July 9, 2025 Board Meeting

001Good evening everybody. We will call to order a regular meeting of the board of education. Let's please start with the pledge of allegiance. I pledge allegiance to the flag of the United States of America and to the republic for it stands one nation indivisible with liberty and justice for all. So, are there any uh last minute additions or deletions to the agenda? Um, the only thing that I did add was the um change orders for the construction. Okay, that's six 23 and 24. Yes. And please note that 21 and 22 have to be Yes. Thank you. All right. Is there a motion to approve the minutes of the June 11th meeting? Mike. Thank you. Second, Jackie. All in favor? No. I never said that to me. I Okay, we'll move right into business considerations. Uh

002we have 61 through 624. For the time being, we're going to set aside 621 and 622, uh, which each require a roll call vote. So, is there a motion for one or more excluding 21 and 22? Excluding 21 and 22. Thanks, Jenny. Second discussion. Second. I'll second. Second. All right. Very good. Any discussion? So, maybe Jesse can answer. Can you just talk about 6.23 and 6.24 24 about the change orders. Yeah. So, what we uh talked about uh right before Dr. Bailey left is making sure that we have conduit in uh for charging for electric vehicles as well if we're going to rip up all these parking lots. So, let's make sure we have those conduits in for those parking lots um so we don't have to dig them up if we have to do

003it in the future. So, it's everything but um AW Becker since we already put down the the uh paving there. So, we'll have to think about something different for that. So, is that is that for Carrie and then what about Luis? So, Louise is the site. So, basically they're the ones digging it up. Okay. And then Carrie will be the one laying it and then uh Luis will cover it back up. Gotcha. All righty. They're both contracts with advanced therapy. What's the difference between those two contracts? I wasn't sure why like one lists the services and then one says 3.5 hours. Can I just jump on that? So basically I was X similar but four, five and six just a differentiation between I think I get four and five and six but six is I

004get six because it's a yes. So that one makes sense to me but I don't understand the difference between 64 and 65. Sorry, I agree. I don't have an answer for you. I'm sorry. Yeah. Unfortunately, Colleen's not able she wasn't able to be here tonight. We can get you that answer for sure. Okay. and if I want I don't want to object to it necessarily, but I just don't understand why there are two separate contracts. Did you have something else along with those, Matt, or no? Yeah, I I have a lot of questions tonight, so I hope I got the right one, but it's with advanced therapy for OTP and speech. This one, oh, these ones did have a max amount or a total amount, right? Yeah. So, that was not my I didn't have

005a followup. Okay, I have more questions. Sorry for 6.8. um with capitalist psychology. I see what they're listed as doing. Is that significantly I guess they're all specialized questions. Sorry. Um is that significantly different than what our professional staff at the district do? Uh Dr. Dr. has very specialized support that works with particular um students that we contract with her for that support outside of the Okay. So I assume that means that's outside of the district expertise. Yes. Okay. Um before you go on to it. So just going to tie to that. So that's I I've made my point here in the past too about all these consultants we have and we're gonna have a whole ton of these tonight. So I'll have some more questions about it. Again, some of them I I guess

006we're going to have to, you know, you have to have it because we don't have it internally, but we do have four psychologists. None of our people have this these skills. I mean, I guess they're all licensed psychologists. What makes this person so much more qualified than her own four? Well, we have some students who have some highly specialized needs that our staff can support from day to day. But when it comes to professional development and s support for the staff that are working with those students, we do tap into the expertise of folks who focus on particular diagnosis and needs. I'm just trying this one again. Sorry. Are you I don't want to interrupt you. No, go ahead. because I had to find I I don't want it to come across that we don't

007have staff uh staff that are highly professional and they work to support students all the time but we do encounter a lot of students a number of students who have some specialized needs where if we can tap into expertise outside of the district it's better support for our students moving forward and at the same time it does help provide some training and support for our staff moving forward. Does it also allow us to keep students who might need to be placed out of district in district as well? Absolutely. Okay. So, you're kind of weighing the cost of a consultant versus out of district placement. And this allows us to keep some in district. Is that a fair understanding? Yeah. Okay. How often do it says not to exceed 10 hours. How often do we do

008we utilize the services? I know this is under the realm of the Department of Special Education, so I can find that information out for you. Okay. My my best guess at the moment would be that those hours would be maxed out and they're probably specific to what's written in a child's IEP. Okay. that child gets 10 hours a month and we've contracted with this person for those 10 hours because it ended up being like, you know, you could be up to $26,000 a year for this one person, which is another employee, but one of the other private schools is a tuition of $55,000 for the year. So, yeah, but I I guess it goes to another question I'm going to ask a couple of times tonight, not to keep you guys here all night, but

009when I read this particular one, it doesn't really make clear what this person's doing. I mean, there's nothing in here that tells me what they're doing other than how other people are doing. Some of them do. Some of these later ones will be clear about what they're offering. I don't know what this person's offering is that's any different than what we have presently. Well, I do trust and I will say that all of these contracts are ones that we have used for multiple years and I've argued with people. I think part of what we have to be careful of in even in contract language is especially when we're talking about some very specific needs. Um we have to be careful about what is publicly available as far as who that person might be working with

010just for protection and privacy for the students. That I understand, but it just doesn't really I mean I'm going to keep saying it because this doesn't really tell us anything that's different from what what are we getting different from our own psychologists. This does not make that clear at all to me. in number one that's the services that they provide says they're going to provide psychological ser services in compliance with laws and becps and cse meetings and screen and consult that's what our people do. So, if we're going to have a contract that's something specific that we're paying additional 26 up to $26,000 a year for, it doesn't I don't need to know what kid they're working with specific, but there should be something more than if it's it's a special need, then we should

011be hearing what that special skill they're giving us outside of the four psychologists we already have. I can get that information for you. I'm sorry. I'm on some of the same questions as him. for 6.9. It's with Northern Rivers to provide. They only list the addresses for the high school, middle school, and Peter B. Is that not something that's needed at Becker? I'm going to assume that, but I'd like to know. So, this is the agreement of where we have a satellite office and those are the the schools that we've identified where the where that staff will be partially used. She also has she also does services because it's a satellite office. She still does work outside of the district within the district with she works with students within the district but also works with

012her her clients outside of the district but they come to meet with her in the district building. She does that separately. Okay. So, I guess this is a little bit on the same vein of what does she do that we're not able to do within district? And maybe I missed something, so I apologize, but this was an opportunity for us to build a community partnership, okay, with um with Northern Rivers, who again have access to outside providers and some resources. And as we were building our mental health um services and supports for students, this seemed to be an efficient way to do that. Have we do noticed that this has been an effective partnership? Has it produced positive results for the students who are utilizing those services from what we know? I I don't know

013this. I don't have the student list in front of us, but um there is an absolute need for mental health support. Um and there's even a waiting list for folks to work with her. I don't object at all to supporting student wellness, but I just want to make sure that for the money we're investing that we're seeing results and that it's being utilized appropriately by our students. Misuse it. But what happens generally with these types of agreements is that it allows the kids to get their services in school rather than have to leave school, go to an appointment somewhere else externally. So it keeps the kids within the school building for the day. Yeah, I was. But it seems that we're paying for it as opposed to part of it. I believe I thought it

014was a county grant. Was that wasn't this the one that was bringing the mental health into the district to conjunction with the county? I wasn't here when we killed this. I I if I could be wrong, but I know there was an effort to bring some of the county services into the schools so that exactly what you said, right? You didn't they didn't have to leave school to go to appointments. I believe that's as this one is. But I'd still love to see on all these some kind of reports at the end so we see where our money's like when our we have our regular teachers and test scores and all kind of data. We're putting money into all these programs but we don't know or even this one is a great program but how

