every student. Um so we're going to we're going to continue that work. Um and hopefully um Sarah Chaffy will be able to continue

034to work with us on that. Um and then finally, last year we I had shared um an implementation plan for Ready Classroom Mathematics K5, the new math curriculum that had a heavy heavy emphasis on um professional development and an implementation plan. So, we're continuing to follow through with that. Um but we've already started to look, we did our second round of testing for math and our first round of testing for reading. Um and the math results are very promising. um and what that uh curriculum has been able to expose students to even with the heavy lift of starting a new curriculum. So, we'll continue to monitor that. Um thinking about moving forward and some of the things that we want to accomplish. Um, one of the things that it has been introduced at the high

035school level is this idea about increasing the courses that we offer for dual enrollment so that students can earn high school credit and college credit at the same time. And the easiest way to start that is to start with the classes that we already offer that align to courses that are offered at HVCC or Sunnis Skenctity or U Albany. Um and build that partnership out um with those with those colleges and universities. Um I think that there's lots of opportunities to do that and if if done well um every student can walk out of high school with college credits. That's great for parents too. Um, and you know, we talked at one of the recent CCS meetings about, you know, what does that mean for a student who really doesn't see themselves as going to

036college or that is not the pathway that they want to go? Will this deter them from um, joining those classes? And I would argue no. Um, there is an opportunity for students to be in different experiences that aren't going to challenge them so much that they fail. Um, but they have opportunities to see what it's like and to explore something that maybe they didn't see themselves as doing, but now they can. Um, we also have to do some work on updating our curriculum, actually K12, um, around personal financial literacy and climate education. Those are both two pieces of the new regulations around graduation requirements. So, we'll be starting to do some of that work this summer. Um, >> climate, not like >> Yes, >> that's that's what it is. >> Yeah. Great. I was just

037confirming. >> Yeah. And really, it's a natural fit both for social studies and for science curriculum, but we want to review our maps to make sure that we where we're highlighting those that instruction. >> You just sometimes hear it more with like the culture of a school or the >> Oh. Oh, I'm sorry. Yes. No. Climate education science. Yes. >> Yeah. >> I didn't even think of that. Um >> I didn't either myself. I was like three times. They are not >> built into existing. >> Well, we're evaluating where they're built in because they're new requirements from the state that we must offer those things, but they don't dictate exactly how or where, >> but they could be components of other courses. >> Um, I had mentioned a little bit earlier that one of the

038um steps that we're taking is to revise our ELA and social studies curriculum at 8th grade so that we can develop a capstone project for the seal of civic readiness. um that's going to involve some real collaboration across the two disciplines. Um so and I think that we have we're in we're in a good spot for that. I think the teachers are really excited about it and some of the preliminary conversations we've had. Um and then the last piece is um introducing and bringing into the at the high school um a practical assessment exploration lab. So um that is a pays lab is what we've just to talk about it in briefer terms. So this is um it acts like a classroom. So we would build out an existing space in order to accommodate where

039students come in and they act as employees and they get to go work through 250 real world um career areas and and experiences. So they are able to develop some independence. They're going to be identifying career interests. It serves a lot of different purposes and it will have it is overseen and supervised by a teaching assistant. Um, year one it it really is designed for students with disabilities. So in year one, we want to focus on our skills program at the high school so that they have some work-based learning experiences right here on campus with the goal over the following two years to double how many students are experiencing this. Um what's really um I think promising about this is the ability for us to assess and train our students in vocational skills that they

040absolutely need and not just students in our in our skills program. So one of the things about this is there will be a recurring cost because we're going to need a teaching assistant who supervises the students within it and there is an initial setups fee. However, we're exploring and we do fully anticipate that the setup fee will be covered with grant funds. So, the only real cost for that is to um have the teaching assistant >> workbased experience jobs that they would be doing. >> Um it's more vocational and like life skills. So, it's the classroom is set up so that there is it's almost like um and I'm going to say it's more than an apartment. It's like a living environment where they have to work with finances. they have to think about how

041they manage their time. Um, and right now they I think Colleen went to see it at Aboseis at the Boseis Center to make sure that it was something that um was going to be what we needed here. >> So what uh grade level or age range would this be? >> So for next year it would be the students who are in the 11 and 12 plus uh skills program. then we would bring it down into the 910 group and then think about our students who are in 151. Um and the more we understand about it because really would it be appropriate for some of our students who are not necessarily collegebound but some of the modules within it would be appropriate for other students think I think a lot of students if not every student

042could benefit from >> yeah I think a lot of adults could actually be honest >> I worked in HR for a long time at least one of them in the weekend update. >> Okay. >> In the next weekend update, it'll give you a better sense of what it looks like. >> Thank you. >> I I guess before you jump, the reason I was asking that question, sort of what Pete touched on, um beyond that, there's a very vast area of additional training for real world jobs. Not everyone's going to college now. >> And um besides go going into going up to Boseis and getting in that program which is limited. >> Yes. >> Um have we thought about it? Do we have a direction to go with those type of students on what we could

043offer and what we could do here >> for more of a career pathway? >> Yeah. >> Um I don't really have a an answer as far as like in my planning for how to build that out. Um, it's definitely something that we we can consider even building it within our current our own CTE pathways here at Rava so that they don't have, you know, work-based experiences, internships so that kids are ready to go out into the workforce right after right out after high school. >> Um, I do think that that rely like relying on some of our partnerships with local businesses, maybe with chamber of commerce, like trying to think about where else we can um we can build out those experiences for kids. Okay. I did get ahead, right? Yes. So, um, couple of

044other things that we want to consider for future actions. Um, and I, so the first is, and I will, there's another slide where we can talk more about this, but one of the things that we are proposing is to create a prek hub. So, right now we have two classrooms, pre-K classrooms at Peterb and two at AW Becker. And our recommendation is to put all four classrooms at one school. Um, and I'll talk a little bit more about some of the things that we see as benefits of that and some of the challenges we're going to need to address. Uh, last this last year the board approved moving forward with expanding our band program so that fourth graders were taking lessons. So, we want to make sure that we're monitoring that impact. I think part

045of the way that we'll do that is think about how many students are participating in fourth grade and then how long are they staying within the program. Um, and then as I said, we know there's some real room for improvement in our ELA results. So, we have some planned work for this summer, and this is a short-term solution. There could be some other longer term solutions, but our short-term solution right now is to focus on our grades three through five um to make sure that our maps are aligned uh to the basically to the science of reading, but we want to really focus on vocabulary and word study. So when I say word study, it's like you have to rethink the old spelling list that you got sent home and you did your weekly spelling

046tests. This is really about understanding how words work and how they come together. So um study of Greek and Latin roots at prefixes, suffixes, so when students are encountering more challenging content driven words, multi-elabic, they can understand read them and understand them. Um and v just general vocabulary development. Um Edwin, you had asked the question about how where are kids kind of having difficulty. Hands down, vocabulary is one of the one of the skill trends that we see over and over again where our students are underperforming, which is you'd think surprising like but it really has a lot to do with not only understanding vocabulary generally speaking, but content area of vocabulary and vocabulary that crosses over content areas. Um and then the other investment that we are looking to um embark on for next

