001I aliance to the flag of the United States of America to the republic for which it stands. One nation. The Salama City Central School District acknowledges the homeland of the Ananda Wakatka, the people of the great hill, the Senica people on whose ancestral and modern-day land Salama school district now stands and whose water we enjoy. We stand with all indigenous peoples in their resolve to remain connected to their land. While we cannot undo what has been done, it is the goal of the Santa Monica City Central School District to recognize the history and make improvements that will benefit the next seven generations of indigenous students. >> Yep. >> Thank you everybody. >> All right. Nice to see a whole household tonight. All right. We need a Do we have any changes to >> uh just
002two since it was published? Um, we removed the messages section from uh the board and central office staff. Uh, so because it's really an open dialogue tonight. Um, and we updated the short EF form uh so that it includes my signature. >> All right. And with that, we need a motion to approve the agenda. >> Motion second. >> Motion by Carrie. Second by JL. All in favor? Opposed? Abstain. Motion. Next we'll move on to our recognitions and presentations. So first we have board of education. >> So that >> um about a week and a half ago it was board appreciation week but here in Santa Monica we treat that just like we do um Mr. Grace's birthday and it's really board appreciation month. >> There you go. So, I just had a short statement. You'll
003find at your tables um several items of uh appreciation for the work that you do. Uh usually behind the statements, but um I did just have a short comment um that I wanted to to make. As a superintendent, it's an honor and a privilege to take a moment to publicly recognize and thank the dedicated mo members of the Salamea School Board. Your commitment to our students, staff, and community is deeply appreciated and deserves to be celebrated. Each of you brings a unique perspective, a strong sense of purpose, and a deep rooted passion for education. Through your leadership, we continue to make strides in academic achievement, student well-being, and community engagement. You dev devote countless hours, often behind the scenes, attending meetings, hearing concerns at the gas station, the grocery store, and their places of work,
004and making decisions to shape the future of our district. Your work is not always easy, and it is certainly not always visible, but it is absolutely vital. Thanks to your guidance, we are building a school district that reflects the values of equity, excellence, and opportunity. You have helped us navigate challenges with grace and have championed initiatives that support both innovation and tradition. On behalf of our entire administrative team, our educators and our families, I thank you for your service, your integrity, and your unwavering belief in the power of public education. Salica is stronger because of each of you. So every year we um develop a new uh coin which we provide to students and staff members who go above and beyond and do an excellent job in their studies and their behavior or attitude in
005the classrooms. um for our staff members or whatever their role might be for the outstanding work that they do. And I just wanted to pass on these are our new commemorative uh 150 year celebration for 2025. Certainly. >> Thank you. >> I believe we have other things. I'll turn it over to Marcy. Go ahead. >> I was told to keep it super short and super sweet. So, thank you for everything you do. This is from uh the SAS Nobody else. >> Yes, John. I knew I Yep. Everybody at the bottom. Uh let's see. We also um have uh a beautiful birthday cake to celebrate 150 years of dedication to the district. We're going to save that until a little bit later. Um, it will probably I know >> not that much longer. >> U, but
006I wanted to thank Kim McLaren who uh baked and decorated that cake for us and then donated it. So, uh, special thanks to her. >> And at this point in time, I'm going to turn it over to Mrs. Barry, who we're going to introduce to Senica Intermediate, Java Club, >> although I sort of did it. I am this crew over here on their so excited. I want to thank and >> I'm sorry and all the volunteers who have contributed their time. John, thank you. I know I'm gonna mention a bunch of other people, but thank you, Missa, for keeping me on track. Uh, but they are incredible. If you've seen any of our other performances over the past several years, you are in for an awesome treat for our in turn it over intermediate group.
007>> It's just going to take us a a second to get them lined up, but we are going to do the first scene for you. Just focus and lines. So, you stay there. What's important? All right. So, you see about 21 of our about 60 kid cast somewhere around 60 we're at. And that's not including kids that are high school kids that come and help backstage and all the adults that are involved. Um, it is quite the process to make this musical come to life. This is one of the harder musicals. I'd say one of the harder musicals we've done in the past couple years, but it's very rewarding. The kids are learning a lot. They really have to learn what their character is and try to portray a character a lot more than previous
008years. So, it has been a great learning experience for them. And I hope you enjoyed the the first scene. Once upon a time. >> Oh, I have to make sure the >> Oh, I'm in the wrong one, too. I'm doing so good. >> Hold on. I just got I didn't get to pass the speaker before. >> Ready? Turn up. in a faromaker. >> I wish my cow would give us a milk. I wish we had a child. >> I want a child. mother died. >> Festival and her father had taken Fern's new wife, a woman with two daughters of her own. All three were beautiful of face but vile and black of heart. Come in little girl. among Oh my god. here. Have no stray and be laid. >> Save some of those sweets for
009granny. I wish my house was not a mess. >> I wish I fit in well, son. Milky White must be taken to market. >> Mother, no. You're the best cow. >> She's given us no milk for weeks. Leave no food, nor money, and no. >> Pokey is my best friend in the whole world. Look at her. There are eyes. >> The best price you can take. No less than 5. Are you listening to me? >> Yes. More than five pounds. Less than five. Now go >> the baker's mother and father. It's the wish from next door. >> The oldest told the couple that she had placed a spell on their house. >> What spell? >> In the past, when your mother was a child, she developed an unusual appetite. She took one look at my
010beautiful garden and told your father what she wanted more than anything in the world was. Greens, greens, nothing but greens, parsley, peppers, cabbages, celery, asparagus, water, all right, but it wasn't cuz I caught him in my garden. He was robbing me, harassing through my champion, my favorite. I should have laid a stone right there. turned him into a stone or a dog or a chair or a let me have the baby that your wife will bear >> call it square >> I had a brother >> no but you had a sister >> but the witch refused to tell him more of a sister not even that her name was Rapunzel I thought I had been more than reasonable. But how was I to know what your father had also hidden in his pocket? What >>
011beans? Beans. Special beans. I let him go. I didn't know he had stolen my crawl back over the bang. The lightning flash. That's another story. Never mind. At last the big day and I made my tang but I did and I will be your father cried and your mother died but I said sorry still not qualified and I laid a little spell on them. You too son that your family tree would always be a barren one. Oh, there's no more fuss and there's no more stains. My garden, but I'm telling you the same. I tell you, don't ever never ever mess around with my ingredients, especially the beans. Wish to have the curse reversed. I'll need a certain potion first. Go to the wood and bring me back. One, the cow is white as milk.