015many you know how many kids are being serviced you know some some kind of metrics to see where that money's going. Yeah. I'd like to be clear. I don't not want to support them. I just want to ensure that they're being used properly and that the students are getting the benefit of them. And I'm just going to go back for one second on 64 and 65. It looks like the difference is that um one of them offers a teacher of the deaf, the other one does not. So the um so for six five appears to add in likely students with hearing disabilities is a which becomes a question because I believe later on we have one or two more consultants specifically for that purpose and I don't know if there are other differences but that

016is the the difference between those two that I would note as to why there would be more than one. One specifically references a teacher of the deaf um and the other one is more generalized OT and PT and speech services. Some of the later ones reference mobility training and um blind as opposed to so I think that would be the differences with those. That makes sense. I read through both for 612. Um she provides the all my questions. I'm sorry. Would you like to go ahead? She took mine too. If Paul will feel any better. I'll follow up on you. I again support the need for this. I would just like to ensure that there's um a level of effectiveness to the trainings that they're being offered and that the teachers feel they're getting the

017benefit of her specialized training in these areas. Hers looks to be mostly ST SPS and tier one interventions and I just want to ensure that that's really um effective. It looks like she has a reasonably decent schedule for when she'll be here and the amounts and that I appreciate that specificity so that we can at least see how it's being broken down which I didn't necessarily see in some of the other contracts. So, did you have something else to add to that? Sorry. No, I it was the next one. Sorry. That's okay. Do you have a question about Melissa's contract or I I guess I wanted to voice that I we're ensuring that the training is effective and is providing teachers with knowledge that they can take back to the classroom and use effectively to

018improve education for all the students. I don't have a specific concern with it. Just ensuring that it's effective. I'm sorry. Can I just go back to 6.9? And I I know you asked this question, but I'm not sure that I I really understood the answer to it. On 6.9, do we still have services available to the kids at AW Becker through Northern Rivers and Parsons? Because that building is not listed, would that mean that those kids would need to go to Peterb for those services or we or the staff that are at AW Becker provide those services? So, we're able to allocate more staff for that. Okay. So Parsons does not service AW Becker. As I said, I don't have a a current student roster of who they're working with. I can get that. No,

019that's fine. I was just I I didn't really understand it when you said it before when Chia asked. If I could add, we can ask we ask Colleen to make sure I'm not wrong about this, but this again I think was tied to this county grant or county program and you had to be in certain the buildings had to meet certain metrics and I don't think back metric you know poverty level or income level or something. I don't believe yeah I don't understand fell I think fell was above it below it whatever you want to call it. Okay understood thank you I appreciate that. Do you have any more Matt? I have 13. Okay, go ahead. More 13 more. Well, may honestly, Mike, it may be, but and and just for the future, like when

020things come up, if you just if we we're going to ask questions about it, we just want to know better about them. So, if we can be prepared with information, maybe we need to put it them sooner. But this one is clear what she what the person is doing, what the costs are. But I guess I'm just questioning is it just because we don't is this because we're I was going to give you the answer. Is this because we're get we lost both our ENL teachers this year? Okay. Yeah. I'm using um I'm using this consultant as an opportunity for two things. To develop our ENL department in a more cohesive way um and also provide some level of training both for the folks who we're bringing on board and support for them in the

021first year. Um but also I'm thinking for the longer term we might see this again for next year because I'd like to build some understanding about working with L's in our district. I actually support that one heavily. So I just sometimes like this one I just want to make clear everybody knows what we're doing. But I think there is a lot of misunderstanding about, you know, what the educator's role is with the ELELLL kids and what the teachers role is and how that's supposed to mix. There's a lot of lack of clarity about that. Can I say something something like this and the one before that Jenny went through this is much more in depth and broken down and we get a sense of what they're doing. And I think that's what we're looking for

022with those other those other contracts going forward, which is my point on the next one. The visual number 14, right? Is it 14? Visualize. That's 15, but it's fine. Sorry. Yeah. Um I think that's clear why we need this person in. They have a very specific thing. We don't have people that work with vision students, but there's no It says what their rates are, but we don't know. Is there a limit? Like a lot of times in these consulting agreements, they say this is the billing level up to a total of this. This one seems like this could be an infinite kind of contract. And again, don't want the kid to have it. I just want to be clear in the contract. Um, and in this case, this one is directly tied to the services

023on an IEP. Yeah. So, I mean, we would be able to calculate that based on what the hours and recommended services are on the Sorry. Oh, no. I was just going to say uh we do we do kind of put a limit on it when we set the POS up or the purchase orders. Yeah. So it says up to this amount on the purchase orders. Um I'd love to see that in these contracts. That's all. You know, I don't want again not want to keep some kid that need it like this, but that's easy. You know, it they could get crazy too. They could just keep Oh, yeah. They need more time. Yeah. we uh once you guys approve this, then Colleen will put an estimate in to me uh and then I'll approve it

024and then if it ever goes close to that amount, she would have to get in contact with me to increase it or and then it would have to be a discussion. Okay, that's good to know that that exists. My question is again on 618, what is this individual providing that our district is unable to provide? It says speech and language services and then it lists a variety of different things that I would have anticipated that our district would have done independently for the speech therapists we have in house. So, is she offering something that's more specified or um hits a different group that hasn't been addressed? I'll have to get that information for you. Okay. Yeah, it's just tough because we want to prove these things. We know they're important, but we really want to

025have that information. Maybe we need to ask it sooner, but sometimes, you know, we don't always in time. To me, it seems like there's some very specific stuff with dysphasia, but I disorder. So, I don't know. That's something nobody in house has, but I would think with the amount of SLPs we have, somebody should have that. But this one along with 16, just go to what we just talked about, Jesse, if we can get them to start putting some cap in there knowing that you can go over it if you need it, but it has to be approved. Yeah, I absolutely can put estimated cap in like the executive part of this where you guys can get a ballpark like if it's a previous, you know, year. This is what we spent. We probably had

026these people before, right? Yeah, most of them they are returning individuals. Um and and then also I can ask, hey Colin, what are we estimating? What are we looking at? you know, how many hours and all that kind of is good for the budget process as well. Yeah, because you know as a lot of these this is just not tonight we'll get a lot more throughout the year becomes a big sum of money over time. Not saying it's not necessary, but we like to know where it is. I agreed. I don't it's not that I don't support them. I just want to understand what we're paying for and that we're getting what we're paying for else. All set. All right. Thank you. All right. All in favor? I I Okay. So, left standing we have

027621 622. We'll do them one by one. Is there a motion for 621? Motion. Thank you. Second. Second, Dan. Is there any discussion on 621? This of course relates to the bus resolution that was this is the new uh uh that we approved uh on our budget vote. So, the public approved this resolution and then this is just giving your authorization for me to go out and get uh ban money for it. Okay. And that's the next one's the same thing with the capital project. All right, Sue. Roll call. Okay. Mr. Baker, yes. Mr. Benon, yes. Mr. Deo, yes. Mr. Coin, yes. Mrs. Yes. Mr. Miller, I. Mrs. Molina, yes. Mr. Yes, that was just for the one, right? 620 two. Second. Okay. Any discussion? Roll call. Sue. Got it. Mr. Baker, yes. Mr. Benady,

028yes. Mr. Deo, yes. Mr. Coin, hi. Mr. County, yes. Mr. Miller, I. Mrs. Melino, yes. Mr. Rose, yes. Thank you. Thank you. Yes or no? All right, moving into personnel considerations. We have 71 through 7 36. Is there a motion for one remover? Motion for all. Y just want to make sure it was you, Jackie. A motion for all. Second, Jenny. Do we have discussion on any of these? Uh yeah, go ahead. Only discussion I would say is thank you to the there's some uh a few of them that are resigning and uh thank you for their service and uh everything they did for the district. Yeah, I did have one question. I think I know answer for Jean 7.2 is that that person that's a long-term sub for ELLL. Is that not certified yet?