047year is adopting an AI a generative AI platform for teacher use and for student use. Um this really does you know I I know AI can be very intimidating for some people and even um some of the teachers that I've been working with are hesitant. Um but it really does allow us when it's used responsibly can strengthen communication allow us to differentiate it can really expand access to curriculum that students have ch are challenged by at this point. Um so we recently had a group of teachers that came together as a small subcommittee to review AI products and um we followed a very similar process that we did with the math curriculum for the elementary school. Magic School was far and above the choice for the group. Um, and there were lots of different reasons

048and our conversations went from, you know, the actual platform and how to use it and all the other things that come with AI. So, we do know that there's work to do um around other pieces. But for Magic School, some of the top things that came out of that um conversation were the range and depth of tools. it was started by teachers and it's developed for teachers and it really is um it's easy to use uh for both students and for teachers and the accuracy in the output. So when teachers were using it to generate things the things that come out anytime you're using AI you want to make sure it's not just you print it out and go it's an 80 some people say 7030 8020 you have to review it and make sure

049that it is what you want it to be. Um, and then probably the also the biggest thing that came out was the built-in guard rails for student use. So, it is a tool that students can use, but teachers control when they use it and how they use it. >> Craig and I were in one or two uh pretty in depth. Um, I don't know what product it was we saw, but it it was a a nationwide tutoring program. Um, but it was endless what they were what they were able to use it for. Um, it's not like AI that you think where you're typing a a query and you're getting a response. It was able to actually figure out uh over time where individualized learning for each student, what what the areas they needed to

050work on and they had suggestion lessons plans that they would make for the teachers and it was really individualized for each student. It was pretty amazing. Um so is that is magic school something like that or is it in in that direction or is this >> it's it's you can create um uh interactions for kids like a chatbot that they have to that guides them through work that will only respond to questions like it they can't say what's the answer to this math problem. >> That's what we saw. It wouldn't give you the answer, but it it would it would it would lead them >> to a position to get the answer is what I'm saying. And it would lead each student differently depending upon what areas they needed >> and how the student responded

051to the chat. >> Correct. Yes. >> That's something like this. >> Yes. I mean, we're we're a ways from that. Some teachers have already tried it. Um probably the the most entertaining part of that committee was a couple of teachers actually took the two tools that we were looking at and had kids go through an activity using one and the other. Um and the and then she surveyed students and middle school students are very um honest >> in their feedback and I mean it was they they absolutely they they enjoyed what they did with the one with magic school and the other one they were it just frustrated them beyond belief. So um and we don't want to start with a product that frustrates teachers or kids. >> Good. >> What is the approximate cost

052of magic school? So, I think the the quote we got at the beginning of the year was around $17,000, but it's because it's something that Bose supports. It is um it's aable, so we'll get money back on that. >> Okay. >> 17,000 one time or 17,000 annual. >> Yep. >> So, the prek early literacy hub, an early childhood center hub. Um I want to say first I would not have pursued this and brought this to this level had we not had the buyin by the teachers. I started well principles teachers um and I even met with the prek teachers this morning and they are really excited about this opportunity. Um having all the classrooms in one school allows for so u allows us to grow this program. So when I started we had it was

053our year one of full day prek. Prior to that it was half day. Um, and I do think that this is a really natural next step to make sure that this program we're getting the most out of it. Um, when we're looking at the teachers, they're they are the the ability for them to collaborate on a daily basis with a core group is absolutely essential for them moving forward. We had an opportunity to go and visit another school that has all of their preks in one building. Um, and they came back just enthused because they could see the benefit. And that was a team of teachers who had been working together for many many years. But they could I asked them today I said can you see yourself I know we can't look like that

054next year but do you see ourselves looking like that in five years and they said absolutely. Um so when we think about collaboration we also think about sharing of resources physical resources but also like brain power um making sure that we're tapping into each other's strengths dividing and conquering when you're building a a thematic unit who's taking which parts. Um access to staff. So we do have some shared staff that have to go between the buildings to support both programs. This would reduce the need for that and use those staff more efficiently. Um but it really would also allow them to have a hub where they are focusing on early childhood practices that are appropriate for four and five year olds. Um and being consistent in our and how we welcome those kids to school.

055Um, in some of the feedback that we got, even when we were brainstorming, we talked about some of the challenges around this and a lot of it comes from thinking about I have a pre-k student, but I also have a third grader and a fifth grader. Um, so what does that mean? They, you know, they want to be in the same school together. And honestly, I that is that is a true honest challenge that I don't have a resolution for. Um, I think that we've got prek students. There are some families that doesn't impact at all. And there's some families who already have a kid at the elementary school and the middle school and the high school. So they understand the logistics of trying to balance all of that. Um but it wouldn't preclude like

056those pre-K students who are in one school, they can still, you know, go to the family events and all the PTO things that are happening where their brothers and sisters are. Um so that they'd still be able to be part of the school community in that in that respect. Um, we also want to think about transportation and how we can minimize some of our youngest learners being on buses for a long time. That is something I don't have a lot of details to share with you because at this point, as you know, uh, we don't have a transportation director in place yet, but that is something that we would want to work on really closely. Um, and then I think the other thing that has come up is this idea that why why would we

057have kids transition more than once? Um, and one of the things that we talked about is that we already have students who are transitioning from a pre-K program to our K program. We partner with Circle of Friends. We always have students that go there. They have to transition into a kindergarten classroom. In addition to that, probably about I'm going to, this is a real rough number, but about a half of our students, our kindergarten students were not part of our pre-K program. So, our kindergarten teachers approach their classrooms and building those communities as we're going to build this together, not you weren't here, you were here. Um because they've always had to have those mixed groups of kids even when we were half day. Um so, they aren't I don't have necessarily solutions for those

058challenges, but I would say that the benefits that we would have in making this move far outweigh those challenges. How many >> there's two classes right at each. So how many how so whether it's at Peter B or R. So how many students are you would we be >> 36 36 >> 36 either way. So 36 students either going >> 36 at each building though right 36. >> But only 36 would need to move >> right the key thing >> is going to be the transportation. I mean, I don't we don't have a director, but moving >> you wouldn't want those kids going that distance being on an extended run. It would have to be some type of >> they would have to have their own >> their own bus for that. Right. Okay. >>

059And it really will it will it will move every year. Like next year we might have 10 kids who live out in the hollow that need to be transported to one school, but the next year we might only have two. >> No, I >> Yeah, >> but it's still 30. >> Yes. Yes, it absolutely is. Okay. >> Um, so we've been talking about so where do we do this? Um, and really and you'll see on the next slides there's room at both schools. Um, and we are proposing that we look at AW Becker as the location. Um, and there's a couple of like there's two key points that stand out to me why that is the better move better spot for this. Um, one is access to before and after care. So right now we

060we don't provide before and after care but we contract with um a privately run organization and licensing for that allows that company to provide before and after care for four year olds at AW Becker but not at Peter B. >> I don't know that >> that's been a very hard to get into program. >> So I don't know that that's as much of an asset other than that they can age wise allow them. Yes. And >> it's very soughtafter. >> It is very soughta. I believe it. Yes. Um but I know that many families had because that was something that was offered at AW Becker but not at Peter B. Um that felt like an inequity. Um and and quite honestly I you know we are very fortunate to have that that group. She they