012Two, the cape as red as blood. Three, the hair is yellow as corn. Four, the slipper as pure as gold. Bring me these before the chime of midnight. in three days time and you shall have I guarantee a child as perfect as child can be. Go to the wood >> ladies. Wait, >> please may I go to the festival? Festival will make us the carriage is waiting. We must be gone. >> Good night, father. >> Father's hunting jacket. >> Six beads. >> I wonder if they are >> the witch's beads. We'll take them with us. >> No, you are not to come. That is fine. Now what am I doing with you don't remember? >> That's for Cinderella. Into the woods on a journey into the woods into the woods to get the money into
013the woods. to make the potion. No need to be afraid. together to see the count. If I could have the kids introduce themselves and tell you what roles they are. Remember kids, first and last name, what grade, and what your role is. >> Dylan Chamberlain, >> seventh grade, >> narrator. I'm Drew Hayes. I'm in fifth grade and I'm narrator four. >> I'm Ally Tucker and I'm narrator and I'm in fifth grade. >> I'm Riley Campell. I'm in fifth grade and I am narrator two. >> I'm Noah Capron. I'm in sixth grade and I'm the baker. >> I'm Olivia Martins. I'm in fifth grade and my role is the baker's wife. >> I'm Lauraai Walkenshaw. I'm in sixth grade and my role is Cinderella. >> I'm Christopher Brown. I'm in sixth grade and I'm Jack. >>
014My name is Bria Hill. I'm in fifth grade and Little Red Riding Hood. My name is Evelyn Long. I'm in sixth grade and I'm Jack's mother. My name is Laney John. I'm in sixth grade and I'm the witch. >> My name is Ba Cley Oiler. I'm in fifth grade and I'm Rapunzel. >> My name is Ryan Dietrich. I'm in seventh grade and I'm Cinderell. >> My name is Elanor Cam. I'm in fifth grade. And I'm Lucinda. >> My role is Yeah. My role is Florenda. My name is Julia Nobles and I'm in fifth grade. >> My name is Quest. I'm in fifth grade and my role is the student. My name is Jackson and I'm in fifth grade and my role is the wall. >> My name is Svin Sledge Wickham. I'm in sixth grade
015and my role is the mysterious man. >> My name is Person. I'm in grade six and my role is the Granny. My name is Morgan. I'm in grade six and my um role is Oh man. What we didn't All right. So, Mrs. D's gonna grab yourself. We're going to walk. Thank you. >> Thank you. Thank you. >> Good job. That was a great advertisement for the >> Yes, it was. Yes, it was. >> Are they going to come back in another meeting? >> Yeah. But yeah, great. >> All right. Looks like we're going to follow this up with the Division of Criminal Justice Services. >> I don't have nearly as much exciting stories slash music, but here we are. >> I could Yes, I could. We all leave very quickly. Uh, okay. So, I'm Sandy
016Grondage and I'm here to talk about the uh division of criminal justice services workforce development program that we had this summer at the district. It takes me a second. >> Okay. Sorry. Uh, so what you may not know is that actually Shelene Garcia, my friend from New York State, uh, partnered with the district back in 2020 and we all went to February. We all went to New York City. We went to Brooklyn. People from the city, the Senica Nation, the Marshalss, the sheriffs, Kataragus County, Oly public school, Salamena school. Um, and we all were trained on juvenile justice reform in Brooklyn in February. And the reason why that date I keep saying and is significant is that the day that we left everything shut down for CO. So, but Shellane and I have been pals
017for a while and uh she went ahead and gave us a grant for $90,000 to have our kids be trained in workforce development. So the first thing that we did was we partnered with the nation um workforce training and kids had uh a week-long training in all kinds of activities building a resume interviewing job skills soft skills they received certificates u financial literacy so soft skills training and um working with difficult people which came in handy over their summer experience >> I'm not talking about and they were great um and We really enjoyed that opportunity to partner with the nation with their summer uh skills and uh workforce training. Uh workforce support was provided by Sarah Condan uh who applied for and received the position as work site supervisor because she has a work-based learning
018certification that we used to help with uh coordination of uh meeting with students on a weekly basis and problem solving workplace issues. We had one student in the first week who it wasn't a good fit where we had him placed and she immediately replaced him. And now we'll talk about the placements and you see some of our fine smiling students there. So we had uh 31 applicants for 21 slots. So we had 21 students this summer all over the campus. The security detail uh in Mr. Haley were great. Uh we had two students placed in security and they learned all about the facets of providing security to a school building. And Mr. Haley is quoted there. I won't read it to you, but you can hear how he thought how wonderful the program was. Next,
019we had students placed in the food service and edible garden. So, you've seen the garden on the corner of Vernon Front, which needed a lot of attention. We had students there on a regular basis. They also help with food service uh and prepping meals for us. We have actually uh one of the girls that worked for us this summer that already is an employee of Tim Hortons and and was food safe certified. So, she was able to be in the kitchen and help there as well, which when we get to the numbers toward the end, you will see why that's important. And there's another Mr. Haley quote, different Mr. Haley, Mr. J. Haley. Uh and uh the pictured are some of the greens that we grew in the edible garden this summer. Um and the
