October 15, 2025 Board Meeting

001Good evening everybody. It is 6:30 p.m. We will call to order a regular meeting of the board of education. Please stand for the pledge. >> Pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, liberty and justice for all. Are there any additions or deletions to the agenda this evening? >> Um, just one to the personnel chart 730. I added the um assistant transportation director. >> Okay, thanks. So, is there a motion to accept the minutes of the September 17th board meeting? Jenny motion second. >> Dan. All in favor? Hi. >> Hi. >> Okay, we have two presentations tonight. Uh, one uh relating to financial statements. We'll start with that and then we'll move into the math presentation after that. Does

002that work, Jesse? >> Yeah. Okay. All right. Welcome. >> Hello. >> This is right. >> This perfect. Um, my name is Joshua Gowi. I am manager at Brian and Grimlia and I will be presenting the June 30th, 2025 uh financial statement audit. Uh there should be three reports included in your board packet. There is the auditor communications uh the districtwide financial statements and then the extra classroom financial statements. I'll start with the auditor communications letter. Um this details both management's responsibility and our responsibility as the auditor. uh management is responsible for the selection and use of appropriate policies um of the district. These are all detailed in note one of the financial statements. Um the only real change in those uh policies was uh for GA under Gazsby 101 this year which changed the way

003districts needed to record compensated absences. Um we evaluated estimates used in the financial statements and determined them to all be reasonable. Uh we had no difficulties in performing our audit. Um Jesse, Eileen, and Tiffany were all a pleasure to work with. Uh we had no significant journal entries that were made based on our audit procedures. I always think as a board that's important. That means you can rely on the interim information you're receiving um and know that it's accurate and make proper decisions based on that. Uh Jesse and Craig have taken responsibility for the financial statements by signing a management representation letter. Um they signed that letter today which is why all the reports are dated October 15th, today's date. Turning to the financial statements themselves, um our financial statement audit opinion is on the

004first three pages. Uh we issued an unmodified opinion for this year. Um that's the highest form of an opinion we can give. It means we have no significant issues or or reasons to doubt the financial statements. We do not extend our opinion to required supplementary information which is on pages A1 through A8 as well as C1 through C4. Um we do extend an opinion to supplementary information on pages D1 to D9. Uh at the beginning of the financial statements, you'll see there's a section called management discussion and analysis, which is on pages A1 through A8. Um if you were just looking at the financial statements quickly, that's probably where I would read because it summarizes all the information in the remaining 70 pages of the report. Um the core financial statements which we issue our

005opinion on are on page B1 to B6. Uh this includes both the districtwide and governmental funds uh reports. Districtwide looks at the long-term um aspects of the agency whereas the governmental funds focuses more on short-term obligations. Uh the notes detailing the financial statements are on pages B7 to B46. It'll be a lot of the same language you would have seen in previous years or in previous years reports. Finally, because um this is also a government audit, we do have a governmental report which is on pages E1 and E2. Um we had no material weaknesses or significant deficiencies in internal control to report. However, we did have one compliance finding. Um it was also reported in the previous year. Uh fund balance of general fund exceeds the uh New York state requirement of 4%. um it

006was closer to 5.1% as of June 30th, 2025. Like I said, this has been in previous years as well, but it's trending in the right direction. Uh finally, uh because of the level of federal funds that you guys receive, you're required to file a single audit, um which comes under additional federal scrutiny. Um but OM the federal uh decision maker um has not issued the guidance on how to audit federal funds yet um as of June 30th 2025. So they've requested that single audit reports not be issued and submitted until they've given us guidance on how they want us to audit those. Uh we'll coordinate with Jesse and his team once those regulations have been released. Finally, the extra classroom financial statements. Um these detail all the various clubs and student funds that you guys

007hold for various classes. Uh much shorter financial statement than the other one. We issued an unmodified unmodified opinion on this as well. Um so we really had no issues to report with the extra classroom financial statements. Any questions? >> Perfect. Thank you. >> Thank you very much. All right, up next we'll have the math curriculum presentation. So thank you for providing us time to present tonight. Um, it will be a brief presentation. I'm Gene Winkler, the assistant superintendent for curriculum and instruction, and I'm joined by >> Marissa Toute. I am the math and science curriculum specialist at AW. Uh, Tony Lintner, who is the math and science CCS at Peter B was not able to join us tonight. Um, he had a family application. So, our presentation tonight is really intended to provide information about

008the process uh for adopting this math curriculum um including the teachers that were on the team, how we decided to move forward with I Ready Classroom Mathematics and just a peak into why it has been such a successful curriculum both locally and nationally. So, most administrators when they first start in a role like this uh promise to and learn before taking any major initiative and changes. Um so after a year of working closely with Marissa and Tony um as the curriculum leaders at the elementary school for math and science and talking with teachers and administrators and surveying teachers specifically around the math curriculum, we designed a plan for review and adoption of an elementary math curriculum. two important um issues rose to the top of the reason that was drove us to this work. First

009was consistency. So we had over time developed and revised our own math curriculum and that was blending resources limits on time and participation in the process and changing standards led to a curriculum that was not necessarily aligned vertically K5 and in some cases not necessarily aligned across a grade level. The other issue that was um around our math curriculum was really needing a solid research base. Our homegrown curriculum over time had taken pieces from different researchbased curricula um and resources but none of them in their entirety. So we believe that by exploring a commercially product commercially developed product that had been reviewed and vetted would assure us that we would have a curriculum that was standards aligned tightly aligned to standards and research based. Um when you are embarking on any major curriculum change it's

010really important um to have as many teachers as possible involved. Um given the pressing demands of teachers both inside and outside of school, I really believe that we had a great diverse group of teachers that engaged in this process as part of our advisory team. They were thoughtful. They always did their homework. Um and they absolutely invested time and energy outside of our meetings in order to make this decision. And I can second that with G. We did spend a ton of time, teachers did really We got together even outside had a lot of questions sometimes and we really tried to work through the issues that we were finding and the concerns that we had. Um we hope you can appreciate the commitment to the process that allowed for the questioning review of print and

011digital resources product presentations classroom observations. We we went to South Colony. We had a group of teachers went to South Colony. They have a strong program there. We went and watched their program and got a real what the program entailed. Um, we started with four possible products and narrowed them down to three very quickly. Um, and then we took a deep dive into them with I Ready coming out fairly quickly as the top contender in the process. So, how did we land here? Um, from a district perspective, it was very important. And this curriculum demonstrates very clear alignment to the next generation uh math standards. It also is has been revised and has a specific curricular flow because it is a national program, but they've matched that flow to the timeline for the New York

012State assessments for grades three through five so that teachers are on pace for the skills and content that will be assessed then. Um and it's been reviewed by independent um researchers with very recommendations from a teacher perspective. Um, curriculum associates who is the the company that produces I Ready and Capital Region Boseies have both been incredibly supportive in building a comprehensive professional learning plan for teachers so that they feel like they understand what they'll be teaching as far as the structure. There are digital resources that every teacher has that enables them to have access to the K8 curriculum. So that allows teachers to provide or they have access to materials and resources. If they have students who have gaps in their learning, they can go down to lower grade levels to access those resources. And

013the same on the flip side, when we have students who need enrichment, they can go up into the upper grades. And then finally, there's a diagnostic assessment piece um that connects back to individualized maths and practice for students. It provides student groupings based on the most very discreet math concepts and skills. And all of this time it provides access for all students to grade level curriculum. And probably the most important is how is this impacting art our students? Um this curriculum is based on a structure that relies on student engagement and learning through a lot of math talk. explaining their reasoning and learning from one another. It connects math that they're learning to very real world situations. Um, and there's alignment across the grade levels K through eight. Um, and in this case for us