061work very well with us. They're very accommodating and they're very invested in supporting what this community needs. So um you're right there. I mean there's only I think she can only have she can have up to 45 students, right? >> Um so those spots can get filled up. >> Um but still there the opportunity is there. >> Okay. >> And then the second piece that makes AW Becker a better fit is as you know we've had declining enrollment. Um and there this is an opportunity for us to not perfectly but to balance out our overall enrollment at both of the schools. um which you know for from the outside view that may not be a big deal but it does impact our staffing for our support areas for our encores our special areas art PE

062um making sure that those teachers can stay whole because of the declining enrollment and then to add on to that with the governor's proposal because we do receive a grant for our prek program starting in 2029 we will have to provide a spot for any family that wants it. Um, so we can't have a waiting list. So we need a place where there's some wiggle room if we need to add another class if we need to go up um to a group size of 20 and have another adult in the room. So AW Becker gives us more flexibility for that in the long run. >> There's enough space physically in AW Becker to accommodate even with the potential for additional students with the understanding that we will not be allowed to have that you know

063weight list in the future. So right now, like if we're if I were to say that next year, no. Because right in the proposal that we have, there will be two empty classrooms at AW Becker that these the prek classrooms would go into down the road where our enrollment is um that could that's where the flexibility is. >> Okay. So that >> suggesting between the two buildings here? >> No. Okay. >> So So what is our thought on a solution? because I mean you know that that change for us being required to and I mean I think that we're in comparison to other districts we are already in a good place we have a fairly large UPK program I don't expect it to like double in size or anything however we still obviously have to

064be prepared for that many kids in case they do um do we have kind of a thought as to what what we will do uh in a few years here because if we need to make more space you know that's a potentially hefty Well, I think one of the things that we that we've been successful with is partnering and that's part of the the grant application actually is that you are required to partner with a collaborating agency and we've had a great relationship with Circle of Friends. So that could be an opportunity for them to extend expand their program to accommodate more of our children maybe in a classroom space at one of our schools. So if Peter B had room, Circle of Friends might run a classroom at Peter B. It's not a great

065Then potentially we would then be splitting the prek back to multiple buildings. >> But I will say, Jenny, I I'm sorry. >> It's fine. I'll go by whatever you call me. >> Close enough. >> Sorry, Jackie. Um I do think that when we look at our enrollment and what we have been able to fill like right now, ne none of our prek classrooms are full and we are seeing decline enrollment, so is every school around us. Um so is the nation. there's a a lowering of birth rate. So I don't know if we necessarily have to anticipate that we are going to have an this influx and if we do maybe some of the cla the grade levels that have been have additional sections maybe they don't need as many sections so we'd be able

066to use other classroom spaces there. >> Okay. >> Have to small. >> We've got a couple other potential ideas but it's it's too early. Yeah. We also wouldn't really need to consider that necessarily unless we had more than eight who wanted to because each class can be brought up to 20 with an additional TA. >> Yes. >> So >> we have that cushion too before we have to necessarily say partner with not that we don't already partner with Circle of Friends but increase that partnership or invite them into the building to run one of the classrooms >> which is pretty common in other areas as well. >> Yes. You brought up a good point though, like there are schools that are looked at with that new regulation to have to provide a seat for every

067child. Oh yeah. >> And they're scrambling because like they don't have space. They don't have staff capacity. They they >> Does it have to be full day or can it be half day? >> I'm not sure. >> Does it just have to be a >> I think the regulation just said that they have to have a UPK program with a spot for every student. I don't think that it regulated the amount of the day unless anyone >> It might. I don't recall. >> What does the space look like? a normal classroom. Do they need their own bathroom? Do they need anything >> that could be cost that could cost them? >> That's a good point. So, right now, um, one at each building, one pre-K classroom has a bathroom in it and the other one

068does not. So, we have a, you know, a bathroom plan. It's the classroom is closer to the to the bathroom. They take trips. They're with adults. Um, we have to we'd have to do the same thing at AW Becker. what we would but we would be able to centralize those classrooms so that they would be able to build a schedule around bathroom and toileting and that kind of thing. Um but we we don't have the capacity to build bathrooms into these classrooms. Um >> it's not required though. >> It's not required. No. No. >> Sorry for my question which is we're hearing a lot of programmatic stuff which is great and important understanding but we aren't a budget hearing. >> What's the budget impact of this? Do we expect some kind of I mean clearly

069not bathrooms but there's got to be some kind of impact positive negative. >> So transportation alone is gonna be something. >> Transportation could be a cost but I think some of the efficiencies we'll have in shared staff will offset that. I would say that this is a wash as far as budget impact. I don't see it being a savings for us or really an increase >> because everything that's in one building will just move to the other. So it's not like they need more furniture or anything. It's not they're not setting up a new classroom. or just moving an existing one. >> So what is the decision point on this proposal? It is this going to be part of the budget that we vote on whether to adopt this year. At which at what point

070are we going to >> make a decision on this >> or is this just a concept right now that we're looking at for >> this is something this is something I would like to have in place for next year. >> Um >> what do you mean place for next year? >> It wouldn't have a budget impact. So, this is something that I would like us to be able to start communicating with families that this is what where we're what we're going to be doing for next year, working with our interim transportation director and transportation director. >> When you say next year, >> uh 2627, >> are you thinking that we'll consolidate all the preks into one building next year? >> Yes. >> And there's no action by the board, right? There's something that we vote

071on. >> No, because it's not a budget. I guess that's the point I'm trying to make like I was trying to make is it's important that we hear this don't get me wrong but there's >> as if for a budget hearing there's really no seems no budget impact and I think the answer Mike is we don't particularly have a direct vote on it per se right >> that's what you're asking right >> I think it's a good topic to discuss >> no no doubt no doubt >> no but I think it has an effect on if we're unable to move these people to this the other school then it's going to have effect on some of the other decisions that we're thinking about so we're we're trying to get your thoughts and your opinions on

072it first >> and it could have an impact on other things further down the road. >> Yeah. But if you're saying if it's a wash then that doesn't make sense. >> But there's also going to help or hurt us. It's not going to change anything for next year. >> No, but it's going to change I think what what Jesse's got if I'm correct Jesse right is >> there's questions that you very important questions that don't have answers yet that need to be answered. You know the transportation of kids from the al cove to Becker. you know, how's that going to work and how our early to the four-year-old have to get up to get there and, you know, parent concerns about different buildings? That's going to be a big push back point. Um, so it's

073it's hard to give a good feeling for it until we know what some of those answers are. >> And I you probably want to say, "Yeah, go for it." And then you'll figure out the answers. But it's hard. >> I mean, I'm not comfortable accepting that it's budget neutral until we've solved the transportation issue. >> Sure. >> I can tell you I can tell you that it's going to be another bus. There's going to be one additional bus for the if if we move it to Becker. There's gonna you're going to need another bus uh with a driver to be able to take those prek kids. So, they're not on the bus. There's no way to >> Yeah. >> The only other way is to be shuttling those kids and they'll be late to school

074every day, which is not an option. >> So, how long how long will those students be on the bus if it's one bus? >> They would be under It's depends on how many is there, right? I would think a shorter period of time than a normal bus. >> It could be more than one bus because it depends where the students are coming from. If they're if say it was at AW Becker and the majority of the kids are are right in Vervina or right, you know, Queenman's hop, not Queen's Hollow, but right around that area, that's fine that it makes sense to bring them here. But if you've got a a kid or two way out in Queenman's Holland and you're going way out there, then these kids are on the bus 20 minutes out