020students helped with prepping the 6,000 meals that were prepared in our summer food service program this year. Uh they also worked with food service staff on creating healthy recipes and I think the staff had as much fun as the students did and one of the students took the recipes that she learned home and is preparing them as a life skills uh for her family. Now, we had some students who were in clerical support uh districtwide. So, they were at the high school, they were at Senica, they were at Prospect. And here we see some students providing some clarity support. The dreaded filling of the envelopes for the summer return to school letter. And here we are training and providing uh students with skill sets on how to answer phones properly, sorting and delivering mail, assembling
021teaching materials, mass mailings, and lots and lots and lots of other clical tasks. Uh we had one young man who was actually in the uh westgate with us and he helped to uh assemble and coalate materials for the teachers as well as organize in Kin Mento closet. He did a great job. And we had students placed in sports camps. So Mr. Bartosic had several students, four students who came in the morning and helped with five weeks of summer programming teaching students um different uh aspects of the different games and building and grounds. Um, we mulched and weeded and assembled furniture and did all of those pieces, moving items from classrooms, particularly when teachers were moving back in in the um, August month. One of the interesting facets of this because of the seven generations connection
022that we had with the nation was that students got to go on a field trip to the Jacobs School of Medicine. And here you see some of the students learning. They're actually intubating um these recessive dummies. We're learning how to they did uh dental cleaning, IVs, not real IVs, but starting IVs on a fake arm. They had a wonderful time. And in the IT department, we had several students, two of whom are still working in there because the grant doesn't technically end until the end of November. So, we have two students who are still in there helping to repair, scrub, and get computers and devices ready for less school year. And so, the impact, if we're looking at impact, and I always want to look at that is why, what is the why of why
023we're doing the grant. So, the grant technically was for eight weeks with 21 students. You can see the hours worked, 3,200 hours worked and contributing 61 almost $62,000 to the economy through their payroll and earn point. Not to mention the soft skills and that they can add that now to a resume and get a real job. And then Dr. Beer gave us some comments and here is our friend Mr. Ghani, one of his summer students, receiving a challenge coin for all that he did in helping with getting the school ready this year and actively participating in the top of the process of the workforce development. And here are some more students. They participated in the wellness day event which was very well attended and their comments because I randomly selected them uh were all positive
024and I also have two students here tonight who would like to comment on their experience this summer and I didn't twist their arms to come. So Mr. Ghani >> I'm Gani I worked here over the summer and it gave me a lot of skills in a lot of different areas. Um I also got to work with a lot of different people. I got to meet a lot of my teachers. I got closer connections with a lot of the people I worked with and I got a lot of when we did our trainings with the school >> with this with the senica. Oh >> when we did our training like walk through a >> Yeah. Yes. Yes. >> We got a lot of training for like um applying for jobs like interviews with people. So there's
025a lot of positive impacts we had right over this summer. >> Mr. Spruce. >> Um my name is Evan Spruce. Uh I also uh went uh was in the workforce over the summer. Uh he really said it all. But it's we just got a lot a lot of more connections with people that we didn't know before and a lot more uh experience in places that we didn't have like prior and feel like that's going to help us just in the future with getting jobs and having knowledge about how the school works and how everyone um Yeah. Right. So I know that one of the pieces that am most students commented on they didn't understand truly how the school functioned, how we all have interconnected u capacity with each other or how we impacted each other
026in a ripple. And so now they can see how it's important to have desks and chairs and things put together so that when students come in they can have a place to sit so that also that the teachers need help moving in because it's a heavy lift when they're first coming in. How you know Mr. um Pinksy's department works with Mr. Bartos department works with it. How everyone works together to really kind of pull off the magic that is the school. Thank you, Joan, for your unsolicited reason. >> And then we called some parents and spoke with them and said, "What are your thoughts about this program? Did you appreciate uh the program? Do you think it made an impact on your student?" And you can see their responses as well. We're all very positive.