014K through five. And it's this consistent structure, and we'll talk about that in a couple of slides. um for the instruction and the routines in the classroom. It provides differentiated instruction for students with disabilities, our English language learners. Um and it's all based on the assessment data that we use with the assess with the diagnostic. And then even surprisingly as we were exploring this product, there are social emotional learning standards embedded in the curriculum. So I just if you'll indulge me, it's two and a half minute video. um that I want to show you that will just speak to what educators have to say about this. >> I know. Um do you want me to Okay. So the plus has two lines like this, but each minus has I disagree with that because it's number

015>> what operations are we going to need to use? When I taught math before, I would give my students a lot of problems, but I would show them my strategy to solve it, and I would expect them to use my strategy. Now, I'm noticing that my students um are not relying on me to show them how to do it. This is going up. >> How would you make this the same as these tens? >> So many times the students would just kind of listen to what the teacher was saying and kind of write it down and you know just kind of regurgitate what she's thinking. But this way the students are really owning their thinking and then when sharing it they feel very empowered that their strategy is a good strategy. >> So I had

01670. So I add the other ones together and then I had 83. So that's how will be the same. It will still be the same. >> I put equals 20. And then >> I feel that the students are really picking up the concepts and the strategies a lot easier and quicker because they are having those conversations with each other. Although they're listening to my instruction, I think hearing it from a peer and hearing what their classmates do and how they use different strategies really helps um get them thinking about ways that they can use different strategies. >> But I did it like a different way because you did it this way. I did it like that way that you did. So >> different. How could you help her? I've heard several teachers tell me as

017I come into the classroom, my kids know much more and are able to do much more at this point this year than they've ever been able to do at this point in previous years. And I've been teaching 12, 13, 14 years. the first one. >> The biggest difference I've seen in my students is that I can give my students a problem and they will attack it any way that they can. So, they're much more empowered as mathematical thinkers. So there part of the process that they use is called a try discuss connect framework and it's the success puppet program simply because it allows the students to discuss and talk about what it is that they're learning. It's used at all grade levels and builds independence agency and the ability through persevere, excuse me, through new

018tasks. Lots of times kids would just give up, but the discussion keeps them moving to keep trying. Um, it's different than what teachers have been used to. Um, in other content areas, we use an I do, we do, you do where the teacher is the one presenting the information, they do it together, and then the students go off and do it on their own. This is kind of the reverse of that. The first step in the framework is the try it. Um, students with teacher support Now, most of the time when I've gone into the classrooms in the last six weeks, they do the reading three times so that the students have a complete understanding of what it is that the question is asking of them. Um, they unpack it together. There's questions that the

019students have. They kind of go through that and then the students go and try and solve the problem on their own using the strategies that they already have. Sometimes it's drawings, sometimes they're using traditional algorithm, but they use what they already know to try and solve the problem first. Um, then when that part of it is done, they get together with a partner. They call it a turn and talk and they work with the partner to discuss how they came about the answer to their question. They use math vocabulary, math talk they call it, and explain how they came to the answer. Then once they have done that, lots of times what What I've been seeing with teachers and it's part of the routine is they'll say to one of the students, what did your

020friend Jenny, how did she solve the problem? So then the students have to explain how their partner solved the problem and then vice versa. After that, after they go through that, she she will choose some examples. Some are strong, some are not as strong. And the children will present how they solve the problem to the classroom. She's not the one doing the talking. They're doing the talking. This is this is very big difference from this old teacher who's been doing this for 35 years. It's a change. It's really a change. So, it's something to get used to, but seeing those kids talk has really been a wonderful experience. So, they get to teach to the class what they've done. And then finally, the teacher guides the students to connect what they have learned from their

021peers to the how the problem is being solved. And then they try and solve the problem together using some of the new she's that she's trying to present to them, but she's engaging with them. It's not her telling them what to do. She's working through everything with them. >> I'm so sorry. [laughter] So, we are six weeks into the school year. Um Tony and Marissa have been incredible support to the teachers, boots on the ground. They've been in classrooms. They've been modeling. They've been giving teacher feedback. Um and there's a lot of there's some uncomfortableness I think with some of the teachers um but there's also a lot of potential and energy around it. So um I don't know if you want to say anything else or if you have any questions. >> My experience

022has been with them so far that the teachers are tend to be very hard on themselves. Um but they are doing a great job putting this all together and and getting the students to turn and talk. I've seen a big difference from the first week that when I went in to now five and a half weeks later of them really beginning to talk and discuss and come up with solutions to problems and it's been different for them as well. They're not used to being able to be the teacher. Um so it does give them that autonomy and that feeling of oh I can do math you know they've always lots of times the kids don't think they can do anything. So it it's even been for some of the the students who are more challenged,

023feeling confident, it's been a great tool for them. >> Questions for >> everybody's doing it right now. >> PreK has a separate math curriculum and the middle school has remaining with instruction. how that's related math when the fifth graders who are only going to experience this for one year come to the middle school and then they're presented with something different. >> I mean, I feel like they're kind of the ones >> the most impacted. >> They are. Well, first, we can set aside some curriculum time to have teachers work together on that transition. >> But you're right, with one year under their belt, they may not have some of those routines built in. The other thing about six middle school math, they the curriculum is the teachers have been very invested in um working through

024an approach to teaching mathematics that's very similar to this where um students are doing the work it's very visible in the classroom um and they are so I don't think that shift will be as as big for students and the math standards haven't changed that's the other thing like what the math is is still the same it's how we approach how we teach kids the math >> so is the math curriculum at the middle school level more aligned with the standards than what was kind of being used at the elementary level if that's fair. >> It's a commercial product that is tightly aligned. Yes. >> Okay. >> And and our our old curriculum was standards driven, but a lot of it was resources where we're using very different resources. And so this just gave a

025consistency to what was being taught in both buildings and across all grade levels. >> I'm sure it's tricky for teachers to take that in. So I appreciate them taking on the challenge and being willing to embrace something new. They were very teachers were very anxious to have something that was that was meat and bones for them that they could really dig into and this was just it's a different approach but I think they're finding that the more and more that we do this the more successful teachers are feeling in teaching it but also the students are becoming math students. >> I don't have questions but I think it sounds fantastic. I I struggled in school because I didn't do math the same way that the teachers always taught me to. Um, and I I've already

026gotten a picture from one of my kids teachers of him teaching uh the class on on one of the the whiteboards showing, you know, how he had done his math. Um, so I I appreciate this. This looks great. Thank you. >> Thank you both. >> All right, moving into business considerations, we have 61 through 610. Is there a motion for one or more? Motion for all, Jackie. Second by Pete. >> Do we have any discussion? >> 6.8. >> So, I guess Jesse, uh, I got two questions. Number one, that the the amount of money, is that a budgeted item? Number one. And number two, when you look at page eight, it it shows a couple areas that are not included in the agreement. So emergency [clears throat] service is not included. Excuse me. And parts

027and labor are not included. So >> emergency. >> So keep keep going. Now >> there is. So I I did read that. But then there's um what page is on? >> No, no, no. There's another section. [clears throat] >> I can't get it to come up now. >> Hold on. Because one where it says >> if you look at page eight and there's a couple boxes that are checked >> emergency service are to include dispatching a technician to site and diagnosing the issue. It does not include repair >> if you call like hey I got emergency now and they show up. You know what I mean? >> It's not included. >> That was not covered. >> It looks like it looks like it's included for some things. It is not included for others. So on

028page four it says emergency services are included but on page eight it says that they're [clears throat] not. So, it looks like specific to >> I'm guessing our mechanical heating and cooling. >> If you look at page eight at the top, it's that's the heating and AC section, >> right? >> The other one is like the building maintenance where that one says it is included, >> right? >> So, I would think the lower one is kind of more important. Um, again, in the middle in the winter time, if we lose a circulator pump, I'm just curious what the 47,000 is going for if that stuff is not included. I mean, it's all the other things that they're doing. As you know, there's tons of Yeah. maintenance, so we don't have to make those phone calls.