075to come 20 minutes back when they would have been 20 minutes. Now they're on the bus 40 minutes or the kid far out. >> Would it be one bus dedicated just to driving the UPK? It would not be like an additional one to the whole fleet. We would only be putting >> prek on a single. did a lot of discussing with Amy before she left about this and we we brainstormed a lot of things like shuttle like having kids picked up into a point to switch to another bus but the safety aspect that is concerning like where would you do that? The reason I asked is because what happened at the beginning of the year um good >> with the private schools with the amount of and the complaints and they came up with a

076resolution but it was a drop off because you had students that were going to uh academy or wherever coming out of Rava and because of the zigzag route they were on the bus for an hour when they didn't need to be. So they did come up with a plan where students are brought I believe up to Jericho and dropped off and to go there. So you're my my point is if you're zigzagging all over the over the town, they very well could be on the bus in a very long time. So it may be more than one bus is what I'm what I'm getting at. >> So our prek open enrollment ends on March 27th. Right now we have about 16 registrants at AW AW Becker Catchment and I think 14 at Peter B. So

077we have another month of families registering. So we'll have a pretty good sense of where those families live in a month. >> So I guess like what Mike said I would I I'd be hesitant until we see the actual routes planned out. How many buses? >> You're not going to get the route planned out until the summer. >> Yeah. >> Well, but that then it's a problem. then it's a then it's an issue because like we're saying it's an issue because we're saying it's not going to be a problem but we're not going to know. >> But I would say that the benefit of having all the resources for these students at one location outweighs the risk of possibly >> I I agree but what I'm saying is it may it may it may be

078more than one boss to get the time down to a reasonable period of time. So then that then it would have a budget implication on it. >> Well, >> but enough that I think we could absorb >> and and those bus runs may have to change because students can start when they're three, but they can't ride a bus. So once they turn four, then they can get a bus run. So even no matter what, there's there'll have to be some shifts at at some points during the year when students transfer in and there's a spot for them. But if we can get an idea of like what what does a really what what's the worst case scenario for a kid assuming a bus run like that starts in the furthest point from Becker, >> right?

079So you say, "Okay, I'm going to pick the first kid up because we have an alcohol kid this year >> and then from that and we we don't know exact routes and all that kind of stuff, but what does it look like if that now kid picked up an alco first because they're way out? How long are they sitting on to pick up those other 35 kids? >> We it could be an hour. >> We could try to figure that out. And it may maybe that's maybe you know maybe that's okay. I don't know but for foury olds it seems like excessive. >> I doubt it would be an hour and I doubt you're going to have all those kids. >> I don't know. But >> but I can let me let me see. >>

080But we don't know. That's the point. You're asking us to make a decision on something we we don't know what >> I guess it's hard. I I I understand it's outweighing the benefits outweigh it. >> But the practicalities of it it sound we don't know yet. You don't know what it's actually going to entail. um timewise, routewise, bus-wise. Um so I would just hopefully we can >> I at the next one I'll give you some more information. Let me let me look at it. Let me give you some hypothetical stuff >> because I think parents will have that question. >> Yeah. >> You know, um it would be a concern. >> I have a couple questions from Mel, too, because I know she's not here, but she's curious about what the communication plan would be

081for parents. I know you mentioned it briefly, but I think she just wants to make sure that parents are on board and aware and able to be informed about the decisions that are being made that will impact them. And then she's also curious if we're going to are we so people are not voting on this specifically in the budget. >> No. >> So this is not a like if the budget doesn't get approved, this won't happen. >> Yeah. >> Okay. Um, sorry, back to the communication plan >> and the community. And that's why I I know you want more concrete and we can wait another month, but I because if we move in moving forward with this, I'd want to be able to when parents come to drop off registration packets, I want to let

082them know that this is a possibility. When we start thinking about where we're doing our screenings for um our incoming prek students in May, where are they going to go for their screening? Um, those are things I I' I'd like to be able to give that information to parents now. Okay. Um, but I also don't want to do that if the board is feeling uncomfortable with not knowing at least some preliminary numbers of >> Well, because we're going to I'm sorry because we're going to get those questions. You will too, obviously. But we're going to be in the market and somebody's going to become storming up this. You agreed to or you you supported a plan that makes my kid do this >> something that we get to vote on. It's not. >> No, we're

083not voting on it, >> but it's still going to be the support. But they're still looking for our support. >> They tell us not to do it. They're going to do it. But uh but I guess my biggest before I dig into this is is your bigger concern that the students are going to be on the bus too long or is it >> that's what I think we're going to hear the most from parents. >> But we're hearing two different things. They're they're going to be on the bus too long or it's going to be more than one bus route. >> Well, that's he thinks because they're gonna be on the bus too long. >> If if they're on the bus too if if turned out when you look into it, they're going to be

084on too long. It may require a different bus, but I I think I heard >> I have maybe a silly question. What is the furthest point away from Becker that's still within our district? That would be like >> almost almost Greenville. >> Yeah. >> But how what's the time frame? >> That's what Jess is going to find out. >> Okay. But I heard >> that's tough, right? Because you can have you could be the first pickup and then you got 17 more kids or you can be the last one and you're just go that >> and you might be the first pickup and you know you're on a straight line until you get back closer to town and then you have a whole bunch that are in close succession. >> Right. >> But I I

085I heard Jesse if I heard you correctly. You said even if something like that had to happen, it's something you feel that we could absorb into the budget anyway. So, >> um, >> yeah, because there's so so many things change with bus routes and people coming, people going every year, uh, in the transportation department, we do have some built-in ways to, you know, make sure we're covered for those >> one bus run in a budget, our size is not usually going to be a problem. We can absorb those for sure. Exactly. It's not a major thing. And if you're saying the rest of the program you consider it to be a wash, that's not my concern. My concern is simply going to be and my concern is not necessarily the concept. It's it's you know

086are we gonna get to buy you know I know what the I just know what the questions we all know what the questions were >> one point of reference >> from a special ed preschool perspective is my students can be on the bus for up to an hour and still come to my program that's what they consider like an acceptable amount of time it's a tremendously long time for a three-year-old to be on a bus but given that the programs are often dispersed >> right >> that is one I'm not saying I'm just offering that >> but as Jean's saying she wants to give the information to the parents that's that's a bit of the information we need to We're we'll get some clearer information about about some of the transportation aspects um >> so

087that you can >> and we know this >> weigh in with with more information. But I think at the end of it all, the the key question is, is it better for kids to have the continuity of having all the preK, all the resources all in one place, with all the teachers being able to collaborate, etc. And does that >> outweigh potentially a, you know, within reason, does that outweigh a slightly longer bus ride? >> Right. And and that's just we just need that information because the district has in the past proposed like we've done it like many districts have done and at different times throughout the past we've proposed like Becker being K2 or whatever and Peter B being 35 you know and >> so those you know these questions we know these questions

088will come up. >> I have one more transportation question just for your while you're compiling things. Um, and I don't expect you to know the answer to this off the top of your head, but what percentage of our prek kids actually choose to take >> bus transportation? And I suspect just because I mean based on the age and especially like if it's someone's first kid or if they're home with their kids, they are more inclined to drive their kids when they are younger than they are when they might be in fifth grade. And you're like, just get out. >> That's Jesse's problem. >> I >> Well, I mean, in terms of figuring out our numbers at Right. That's why I asked, you know, lower than the typical, >> right? That's what I would expect. >>