029Fully certification is anticipated by August. So I figure um and then just on 7.14 uh the position is listed as extra work opportunity and there's nothing listed for the pay. I was curious what that meant. What is that? So what that is is so the work the way that the TAS work is they're they're annualized districts. So, annualized pay. So, they are technically hourly paid people, but we annualize it over 190 days. Um, so this is an an additional workday for them. So, they do get paid, they get they put it in a time sheet and they and they got paid on top of what their annualized salary was. So, each one of those individuals got whatever per their contract they they normally got for the year. Okay. It's just they usually say per contract

030or something there. We had to do that because it was outside of that contractual day. So they technically made more money than what what per their contract and what we appointed them for. Just like they needed helpful maybe extra kids take a test needed some help. Yeah. What I mean all um yeah middle school use them for like cleaning up and working finishing up the year. I know sometimes painting. Yeah. That's a different one. I say about Yeah. Yeah. I have a question on 711 and 712. Um, are these generally staffed with students or because it says per contract for one and so the the painters are not. Those are adults. Those Yeah, those are definitely adults. Uh, most of them are bus drivers and there's some other I think they're TAs and is a

031TA. Yeah. And a teacher, right? So that that is the painters are not done with with students. The student helpers are usually students. Okay. And then um 721. What is that position? Curriculum support and transition activities teaching assistant. I I'm just not sure what that is. It was specialized training for a particular student that happened outside of the Okay. calendar year with a with a staff member that was going to be working with that student. Okay, perfect. Thank you. That's something that already happened. Yeah. I just want to go back. What are the painters? Really? Yeah. We have painters that there's a lot of paintings throughout the district. So, like outside, inside the walls, paint the walls. Oh, okay. Yeah. Anywhere. Uh, Bill has a whole setup where Okay. paint this section now, this section

032next, and all that kind of stuff. So, they come in and and they paint. What do you do for a living? Not not paint. Not paint. He's an outside guy. Thank you for that, Jesse. Anything else? Matt, I'll deal with you later. All right. All in favor? I All right. Moving intoformational items. Uh, just one item to note in there. We do have a donation from Stewarts for the holiday match program. So, thank you very much for that. And that's to expand the weekend backpack program. Uh that's under the threshold that requires board approval, which is why it'sformational. But nevertheless, we certainly appreciate that donation. Next, we will move to Superintendent Chandler for his for first special report. All right. Well, thank you. Um I'll just uh take a couple minutes and share some reflections

033from my first week. Um first of all, I'm uh very grateful for the welcome that I've received from everyone uh the school board staff at uh central office uh teachers that I've met, support staff, people at the transportation department. Um people have been very generous with their time and eager to uh reach out and collaborate. Uh so that's very encouraging to me. Um, over the next few weeks, I'm going to be impro implementing a comprehensive approach to familiarize our myself with uh all of our schools and staff and community. Um, so just so everyone's aware, that includes uh some walks and walk-in talks with uh building level principles. Uh we've started those already. Uh where we'll kind of walk around, take a tour of the building, talk about some of their goals and priorities for

034the upcoming year as I also kind of learn my way around. um doing some other uh building visits and meet and greets uh at each building. I know that uh teachers are sometimes hard to get a hold of in the summer. Uh but I'm going to try to entice them with some coffee early in the morning and uh just very informal uh try to get to know some people. Uh and I've also started to do some community outreach with uh the different chambers of commerce and uh different people in uh business and and industry. Uh so I have a few of those meetings set up as well. Um, a couple of requests for each of you. Thank you to those of you that have already scheduled uh individual meetings with me. Those are very helpful.

035Uh, if you haven't had a chance yet, and if there's nothing on the calendar that I shared that works for you, please let me know. Uh, I'm happy to meet anytime, uh, you know, weekends included, evenings, um, no times off limits. Um, and then that brief survey that I've asked you to complete, uh, would be very helpful to me. Um, I know that uh through the process I shared a very comprehensive entry plan with you. Uh, but those were uh withheld at at Boseis. I'm picking them up tomorrow. Uh, they've let me know that they still have them and I can have them back. So, I'll be giving each of you a copy of that. So, then uh you'll be able to have it right in front of you to know uh what I'm up

036to because I have been following that as kind of a a road map to get started. Um, and beyond that, just uh a couple of other things. We do have some uh board member recognitions from NISPA. If I could take a moment now to congratulate some of our board members. We've got uh Ed who has earned a level one achievement. Congratulations, sir. Thank you. And then then we have Mike Coin who's also earned a level one certificate of achievement. I don't know what I did during this. Now, these are for uh participation in different uh NISSBA like professional development events. Uh so, Jackie, we have one for you as well. Congratulations. And then last but certainly not least, and also featured in this month's uh well, not featured, but included within this month's onboard was

037a familiar name, a level two certification for Jenny. So, congratulations with us. Thank you. Uh, and I don't know if each of you get this, uh, but there are a couple really good articles in there I'm going to include in this week's update as well about the, uh, heat the, uh, heat policy and, uh, onboarding of new superintendents. Seemed apppropo. So, Jenny, do you see your name in the on board? It's in there. Area area 7 right in there. So, uh, thank you all again very much. Yeah. Thank you very much, Jean. Uh, just a couple of quick updates for prek. We have seven spots still left at AW Becker and there's one spot left at Peterb. Um, and we have three spots left at Circle of Friends. We have summer program starting for general

038education students. Uh, that starts next week. Right now, we have roughly a hundred kids attending Ravens Academy. That's our K5 elementary program that's going to be at Peter B. We have um 40 students for Ravens Quest. That's our middle school program that's going to be held at the middle school. And we have right now roughly 34 students um who will be attending the high school Apex Credit Recovery Program that'll be here at the high school. So, we're spread out. Um ESY started this week already, but I don't have those numbers in front of me. Um, and then the only other thing I I wanted to return to and I put copies of the um internal process documents, we had a few athletic code of conduct meetings earlier late spring. Um, at that time there weren't

039any recommended changes to the actual athletic code. Um, so the committee spent the bulk of their time reviewing those internal process documents. I had I think I had included them in a document before, but they were embedded in it. So I just pulled them out so that you have copies of them there. Every program went in here whenever you 34. I'd also like to note that I love the names Raven Academy and Raven's Quest. I think that's very clever. I have to give credit to credit to Jesse for Raven's Academy. And then the middle school the middle school teachers, they picked up on it and they said, "We've got we're going to build on. It's the quest." So, you're in you're in an academy and then you're ready for the quest. Yeah. That's awesome. The

040ownership of the new mascot. That's great. Agreed. Yes. You're saying that there's no recommended changes to it, but I think some of the stuff we have here is pretty is this just information for us to look at right now? What what where we at it? Because I know, you know, when you talk about the flowchart for quitting the sport. Yeah. I guess that's is that wasn't in that we didn't have any actual none of that in the process. But we wanted to make it available to families and to students. So having them digital and we could have them linked as you know on the website so people have access to those. Um but it didn't we didn't change any of the language within the actual code of conduct. These are all internal processes that need

041to be refined. I mean like we're well I agree. I'm sorry but I but there's nothing in the code. I didn't look it up. I didn't know this was going to be on tonight so I wasn't look didn't look at it. There's nothing in there ready in the actual conduct code of conduct for athletics about quitting a team for example. There is I believe there was here's my point is I believe there was so if you and that there were some things that came up about it this changes it pretty dramatically some of these things I you know I Ed and I both wrote to you about it if you look at the document like for dismissal or quitting a team. So at the top of that document has the language from the actual code

042which we didn't change and then our current process in order to address that particular part of the code. That's what we that's what we looked at. So the language from the code is on that. So you can also see that but we didn't we didn't modify that. But but but that does though if you're looking at I'm looking at page one or the third page or the document you gave us. And so dismissing or quitting a team says anybody student who quits or dismiss a team will not be allowed to participate in that activity or attend that activity until the season is concluded may not be eligible to participate next season so on and so forth. Now we have a whole thing that was never in existence before that modifies that says they can play