027They were grateful for the opportunity. They weren't sure if their student was really ready for this, but here they are and they did a great job. They love the program. Um really like to see their students be active and engaged in school. And we're hoping that when some of these folks graduate, they can theoretically become future employees. And I'd like to thank all of you who participated. Many of you are here in the front row who had students. Mr. Bartosic, Mr. Pinkoski, Josie, and Mrs. Hubard in HR. She does the magic behind the scene. If I forgot anybody, I apologize, but it was great to work with all of my colleagues. >> What were the ages of the students that participated? >> The youngest was 14 because you can work when you're 14 limited. And
028the oldest was 18. And we prioritize students from the Salena district. So we had 31 applicants. We only had 21 slots. Um we prioritized residency in South. >> Thank you. >> Awesome. >> Excellent. >> So are you guys seniors now? >> Okay. Right. So this is only for inschool students, not necessarily for like if they graduate this year, then can they do the program again or >> they could apply assuming we get the grant again, which I will always have to ask and have my hand up. Uh yeah, they could apply. >> Okay. >> Goes to if I'm not right or if I'm not incorrect, it goes to 21, right? >> Yes. >> Age 21. >> Oh, okay. >> So if they, you know, went to college and came back for the summer, there's still
029exist. >> That's pretty cool. >> So the overall total was 90,000. Well, in the one slide you said that it was 60 almost 62,000 over the summer. So we're >> so that was the economic impact that was their paychecks, >> right? >> So the 90,000 also we had to cover uh the uh allocation to the nation training program to the teacher stipen for coming in travel to Jacob School of Medicine materials and supplies etc. Travel. >> Okay. So basically, you spend all of the grain >> pretty much. Yeah. And we're not done yet. So we still have some reserves for uh till the end of November for it. >> Okay. >> When do you apply for next year? >> As soon as I submit all the paperwork after November 30th, I'll have my hand up
030again. >> Okay. >> Sounds like it was a good program. It >> was. It was great. Lot of fun. Great work. All right. Next up, >> Mr. Haley. >> It's coming. >> All right. Good evening. Uh, so we're off to a pretty good start this year. >> Yeah, I'm ready. I just can't get there. smile at being a bit. >> Um, so yeah, we're off to a good year. Um, I think we got a really great team. Um, >> participation. Um, the numbers for the summer. We had a good summer even though it was only five weeks this year. Um we had served um 2588 breakfasts, lunch, we did 300 um 3,542 and we did a total of 6130 meals for the summer. Um this school year I think we're off to a pretty good
031start. Um breakfast so far we served as of yesterday we served two 4 2170 breakfasts. That's a average daily participation of 43% and that's up from 36% last at this time last year. And then um lunch is really we're doing really well. um we're at 38 38,85 and despite having lower enrollment where our numbers are higher than they were last year. So we're at an 80% average daily participation rate and 72 we're at 72 at this point last year. And then if you if I factor in the um attendance average attendance that boosts it's up to 86% average daily% participation which is pretty good. Um snack we served so far in October we served 2,812 snacks after school and then the our new fresh fruits and veggie program um we serve 12,300 snacks so far
032that's only Tuesdays and Thursdays and they get fresh fruit from that's delivered to the classrooms at Prospect and at Senica there's a cooler where the students come and grab their classes snacks and take it back. That's um K through or pre preK through sixth grade participate. >> All right. Um so increase in meals being requested is vegan and vegetarian. So there's not a lot really. There's like one kid for the last three years asking me for vegetarian meals. And so finally this year and I kept meaning to it was something we wanted to do. So this year we finally this month we had two two days where we had as the main um vegetarian and it was a black bean burger. Well that didn't go over so well but it was a homemade homemade black
033bean burger. Should have some of the students if they want to hand it um but uh it had mixed reviews. And then we had another um last week we had Lion's mane nuggets which is from a flat flat 12 makes them in Buffalo and you get them frozen and bake them but they pretty with >> you like it. >> So we're trying a few comments as well also a big board member so I get a small group of people that I get to ask about lunches and stuff. uh of the black bean burger was >> yeah it wasn't the best received but I thought it was going to leave >> good lime vein mushrooms they were pretty well received from all people that I told you that's great >> I just trying to give the
034student feedback here >> all right so salad bars we got now we have salad bars in all three cafeterias at this building and then we have still working on prospect eventually maybe in the next coming years but so right now senica and high school all have salmon bars. Yeah. Do you have any numbers on like how many meals are taken from salad bottles? >> I can get it's about >> average food waste compared to what we spend that sort of thing. >> I can get those little hidden numbers. >> Yeah, that's a good about 30 to 50 on average. We go through salads a day. Um, that's and that's something I want to work on as well because we're I notice right now we're using plastic clam shells to like kind of control the salads,
035but that's wasteful, but we're trying to figure out other options. So, that may be something to look into figure out. Um, but I think um yeah, and so next uh it's finally here. We got the food truck. Um, so power food truck. So, thanks to Kar and Sandy Funded being so awesome. They found the money to get food truck and it's Yeah. So cute. >> Picture and so now we're going to take a look at the real thing and if everyone wants to come on a little field trip, >> go outside. We got bison and chili we're going to serve from it. So, give me a few minutes. here. Come on. No, they don't let me like I don't think we have organization. We are such a safe but I don't How else? But I
036don't know how >> nice. That's great, but service. >> Yes. experience all of the state which was great. I She was aware I go was with capitalism. All he had is >> got to get more into there's a lot in what Here we are. I'm open. I'm saying >> I'm glad I'm not the only one. >> That is silver. That presentation was almost as good as the kids. >> B did all the work. I can't take the applause. >> All right. So, yeah, shout out to Climber Sherman. Um that food truck that we have out there is pretty is identical to theirs cuz they had an amazing program and we went visit visit them. >> Oh, were you gonna partner? >> Go ahead. You >> sure? >> Yep. Go ahead. >> I love talking in