089Like it kind of goes like a bell curve like you see the younger ones are lower and then when they start and then the high school they start stop riding. So it goes kind of like that and the middle school tend to ride it more and then they kind of dies off. But I don't know off the top of my head exactly what the percentage is. >> Yeah. I just I I assume you know we're not looking at really >> information that we do have. So that I would be doing in with when we look at this I would say hey the average is 75% of the kids ride or 50% of the kids ride and then you can I can plan out even like the most severe run >> like and what the estimated

090time that would look like. >> What what here's my next question on that because I know with my kids we were bringing them all every every day. What does that do to increasing pickup to drop off because now you're doubling the cars. Now you I mean I know that it's it's it can be a nightmare sometimes. Um now you're bringing every say you're bringing everybody from Peter B up here. The line at times can stretch almost all the way to 9W. >> Now you got a whole another school of cars showing up to drop their kids off. >> Peter B will be happy. >> Yeah. >> Peter B. What I'm saying >> two classrooms. So, we're talking about 36 kids. >> Yeah. But >> and if even if it was 36 families and every single

091one of them drove, but I >> But you look at you look at Becker when it's only was only 36 kids and the cars are wrapped around and they're all the way. >> But isn't prek pickup different than >> prek pickup is different. >> It's at the front door. The drop off is the same. >> Okay. I guess it's different. So that was my next question. Okay. do that work. >> Um, and I'm sorry that brings another question into my head, but will there be any accommodation for parents who then do have kids to pick up at both schools? You know, because the pickup time is exact pickup and drop off are exactly the same. If you are driving your student to school, getting them to AW Becker at the very same time that you

092have to get them to Peter B is a problem. You can't get to both of those schools at the same exact time. And the same thing for me. >> And the same thing for pickup is, you know, they they're going to have to pick up their kids at the same time of day. Um, you know, it's not an issue when your kids are in one's in high school and one's in elementary because they're an hour off. But, um, you know, if if you've got, like you said, you know, you've got a third grader and a fifth grader in one school and you've got a prek kid in another school that's what, 10 15 minutes between them is. Um, you know, that's that's a long ways to be driving to be standing and waiting for one

093kid and then running to the other school to pick up the other kids. >> It's a really good point. >> That's a good point. >> What would be a potential solution? Some type of >> I mean, I think I think honestly it probably would just need some kind of leeway for those families of understanding, you know, that their prek kid needs to either be picked up. It's a good one that we hadn't thought of, but we definitely have to talk to the the principles to see a good solution for that. >> Okay. >> Um, just because we've been talking so much about tier one and core instruction, I do want to highlight that we do have goals um and actions around supporting our students who have demonstrated, you know, lagging skills or some gaps. So,

094we in the budget, we are um proposing that we maintain our summer programs for gened. So, credit recovery at the high school, um middle school and elementary school skill development. So, Ravens Academy and um Raven's Quest continuing for the summer. Um we are just starting to dig into what the data can tell us from the I Ready assessments, the diagnostics. So, we made the shift this year from FastBridge to I Ready. They are both diagnostic um assessments, but I will say um that I Ready does a much better job of helping teachers identify discrete skills that students are in need of developing um in both reading and math and the prerequisite skills for big core priority standards. Um so we are we've started to develop our understanding of that. We've been partnering with Boseies to

095have some training around that, but that will absolutely continue moving forward. Um and then also, you know, you'll you saw in the building in targets and action plans that there's always a culture and climate um target and around, you know, student mental health and well-being. And two things that we saw really have some positive impact were an increase in home visits so that we're partnering with families about students who are having difficulty getting to school and also consistent regular school meetings with PPS staff to coordinate the interventions and supports that we're giving kids. We have, we've talked about this before, very rich resources with school counselors and social workers and school psychologists and bringing those people together to really coordinate what we can do for these students who are being challenged by coming to school

096and performing the way that they could um has really benefited. So, we want to make sure that we continue that work. I'm going to take a moment uh for our fiscal outlook which continues to evolve. Um so we wanted to provide a little context. >> Yeah, I'm happy to speak to this. So what we're looking at right now is uh exactly what's on the screen there. Basically uh approximately a you know if we look at our cost drivers um 17% increase in health insurance premiums and then a 35% increase in prescription drug costs for the district. >> Yes. And then you balance that. Well, it doesn't balance. Uh, you weigh it. You weigh it against a 1% increase in foundation aid. And without getting into the numbers, the 1% increase in foundation aid doesn't even

097cover 1% of the 17% increase to health insurance premiums. So, as you can see, there's a significant gap. And, you know, we know it's just the governor's proposed budget. Um, so it's not finalized yet, but that that 1% is maybe going to move to two. We'd be very fortunate if it moves to three. It it's it's a drop in the bucket in terms of what we need. >> Can you help us out? It doesn't have to be exact numbers. Won't hold you to it, but 17% 35% are obviously big numbers. Clearly scary. What does that mean to us? Dollars. >> What does 17% increase in health expenses? The increase in expenses is approximately $2 million >> in in those >> Yep. those two. >> And just in those two areas >> that house I mean

098it's it's you know >> and that doesn't cover right contractual obligations uh increase in energy costs. >> No, that I'm just talking about these. So you're talking about $2 million. Is that what that equates to? >> Correct. >> All right. And the foundation aid 1% of our foundation aid is what about now? 400,000. >> No, it's like uh just the foundation aid, not the total aid. It's likeund and some thousand. >> It's 150,000. >> There you go. >> So, >> and our two and sorry and our two >> the 11% 650,000. >> So, the Are you done, Matt? >> Yeah. Yeah. >> So, the insurance premiums and the prescription, they're not going down. They're consistently going up. >> So, this is it's not sustainable in over the long term. >> Correct. So, I guess I

099know we have a plan, but do we have a plan to um you may have a temporary plan to try to close the gap, but do we have a plan looking five years down the road? I mean, because these keep rising and they're they're not going down. And that seems to be the biggest cost expense that's coming up to the district. So, I mean these n the public sees these numbers. I mean, they're not going down. How do we tackle that? >> That's what we're trying to do right now. >> No, no, I know that. I know that. But it's just like we're we're attempting to tackle it right now through right sizing via attrition, >> right? Um but you know even that long term >> and I think most districts are in a similar

100spot where they're saying >> every district >> uh something's got to give at some point here right >> but this is a bigger problem than >> we don't know we don't know what the >> problem >> we don't know to get political but >> we can give you an answer for the next two three years I can't give you an answer for five years >> and that's why why I'm talking about it because I've been in I mean, in the meetings and >> I don't think the staff I don't I'm not sure if all the staff and not the the public actually understand. >> No. >> Um the percentages in these numbers and what they mean budget-wise, >> right? >> Um >> that's why I asked where the numbers because >> 1735. Oh yeah, they're