043well because the language says that they may play. So we had we that was the bulk of why we discussed it was to address that may. So if they do, what is the process that we have in place that if the decision is made that they are allowed to play or are not allowed to play, this helps clarify and be more transparent around how did we come to that decision and has this become part of the policy then that it's backup as part of the policy behind it because I have big problems with this. I'm not agreeing with it at all. So I don't know how we go about that. What's that? Which part are you not agreeing with flowchart? The flowchart on page the fourth page in the document. Okay. I'm sorry Ed, I

044think you need to turn your mic on. Sorry. Um, the first thing that the student athlete needs to do is go and talk to the coach and try to get permission there. I I I believe a question that was raised in these committees was well what if the student has a problem with the coach and they don't want to go to the coach or the parents um can they bypass them and they should be able to questions like that came up um is this is still requires them you know to go to the coach and these different levels here. I mean, I I I don't I don't going through all this, I don't agree with this flowchart. Um, there's specific reasons why. Yeah. Two and three. Like, there may be a real clear one. If

045you're at a game and you say this team and you start throwing curse words around and stuff that clearly is a matter that brings attention to the situation to public display, but it's not clear. There's can other things that can be very can be does it does it not right? You don't have to necessarily use words to have that do that. You know, we had a situation last year where a student walked off a team bench in the middle of a game. Does that bring public display? They could have thought the kid was going to the bathroom. that could be argued that oh we we didn't know they were quitting the team. I just think it's the two and three are very unclear what could it could be mis construed or there just too much

046openness to what those things could allow or have. I think part of why when we when we discuss this there's so many different components of why a student behaves a certain way or or a situation or an event happens. So to try to have a process that could actually address all the whatifs would be really challenging. So I I think that from my from where I stood at that committee is having this articulated is a place to go back to and if over the course of the year and when we review this next year we find that there were so many instances that this didn't apply or we weren't able to use this to help navigate that that particular situation. Then it then we review it through that lens. trying to write a process that

047address that could address all of the whatifs I think would be no I agree and I you know I was part of the whole thing that yeah something like this was necessary because you know we you know we stuff stuff happened last year and we were in huge disagreement with how it was handled so um but I just some just lack of clarity on some of this that I know we had brought up before so I don't know if we how we wanted to handle that I mean you know in the committee just just one question for clarity that I have so we started the top box. Does the sport utilize cuts? Are we talking about the sport that the student quit or the next sport that the student's going to participate in? For this

048for the sto the the the one that they're currently in that they're leaving the one they're leaving. So, if if that's a sport that has cuts, then the consequences are more strict than if it's a sport that doesn't have cuts. But if they're moving into a sport that has cuts and they're facing having to sit 60% of the games and they're taking a roster spot, but somebody else is cut from that sport, that seems implicitly unfair to me that they're occupying a roster spot and someone else is being eliminated from the sport knowing that for more than half the season they're not eligible to participate. That might not matter. I don't know. Does any team have an absolute cut number they have to have or can have? I don't know. I don't I mean most

049don't have a set number, right? It's just I think the concept here was you know I this I was talking to sorry if you said this already but um you know it's more dramatic if you're going to quit a team in the middle of the season when there were cuts when other kids could have been on a team. That's why the consequences more that you just said. So, I was asking whether this top box refers to the sport that you're quitting or the sport that you're moving into. Sport you were quitting. Okay. Yeah. The sport that you're moving into. I've got some concern that somebody is taking a roster spot who's going to miss 60% of the season and someone else who hasn't done anything wrong before. Maybe didn't make the cut, but can play

050in every game, right, is being eliminated from the roster. Yeah. And then this would be a clarity thing, too. Sorry. Which 30%? Which 60%. Because I can see coaches pick it. didn't say the first 30%. It just says 30% of your games. Coach says, "Oh, we got a big game against, you know, uh, Lansenberg coming up. They're our rival. That's not one of your 30. We're going to sit you against the five worst teams and you're going to play against the 12 best teams." Good point. You know, I was a coach. That's what I That's what I'd be doing. So, that so we the original code of conduct, my question on this was this seems to be new to me. If a student say is removed, if they if they decide before the first game,

051I believe it was during practices, we allowed them to quit the team in and that was fine. But say on the second day a student quits they had then they were done for the I think that was during the trial period though the trial period but say like on the second day a student quit then the thing is after trials right now we're auto I don't know remember in the original now they're automatically sitting out 30% of the next season if it's a level two and of a level three it's it's automatically 60% I I think the original code of conduct the way we had it was that there were extra circumstances that they m if they quit they may not be able to participate in the next season but it because there were certain

052nuances that when they met with the athletic director when they met with the principal they would go through and then they would make a decision. It wasn't automatic. this is now kind of like making it automatic. And as far as sitting out the games, so that didn't occur during during the year. Um, if uh if you were disciplined in the code of conduct, there was infractions and had the number of games you had to sit out and they were immediate. It's not like the coach could pick, oh, we're going to wait till this or that. So that this is interesting to me that they're automatically sitting sitting out. Number one, they're not. So I think you want to the last two sheets and must sit 30% of the games for the next season they participate.

053But that process that you talk about is on the the document that says the process for quitting the team. So the current process that lists nine different steps. All of those things have to happen before they make a determination about what level it is, whether it's a one, two, or three. But then then what what what Mike just said comes into play as well. So when uh one of the one of the coaches helped design this um and then Jen shared it Jen Murphy the athletic director shared it with coaches to get feedback. Um, and Mike, they didn't bring up that what your question is. I think I think that's something I want to bring back and we talk with Jen about it. That's probably because by the time a student quits a team, those

054other rosters are already established and full. So, I I'm not going to say it couldn't happen, so it probably still needs clarification, but I can't see how that student could then join a team that's already full. They've already made cuts and the roster is full. We're talking about from one season to the next. You quit a fall. Mike's saying now you go to a winter sport. You're taking a roster spot. You now you did it. You did a bad way. So you're taking 30%. Why should somebody else could potentially do that? Play baseball. I don't want to beat this to death. We can maybe do some of this offline. But the whole purpose was for a lot of us that have been here for a long time. It doesn't mean it has to go that

055way going forward was the May was there for those really weird situations. You know, maybe a kid gets very very ill. Of course, we're not going to penalize them. But there was a maybe came in our in some of our opinions misused, you know, just just throughout the whole thing. The concept was if you quit, you don't get to play the next season. But I think there's a step. I just don't know if we're there yet. Maybe we just have to keep going and look at it and see how it goes. I think part of the part of the problem was um the the instances that occurred we had asked for clarification multiple times as to what decisions were made and we didn't get answers and it was actually I think the whole spring went

056by and actually at the first meeting um Matt and I were on on that call I think and Maybe Jackie was too. Um, we had come off the winter sports season, so we said, "How many people had quit in the winter?" Well, we don't have that data yet. We should have that data. Um and the board had known of incidences that had occurred and we asked because they those students were were playing or had been uh attending the games because I I believe the code of conduct says that if you could a team you can no you can't even go to the games uh as a spectator. Yeah. uh and everything and there was a student that was and we were asking questions okay what decision has been made and why we didn't need to

057know you know all the specifics and everything and we never got an answer um for months and I think that that's where the push was where all this here it's you're trying to hardline it into a level one a level two a level three I don't really know it has to be that specific I mean if the athletic director and the principal and the parents get in a room and they talk it out and they and they work it And there's some explanation provided to the board on the decision that's been made. Yes, we sat down. This is what occurred. This is the decision that was been made and give the general principles. I think we would have been fine with it, but we weren't getting that information. I think again I I one quick

058thing and then I have a maybe you can start using our students. So wake up down here going pull you guys into this in a second. Um, you know, in my opinion, having coached here and and all that kind of stuff, when we had a situation in particular, the basketball one and the way that quitting happened, that student shouldn't be playing again the following season. They've given a athletics is a is a um a privilege when you're doing here at school and doing the right things is a privilege to be able to be part of it. When they did what they did in that particular case, there should be no 60%. You shouldn't be playing next season again. You've given up that right. Uh, so to me, I don't think there should be any leeway