037public. >> I do know glorious presentation so far. >> Yeah. Shout out shout out to Climber Sherman. They they were great. Um they still reaching out seeing how we're doing and volunteered to help at any point they can. So menu items will uh will be healthy foods including corn mushroom with maple syrup, Indian tacos using nan. So we do the in the cafeteria we have non non fried bread tacos. So we use the homemade naan bread. So we're going to be doing the non non fried bread tacos there. Bison chili, um, kale chips, everyone's favorite, >> kale chips. >> Um, fresh fruit, water, and more. And of course, not a healthy item, but I'm sure we'll be serving warrior burgers out of there. >> And the plans are to take it to like um, sports
038games, football, soccer, >> sporting events, festivals. Um we want to use it as um for students to kind of business the business class >> as a learning lab for the entrepreneur class. >> Okay. And um about how much would uh like maintenance repairs routine maintenance cleanings cost over the long run if you know I don't know that >> we had it for two weeks. We don't know. >> Okay. tell you the cost of the truck was $181,000. >> Yeah. Beautiful. >> And um at at max capacity um >> what kind of my apologies for my lack of words. Um what utilities do you have in there? I tried to take a peruse around. >> Yeah. So there's a water tank in there. Um I think it's 40 gallon water tank. Was it 40 gallon? At
039least 40. Yeah. And um so I think we can you know probably serve quite a few meals on the end. >> Yeah. >> Um there's two big gas tanks tanks in the back. >> And you happen to gas mileage that sort of a trucker vehicle. I don't need gas. >> We haven't driven it anywhere yet either. So >> I haven't trusted myself to drive yet. I'm going to practice when maybe >> heavy machine operation. >> Okay. Sorry, I'm It seems to be the only one, but my apologies for taking everything. >> I think they're great questions. >> Yeah. >> Okay. So, launching the food truck. So, 100,000 of this with the grant from New York State A and Markets. Uh so, collaborative planning and looking at the teamwork and the entrepreneurship class. We uh Karen
040and I already met with Mrs. Schnoer and attended the first ever uh food truck mission statement planning meeting and we'll be meeting with them again next month to talk about that. Uh they'll be looking at a business plan for it. So again, student student run uh or participation. Um a soft opening in the spring. We still have to get it licensed. Health department expected all of the things that we know that we need to do. um and flexible staffing so that John some of John's staff can be in there to assist or we might even have other folks in there uh that can help with students. Max capacity in the truck at one time is four people. So we can't have a village in >> when are you guys storing that? >> Well, we're um
041did we decide on the building? We're going we're going to put it down there for now. Not sure indoor location really doesn't have the room where it's going to store it right now outside. We got to winterize it water in. >> So we anticipate setting up at different festivals and events. And when we do, we also would uh envision having some studentled merchandising of different warrior swag at the event. very professional use of the word swag. >> Warrior swag. >> So stay tuned. We have applied for uh participation in the silver bells parade which is December 6th. Um unfortunately I'm not allowed to throw food even though I wanted to. Um local festival serving healthy and indigenous foods next year at summer food service. So, one of the concepts when we we write the grant
042for the summer food service program is they're always asking the question, are you actually delivering meals into the community? And what would make sense is if we were in pockets of the community in which were traditionally underserved andor food deserts andor food security uh issument homes. if we were to go to those sections of the city uh andor territory and have the food items available to give to the summer out of the summer food service program. So, we're tinkering with that concept and still have to follow all the health department regulations, but that would kind of be a cool way for us to get out to the community. Um that bottom photo is that is from this summer um August 22nd when we had the health health and wellness fair that's claimer Sherman struck and
043they came and >> Yep. And the student there were two students in there. You can see the one uh that's posing for us. uh she was taking the orders and then passing them down the line to uh the other one other student was in there and they were putting together the items. >> They did a great job. >> And of course, this Saturday is our pumpkin smash. If you have a jacko'lantern, bring it. We'll be down in the corner burning fawn come rain or shine smashing pumpkins and teaching composting. >> That's really cool. National Field is supposed to be bringing their cherry pickers for Yeah. >> Bats last year. >> It's a learning curve. Well, I can only really think of one way to follow that up, and that would be with a piece of
044cake. Um, so you want to sing happy birthday. >> Making sure. Okay. >> Yeah. Uh, so did we get a picture? >> Yeah. >> So, many of you have seen the social media posts um and some of the new swag and our updated logo that celebrates 150 years of Saddle M schools. Um, which is a pretty remarkable achievement. Um there are many districts that are older than 150 years in Western New York. So uh in honor of that um as I said Mrs. Nurse McLaren has uh baked us a cake and we'll get this cut up and uh get this distributed to everybody. I don't even chill. >> Did you get pictures of it? >> I usually can pack down twice. >> I still need a sign. The gester has arrived. doing the presentation You
045can see over there. How many slides do you need that take? Obviously, teleport any better. >> Like, we got free stuff, got a couple, free chili. We are so is this is this a regular show? Oh yeah. I think this is >> I did ask I remember that hurt. I don't know. I wasn't looking at your All right, we've had some dinner. We had dessert. Now it's time to get to our math homework just like at home. Uh Mr. Long, you want to uh introduce our next presentation? >> Absolutely. So, uh several members of the math department are here, and it's it's just really a nice attribute to have a team that identifies problems, comes up with solutions, and then really the job is just to support them. And that's exactly what they've been doing.