101bad. But what does it really mean? And that's the numbers. >> And you're looking at what you say 100,000 and 650,000. Not even a million. >> Yeah. >> Okay. So, is it safe to assume there's no alternatives to explore on prescription coverage? >> So, the the the problem with prescription coverage is we pay for it all. We're we're we're not under like an insurance and that's that's has been a great savings for us in the future. I mean, in the past, >> but self-insured. >> Selfinsured. I apologize. Thank you, Matt. Um, so it's really like a roller coaster ride. >> And we've had a few over the last couple years have had some high costs in that area. So um that's why you see these big increases. Um there is a possibility um it could

102go the other direction in previous years I mean and and in future years >> um but I don't see that because the cost of drugs are going up the availability of additional drugs but what we are doing as a consortium is is putting more guard rails in place and where the people that >> pre-authorizations authorizations and and ways for people that may be abusing some of these drugs that are available now have to get the proper uh authorization for it. So, and we have seen some savings in that sense, but a lot of these big increases are for those oneoffs, the really big specialty drugs that you know unfortunately come about when people get people get sick. >> Is there any realistic alternative to self- insurance? What is it? I mean, if if we get

103outside of it, we could it would be cost a lot more if we're fully insured. >> Um, because of that, they're they're going to they're going to weigh what we have what we've spent and they're going to say, "Hey, we're not going to take on more risk. >> So, that would be a lot higher if we were fully insured." Um, and to talk a little bit about the health insurance, if we are in a large consortium with uh the majority of the larger districts in the area, we're actually one of the lower ones with health increases. If we were outside of this and we talked and we sat in uh Hibark and the people that are outside of ours that are in more of the private section are looking at higher increases in this. So,

104we are looking at possibly other options, different types of insuranceances. Um, that is very early stages. Um, but we are looking at and we're doing all we can to try to mitigate this to um, you know, our taxpayers and our staff because these this is really going to affect um, you know, people's paychecks unfortunately. >> I'll be honest. I my health insurance went up probably about that much this year. Yeah. >> Um this is definitely right and I am a state employee. This is definitely not a unique issue to >> our our shares going up obviously but the but what our employees paid is going up also. So like you could see a potential scenario where someone gets a step increase or a raise in their paycheck but they're actually taking home less money because

105of the increase in insurance coverage. >> Yeah. >> That always goes over well. It always goes over well >> whether it's our fault or not. >> Nobody wants to see their balance. >> So let's talk about right sizing. Um similar to last year we are proposing using teacher retirements um using teacher attrition due to retirements. So, um, so that we can rightsize our class enrollment and our average class sizes across all of our buildings. Um, so one of the things last year, we did this last year at AW Becker and one of the concerns was some of the new um, construction and housing that is going up in the AW Becker catchment. So, we've been paying close attention to that. Um, and it did not seem to manifest itself. So overall the enrollment at AW

106Becker for the entire building has gone up by 10 students this year. Um it just so happens that five of them were at fourth grade. So um those class sizes are a little bit bigger than we had anticipated. But the overall impact of families moving in, we have not seen that um impact the enrollment at AW Becker. So we have one anticipated retirement at AW Becker and we are proposing not filling that retirement and going from four sections at fifth grade to three sections at fifth grade which still leaves us in a very reasonable average class size range um across the board. So one class section at Peter B. Um we are making the recommendation of again looking at right sizing um and we have four anticipated retirements at Peter B, three classroom and one

107intervention. So we propose using two of those retirements to reduce by one section at kindergarten and one section at first grade. Um, couple of things to note about that. PreK and kindergarten are always um projected numbers. So, because you know it's open enrollment for kindergarten, those numbers can change right up until the beginning of the school year. Um, but for the past two years for our projections for Peter B have been higher than our actual numbers. So, um, in 2425 we projected 72 kindergarten students and we had 66. Um this year we projected 65. I tried to keep that number about the same. We have 49. So our projections have been higher for Peter B at the primary grades. Um and we've seen two years trending where those projections have been inaccurate. Um so I

108think that we are safe to make these reductions at kindergarten and first grade. And I would say just like we're looking at um transportation but I am monitoring along with our registar our enrollment numbers for this um because the teachers have and they've said to me since I've been here we get tons of registration in kind in in August will be full um but we haven't that hasn't happened for two years but I will continue to monitor it and I'll let the board know and the public know if we are approaching numbers where we might need to add a section back in. Um, but even with the reduction, we're still at very reasonable average class sizes at Peter B. >> Smaller was less at first grade. >> Say that again. >> So, you're going from

10918 kids in first grade this year to 16 kids in first grade next year. >> Yes. Right. >> 20 kids. >> And that number is probably more predictive because you're not necessarily waiting for them to enroll. They're already in >> enrolled. Yes. I mean there might be a little flex. Yes. Yeah. And we, you know, we'll typically have and it's it we we had this conversation at board of ed CNI like teachers remember I got three new kids and I'm like yeah but four have already left. So we we pay more attention to when new students arrive because they're new. It's a disruption. So you got to build them into your community. But we don't pay as much attention to the students who leave us. And that really has been um slowly happening across the

110district. I think a good point to also explain >> not just the the numbers are going to be about the same. >> Well, they're going to go up, but 12 12 is too small of a number. I know Jackie and I sat in at uh Peter B and I think the right number was like 14 to 17 somewhere. >> It was somewhere in there. I think the teachers teach that we talked to it said somewhere around there. through the attrition. I mean, it there's hard there's hard choices that have to be made, budgetary decisions that the board is going to have to entertain, and this is one of them. It's just not the class size is going to be within range, but it's also going to save money. And it's it's it's one lesser position.

111I understand that. But it's not letting somebody go. >> Exactly. >> And that's what we're really really hoping to avoid for forever. >> Exactly. And it's worth noting for the public that we're not eliminating a position. We're just not filling one. >> The worst thing to do would be to hire. >> Okay. Fair. Right. >> It's it's that's the way to say it. Position's going away but not a person. >> Right. >> And the worst thing you would want to do is is >> hire somebody and then have to lay them off where this way if something turns around you can always hire somebody the following year. >> Right. >> Yeah. >> Looking at the opportunity side of this. Let's say we were to move prek to AW Becker >> and we reduced a section

112in kindergarten and first grade. We now have four classrooms that we freed up in >> Peter B. >> What does that do for us as far as opportunities, >> right? That's a decent amount of physical space that's now freed up in elementary building. >> So, one I you could jump in, but one thing that um has been a practice at other districts is to rent space to Boseies. It's not a huge money maker, but it's an opportunity to have um Bosey's classrooms in a school setting. Um so that is something that we could consider >> essentially being a cost savings if our students who are currently outplaced were able to go to that program in our own school in our own school building. But does that also mean that we are then pulling other non

113nonrcs students into our Peterbe building then if Boseies is renting out space? >> So Boseies but yes but Boseies overseas they have their own principal they have their own staff. It is that they rent the space and they take care of everything that's in that program. >> They don't utilize any of the school resources other than the space really. >> Okay. >> Yeah. But and so then I'm sorry I'm just trying to wrap my head around it. Uh so I understand we would then be able to like RCS students may be able to participate in it but Boseies are usually more of high school level. So would that mean that high school students are coming in or they it would still be related to the >> PB programs special education >> special education Boseies programs.