059on a level three. So that's another just general disagreement. But with that said, because I don't want to keep us here all night. I don't know if you guys have a chance seen this yet. You had a chance to look it over, but just in general, I don't know. I know either one of you play sports. What's the student opinion on this? That's really important. What you guys think? Um, honestly, I don't know the general like student like overall student opinion. You can give yours, but my Yeah, my opinion is like I was in direct contact with someone who quit during a game last year and the way they handled that, I'd agree that I don't think they should be able to play at all next season because it was a like a a whole

060thing went down. I'm not going to get into the spec specifics of it. I'm sure you probably know, but it was a whole thing and I don't think they was handled well and I don't think they should be allowed to come back honestly. Yeah. Person um I did a sport as well like this past uh winter and it happened during practice and um there was a girl and you know like us teammates like she never really did anything at practice. She just came talked on call with her boyfriend and she just like you know if somebody told her that you have to like practice you know everyone else is doing it why aren't you? She used to get really mad about it and um she'd like you know had meltdowns and she'd just cry. So

061one day we were all in the locker room. I think it was our meet that day and we're like are you not coming? She's like no I quit. And we were all like why? So then I go to her and I ask her personally like is everything okay? Like what's wrong? And she says that you know I keep getting pressured by all of like the kids on our team and they're her friends that like you know you have to practice but I don't want to practice. Like I like I'm better than all of them you know and I'm more faster and I'm more this. I shouldn't have to practice because I'm way better than them. And she quit. But then like spring came and then she did a sport while like I was thinking I

062was like if you quit, you know, I didn't think you would be able to do a sport in like the upcoming season or whatever it was. So I just was confused about that. Thank you. Good perspectives. Yeah, you guys can always I mean you can jump right in with anything. Absolutely. Can I just ask one click? Um, Mike or sorry, Ed, when you were saying that you didn't have the we didn't have the winter data at one of our meetings, but I don't I don't think you were at the last meeting that we had. Um, and Jen did update the spreadsheet that's in there. I can resend it to you. No, no, I I understand that. But my point was um we were all there were many of us that were when the the basketball

063one happened, it happened what, December? I mean, it happened right away. We were we were all aware of it. the community was up in arms and the questions were coming in. That first meeting we had was in March, right? How so the question was okay, how many students quit in the in the winter season? What were the determinations made by the athletic director? We don't have that information. I'm sorry. If or if a student quits a team, the coach is supposed to notify the athletic director immediately. They have to know a decision had to have been made at that point in time. And our point was like, yes, but I understand it just ended, but you have this data. The decision should have been made and were asking for. And I understand at the end

064eventually we were told they were allowed to play, but that's where all we were told. But that's the point. The point is when someone quits a team, there's a process. The coach has to notify the athletic director. A meeting takes place. They have to whether they meet with their parents, whatever. A determination has to be made if they're going to be allowed to quit with no consequences or not. We were asking for that and we were not getting that. Next season started and the next season was started. So when we were h we had that meeting the first meeting in March when Matt and I asked for that, we didn't have it. And it was a month later maybe and I read I was at that meeting you got it but it was too late

065because the next season had started. Too late for what? Because the next season had started to find out. So we were following the policy about not playing again. Sorry. Just whether or not they were going to be allowed to play. That's correct. So the thing is we didn't it's like what determination was made. We don't have that information and then it's starting and these people are playing softball or whatever. So obviously a determination was made or they were just allowed to play. So that was the point. At that point it was too late because the next season had started and the people who had quit were already starting another season. I do understand that. But I what I'm hearing you say the purpose of our review was to review the code of conduct processes we

066have in place. What you're talking about was a very specific instance that you were looking to what it sounds like to approve or disprove of an I. No, we what we asked was in that first meeting was for data. We asked for in the meeting simply said how many people in the fall actually I think we asked for the fall which you had the numbers that the numbers were there. how many people in the winter season had quit and what determinations had been made? And the answer we got was, well, the f the winter season just ended, so we haven't compiled that data yet. And my point was, how how do you not have that data? Because if someone quit two and a half months ago, you're telling me they didn't the the coach and

067athletic director didn't know about that and a decision hadn't been made on if they could play. And that was the thing Matt was saying, well, spring season's starting now. So I mean the data should be happening in real time and we were just asking for the data to get an idea of the number of students who had quit a team and and were they being allowed to play or not and that information wasn't available. I want to jump in briefly here because maybe I just I I read the situation perhaps a little differently in that um as I understood it our this was not data that we routinely had collected previously. So that set of data that our athletic director had brought to that meeting was the first time that anyone had ever asked to

068compile that which makes it in in her defense it makes it harder to instantaneously have or very quickly have after a season ends have that the data that you're asking for immediately available. And I understand that it was it was what you both were were perhaps hoping to have that in front of us in in reviewing the athletic code of conduct, but to her credit, this was the first time that she had been asked to compile the the data at all. So when she had the the time to compile it from the previous season, I don't think it was entirely unreasonable that she didn't have the the next set of data immediately available. Um I I agree it would have been helpful to have and I would hope that now that she has been collecting

069the data more consistently I assume since those meetings that's what it my impression was that moving forward she would be collecting that in more of that format so that we have things like numbers but I mean on the other side of this yeah there might have been a meeting but that's not that's not someone filling out a spreadsheet to say these are the numbers for this sport and I like again I understand the frustration but on the other side of this I she did put together a lot of information for us, even if it was not the specific information you were hoping for. We We're getting off traffic. I'm not pointing the athletic actor out directly at all. That's not what I'm saying. She's just the one that has this data. The point is in

070reviewing the code of conduct and the processes, right, and and how is it being utilized and everything, if you don't know the numbers, no, I I certainly understand that. The thing is my my my point to that Jackie was this. If someone quits a team the first week in or second week in in December that data is they already know because right but but knowing information and collecting data are two very different things. But it turns out it turns out that there were very few people that had quit in in over the winter season. So I I understand that, but the data that she gave us was not just how many people quit. It was a series of of sheets. Like again, I I got to say collecting data is not simply I had a

071meeting and now I have the data. They're they're two separate processes. I think we're spending a lot of time right now. Way too much time. I will say something that's happened already when our focus needs to be on where we're going from here. So the one thing I'll say is having a rigid structure like this I think can be difficult where it's 15% 30% 60%. We've actually reduced the maximum consequence from not playing at all the following season to the maximum penalty now being 60% of games uh not being able to participate in maybe a range of penalties that gives some discretion with a bit of a process around that I could account for some of these differences. Maybe it's a fault with the flowchart because there are students who will not play the next

072season and so for example in the winter there were 14 students who quit six of them were able to play. So it's not on the flowchart that is if you are able to play these are the consequences. So there's so there are some students who are told no. There are some students who are told no. So there's an initial determination by the committee of whether the student is able to play or not. Yeah. And if they're not able to play throughout the entire season, if they are able to play, then this framework gets applied to determine how much they can play. Okay. That that's not clear. Okay. I just I'm not going to debate it anymore. Just g I say some frustration on your part. I will say this is what we asked for something

073like this because of the way things went last year and our displeasure. We asked for something like this. I do appreciate it. It got done. You know, I was part of the committee for you when I could be there. it just because I don't think it hits the mark necessarily doesn't diminish the fact you guys took the effort to do that. So, thank you for that and we'll just keep working on it. And I think it'll be helpful moving forward, too. Like Jackie said, now that we have the framework for it, collecting the data, being able to review it and have this to come back to is helpful. Yeah, I think the data will be substantially more beneficial also when we can look at multiple seasons. you know, looking at at one season to the