029>> Um, I I don't I I admit I don't know as much as Bill does about all these systems. Um, but the the small understanding I do have of it is, and I've had these these maintenance agreements in other districts that I've worked at, >> and the the uh parts and repairs are never really included with these. If we were, it would be three times the amount of this, uh, if not higher because you don't know what's going to break or that kind of stuff. So, this is really just a maintenance, having someone that understands the system come through and look at everything and make sure it's running properly, >> but they're they are agreeing to dispatch somebody to site and diagnose the problem. >> Oh, of course. Yeah. It's just not included with this.

030>> The fix is included, right? >> Yeah. Yeah. Yeah. For a cost. >> For an additional, >> right? Well, additional cost. the the repair is the cost. >> The little labor additional cost. >> It would be an additional cost if for if you're talking about emergency dispatch >> emergency services. >> Well, this says >> there's [clears throat] two different sections, Mike. So, there's a section on the building automation system schedule which says that it does include the emergency service for that. If you scroll down to the eighth page, it's the heating and uh whatever else it said, the cooling systems that are not covered under emergency service. What that means though, look, under clarifications, emergency service coverages are to include dispatching a technician to site and diagnosing the issue, >> but it's not included. That's

031just we still have to pay for what they mean by that. It just says what they mean by that, but we don't have it included. >> So, the difference is we have an automated system. So, they'll come out if if the computer breaks down, if the if something's not working right, we can't see, >> right? >> Uh like our heck stones, they can see what's going on in every building on the computer. So, that's that repair. they'll come out and deal with that, but there's a separate cost. If the boiler goes, then they're going to charge. >> This is truly a maintenance agreement. >> Like they're just making sure that things are running. If there's a significant problem, that would be outside. We would obviously call them to help us >> figure out the problem

032and fix it if they can. >> Yeah. And you're and you're totally right. But there are plans that do include labor and parts as well. Uh because when they do come out on a holiday night, the cost >> it's going to be significant. Yeah. Yeah. >> It is something it is something that um we can definitely look at and do some comparison in the future. >> Um >> one last >> and by no means I know I know it was a bill question but I just wanted to >> No, no, it's those >> Yeah, we know we've done this in the past and it's been increased, but it is something that it's good that you brought it up. It's something we can look at in the future when this comes up again next year that

033what a price would be to include a little bit more in it. >> No problem. Thanks, Jess. Under the mechanical equipment covered, it says three hot water boilers. Are there Which building is not covered or are they considering the middle school, high school, campus one? >> I that I have no idea. Uh >> this is just the high school. We have three in the high school. >> This is just the high school. >> Which page are you looking at? >> Well, it says page four of five, but on the top part it says nine. >> Oh, is it? >> I believe I believe this is just a high school. >> I think they're separate. The other three buildings are usually done by a different company and then the high school's a little bit different. >>

034Oh, so this is just for the high school system, >> I believe. So if if it consistent with what we've done in the past. Yes. It even says in the recommended action it says for the high school boiler system. >> Oh, okay. >> And we do have three. >> I didn't realize that we had three. >> Yeah, there are three down there. >> So we'll see another contract for the elementary and middle school >> if we don't have one already in place. >> Yeah. >> Okay. [snorts] >> Thank you. Yep. >> I got more. >> Go ahead. >> Six. Uh 66. Just I don't know if it makes a difference, but I noticed in the in the recommended action. >> Um was it 66? >> That's the uh >> Yeah, it did say 2425, but

035now it says 2526. Did you just fix that just [laughter] now? Right in the middle of me saying that. Good job. Like that just said 2425. >> Okay. >> I don't know what you're talking about, Matt. >> That was slick. That [laughter] was slick, dude. friend. M very good, Miss Star. >> You read my mind. >> Then I just had a question on 65 and I apologize >> for not giving this up ahead of time, but 65 is seems to me to be what we always call the short-term substitute. >> Is the reason we're doing a different process now? Contractor. >> Uh well, the difference is she had so the teacher she's subbing for is teaching college level coursework. Mhm. >> Uh where the teacher needs to be certified through the college, >> right? >>

036In order for the students to get the college credit. >> Yep. >> This person has those certifications so our students will not lose their college credit. It's the only reason why it's >> But how how would that still not be a short-term sub? It's is you have to do it this way because of that reason. >> Yes. >> All right. It's just different than we ever did before. So I was just curious >> because if we not a new So I guess I'll make it easy. It's not a new thing that we're going to be seeing. It's just for this particular situation. >> Correct. All right. >> If there were no college coursework included, it would just be a regular long trip. >> Okay. Because it seemed to work to Thank you. >> Anything else?

037>> All right. All in favor? >> I personnel considerations, we have 71 through 7:30. [clears throat] >> Like to make a motion for 71 through 7:30 except for 723. Okay. [clears throat] >> Hold that one out. All right. Is there second Jackie? Any discussion on 71 through 7:30? Setting aside 7 uh 23. >> 723 is the one related to relating to the chaperon appointments. >> I hope so. >> Yes. >> So many. >> Yeah. >> Um so any discussion on the remaining personal considerations? >> No. >> All in favor? I I >> I uh Matt, do you have a motion with respect to 723? >> If it's a tableing motion, I would like I would like to make a motion to table that one. If it's over to respect to the superintendent, it's not his

038fault. >> There's no discone. >> There's no discussion on we'll just I'm just asking to postpone it then. Whatever the >> way is now we can talk about it. >> Postpone it to the next >> Yeah. to the next meeting. Yeah. >> Second. >> Motion by Matt, second by Ed. >> All in favor? And can I just I'll just so people have general idea and then I apologize. We get this information on the weekend and I was away and I forgot to tell you about this. So I do believe in this case there's a contractual violations using my old hat that I used to wear. I think this violates the the teacher contract. So I did not warn Craig ahead of time and have him talk to the association about it. But this will just

039give us a chance to make sure that is not there's no violations there that I believe there are. Uh so it just helps us from having Ravens. We discussed about we discussed it with the with the teachers association but but we can I have no problem taking >> yeah please anyone else have anything all in favor >> I there any opposed unanimous [clears throat] okay umformational items at the end there there are two uh donations to note one is from Yanni's two restaurant $500 $100 to go towards the Peter B end of year trip. So, thank you Yiannis for that donation. And then we have one from uh a AW Becker PTA, $170 to go towards a child's climber uh in the preK and kindergarten uh play area outside. Thank you to the PTA for

040that. Uh moving into special reports. Uh before we turn to the superintendent. Uh Matt, is there anything that you want to talk about regarding the upcoming delegate meeting? >> Yeah, absolutely. If you want to do that one first. >> Yeah, let's do that first. >> Yep. So, um there are there is actually a couple of those items coming up later on in um policy adoption review, too. But you're talking about the other part, the meeting, >> the voting. >> Yeah. So, I sent to you guys all the ones, the whole list of the policies for us. It's tomorrow. The meeting's tomorrow. >> Six hours. They told me by the way. >> I told you. >> And um so I did get one response from uh Mr. Baker on one of the issues that I raised

041up and I know Mrs. Molino you had mentioned you had some issues but I didn't hear back from you. Just I just want everybody to know that, you know, we can discuss it now, but or you have until tomorrow at four o'clock to let me know if you agree or disagree with some of the things on the on the ones that NISBA did not recommend or or even ones that recommended if you don't agree, but they [clears throat] recommended whatever it was. I think there's I forget the numbers now at 19 or 20 they recommended or 22 and there's about six or seven they did not recommend. and I I was in concurrence with them and I gave you guys reasoning on why some of them I did want to make a couple amendments but