046And I'm not going to say much more because I don't want to steal from their presentation. They told me that they have introductions, so I'm not introducing them. I'm gonna allow them to do that. Um, but this is your math department. >> We're sorry we don't have any food or paint or singing or money, but we do have math. Um, I'm Carrie Peters. I'm an instructional coach. >> Uh, I'm Debbie Gail. I teach eighth grade math and algebra, and I'm the math department chair for the high school. >> Larry Wheeler, high school math. Jason Ber high school math. >> So um we have been looking at changes that have happened in math um over the past what four years. So right now there's been a lot of revisions to the learning standards. So we've gone
047to what we call the nextgen standards and every year a different grade level is being um assessed at a different proficiency. >> Yeah proficiency level. Um this is the last year for the math to have new changes. Um algebra 2 will have their changes this year. Um but in addition to the assessments um the grading scales have also been modified and they've raised the number of points. So um needed to actually dis demonstrate u efficiency. So we are looking at new ways to increase them. >> Uh so what we want to do is kind of take you through the last three years and what we've been doing. Um, we've done some professional development with teachers. Um, we've gotten um some ideas with doing power blocks to help boost student performance. Uh, we've moved into math
048labs. Uh, this year based off of data that we collected from those power blocks. And, uh, for our future moves, we are going to talk about our department data meetings. So, the first thing is building thinking classrooms. So, this one's a big one because this has been three years of work with the teachers. Um, so a book study that started with the math instructional coaches, so myself, um, Aaron and Kelly, uh, turned into us modeling in classrooms and then those teachers saying, "Hey, I want to do that." So we did a book study. And so our first book study was with nine teachers, um, Debbie being one of them. And, um, we started that in the spring. uh it grew quickly because other teachers were watching what they were doing in class and students were
049going to other teachers classes talking about what they were doing. Um so by that summer we had had two more groups of teachers uh in trainings. Um also Mr. Long had come to a two-day training of ours. So at that point we had over 35 additional teachers that had been trained on building thinking classrooms. Um we continue to provide support for building thinking classrooms. Uh the author and researcher Peter Lilad Doll still does um research to update his 14 teaching practices and when we um attend his presentations sometimes they're just virtual webinars in the evenings. We bring that back to our teachers and help them improve that the practices in their classroom. So there are four phases to it. Um most of our teachers um that have taken the training are into the phase 2
050phase three period right now. Um so we did get a chance there's a little picture up there in the corner um some of the district employees and here um so we were like fanning there because we were excited to see him. Um so he came to Ampnis which is the state math conference a couple years ago and we were all able to go thanks to you guys. So thank you very much for sending us. um and we got to meet him and we got to get some updated research and so it was kind of a neat neat moment. Um he does now have a uh two-day full day building painting classrooms uh conference that is held after school is out for the um year. So it's usually like the weekend after we're done and graduation
051has happened and we'd like to in the future maybe be able to go see that. But um we're going to keep on uh carrying on what his research shows and I think like students are excited and we are seeing a lot of great student outcomes from what we're doing in the classroom. Debbie can talk more about that because she is the the most um in this building. >> Uh yeah, so the students are really learning how to work together cooperatively and talk to each other and do um like this one that you can see up there. That was um we just did a cooperatively finding the missing angles of a triangle. So they had to draw their triangles and then they had to talk to each other about what how to get their answer and
052show their work. And um they do these things, but I think we just we think that it makes them feel a little bit more safe because they're doing it as a group. They're not necessarily doing it on their own. So it's not like there's a spotlight on them. So if they're wrong, it's not hurting anything. Um and their their problem solving process has gotten a little bit better. you can see it um like progress as the year goes on. So, it's I I love doing it. It's a great It's great. We'd love to do it. I would do it more often if I didn't have so much other other things to teach, but I usually try to incorporate it here. Usually um will help me with some of the activities so that we um can
053cover as much as possible. So, yeah. And so if you're not familiar with building thinking classrooms, one of the main ideas is that students are not on a worksheet. They're around the room at vertical whiteboard space and all students can see all the work from from each group. So whereas a student is limited to what's in front of them on their paper and looking down um in traditional ways with BTC, they're around the room. And so even that quiet student who doesn't participate a lot is they're getting a lot of information um just from their own group and all the groups around. So versus sitting and staring at their own paper whether they might be frustrated or not know what to do. >> Um another thing is the power block. So this happened last spring.