074next is is really hard, but when you're able to look at multiple consecutive ones, it's going to give us a much better picture of what what is really happening. Um, and and again, I know, you know, that wasn't data that was being really collected and maintained before. Okay, that's all I have. Yeah, I would just clarify how the flowchart applies. I'd consider maybe a range of consequences just so they're not absolutes and maybe put draft on it for now. Sounds good. All right. Thanks, Jean. You're welcome, Jesse. Well, that didn't sound good. Active night tonight. Yeah. Um, so I just wanted to go through uh capital project as most of you seen coming on uh on campus here. There's a lot of work going on. Um, so a lot of the site work as you

075can see at the high school and middle school all the sidewalks on the side and over by the drop off and by the middle school, they're all being done. And I think when you walked in this uh tonight, you see right out of the front of the high school, they're they're digging that up and we'll be replacing it soon. Uh the paving at uh Peter B. um is I walked on it today. Um it it looks amazing. Uh they expanded it so there's additional parking over there. Uh and also they put a new sidewalk out in front so it's a little bit safer for the students when they're coming out to the buses. Um also the buses are it's a little wider so it's easier for the buses to be able to pull in and

076they're not going on the on the on the grass anymore. So that that was that was good to see. Um they're also doing some upgrades to uh both elementary school the fire alarm systems. Uh like I've mentioned in other meetings. Uh we are not turning off the fire alarms that we currently have. This we we'll be working alongside the current one we have. And then once we test that one then we'll turn that one on before and that will all be done before the the students come back in the fall. Uh internal doors in both middle school and high school are still ongoing work. uh and abatement for all the UNI events districtwide has been completed. Uh so they've did all that. So now uh our um mechanical contractor will be coming in and putting

077all those new univvents uh into the into the classrooms. Um we got some new conduit uh down by the bus garage. Uh they will be replacing that parking lot uh starting tomorrow. So you'll see milling down there uh and then some binder on top of that on Friday. Um we got a new generator down there for the warehouse. Uh they added a new pad and delivered the generator last week. Um so the UVs for the art and music room are on site and they will start work on it by the end of the week and should be installed by early next week. So, they will have AC in there. Um, and we'll be able to use it for um the summer school that's going to be in there. So, that was that was great to

078hear. I kept bugging them every time, so I make sure I give you a good update on that. So, that's exciting. Um, I appreciate all your Yeah, no problem. I know it's been a long and annoying road. Yeah. So, that was the $15 million project and uh we're we are doing our best to communicate with the public when uh parking lots are down. Um, but we you do got to understand there's a lot of moving parts to this. So, please everybody pay attention to the website. Uh, Michelle is doing a real good job with kind of doing blasts out to everybody. Uh, when things are going to be closed, uh, especially with site work, you know, weather comes into play. So, if it might not work at one spot, they might move to somewhere else.

079So, we'll do our best to keep you everybody informed when things are open and closed. So, please pay attention to the website. Um so outside of that big capital project we are doing some small other projects. Um the playground at Peter B uh underneath the swings uh had that loose rubber. Uh now it is a solid surface. Um it will be available tomorrow. So go over test it out. It mentions on AW Becker that we're working on the drainage. Are we also working on the continuing drainage problems around the playground at Peterb? Yeah. So, we didn't want to address the the facade closest to the parking lot because we knew that they were going to tear it all up with the new thing. So, we will once that's done and finished, we will go back

080and work on making sure that's not as as long as it's still on the Absolutely. Yep. Thank you. Yep. Uh AW Becker, we are we ordered some new swings. Uh we will be doing additional drainage uh in that swing location and putting loose rubber down. uh expect that to be done in August. Uh they assured me it would be ready to go by the start of the school year. Sure. Currently, one swing that's for, lack of a better word, a special needs swing. Will that still be the case with the new swing? I will make sure that one swing is still there. Yes. I I would like to get one at uh Peter B as well. Absolutely. Completely. Um so that that you'll see some changes in there. Uh and then that loose rubber just

081like we did at at Peter B will be capped off uh uh the following summer. So it is in the budget to do that. Uh we like to do this in the steps. Seems to work nicely at Peter B. So we continued that. Uh they will be sanding down and restriping uh the high school. Uh actually I think I think they may be almost done with it now. Uh and then also at AW Becker, same thing. The gyms in there going to be sanded it down and uh restriped. Does that approve the lo is that logo out then? Is that in the new? I haven't been in there. Uh I'm hearing that it it will be. Yes. Okay. I I just want to see if that was part of it. Yeah. Yep. I I that's

082the reason we're doing it. So Okay. I hope so. We change it. I don't know if I didn't know if it was just time because Yeah. Yeah. Yeah. Sometimes it's just time. So Yep. I was just sanding. They were just sanding. Okay. So, we haven't gotten to the painting yet. Um I'm sure Michelle I'm sure Michelle will do a beautiful piece on all the new the new stuff in there. Um, is that both high school gyms or just the newer one like the big one? Just just the newer one. Okay. Yep. Thank you. Um, so that is it for the capital projects. I do want to mention that the district-wide safety plan is on the website now. Uh, we we had a small uh 3 to four week period where we had staff review it

083and make comments. We made some changes. Uh it will be on the website uh for public comment. Uh there is a form that anybody can fill out asking questions or saying things to be need to be changed. So uh please if you have any questions or concerns, fill out that form and we will definitely address it uh before the August 20th meeting uh which the board would need to adopt it and we will review if there's any public comments. We will talk about it and mention that it it was uh brought to our attention. Uh so finally some of the old business it was asked of me to bring uh the five-year cost for Tiffany Morris who is a consultant for the business office. Uh so you see those numbers there. Those are for the

084last five years. Um so it's right around an average uh I think you drop off the low one and the high one. Um what's 37 38,000 a year. Uh again Tiffany is a big asset to the business office. She is the lead person in our audits and actually saves us quite a bit of money with the audits because she puts together our financial statements. Uh which is usually an additional cost for the auditors. Uh but we don't need to do that because she takes care of it for us. Um the other thing is uh we talk about the the LFARG or the Hulcom fund. Uh that is where uh the Hulcom uh gives us $150,000 every year. Uh we've done a lot of work uh we've done a lot of work through this fund. Uh

085currently right now we're at the 143,000 uh but we will get an additional 150,000 here uh in this school year. So we we'll be about 290 here for that fund. Uh we currently don't uh we have been using a lot a big thing was we we got the dugouts with those that was a big part. Uh we have been doing using that money to do some of the replacements around here with the mascots change that we needed to do. Um but other than that right now we don't have a a set plan for that money right now. Okay. And about not having AC in like the upper level class. Yeah. So, we are in the middle of a uh building condition survey. And what that is is we have an architect, our district architect will

086walk around with our building grounds uh director and uh he will um look at things that need to be replaced and not a code. Uh we have asked him to cost out uh the cost of adding uh um AC into the building. So once we get that back, we can definitely relay that uh discussion. Good. Yeah. Okay. As we start looking at the heat policy, the temperature policy for lack of a better name. Um, in the interim, because let's say we say that cost is a way we can do it. We can manage it. We can upgrade a couple of our buildings to get air conditioning all of them. We know that's going to take a period of time. In the interim as we start looking at what we need to do to deal with

087these higher temperatures in the beginning of the year, end of the year is it do you think we could do a cost effect on this? Maybe using some of this or wholesome or what is it called now? Amise. Amorize. They have a new name. I just I was just informed at beginning now. Amize they going to put a new sign up apparently. So, um, to to in the worst rooms or maybe a bunch of the rooms, as many as we can, to have temporary window units or standalone units to deal with it. So, we s when we first come up here back in September, we we could definitely look into the cost effectiveness of that. Yeah, I mean, we'll be able to use them in the future as well if we need them, but it

088may be something that will help us as we because by we're bringing up again at the August meeting, I think you wrote Jesse, that those policies will come back. We're supposed to have it by August 1st, but we'll be close. So, but we have to make some of those decisions real soon about what we do when it comes to September 4th or whatever day we start and it's 92 degrees out and we're supposed to be clearing rooms or having some plan. What what we are moving forward with is I think this was brought up in the last meeting too is having need work with Bill to really identify the ones that really get to that level and make sure those are kind of the first priority and maybe that's something where we do need to

089do temporary I say this with full respect having taught in the classrooms in the back over there and I think that's where Owen's getting at and even in elementary schools there's really not a situation where maybe with you know art music had some spec specific issues at those buildings but really all the classrooms, especially in the upper level facing west, that whole wing of was 12 classrooms with 13 classrooms. They all get above the numbers that are there now. And we may have other ways to manage it, you know, but some of them say, you know, some of the plans were open the doors and have air flow, but that's against our Yeah. safety code. We can have a we can definitely talk to the the architect, see if that's something like a temporary thing.