114>> Okay, understood. That's why I just you know Boseies cover so many things. I'm sorry. I'm just trying to and I know usually when we're like sending our kids out to things a lot of times we're talking about those CTE programs. So I wanted to make sure I understood what what we were doing here. You said it might be a cost savings to us if our students end up attending that bosses. Would we not then have to pay their tuition to that program in our building? >> We would think about the transportation. We have to transport them. >> Okay. >> I just wanted to make sure they have >> There you go. >> The driver. We got the bus. So, we just need a driver. >> Plenty of um so middle school um is that

115we don't have any anticipated retirements. Um we have done a pretty close look at our FTE at the middle school and there are there are areas for efficiency um but not recommended in this budget process. I the middle school model can present challenges just because it is a combination of elementary programming and u secondary programming. So um we're going to engage in a more in-depth review of our middle school program starting this summer. Um, and that would take um teacher input and working through a process so that by next December we have a more thoughtful um and informed recommendation for what we can do with our middle school programming. Um, both from what is required at the middle school level as far as earned credits and what we might be able to offer to enrich

116beyond that. Um, and I see that process as being very much driven by starting essentially with our teachers. I've already earmarked a chunk of money to help um, start that work this summer at the high school. Um, and I do want to say this chart is slightly different than the others because um, the high school is a little bit trickier to um, present numbers-wise because once you get past 9th grade, 10th grade, and outside of English and social studies, kids are taking all sorts of different courses. English and social studies, they have to take four credits. So those are the easiest ones to identify this. So this is representing the number of course sections. So in the ninth grade there are eight sections of nth grade English. In 10th grade there's eight sections of 10th

117grade English and so on. Um we do have a couple of retirements at the high school. We are recommending that one of them not be filled. Um and so we use English that's where one of the retirements is for illustrative purposes. So a teacher a full-time teacher teaches five sections. So we would reduce English sections by five. So one teacher's course like basically teaching load. Um and even in doing that we would still have very reasonable average class sizes in our English classes. >> So I guess my question is assuming the reduction in class sizes across all buildings. What would the dollar amount reductions in cost savings be >> for? >> No that so we're not filling those position. If you were not filling those positions, what uh what cost savings dollar amount is that

118to the >> 600,000 >> that's in salary, right? >> That's total salary >> and that's included. >> And so so the way I look at it is I generally because >> it's hard to hard to give you an estimate exactly what it is because you got family plans, you got single plans, you got payroll tax, you got retirement. I generally say it's about 150,000 for a senior teacher. >> Okay. Um, so with that being the, you know, the number of retirees that we're saying we're not going to fill, it's around, I I would estimate around 600,000. Okay. >> First one, maybe I read it wrong in the CNI or maybe you've changed it since then. Is the high school you were proposing one >> one. >> Okay. I either misheard it during the other one

119or whatever. I thought we were cutting five. >> Oh gosh. No. No. But I five sections. >> Five sections. I heard I heard differently last time. So, >> um >> I was gonna lose my my you know my mind >> there. There are I will tell you >> former stuff >> in in reviewing other content areas there are there's room for efficiencies in in other areas >> and I hear that and I I know you know being a previous president and a high school teacher the the biggest problem in the high school like you talked to middle school has some uniquenesses to it versus an elementary where you got the kids all day as you well know it's it just doesn't shake out to 19 per class just doesn't work out that way. >> You'll

120have a class with 26 and you'll have a class with 14. >> Yeah. Or 10 or whatever. So it just and it just depends about what we want to offer. Yes. You know, we can say, okay, we can cut back because, you know, we have efficiencies, but then we may be able to not offer as many courses, right? >> So I always be cautious with that. The one thing I would like though and I'm going to request from you guys is um this is better than I thought obviously because I I had uh eight cuts in my head and this is half of that. So um but can we get um to help us understand staffing in our district? may take a little effort to do this, but what all the positions we do have

121districtwide, like a listing of them. I don't need people's names and all that kind of stuff, but you know, we have five principles and uh you know, 32 custodial workers and 52 bus monitors, that kind of thing. Yep. >> Classroom teachers, you know, fourth grade teachers, third grade, just to really give us a good overview of what our staffing does look like in the district because I really don't know. We could have 42 bus drivers or seven monitor. I have no idea. And I've been here a long time. I have some of that together already. I'm finishing up a kind of my initial six month report for everyone. >> Yeah. >> And some of that is in it. >> Okay. >> Um >> but yeah, we can get that we can get that for you.

122>> We want it right now for this school year or what we expect for now. >> No, what we have right now. >> Could you go a step further with that? Because when you break the three-part budget down for us, we get to see the budget numbers for each section. Y >> when you do that, can you also not individual salaries can you put together like okay transportation 40 people >> it's what the what what >> it's usually in there isn't it >> it's usually in there >> the salary lines are in there it says what the whole we get that >> it's not broken >> no no I don't mean I mean I know >> when I say so when I break it out between capital instruction and um administration >> no no I'm

123not saying that you have to put it in the budget but when you break down like a snapshot report like Matt said just at the bottom a number of of what total what what that cost is >> okay >> so we get an idea when we look at numbers I you know when I look at say okay 50 people employees okay that's great but I I don't know what that equates to >> well in the past I don't know maybe in the last year or two I honestly I don't remember because I've looked at this for so many years but in the past usually when the budgets came up when each department transportation comes in and we see their lines it'll say our admin our salary costs for transportation are this much >> yeah it

124has that identity >> I mean when we actually put out the budget statement. You'll see line by line all of it. But if you want a little bit >> just >> in a different presentation have >> I know a different presentation. I just mean like a just you know so you can equate that number. >> No I know I have asked the last year or two though you know since I got on the board to go back more to what I was more familiar with over the years where we had a little more information maybe not >> I like the line by line but not everybody does but a little more information. So when we when we get to um let's say operations maintenance, here's our line for salaries. Here's our line for supplies. >>

125Yeah. >> You know, not the each line, but the group of supplies. Yeah. >> Repairs. >> Absolutely. That is in the statement. Like I can give you >> I I can give you what what last year's was or and then if if you want something more than that, I can I can put something together for you. >> I'm looking for the proposed as you come in, you're proposing a budget. What what is it proposed? >> Yeah. I mean that comes out that will come out like right after the budget hearing but you want to see that before the the board >> as we're going through got it >> each department. Yeah. Each each topic >> and you also want the number of people in each of those categories, right? That's what you asked for. >>

126That's the first thing I was Yeah, I'm jumping off my >> the only one I know off the top of my head is 192 instructional staff, but I don't but we'll get you the rest of it. >> Yeah. And then just going a step further because um and I know we you and I talked about this um whether at Peter B at the middle school about you know not we don't know how many teachers watch these budget presentations and everything like that. So something of a snapshot of a smaller type presentation that can actually be presented at a staff meeting. So when I say the number, Jesse, when I say the number of like Matt said, transportation department, all that, it's in the budget, but in a snapshot thing that could go to each individual

127school so they could get an idea of where the costs are. Not the full budget because not every not we don't know how many people are are seeing this and watching this, but if if >> you want like a simple like one page, >> a simple one page breakdown so something can go to each school at a at a state. So, do you want like something that goes through the whole budget like say, "Hey, our our tax levy is increased by this amount or state." >> I guess I could leave that to Craig to figure out, but >> salaries have gone up by >> Yeah. something so they can we know that that they're presented with this and it's very simple and straightforward, not like the >> I've done that in the past. That's that