054Um so the long and the short of it is we had the NWA diagnostic that we had given to the eighth graders last year and we decided that um after seeing some of the projections for the state test scores we wanted to give our students a boost and so we sat down with uh Lloyd and Nikki and said what can we do for these students? So we put our heads together and we came up with these six week power blocks. um students got to get an extra period of math work and it was state test question um focused and uh it happened over six weeks so it was about every other day for most students so about 15 days within that time frame um and it went over pretty well. We felt like we got
055a lot of uh great input from the students. So, we then did it for algebra 1 in preparation for the regent exam and and our results ended up being very good. Um, you can see um just a little snippet of that. Um, our projections are in white that we started the year with and our actual levels after the exam after the state test were much better than they were. We went from whatever level 50 uh level one's 51 to 31. So there was a huge jump from I think we had one that went from a one to a three. So we had somebody who was a level one who went to a level three. We had a lot of um a lot of good a lot of good jumps in some of those. Um the
056commitment from our teaching staff and the students. It was great. Their work e ethic was um phenomenal. It was really nice to see that they wanted to work and do um and do the work with us. So and it was nice because it was a smaller group. I think that they felt like they could get something out of it when they were there. So, um, an additional win for us was that the students were choosing to come to our classrooms to do math and continue to work. So, that was kind of fun for us to see that somebody wanted to come see us when, you know, we're not always the we're not always the popular ones. So, >> I had a question. So, back to yeah, this graph right here. So when you're talking level
057one going to level four, that's improvement. >> Okay. >> So most of them would go from like a level one possibly to a two and the twos could go to a three. So we kind of focused on those bubble people >> and those bubble people were the ones that we were hoping to lift, which we think we did a pretty good job with that. >> And one thing to note about the levels, too, is they're not equal. So it's not like 25% of kids and 25% of kids and 25% of kids. Like level one is a really large level, then level two is a little smaller, level three is a little smaller, and then level four is so there's very few kids that are getting into those uh categories. So to be proficient, it's um
058a level three or higher. >> Okay. So that's just the opposite. We looked at we talked about recently like the MTSS, right? Level four to level one is improvement. So this is just the opposite. Okay. Why can't we get things consistent? Yeah, New York City. >> Okay. >> Hey, so um since we did our power block, we decided that we would um approach both um Lloyd and Nikki about maybe getting some >> math labs going. So, we um asked if there was a way we could get some math labs for our eighth graders and our algebra 1 to kind of give them a little bit more using all the things that we we knew were working when we were doing the power blocks. Um the algebra labs are taught by their classroom teacher. The math
059labs, however, are scattered throughout the math department because I'm only one person and I cannot get to them all. So I keep in contact with these guys and I plan their I plan what happens and I make sure that they have materials and activities and the schedule for the week so they know exactly what everybody should be doing at that time and I personally the kids know from me this is what I'm expecting from you. So kind of try to keep everybody on the same page that way. So I think that's going okay. >> Yeah, I think that's going okay. Okay. >> And the math labs are extensions of what they're learning in the class um for that day. So, um, we're focusing on the current content, but as we get closer to the state
060test time, we will start doing what we did in Power Block. So, hammer in some state questions. All right. So, I just wanted to uh Dev and I really thought we should give a shout out here to Mr. Wheeler because uh he ran a two-eek block of review classes for us in August uh for students who um were on the bubble and needed to retake the algebra 1 reader exam. And every single student who showed up every single day and participated passed the Regent exam and amazing. So we were we were that makes us great stats. We thought we needed a shout out for that. So the last thing is the future. Um so right now uh we're going to be meeting with Lloyd for data days. We're going to meet um four times a
061year. So it started off with um doing just a general data day for the high school for regions classes for any department. So we started that in the summer. The math department we had 100% participation in the summer. they all came and um got a lot of information about their teaching, about the students, and what we can do to improve and what we're doing really great. And so um as a continuation of that, we are going to have four days this school year um where we're looking at data, talking about our kids um seeing what we can do to improve ourselves and um so that's our future outlook. Uh we're going to continue learning um with teachers on building thinking classrooms and then uh we always have opportunities for math help because we do know
062students struggle with math. Um every day 2:30 to 3 o'clock our math teachers are in the classroom um ready to help uh ELOC Mrs. Gail works at a lot. She's usually there um after school almost every day even without ELOC. Um I know for the center for all Mr. Wheeler and Mrs. Mhaney. They are uh in our center for all right now currently. And then Saturday school, Miss Falner is always at Saturday school hoping to get some kids to come and do some math stuff. So uh we're always there to help um the students and Yeah. So that's it. >> So So no kids show up on Saturdays? >> Oh, they do. >> Okay. >> Yeah, they do. >> All right. >> That's it. So I have one more thing. Oh, I do. Oh, no.
063It says all about you. Okay. So, um, I'm just going to read this because it's a little bit easier. Um, this year we were asked to recognize people who go above and beyond. And over the past four years, we've seen a tremendous shift in the math department. There are many reasons for the shift, including the dedication of the people in the math department and our willingness to come together as a united front. As the math department, we understand we need to channel our focus in the proper direction to move forward. from preparing regent exams to data meetings to everything in between. Um the addition of our math coach at the high school has proved not only invaluable but has become an integral part of our department. >> We are grateful to Carrie. >> Okay. Carrie
064has joined our department in the capacity and we could not ask for a more supportive and encouraging coach. She has the ability to collaborate with all the department members. Her extensive knowledge of not only high school curriculum but also the needs of students at all ability levels has made her someone we can go to for advice and ideas which we all do often. She is a consistent she is consistent in her support and expectations and is a reliable presence in our classrooms. Her resources help students become more comfortable with math and also know it's okay to have fun. The math department would like to ask Dr. Beer, Mr. long in the board to recognize Carrie Peters for the hard work that she has put forth in both teachers and students. Our department ask that Carrie
065be awarded challenge point for her efforts. >> So going to say it's kind of cool when I see people doing a great job at something and I have the opportunity to recognize it. But it's amazing when your colleagues come forward and say, "Hey, Mark, carries you in an awesome job. She really deserves a challenge." And while it's a small token, I think what's really behind it, which is a lot of your colleagues who respect your work, speak tremendously. Great job. I I had a question before you guys. >> What do you mean? off. >> I don't have a high schooler anymore, so I haven't heard students talking about mild, medium, and spicy questions. >> Can can you elaborate? >> So, there there are different levels of questions. Um, so you can present them in different
066ways. You can do it through an activity at the boards or one of our favorite things is doing an exit ticket and offering a question that's mild which is which is just a basic probably what the state would consider like a a depth of knowledge question of one or two. Um and then you could do a medium which bumps it up a little bit more. And then you could do a spicy which is a really hot question that could have a lot of thinking involved. And what we like to do is tell the kids you just got to do one and you get to pick. So you can do mild, the medium or the spicy. And you'd be surprised at how many of the students would pick a spicy >> and not just do the
067mile just to get it done. So they want to show you that they can do the the tough work. >> So um with the activity that I did this week, they are they had the same type of thing. So it's more differentiated I guess because if they don't want to go on from that mile, they can stay there and wherever they're comfortable. So maybe somebody wants to move on to something else and then maybe somebody else will go to spicy, but as a group they don't have to stay in the same spot. So like somebody might still not be proficient or want to be comfortable going past that. So it's um it's a good choice so they have choice and I think that makes a difference because it gives them a little bit more confidence.