042because we had not yet met and it was due yesterday at 4:00 this year we won't I think we should be doing this going forward so then we'll have time to do this ahead of time and make any amendments um and one of the ones just quickly that we talked about amendment was the one that they wanted to ban GMO foods and and again this is just getting NSBA to advocate for but GMO foods and bioh biochemically engineered and and um it was metals and something else. So somebody has already actually put in a amendment to that somebody else did not to remove it but to study it at least. So but again if you want to bring it up now is anything we raised but if not you have to let me know by

043tomorrow otherwise I'm going to vote >> likely to with the recommendations from NSBA and with the or whatever you know with what they say for the fors and against unless you guys feel strongly and differently. Dan brought up one. >> So on the GMOs, the thing that struck that stood out to me was the heavy metals and some of that stuff. >> Yeah. >> So that was the big red flag for me. >> Yeah. >> And we talked about it. [clears throat] >> NSA recommended against that one for a couple of reasons. Um I was agreeing against it, but I thought that you need to take out the GMOs because I think they're safe personally and I think the research shows they're safe as a scientist. But it is a recommended against and there was

044already a modification on that. No, I think the one we should bring up though, there was one asking Nisbet to advocate for a tax credit for board members. >> And I know Dan felt opposite of me on that one. So if anybody feels I was with anti-recommendation, Dan was for it. So >> I agreed on that one. >> They were recommending not or they recommending two. >> NSBA was recommending against that because they were bringing too many other plays like volunteers volunteer. >> But I'm just letting you know like I had one member say no, I think we should do that. So if anybody feels differently, let me know that as well. >> Right now it's 1-1. >> Yeah. [laughter] >> So do you >> I agree with >> setting that one aside for a

045moment. >> Yeah. >> Do you have any disagreement with any of the NISMA recommendations? >> I did not. >> Okay. >> I was in concurrence personally. I was incursed with their recommendations and what they recommended for and against. >> Yeah. And then the ones the six that you wrote about specifically just was some initial commentary. >> Correct. >> About they were more controversial ones. >> Okay. [snorts] I had a question on one in there which I think they were recommending >> um in regards to having a school physician being able to offer treatment ser treatment uh for students uh in school which would work well if someone couldn't get to the doctor and the kid was sick. The only question is I didn't see anything in there with parental supervision, [snorts] meaning that if they're

046going to treat kids in school still has to they can't be treated unless the parent agrees to it. I didn't see anything of that in there. Um, and that was my only question on that. >> You don't remember the number, right? I don't recall that. >> I don't remember the number. >> The ones they were supporting. >> They were supporting and and it and I mean I I would agree. I it I could see supporting it, but I didn't see anything in there that said that, you know, uh they would be treating [snorts] the student without first obtaining parental consent. So, that seems like some type of language should be in there for that. That was my only >> my only uh >> see if I can find >> suggestion. I don't remember which number.

047There was a lot of them. I read them. >> So many. I know >> there's a lot. Are are you making one vote on representation of all of us? >> Correct. >> I vote for >> So what are you doing on the one where you two disagree? >> Well, that's why I was asking for other people's input. >> The board >> I do not think we should be re to one. >> The board needs to come to consensus on each of these. Any vote that will be cast by Matt is on behalf of the board, >> right? >> So the board as a whole needs to >> have a consensus. >> Give Matt the authorization on how to vote. I I >> do not agree with your recommendations. >> Okay. And I think in the

048future when we have more time because I guess it was a last minute thing this time, what I'll do is [snorts] I'll just take these and put them into a spreadsheet. >> Okay. >> And then give you guys an opportunity to vote yes, no comments. There's just no time this time to do this. His first time really doing it. So >> I think the best way to walk through it right now is um other than uh Dan, you had >> one point that you disagree with Matt on on on the one. Does anyone else have any point of disagreement with uh >> I have disagreement with some of the ones that they listed as neutral, but >> so the funny part of that is and and >> I don't know exactly how that gets played

049out. >> Well, I can send it to you when we're done here. That's they did list neutral before, but when I got the newest information, uh I went to a training yesterday online and then they gave us an updated booklet and that updated booklet so when we're actually ready to vote tomorrow, there's no more neutral. Oh, then I need to know what the position, >> right? So, I can send you the new voting guide. I'll send it to all you guys to the whole board. And then when you go through it, it's it's deep in the document um towards the very end. I can even tell you what page if you want to just write it down when you get it. >> Did the language on any of the proposals change? >> Only if people

050put in amendments and there's only three that people put amendments in for. And that's all in there, too. It's page >> I disagree. I disagree with the language on one of them and I want it to be more defined in order to determine if I think it's worth supporting. >> Yeah, of course I can't find it. Now we're looking. I I when I email you guys I'll tell you what page it is as well. >> Okay. Because it's too hard for me to find it now. >> I'm sorry. >> But um you know you when you're looking but uh they did come back and then say so when we vote it's going to be the bylaws they recommend. They re recommended against all the bylaw changes. >> Okay. Then there's re then we're going to

051vote on resolutions they um recommended recommend reolutions they don't recommend and then some of the amendments. So they broke it out a little differently for us this time. >> Okay. >> This information is just coming out. How does every other school board discuss this? >> It's it's not that it's just coming out necessarily. We had not ever at least at least not in any recent history had a delegate go to this. But I mean, you said you were in a meeting last night and you got >> the the meeting last night was just to learn what the process, it's all Zoom, how we're going to vote and all that kind of stuff. But in that, they gave us an updated voters guide. Just an updated voters's guide, >> right? But now the updated voting I'm

052just saying like we're just hearing this. If we didn't have this meeting tonight or other boards that are out there, they're not having this discussion if they don't have the updated information. That's >> Well, but the update is only the three amendments. We could talk about each one of those. >> But you just said things are neutral and nothing is neutral anymore. That that's the that is the big difference. Yes. >> I don't think they gave us enough time because the courts had already determined >> I agree with you. I agree with you. I mean people could have been putting in amendments. So this meeting yesterday was from 4 to 5:00 p.m. >> And you allowed to put amendments up until 5:00 p.m. So somebody even said, "Well, they got 38 seconds if you want

053to put one in." So they told us so. Right. You know, so they can do amendments right up to the last. >> Right. But then like your two cents should be like, "Well, we should have a few more days or another week, you know, to at least let me share this with everybody else." >> Correct. [clears throat] I I don't disagree with it, but 98% of it's 99% of it is what we had previously, right? >> But yeah, there are some things that then you just have to trust me. >> Oh yeah. Hey, I trust >> I'm just anybody else out there though. >> Just Yeah. So besides >> the neutral ones and besides the one um that Dan had a different opinion on. Does anybody else think differently? Have a different opinion on the

054way that Matt suggested? >> Say that again. I'm sorry. Besides, >> I think I think I think we have to Yeah, I think we have to reserve on >> the ones that were amended and the ones that they changed their recommendation on. >> I have concerns. I don't know what Matt's vote is on this one because it's one that was neutral. So, I don't know if they changed it. Do >> you remember 33 >> 33 >> and it's a special ed one, so I hate to say this, but summer camp seems very vague in language. If they want to more clearly define it, I could assess whether I support or not, but >> to put the onus on the district for summer camp for children with special needs seems >> extreme. If it was more

055defined, I wouldn't disagree necessarily. And I don't know what they changed their position to because in this original one, it was neutral. >> Um, if 33 was a recommend against >> Okay, then I agree with that. >> I think what I figured out last night is the first ever many that they agreed. So, they order them, ones they agree with and then ones they disagree with. I just think the language needs to be clear. >> Oftentimes it doesn't. You know, it's written by >> right >> school boards and it may not come out the way they mean it. >> I think summer camp could be interpreted very broadly by >> different people. >> So how many were neutral originally if you don't know but >> I don't know the number of those. >> So [clears