090Uh my only concern would be the electrical load, see if we can handle it. That's what I'm talking about. Yeah. So, that's definitely something we can talk to him about. possibility. We do know that in several place, more than a few instances around the district, um students have it written into their IEP that they need to have air conditioning. We had a teacher in a wheelchair a few years ago who had to have it. He had his own IEP for lack of better ADA and so we had it in, you know, so we know we can do it. Yeah. I mean a whole wing though, we haven't done a whole wing. No, but I mean we know we can do it in each individual class. The load is another whole issue. I agree with that.

091Yeah. that I will 100% run it by. Start having that conversation with Bill now because September, what is the first day of this year? Fourth. We're retired now. I don't know. September 4th. It's coming really fast. Really? I can absolutely do that. It's coming really fast. So, back to school savings store, you know, coupons in the store. We have a few different and layers kind of planned out. The policy in and of itself is one thing, right? um where the policy doesn't need the specifics of what we're going to do, but we're also planning on having available to you a playbook of sorts for each building kind of by room. So, if this room gets here's what we're going to do, you know, with like tier one, tier two, tier three. Um and then the

092other the third arm of that is exploring the air conditioning in the more long-term solution. Jesse, um two things down at Peter B. When you pull in before the chain, there's a little jog out that was just installed. Okay. Do you know what that was for? A little jog out for So when you pull in and you know where the chain goes across on a parking lot. That's parking lot. That's parking. It's just It's on the right hand side. Yeah. Yeah. It's additional parking. We were trying to find as much additional parking for uh faculty. I mean, if we need it. Okay. Yeah. But it's more for those events, you know, we get cars everywhere. We were trying to we told the architect we want as many parking like you can safely put people in

093there. So yes, that is that is parking. And then the other question I' I've been fielding is the sidewalks replacement by the student drop off at the high school. Yeah. Some of those didn't appear to be in bad shape, but they got replaced. Just kind of curious why or why were they, you know, why were they selected to be replaced? I guess I don't have I wasn't part of the discussion on when this I can definitely ask Bill and see if there's a reason and follow up with you, but I wasn't here for that discussion of how we put that together. So, I wasn't here either. That's why I'm asking, but No, I'll follow up with Absolutely. We do know why the the ones on the Big Island were expanded because the way the buses

094are going to park, but that one just kind of puzzles me. Okay. So, we can have that uh when we meet with uh building that might be a good building with our team. Yeah. Yeah, that's probably a great building grounds question. Thank you for that. I have just one other question for you, Jesse. Can we get an update on the fire recovery in Peterb? I know as of the end of the school year, the two bathrooms were still closed. So, I assume there's still work that's being done or was being done a few weeks ago. The biggest problem right now is ordering the uh the items that were damaged in the fire. Uh so, we're waiting for those to come in still. Okay. But we expect that to be fully operational by beginning of school.

095Okay. Um and well, I mean, we have the other bathroom, so it's just not being used during the like discovery camp after school kind of sessions. Okay. Yep. Thank you. Yep. Do we have any new business items? Um and for Owen and PA, just so you know, this is the opportunity on the agenda where um anything you may have, you can bring up as new business. just ask that ideally you uh let Ed and I know before the meeting so we have an opportunity to kick it around with the superintendent and maybe have some information available. We'll ask the same with the board members in advance. Let us know if you have any items. So, um the team can come prepared with information to address those. Uh so, does anybody have anything tonight they'd like

096to bring up? And we hear you on air conditioning. Valid point. Uh any other anything else you want to bring up tonight, either of you? I'm personally okay. I'm good. Um, so I had a really big problem this year and it was like religious and stuff. So I have like a couple holiday like holidays that fall in this year and they're like they adjust almost every single year. And the one big problem that I did have was um taking days off and like reporting it to the school and telling them like that I won't be here. And I think you guys all know that we have like a month Ramadan and every Friday we have to leave school to go to pray. And um I leave about 11 12ish like around that time. And um

097I saw my report card and I just came in and I had more than like 15 to 20 leaves for every single class and it was you know like I didn't I didn't like it. Like I felt really uncomfortable about that. So do you think that there's something that we can do about that or like maybe not? Yeah, I that's a excellent question. We are all very puzzled for a we don't know the answer to certainly we can certainly look into it for you. Yeah, I do. And it's a it's a topic that I've covered before in my previous employment. I was a principal. So yeah, I know we got like Chinese exchange students this year and they had uh like holidays that weren't in our calendar. I don't know. They got like the the

098day off like like the Christian holidays or like the federal holidays obviously. Yeah, that's like a big thing for us as well. Like um Bethlehem, they just like this year they got excused for two of our biggest holidays. And um I was like, I need to bring this up because I was like, you know, I can't like it was it felt so I never really take days off in school. You know, I like going to school. That's a big thing to hear from a kid, but I love school and I like I love learning. So I almost never skip school unless it's like a big emergency or I have to. So um when my holiday around I had to take two days off and same for my other one because they didn't fall till like

099Friday or you know they weren't on a weekend so I I took my days off and then I again forgot to give my letter like of absence to the high school and to the main office. So it was just like on my thing I just said I had like five absences and I was you know I was like in shock I didn't know what to do. There's a couple days that I had to miss because I didn't like feel well or like I was way tired of coming to school because I just know I was going to keep my head down the entire time. So, I was just at home. But for my holidays itself, I was, you know, wondering if maybe starting this year, we can have like a day or like two days,

100not two days actually, just like a day for that one specific holiday to have like either a half day or the day off because then I I mean I won't be able to come in school, but for like the other kids, so it's fair for everyone, you know? Yeah, that's something that we'll look into. Administrative team will look into. I think it would be I mean we could give consideration if that's a day that maybe we could try to plan for um like one of the teacher you know a superintendent day or a teachers training day or something in the you know to allow and of course I I don't know if we have any teachers who also celebrate these holidays that that would also need any kind of adjustment but that might be a

101way to to allow that. We can't I would love to create new holidays. However, I I don't have that authority. Um, but you know, I mean, maybe we have creative ways that we can try to to work around it. Thank you for bringing it up. I because I know we have a lot of like, you know, not used school days and like some of them don't really get used um towards like the end of the summer. So, I was wondering maybe if we don't get any snow this upcoming winter, maybe we can use one of those snow days as like a little, you know, day off for everyone cuz like like the holiday comes back every 10 days for both of them. So last year or this this year it was in February. So now

102upcoming it'll probably be in March or wait no I'm getting my months wrong. I'm so sorry guys. Um one of those months it will come up and then sometimes it falls on weekends, sometimes it doesn't. So like maybe if we can see what those are and then we can adjust to whatever that is. I think that would be kind of helpful. Sure. Definitely worth consideration. Is it is it Eid in particular? The the two Yeah. All right. Thank you. Yeah. Tied to just not tied to that but tied to the new student exeicios. I guess we could always do it this way, too. But I do know and I'd offer that when we had them in the past, they we had us under special reports, we had a line for the student exeicios so they