128wouldn't be that hard. It kind of uh we can lean on the budget drivers that are really the ones that are swaying one way or another the budget. like obviously health insurance and prescription will be on there. Um I will say that our contract busing has gone down by 300,000. So that's another one that swaying the other way. Right. So that that's those are the things that are really moving. And then salaries for different departments. Um that's going to sway it. Um but if we you know eliminating this has helped I mean if we are decide to eliminate those positions that will help the salary line right and the the um you know the the retirement lines and and all the tax lines and all that. So >> when you talk about the bigger ones

129though, that's what I'm saying. Like when O andM comes in to give us their presentation. >> Yeah. >> Here our salary we're asking in this next salary and his next budget for salaries and stuff and benefits is this much which is a 2% increase or whatever. >> And supplies are this. We don't every single line but grouped into in major drivers. >> Yeah, you got it. That's easy. Um so as far as new expenses from this presentation really looking at the purchase of magic school um which is aidable through Boseies uh we do have an increase you'll see an increase in um the budget for field trips when we're thinking about curricular field trips um so for example you know middle school science field trips that are aligned to the curriculum and those cumulative curricular

130re uh cumulative curricular field trips at like fifth and eighth grade the budget um reflecting us paying for those moving forward. Um there is a a placeholder for school supplies. Part of the process budget process was to have the principles gather supply lists from the teachers so that we could build out um how much that would cost for the district to purchase all of the school supplies. We're still working on those numbers. Um, but we wanted to, our goal really is to make sure that next year's budget includes funds for as many of the foundational supplies as kids need in the classrooms. Um, the Pays Lab, as I mentioned, we're we do anticipate that the setup of that will be covered with grant funds, but we will have an recurring cost of a teaching assistant

131to supervise that. >> Tell her not to pull her string in her shirt. parent over here for a minute. Um, the school supplies, we've had some some, you know, internal push back concerns on that kind of stuff, but you'll have more clear >> what you want to do that. That's what you're saying coming up. Okay. >> Just want to cl That's what I heard. >> The the basic idea is that taxpayers are paying for those things anyway, but in potentially a very inefficient way by each person going out to the store and paying full retail cost. And what I wanted us to explore is does it make more sense for us to buy all these things in bulk at, you know, 67 cents on the dollar recognizing that the community is paying for them anyway

132and sometimes teachers are paying for them out of their pocket. Um, but we just don't have the number yet. >> Yeah. >> And you know, there's probably a breaking point somewhere. Does that total for all the supplies we want to purchase come in at $40,000 or does it come in at $140,000? Because that obviously impacts the decision. >> Some of the push back I've been hearing is more about what does that mean by supplies? Is backpacks one of those things or is that something of I'm just those are things people asking, right? So is that something that should be a family responsibility? And we do know that people can't do it, we can get them. I think that's the question like people don't know what that when you we have general idea of school supplies

133but saying what do you what is it we're supplying to everybody >> and that's where some of the push back is there's a there's a strong contingent of people out there that feel like personal responsibility and like I my parents bought it when I was a kid so you know these parents should be buying it for their kids now I I don't disagree with what you're saying but I think we have to be clear about what we mean by that >> thank you >> that's that's the school when we but when we went through it and the way the way we talked about it and and explained it was left. >> We don't know yet. They're still trying to figure out the numbers. But questions came up like you know, okay, if it says it's

134a red folder or a red backpack, does you know does that mean that uh you know some kids may want to go out and buy their own red folder, would they still be able to do that? And it seemed like the answer would be yes. Um and definitely yes, but there would be things like that just like you said, what could constitute supplies? And the other thing was the big question from teachers was okay, if we're going to order supplies, if we order glue sticks and we asked for this brand, we want to get this brand because we don't want to get all these these types of things that >> so I will say as a former teacher here for many years we got whatever we ordered and then a few years back probably before

135Jesse and stuff it became more of this centralized we used to order our own supplies and it says all right we're going to go off this big list now. So you would say now you would just say and this is the complaint you're hearing. I want pencils and you'd end up with like you know >> I I don't even know what it was >> arts. We'll make sure that they right the the kinds that will actually be beneficial. We don't want to throw school supplies teachers that they aren't going to use. We answered that for the for the people that asked it and basically said exactly that like we're not going to waste money on supplies that you already know as a classroom teacher that don't work or don't because you can say we're going

136to get glue sticks but then you get these glue sticks that are made from horse or something and it doesn't they don't work. >> If we did it we would make sure that we get you know >> we get the stuff that that is >> we don't want to get the cheapest stuff just cuz it's cheapest cuz sometimes it doesn't work and they end up in the garbage anyway. >> Yep. Those are the questions we got. Exactly. and that and >> I had as a classroom teacher. >> Another question that we got also was um on the other side of it was you know it's kind of your responsibility as well was on you know students um you know students in in in need or maybe who couldn't afford it and the way it was

137handled. So e even now if if the teachers don't have with the supplies they felt like they needed >> they wanted a different box of Kleenex, right? because that's the type of cleaners you're going to get may not be that they could still parents could still >> provide that. It's not like limiting what they could do. It's just figuring out this is a core set of things that we could provide. So, >> so our next workshop is March 25th. So, >> we'll have some additional >> Yes. >> Oh, yes. >> numbers plugged in for a lot more information. >> We'll see what each of these actually cost and we can break it out a little bit. >> Yes. Okay. >> All right. Thank you. >> Anything else? >> Any other questions? >> No. >> Um,

138so as um you mentioned about dual enrollment, um I had a question about that. Do we currently offer that here? >> We do several classes. Um in the in the course guide, the courses that we offer it at all have it indicated in the course description. Um, so when you meet with your counselor, even when you peruse that on your own, um, you can see which courses and really the majority of them are are for students that are in 11th and 12th grade. Um, but we're looking to see where we might be able to drop that down. >> And if I I don't know, maybe this what you're asking too because I know there's two different models and our model is it's a course dual enrollment. Mhm. >> So we some of our courses that

139we offer at our honors level usually may be through Sunni Albany, some are through Hudson Valley or Columbia Green, >> whereas other places have dual enrollment programs where and it's just a difference of how you do it. They may be connected with the Hudson Valley. So if you do enroll in these courses, they're all through Hudson Valley. So you could come out of here with a whole year of Hudson Valley already done or you could already have associates degree by the time you're done. But we do it by course. So you're getting credit for a course rather than a a schoolyear program. >> So you're getting your high school credit and your teacher is essentially an adjunct professor or teacher for one of the colleges or universities. So you also earning college credit and >>

140so I can basically take that next year for 11th and 12th grade and then >> yes >> there's a good chance taking a if you have somebody that's motivated like yourself and you take a lot of those courses. You know, we we have tons of examples and many of us are all kids who left here with a whole uh semester or a year's worth of credits and it depends sometimes obviously on where you go and whether they transfer and stuff. But, you know, uh in a lot of cases if it if you if you do it right, you can walk out of your four-year college, you know, if that's your focus, but with your masters. So you can get your your u if it works out right you can get your bachelor's in three years

141stay there for that fourth year experience but end up doing your master's work to walk out with your peers but with a degree ahead. >> Wow. >> That's what you should be focusing or shooting for if that's your concept. >> Got it. Thank you. >> All right. That's all. >> Anything else? Motion to adjurnn. Jenny second. All >> in favor I hear a