056throat] proposed res resolutions I got it now. It's pages 11 and 12. The proposed resolutions 1 through 23 were recommended. So proposals number 1 through 23 were recommended and then proposals 24 through 34 were recommended against or not recommended. You can see it. Okay. So up through 23 were the ones that recommending. Anything beyond that they're not recommending. >> Okay. Can you just email us that? >> Yeah, I'm good. Yeah, I'll do that. >> Sorry. I would like to say I'll remember but I will. >> Yeah, I hear you. And then I I would like actually if you guys have a chance tonight when you get it just take a minute and weigh in on on the tax credit one because that's the only one we had some disagreement on. I'd like to get it

057from everybody whether you think it basically comes you can read it but it basically comes down to similar to what we did as a board that we gave uh tax credits to firefighters whoever volunteer board members would be eligible for a tax credit. >> It's up to 10%. >> Well that one didn't change right? If people are prepared now, we can res that right now [snorts] people are ready to discuss. >> Any who, anyone? Okay, let's put it this way. >> Does anyone disagree with Nisba's position, >> which is not in favor of it? >> Dan disagrees with Nisba's position. Anybody else? >> I agree with Nisba's. >> I am on the fence. I'll be honest. >> I don't know. >> Well, again, remember it's just like the firefighter one. It's meant to attract people

058to get involved. >> Great. Fire companies haven't done it >> fire companies haven't done it for years [snorts] and they're losing membership. So, they came up with a way to attract people to join. >> So, how many agree with with NISB's proposal not not to endorse it. >> There you go. >> Okay. So, we're not we're >> not >> it's for the people who know again is number 30. >> I'll include [laughter] you guys. >> Yeah. >> It's not a huge amount either. I think there's the one I said I last time I didn't send to you because we forgot about you guys. >> I forgot. >> Don't put us on there. >> I'll do it right now. >> Okay. >> So, are when I do board members in the thing, are they included in

059I need to put them separately? >> You know, is that >> okay that should take us then? That should take care of it. >> All right. So, that'll be in everybody's email to take a look at. >> Okay. >> Um, if you have any disagreements with the NISB recommended positions, just >> send an email, let us know. We'll see what it looks like. >> What time is that? Tomorrow, six hours. Probably can get >> four o'clock till when's over. And they said last time was 9:45. So, it's about six hours. I had Zoom. >> Like 10 minutes of Zoom. >> All right. Thanks, Matt. >> No problem. All right, Superintendent Chandler. >> All right. Uh, first I would like to thank Jean and Marissa for their presentation. Uh, I had the chance to be in

060a number of elementary classrooms last week and coincidentally saw a number of math lessons. It wasn't designed that way. Um, so I can attest that uh what the teachers are working on I was able to see in practice and it was really cool. uh and the the big difference for me is that students are learning conceptual mathematics as opposed to procedural mathematics right and all of us I would imagine for the most part learned a set of procedures but at least for me I never understood the why behind those I could do it but I didn't know why and it's very cool to see kids you can literally see them think and uh to see them have the opportunity to talk to their peers and share ideas and get up and present to the class

061on how they solve something is is really pretty neat. So, uh that was great. And then I would also like to take a moment to uh mention that this is board member appreciation week. Uh so I would like to take this opportunity to pause and thank each of you for the countless hours uh that you dedicate to our district and to our students. Uh being a board member means that you know it's much more than attending meetings. You're reading very lengthy documents. uh those weekend updates that I provide you with that are, you know, upwards of 10 pages or more each week. Um making tough decisions, balancing competing priorities, and always keeping what's best for our students at the heart of everything. Uh it means being available when issues arise, showing up to school events,

062uh and literally literally being the bridge between our schools and our community. Um so your commitment does not go unnoticed. Uh, I have a small token of appreciation for each of you and with many thanks to Michelle Ki, we've also put together a short video that I think captures just how much your work means to all of us. Ma'am, this week we celebrate School Board Recognition Week sponsored by the New York State School Boards Association. At RCS, we're proud to take this moment to recognize and thank our board of education members for their dedication, time, and unwavering support for our students and schools. Schoolboard members are unpaid volunteers who make important decisions that impact every student, teacher, and family in our district. Their leadership helps shape the future of our schools and our community. Thank

063you. >> Hey board of ed members. This is Bridget Anklehart from AW Becker. Just want to say thank you so much for all you do. We really appreciate you guys. Have a great week. >> Thank you. Two, three. Thank you. >> Thank you for making RCS awesome. >> Thank you for everything you do. >> Thank you, Board of Education. >> Thanks, Bo. You rock. >> Thank you for supporting the arts RCS sport event. Thank you, Board of Education. RCS rocks. >> Thank you for making RCS awesome. >> Hi, the AW Becker reading department and Meadow would like to say thank you for being awesome. You're the top dogs in our book. You deserve all the trees. You are positively awesome. >> Thank you for everything. >> Thank you for like me. RCS board of education.

064Thank you for your service, your leadership, and your dedication to every student every day. Happy school board recognition week. >> So, thank you all very much. [applause] >> I'll get that included in your your next update so you can take a look at it again. >> But thank you. >> Yeah. Thank you. That's all for me. >> We appreciate that very much. felt so embarrassed. Was not prepared at all. >> Um I just have a couple of updates. Uh the last board of ed CNI committee meeting, the uh minutes are in the agenda, but um the taps for this year are up on the website. So you can either go to menu family resources or just search targets. Um we also discussed um the gradual uh phase out of French as a world language option.

065Um so our current French students who are in eighth grade in French one will be able to continue their language um studies through the high school up to level four. Um and we're going to continue to look for other viable language courses that and offerings for students um in whatever way that we can. Um I also just wanted to thank everyone who was involved in getting um to and ready for our open house events. So that is administrators, faculty, on and m um they got the buildings ready and they were in traffic control. They did a great job. Um and of course all the families that came out to participate. It's really um it's great to see that. Um and then finally, we have another board of ed CNI meeting tomorrow. If you are able

066to join us, great. Uh there is a meet link on the agenda, so you can also join us virtually. Thank you. >> Thanks, Jean. >> Jesse, I also just have a few updates. Uh the $15 million project is wrapping up. Uh they're working on the punch list stuff now. Uh we Thank you, Jean. Uh we have a few things that uh are um we're finishing up with that, but the majority of is done. Uh there's been uh Mr. Breaker brought up a a topic that's been going around uh I guess the community about why we didn't uh pave all the way to the 9W. Um and uh uh I thought Bill did a pretty good job in building grounds and and Dan, if I don't use your terminology, please step in and help me. Um,

067so the reason why is that is uh you need a DOT right away to to go up to 9W. Uh, and that one takes a long time. Uh, two, there's a lot of um electronics inside of that with the magnet for the light and all that kind of stuff. So, it would have been a lot of additional cost to it. Um, I think that was kind of the the thought process. Um what we are going to be doing is they've already done filling in the cracks and we are going to be sealing it over. So it will be very look very similar to the rest of the uh parking lot. So it won't look as different as it does now. I think I got the the ballpark of that. I know a couple people have

068asked me the question too. So I thought it was a good time to bring it up. >> What traffic signal is most >> the traffic signal is really one one it's to me say that. I hope nobody from the DOT is listening. [laughter] It does take a long time to get um like approval from them to do some work. So to not hold up our process with it because we're very tight time frames with this capital project. Uh the decision was made not to include that section. >> Do they own that section? >> So if something goes wrong or if it has to be repaid, they do they do that? >> That's a good question. I asked that bill. No, we they do not own the property. We own the property, but they have rights