103could report out. We do. Yeah. Is everybody okay with that? give them a chance that definite place for them to report out anything they want to report out on besides the stuff that we're talking about. Absolutely. Very good. Um on old business, we have a bunch of items on here. I think a lot of these um I'd like to Ed and I would like to have an opportunity to address some of these with superintendent now that he's in place. I think uh many of these can actually be handled offline and reported back to the board and we can trim this down. So, we'll come back to the next meeting with some recommendations on, you know, what should remain on here and hopefully close out, you know, a good portion of these in the meantime. Uh,

104just one thing to touch on quickly just to get a status update. Uh, Jesse, the field modification request at at Peter. Oh, yeah. I should have mentioned that in my we are moving forward with it. Okay. Um, what's going to happen is uh we're working out the measurements now. Uh what we're going to do first is just the extending the uh the dirt and uh so that they they could possibly play on it when they want to towards the end of August. Uh and then uh once we do that then we'll look into the future to possibly putting uh turf in there as well. So we are moving forward with it. Uh right now it's uh we're going to be doing in-house. Um you know Bill's guys are doing it where Bill's out on vacation

105right now. So, um, we're looking at the measurements right now and how long the how long it's going to take to get the additional dirt. Uh, but we do expect to have it ready by, uh, mid August. So, okay. Update coming to you this great or this weekend also. Is is that something that we can use the beautifification funds and we're talking uh maybe a couple thousand. I don't think it's necessary. Okay. Um, and has that been communicated back to Yes. Yep. We sent an email out uh yesterday to the Yep. just the individual that requested it. Yeah. Okay. Very good. Cool. Great. Thank you. Sorry. Can I ask a couple questions on that um topic? Um I just want to make sure you know the changes to the field aren't going to impact you

106know things like field day and the apple run. I know you know adjustments had to be made to like the apple run um when the field was added and the fence line was put in. Um there won't be any fences out there. Uh we will be extending it. This is my little understanding of it and we can definitely give you more detail with it when when Bill comes back, but uh I believe they're going to do a 10 foot uh extension uh outside of what the ark is now. So that would be the only thing that they're cutting out. So it would go into a little bit into the field, but very little bit. Okay. Um, and you know, I know this was an issue before and I don't recall it hearing an issue this

107past school year. Um, but I know when we first put the field in that there were teams practicing on the field during the school day, which became a real distraction to any students that have, which is half of our building have windows facing the fields because it becomes very hard for a fourth grader to pay attention when there's kids playing baseball outside their window. So I believe this field will be for travel teams which wouldn't be mostly for travel teams. Uh so they wouldn't be practicing those I I just want to make sure that that's that is truly the case that we wouldn't you know be allowing them to to utilize the field during the actual school day because I know it became a real distraction uh you know especially towards the end of the

108school year. Um but otherwise um I think that's I think that's it. Will any communication be going out to Peter B families about this change and how it may impact like we can just good for them to have the knowledge of it. Not everybody watches our very exciting board meetings, so they may not be aware. And while it's not a big change, it's just nice when you see something different to know why we can do that within a week. As soon as we have some more, yeah, when we gather, I'd like to hear. I recognize it's a little early for sure, but just so that there is some amount of information sharing so people are not curious like, hey, that's completely different or whatnot. Right. Anything else before we move out of old business? Yeah.

109Really quick. Yeah. Just to the rest of the board, remember in June we had a whole slew of policies. Um we had to give the 30-day sit time on that. So they I'll be coming back in August meeting. Um superintendent and I had a chance in our first meeting to talk a little bit of telephone and maybe going with a real basic cell phone policy. But again, if you have any input that you really feel strongly about, we can hear from you guys, too. Um we do have to have that policy in place by September 1st. So, um, we're not sure what we're going to do with it exactly, but, uh, just be ready to on the August meeting or before then send me information what you think you have to draft. They need to

110include how parents can communicate because I, if I understood correctly, they need to open up a conduit for parents to be able to reach their students. Are we going to open up district student emails? That's that's the topic outside. Yeah, we're going to have that. Is that going to be included in the policy is what I was we're exploring that option. I just want to make sure like at the August meeting I want to be able to have that discussion. So then we could put one of the final touches on it and then the policy does have to include how parents can communicate with their kids and we're looking at that as one possibility. I just remember it being mentioned as the solution that one of the local districts had utilized when they decided to

111go to I'm I'm I'm checking to confirm if that actually is in fact and how they did it because there's uh pretty significant like I it potential risk to students when you open it up like when you open like can you open it up just to certain and like whitelist only certain emails or once you open it up do you now open it up so that your child could be emailed by anyone? because that's what we that's what we're that's what I would be worried about. So, we're looking into see if there's a way to keep the people out that we don't want in but allow parents to have access to the email. What do you guys have to say? Go ahead. I'm pretty sure you can just whitelist because I knew during the soccer

112season uh someone went to or two people actually went to uh what's it called? Tech Valley and they're outside the district. They had outside the district emails and they got whitelisted themselves. And I know for like we lifeguard here at the pool and the uh swim coach who is like takes care of all that they have whitelisted out of district email so they can email like the schedule and stuff. No, you can do it for sure but like can you limit it to okay only certain you know what I'm saying? So that like you could be emailed by your dad but not by some other somebody you didn't want to get an email from. Okay. We just want to make sure that there's still a a door there, particularly for younger kids. Yeah. Because I

113feel like if like somebody actually gets rid of the phones for good, our school won't like that cuz a lot of kids really um you know, in lunch and uh different like things like when they're outside, they like using it to like, you know, see if they got a message. Like I personally always check my phone or my watch to see if I got a message from my parents to see if I have like any anything to that I have to do after school because I don't have after school, like I go home, it takes about like 35 minutes for me to get home um by bus. So, it's like, you know, I go home and then I don't know what they're talking about and they're like, "We already texted you, so I don't really

114see it until like I'm inside." Um, and a lot of people were talking about that and they said that maybe we should only have our phones uh during lunch and I think that's it. just just lunch and you cannot have it in your classes and if it's like you see it if it's out and you're using it like take it down to the office like something like that you know like completely getting rid of it would provoke more kids to bring it and they like you know more kids would try to revolt against it to you know just be nice rebels and stuff to take it out and like get in trouble you know so more kids get more um into it to like start fights and more things that can occur I think those

115are really good points and very practical. Unfortunately, the governor disagrees. So, I don't know if you know New York State passed the governor. So, I will send you guys that though so that for the next meeting you guys look up and see you'll be able to read it and see what we can do but where where it gives us opportunities locally to make a decision and where we can't make a decision, you know. So, like there was a conversation where you guys maybe did the high school this year, you could keep in your backpack or something. I think it was right. in that new law expressly says you cannot it can't be it can't be a solution even in school campus right it's I'll send it to you so you can read it it's a

116lot in there but you guys then you'll be able have some of that what we can fill in at the next meeting but I think you do raise very valid points from a personal perspective I agree with you so I think that um when we do it in August one of the key points too when when the policy is finalized and approved is how it's communicated to the parents and to the students and exactly the explanation there. There's certain things in there that are already set by law and what we can and do and what the procedures will be. Um, but it you're right. I I absolutely hear what you're saying, but All right. Uh, we have a hearing and petition card for Michelle King. She's patient been waiting for her opportunity. Welcome. Hi. Um,

117I just wanted to take a moment to introduce myself. I'm Michelle King. Um, and I am honored to serve as the new RCSPA president. Um, I'm also a kindergarten teacher at Peter B. So I look forward to working with all of you and I wanted to extend a warm welcome. So thank you. Thank you. All right. Upcoming activities. Our next board meeting is August 6th. Same place, same time here at six o'clock. Um if nobody has anything else, we're going to ask for a motion to enter into executive session. Hearing nothing, we're going to make a motion to enter into executive session to discuss uh matters pertaining to collective negotiations pursuant to article 14 of the civil service law pending litigation and uh matters that are confidential under state law affecting a particular individual. Motion

118Jenny, second Dan. All in favor? I and we will be taking no further action after executive. Thank you all.