069to the property, >> right? [clears throat] >> So, like if it has to be repa repaved, they they pay for it. >> no, we don't. >> So, that's an interesting point. We had a we had a sinkhole that if everybody remembers, we had a sinkhole there for a while in the front. And remember, it took a very long time to be able to repair it because we needed we needed the the rights to be able to fix it. So that's that's what we were trying to prevent with this. Uh in the future, I'm sure we'll have to uh do it um just to keep the regular maintenance. Uh but we felt that now if we just did the seal and fixing the cracks, this was the best way to move forward with it. >> I

070think what you're asking is if they have to come and dig it up to do a repair, I'm pretty sure they they if they have to dig it up to repair their equipment, I think they redo it. Correct. >> The state. Yes. >> The state would do that. wouldn't pay for that >> if it was something to do with them. [snorts] Yes. >> Right. >> Yeah. The seeker that's a small area that that would have effect on that. But the the bigger thing is the other question was out there. Why didn't we do uh the bus garage up on top of the hill? Uh that was a secret thing. So if we were and if remember we had to get approval for these studies to be able to do that. uh if we get to

071a certain point it goes to a higher level SRA and there's a lot more involved that we have to have special architects and people come out so >> that >> it's like an environmental study. >> Okay. >> Yeah. Yeah. >> Sorry I just >> and you'll see that every single time we do a larger capital project we have to do that. So >> it's just when you do it determines whether or not you have a negative impact on the environment. >> Yeah. While we're talking about community [clears throat] feedback though, I have heard so many positive feedback. So much positive feedback about the signs. >> I love positive feedback. [laughter] >> I don't usually get it. >> Yes. >> Yeah, that's great. No, I love the signs. I think the signs are awesome. >> Commenting.

072>> Yeah, I thank you. >> They're great. Yeah, it it makes a less confusing parking lot for everything. So, uh, we do plan on putting something on the website as kind of an aerial view to show like exactly where they are, like, hey, where's parking lot A or B or wherever we label them? >> Um, just so if people are coming, so I'm sorry, >> sorry to interrupt you, but directions for particular teams and events where the designated parking is to be able to, >> right? So, there's less confusion when people come to visit. >> So far, everything has been very positive comments >> and individual events as as well. We're trying to get that out to people. If there's a larger event like, you know, PTA event or a large sporting event, we're trying

073to send out uh communications to the community to say, "Hey, these are where you're supposed to be parking uh just to try to prevent some of those confusions." So, >> I will say that we definitely are not at the bottom of the pile for signage and location of things. I've been to many sporting events and driven around endlessly trying to find location. And even when you ask people who should know, they're like, >> "Okay." >> Oh, I'm glad to hear driving around. >> I'm glad to hear that. >> The signs are great, though. >> Yeah. No, I agree. I I agree with that, too. So, >> and the fact that most of our fields are visible from the road is very helpful because driving, you're like, "Oh, I need to get there." >> It does

074get a little bit confusing because, uh, with the, you know, winter sports coming, kind of that parking in the back. Uh so we really are going to try to communicate more with um the visiting teams as well that hey there is a lot of parking in the back for those events too so >> so we don't have to truck through all the way through the building. >> I don't know how much connection you guys have but like I personally try and look on activityuler y it's some other name too and like under event details I don't know if you have the capacity to put there but I try clicking there sometimes to see if there's any information. >> Yeah. Do they have you seen like maps on there or >> No, but I always try.

075>> It's worth it. [laughter] I think it's worth looking. >> Yeah. No, that's a great idea. >> Get the exact address and that's helpful. >> Okay. >> Are we working on like the stuff that I sent you? Like >> that's exactly what I was talking about. >> Okay. Cuz those are almost like a map. Those are almost like a mapping thing. >> Those That's perfect. >> Yeah. >> Um on the subject of signs, is there any update on Peter Bees? >> So sad to drive fast every day. I'll be honest. >> I know. It's still kicking real strong. >> It's doing great. >> So, we have an estimate on it. Um, the only question at this point is the design of the new design. We're going to make some slight modifications to it so it

076matches our new branding guide. >> Okay. >> And might as well do it if it's >> Yeah. Right. Right. [laughter] >> That That's where it's at right now. >> Somebody pushed us to replace it to the rest of this >> very helpfully. >> Yeah. [snorts] >> Very helpfully pushed us to this. >> It was still working. It's still working. Every day I drive faster, I'm still impressed that thing's still on. So, it's caution tape and all. It's still functioning. >> It looks kind of good for Halloween. But beyond that, >> yeah, there you go. >> Oh, we should add some like spider webs. >> Yeah, we could we could add some skeletons. I'll bring it from the house. [laughter] >> I'll send the kids up the hill. >> Yeah, there you go. >> So, we

077had a couple games um that we went and they were away. And um I do soccer, by the way. So, I don't know if you guys have seen them, but they're like these big things like they're like shades that cover like the benches. I think you you've seen them before. Um, and we've noticed like a couple girls commented that we should maybe have those on our fields like for varsity. So, like football and like every other sport that plays on the turf field that I think and since we may be doing flag football soon, I feel like that would be a big thing um to protect ourselves from the sun, you know, like when we come back on the bench. So, we have like a little shade to help. Um, and I was thinking, I

078don't know, it was just so random. And then they started talking about modifications. I was like, hold maybe that'd be like a cool thing. Like a lot of kids would really really like that. Um, it just be not like it wouldn't be useless. I'd say that since a lot of sports do play on the this field, the JV field in the VAR field, they'd they'd like that, you know, it'd be a cool thing for the future. So >> structure too of course on their satellite or they >> No, they're Yeah, they're more >> I think it's Oh, is it? It looked like it was permanent to me, but it was just >> they're usually portable. >> Yeah. Okay. >> Oh, well that's cool. >> Yeah, something we can look at. We can also talk to

079the sports association about probably. >> My only concern with the permanent structure, it's got to be sedd. Yeah, it takes forever. >> But we could probably we probably could link it up with another project >> and it's a temporary structure. >> Yeah, there you go. Um so yeah we are looking to be finishing up that larger project um pretty soon here again going through the punch list right now. Um the capital the safety and security project will be going up to SED very shortly and I being told that the it's a six-w weekek time frame for SED which is yeah which is amazing. Uh I don't believe it. I'll believe it when I see it. Usually you're talking year, year and a half easy. Um, so I'm excited for that. It will be a quick

080turnaround and we'll be able to go out to bid uh and then we'll uh start that project very quickly. And again, just to remind everybody, that's a big majority of that is the remaining locks for uh the doors. Uh and then we have uh some the blue lights and some of the other safety features uh that we spoke about uh last year. >> Are there doors on that one? >> Yes. Yep. For which types of doors? All exterior doors or >> exterior doors. Yep. >> Okay. Because I'd really like to see that on the >> Yeah, absolutely. Yep. Those those are in the the thing. Yep. >> Um the other thing we have finished the transportation lift project. Uh that is to put that new new lift in the bus garage. It uh now we'll

081be able to pick up the larger electric buses when we start purchasing those. Um, we have fin finalized all the elementary school playground work. Uh, just to remind everybody, we capped the uh Peter B um right underneath the swings. It used to be loose rubber, but now it's that hard surface. Uh, and at Becker, we got new swings uh which has new loose rubber uh added additional drainage. Uh, and then hopefully next year we'll be able to cap that rubber as well. Um, again, this is great for because those those cap rubber is a lot safer for kids for falling and that kind of stuff. So hopefully we have some fewer injuries with that. Uh, the the Peter B softball field modification has been completed. Uh, so and I believe um we've had a few

082games on it as well. Uh, and then also we had the donation uh from the sports association of the the removable uh mount. So thank you for that. Other than that, we will be working closely uh with the building um building grounds committee to kind of work through what our next capital project will look like. Uh we did uh meet with them last month and discuss the building condition survey. Um, and then we're going to take some of those um and work closely with our um with Schoolhouse, who is our construction managers for the $15 million current project we're doing, and our architects to come up with a plan uh to present to you guys uh and hopefully go out to vote in May for our next round of capital projects. >> Uh include like

083football field and all that >> as right now. Yes, that's the number one on there. So, I know Matt had brought up and I I know we we sort of had an answer, but there were still some discrepancy on age of roof repairs and when they were actually done. Um, have we been able to go back has been Bill been able to go back in time and look to to verify >> those time frames? >> He pulled the best data that he was able to find for us and that was what was in the board report. >> Okay. What we plan to do if there are roofs included in the project >> is give you some more specific information and actually provide an opportunity for a walking tour, including for those who want to uh

084ladder up onto the roof, >> an outside company do an inspection to see what roofs need to be repaired. >> We could do that as well. >> Okay. >> I mean, that's what the building condition survey >> the thought is regardless of the age, if there's repairs, they got to get done. And we we don't believe we have anything that's under warranty. >> Okay. I hate to question what's in there, but like the the cafeteria roofs in 1986, but >> right, >> we wouldn't have been able to put solar up there, right? >> If not, we had to redo it to put the solar that's on there on there, right? >> So, you know. >> Okay. >> Still want to spend more than we have to. >> I hear that. >> Yep. That's all I

085have. >> Just a positive referral. Uh, two weeks ago we had a we had a uh a varsity soccer game at 4:30 and we had a varsity football game at six o'clock. And I don't know where all the park in attendance came from, but they did a wonderful job getting all the soccer folks out and getting all the football people in. >> Yeah, Bill and his team are their rock stars. >> Great job. >> Yep. >> So, thank you for that positive referral. >> We'll take as many as we can get. [laughter] All right, Owen and Hikah, our video stars. >> Thank you for your thoughtful words. >> We appreciate that. >> Few things I have to say. So, >> yay. >> Okay. >> Uh, so just some general updates. Uh, we had homecoming week

086and spirit week and it all went smooth. Uh, homecoming I think made a lot of money for student gov. So, that was good. Uh, [clears throat] I also attended uh like elevating student voices which is like there's four different meetings throughout the the school year. The one I attended was last Wednesday and it was more of like an organizational thing talked a lot about like leadership and you know just discussing among students to figure out like better uh policies for the school basically and then I'm going again on Friday for more of the discussion part of that uh >> throughout the >> No it's uh it's through Cathol region Boseies. >> Okay. So yeah >> it's it's sort of like the training thing for the board member uh >> like early in the year. >>

087Oh I like that. Uh, >> and I just like to shout out uh, diversity club, which is a new club that got a big boost this year because one of my friends, Jillian, who's the president of the club, like got a lot of people involved and it was a great club celebrating like diversity basically. Uh last week we had a since it was Hispanic heritage month uh wait we had a Hispanic heritage uh celebration basically and we had like a we brought in a bunch of food from various Hispanic countries around the world and you know shared and talked it was was good just like to shout them out. >> Uh and I do have like a few concerns I just like to share. Uh so about streaming services like uh music streaming services being

088blocked. Uh, I hear a lot of students saying that that's the one thing they miss from having the phones. And I think the main problem that would be your guys's concern is like explicit content. Is that true? >> Could be a number of different things. It depends on what you're what service specifically you're talking about. >> Could we just back up just >> Yeah. So I understand what we're talking about. We're talking about streaming music services on Chromebooks. Yeah. >> In school. >> Yeah. as like tutoring purposes, right? >> Well, it's also just it's it's helpful to students sometimes to have music and I just want to hear what you guys like why they're blocked because I'm was that a decision made like on that you guys made together or >> they're blocked. So, I

089was not a part of that decision. >> Any sort of streaming services at schools are usually blocked. >> Okay. >> One of the biggest reasons is because they take up so much bandwidth. >> Oh, yeah. That makes sense. Yeah. So, it's like >> but I don't I don't believe it would be anything. And again, I'm still relatively new. I don't believe it would be anything that anybody intentionally >> Okay. >> talked about and said, "We're going to block this." It's a part of the filtering system would, you know, you'd have checkboxes in there. Do you allow streaming services? No. Do you allow uh video content? No. >> Okay. So, like logistically, it's just not like possible probably. >> Uh it may be it's something we would have to uh >> I just I hear a

090lot of students >> we would have to look into. >> Ability to listen to music when you're studying, etc. >> Yeah. But how is there >> there's workarounds. >> Is there a workaround? I can see the drawback being like how do you differentiate if you're in study hall doing it or someone's turning it on while they're in class? >> You know what I mean? I don't know if there's a way they could >> the I know the teachers like they can monitor your screens. >> Okay. >> So that could be a solution to that. I don't if it's a bandwidth problem. It's just like it just can't happen, >> right? >> So, but that's just something >> but we can look into it. It's actually already on my list of things to >> Yeah. Because

091with the cell phone ban, we received the question about headphones, etc. Airpods obviously are a no-go, but um corded headphones to your Chromebook. Okay. >> So, yeah. >> Have any of the kids tried using Walkman's? That's what we did. I [laughter] mean, Discmans maybe back in my day, like >> I haven't seen any yet, but I wouldn't be surprised. >> So, >> I mean, I think you should go. >> They're not internet accessible. They're still allowed in school. So if you want to bring around a >> enabled so >> right go >> don't move too fast they skip. [laughter] >> Is there any other uh unintended consequences from the cell phone ban that you're seeing >> have light over the past couple of months or >> I honestly haven't seen that much especially with the

092email white list that definitely helped a lot. >> Yeah. >> Um I'd say music streaming >> is probably the biggest. >> Yeah. >> But other than that I don't see really any issues with it. >> Okay. Um, occasionally I've heard people talking about how they need to communicate with their parents or siblings, but then like the teacher will just remind them that they can just email them. >> Yeah. Okay. >> Sometimes I hear that the the parents just like don't check their email, which can sort of be an issue, >> but I mean, you sort of have to play pros and cons and I don't know, there's so many different variables, you can't really account for them all. >> Yeah. >> Uh, >> yeah. That's just a behavioral shift that'll Yeah. couple with time, right?

093>> Yeah. It's been going good from what I've seen. >> Okay. And then the the final issue I would like to just talk about is I've noticed that we have like a littering problem just throughout, especially at the high school and middle school. >> When I was for my gym class, we go over to the tennis courts sometimes. And when I was over there, I spent like the entire class just picking up trash along the around the swings in that place the playground there that just got put in. And I don't know why there was that much litter at the time. Uh, and I've also noticed a lot around the fence around the uh, stadium. And I just think it's like a sort of like a bad look to opposing players and it's like just

094it's not like a good energy to like have. >> Mhm. >> In general. Not good for the environment either. Just I mean community signs like be an issue like or like with like a trash can or like trash accessibility >> or even one of the clubs at the middle school level going out to pick up the trash like natural helpers or there's >> I know the tennis team at the end of the season does like a clean up >> which is nice. It's only one day though, >> right? Exactly. And it can only be >> Is there a trash can in that area? >> There is a trash can that's right there. >> Yeah. Okay. >> Uh like right like on the corner of like the tennis courts. So >> from what I saw it

095was like a lot of like shredded paper. So maybe it was just like a one time thing, but then I was over there again and it wasn't nearly as bad, but there was still like, you know, like the rappers and >> I just thought I'd bring it up because I noticed it like >> it's pretty consistent along the edge of the stadium as well. I will back that up having a craft fair the day after a football game or two days after the football game. It there was so much garbage left by people and it really I mean it's a bad look on our community and if you're a community member leaving garbage a student like we need to take pride. I 100% agree with you on that. Uh I've spoken to Bill uh regarding

096that and he's going to have somebody um assigned to that after the next day to make sure that it is uh cleaned up and looks >> but I also think it's important for community members to take the onus of this is our >> community and it's a bigger issue than just you know O and M cleaning it up. It's >> stopping. >> There was some other um people renting the facility that there were some issues to and I spoke to them and they assured us that they will do better. >> Okay. >> Yeah. >> Um to add on to what Owen said, I 100% agree about like the music thing. I'm I Okay, I will be honest. I listen to music a lot. You will see my AirPods in 247, but I do not ignore

097people. Um but a lot of kids have uh spoke about you know because like they can't have their phones they do have their Apple watches but the one thing I have seen a lot is that they don't interact with it unless to check the time or if their parents texted them cuz like sometimes like what my watch does even if my phone is turned off my Apple Watch will still work. It just won't send me the notifications that like I will get um but it will tell me the time. But, you know, again, I can't do really anything on my watch except the time and without network and my phone connected to it. Um, so that honestly is a big bonus. I haven't seen anyone taking their phone out like that. Um, you know, when

098the regular dismissal bell comes is when like kids pull out their phones and but the ones that want to stay for 10th period, they don't really put them away until they get to their class that they have to be in. Um, and that's when they put them away. Um, and then I have a thing to add. Um, Miss Docman's room, I think you guys know where the health room is down there. Um, she had a bee infestation recently and it was like it it got really bad to the point where we had to come in to DLR every day or just, you know, like we were in there for a day, came back, and then we were here for a week. And I felt like that disturbed a lot of kids' learning experience, especially with

099health. Um, and I know a couple friends that also take health with me. My brother takes health as well and they were getting really mad at the fact that we were either in here one day or we were there and it was just not like a correct thing. Um, and the smell in there is horrendous. You know, I talked to her about maybe like an air freshener or something, but um, I guess that did not go out well. Um, I tried spraying some of my perfume today to help cuz it got really bad. I I started to physically like vomit. Like I could not the smell was just unbearable. Um, I think since because it's colder now, the bee thingy has gone. I hope. Um, but the smell in there is just it just won't

100go away, you know? It's been, I guess, a day now. It's still, it's just so bad. Um, and then I had a question about like the bleachers for the football stadium. Um, do you think that maybe like in the future, again, that's just like a thing to see if we can maybe extend the bleachers or make them a little bigger? Um because of the homecoming game that we had recently, I heard a lot of kids complain because they they could not fit in the student section. They had to come over to the parents side and the parents could not fit as well like cuz they had their things. They had kids to take care of. So it was just a big like fuss. The kids were uncomfortable. They could not sit well. So it was

101just a big thing that I heard. Um but again, that's just another future thing to plan. Um, and the last thing I have is do we have like heat in the school that runs because I came in here like everyone did actually and everyone wore normal sweaters and everyone was so cold like it was unbearable. It was really really cold in the school. So I was wondering if we had heat in certain classrooms or do we not have it at all? >> Well, every classroom has heat. >> So um are you talking about this week probably? Yeah, that >> when you have usually when you have a holiday weekend, everything is shut down >> and big systems like this, it takes a while to bring them back up to speed. >> Um, and then at

102schools, you're also required to bring in a certain amount of external outside air. So, when the temperature changes, that's something that usually happens in schools is on the first day after a break and when the temperature changes pretty drastic, it's a little cold for a while and then should warm up. So, hopefully today was a little bit better. It was okay. I guess I can say I mean I bought my jacket still with me um because I was physically freezing. Um and then I have a thing to add. So I've been seeing like it's just like an observation that I had. A lot of kids have recently been like putting their head down. I am a big victim of it. I can tell you that. Um but like you know during class like I geometry

103that I have a lot of kids like to put their head down to like maybe relax but they do fall asleep eventually. Um, I feel like maybe it's because like the class that we have is a little bit too boring and like I feel like we should maybe have a little fun, like not like, you know, every day, but maybe once or like before we start class to kind of get everyone hyped up a little bit and then sit down and then learn so then they'd be focused and like ready to go so they actually know what they're learning instead of just zoning out and then they go home, they have a test the next day, they don't know what to do. Um, I've been seeing that a lot and I think again it's maybe

104because of the phone thing. Um, because after like the bell rang, you take your phone out, you're walking through and the next class you're using it. So, that was just like a thing that I've been observing and that's just like up to you guys like if maybe that's just the beginning of the school year thing or is it like I hope it decreases. Um, but that's just another thing to kind of look at. But that's all from my side. >> All right. Thanks. >> Yep. Owen, did you have anything else? >> No, that was it. >> Yeah. Okay. All right. Thank you both. Any new business items? >> Okay. Um Matt, with respect to the policy committee uh meetings and the first readings? >> Yeah. Those? >> Yep. Uh before I get to that, just

105so everybody knows that we're supposed to have a meeting Tuesday. That just got changed to the following Monday. So, it was supposed to be the 21st. We're moving it to the 27th, the next policy meeting, because we had a conflict. I had a conflict. Okay. All right. Um, the first three policies are really just renewals. So, I mean, you can obviously feel free to look at them, whatever, but they're really just uh ones we have to do every year. The fourth one is the one we've been talking about. Um, we put together a supposed to be just naming facilities, but as we looked at, we were given like 14 different versions of it. We put them together. We should also have an acceptance of memorials. We do already presently have at least three that I'm

106aware of on our high school campus alone. Three different memorials. So, making sure we know what they are and where they are. Uh, when we did some of the work here, there's a memorial in the courtyard right here, >> uh, for a student that passed away in the classroom many, many years ago, my first couple of years. And when we did some of this more recent work here, it would almost got ripped out because they didn't know that tree was there as a memory to the student. So, this would allow us to um, not only uh, log what we have, but then make sure we know in the future that we're accepting, not people are just putting him in there as a memorial. Nobody knows. There's a 911 over in the middle school that there

107could be some issues with coming up that Mr. Fischer put in many years ago. Should he retire soon? Some issues about what's going to happen with that. So, please take a look at that one in particular to first read. Um, but this would be for how we want to go about uh if anybody wants to nominate to name facilities and then also like I said memorials on the campus. So, definitely please please look that one over because it's it's not one that Nisba had. They had samples of different places. So, we had to sort of put our own one together. Hopefully, it covers everything is clear enough to you guys, but definitely want to weigh in on that, please. >> So, you're the one that you're presenting is what you feel best encompasses what you're

108trying to address. >> I think so. Yeah. I mean, for sure from what we what little discussion we did have and what they offered us, >> but just make sure everybody's comfortable with how that process goes. >> Okay. >> All right. Thanks, Matt. Uh we do have a hearing a petition form here from Michelle King. So welcome Michelle. >> Hi. So during board of education appreciation week, I want to take a moment on behalf of the entire teachers union to sincerely thank you for your service, leadership, and steadfast commitment to our schools. Your dedication to public education, often behind the scenes and without recognization, plays a vital role in supporting our students, educators, and community. We deeply appreciate the time, care, and thoughtful decisions you contribute to ensuring a positive learning environment for all. Thank

109you for being true partners in education. >> Thanks, Michelle. >> Thank you. >> All right, upcoming activities. Uh, next week there is the uh, NISBA annual conference which several of us are going to down in New York City. >> Oh, can I uh, jump in real quick? Absolutely. Um, for those of you that are going, I also have a invitation to a special event for us on Friday night. Uh, so I will send you an email about that, but I just want to make sure everybody's aware so you hold your calendar for Friday night. >> All right. Thanks. Uh, next board meeting is November 12th. And then in here is a a couple of days off, Veterans Day and then Thanksgiving recess days. Uh does anybody else have anything before we move for executive session?

110Then I'm going to ask for a motion to enter into executive session to discuss matters relating to the employment of a particular person. >> Thanks, Mike. Second, Jenny. All in favor? >> I. Thank you very much. Bring your combo into a jack.