068So >> what are what are we teaching in high school? We you got algebra one in the presentation. What what are we teaching as we as a student progresses through their high school career? >> So following algebra one, if you're in the regions track, you're going to geometry and then algebra 2 and then hopefully onto pre-calp and then college calculus. Um we also offer um non-regents geometry. We offer consumer math and we offer province stat, we offer problem solving. Um back in math topics. >> I didn't hear trian there. >> Uh trig is actually now part of all algebra 1, geometry, and algebra 2. So you'll see most of it in geometry and algebra 2. Yes. But it's not a standalone course anymore. >> Okay. >> And a lot of pre-cal. >> Lots of pre.
069>> Yeah. Okay. So So what is it you all teach them? Is it across the board? You're teaching everything or you have specialties? I have math topics, pre-cal and consumer. Okay. >> Algebra one and I did do consumer but to >> when I do the accelerated algebra one and math 8. >> Okay. So who's so we're obviously missing who's doing the geometry and who's doing what was algebra 2? >> Yep. Uh geometry is Mallerie Fucci and algebra 2 is Kristen. >> All right. Awesome. >> Uh, by the way, I like the team colors. >> Lloyd, what's our science team colors? >> Uh, green, I'm going to assume. I haven't discussed it with them, but we'll get ready. >> You're all you're all coordinated tonight. >> It was It was awesome. We was able to view
070Dev's class today. And the students in BTC, right? There were some 67s obviously like Matt, but um they weren't just giving each other answers, right? you think like you put them in these small groups and they're going to be like helping their buddy out and giving it to them and it was impressive, you know, within the groups students were really pulling the information from their peers rather than delivering it. And I think that's part of the structure devs put in place with building because I think that's a fear of teachers. It's like I can't put them in these groups. They're just going to cheat off each other and they're not going to know it. And that absolutely didn't happen and the kids were proud to show their work. Um it was it was awesome. If
071you get a chance and you can see it, that's my little intersection. >> Yep. Would love to have any of you. >> Just let me know where you're coming so I can plan it because I don't do it every day. So, whenever you want to come in. >> Oh, it would be a surprise. >> First period. No, is always a good one, too. >> No, ma. Math used to be one of my favorites back in the day. But yeah, it's interesting. So, what um what are we doing about are we doing anything AP for math? Uh this year we didn't have any student we last year we didn't have any students that were in the pre-calc that were moving on to calculus. So >> okay >> but la last year I had calc too. >>
072Okay. >> A AP AB and BC. >> All right. But this year no is is there anyone on that track for next year or the year beyond >> there there are four kids that are likely to take it >> but they're also likely to take problem solving and statistics. Okay. >> Because they're all senior level courses. Awesome. >> Keep up the good work. Great job, guys. >> Nice job. So, I don't have I don't have a presentation, but I want to talk a little bit about a grant we received, which is the indoor air quality improvement grant for $50,000. Um, and we have a guest tonight from the lovely state of Utah, Mr. Andrew Kamali, who is one of our representatives from indoor air quality and the go green initiative. Excuse me. And I'll have
073Andrew say a couple of words. He's been with me. You probably have seen us floating around the school buildings taking all of our assessments and doing all of our pieces that we need to do as part of the So, Andrew. Okay. Uh yes, as S said, my name is Andrew Kamali. Uh I work as the program manager for the Go Green initiative over our indoor air quality and greenhouse gas emissions reduction grant. Uh Salamena was one of 10 school districts selected as part of our first cohort. It was very competitive. We had 90 applicants. this region in particular because we select one district from each EPA region was by far the most competitive. Um so thank you Grant writer. Um and it has been a really wonderful opportunity to be here to work with Sandy
074going through your school facilities. Um you can see that staff here really takes care of the schools. um takes care of the environmental health and safety, you know, component of your schools, which um you know, is not as exciting as MAP, but um definitely really important to sustainable learning for students. Um, as we're going through this process, which the first year is the most intensive component, um, we're working with with Sandy, your IAQ team as well to develop some policy for you guys to look at. Um, an indoor air quality management plan, energy efficiency, uh, management, um, annual reporting, baseline assessments. It's it is pretty intensive, but in the long run, we hope that uh we can help you guys to build capacity within your district to continue improving indoor air quality. Um we know
075it's directly linked to student performance, attendance, uh and learning. >> Awesome. >> Are you working with Mr. Pinksy up there? >> He is a member of your IAQ team. >> Yeah. He's he's our air quality guru. >> He is. Uh we also have uh Tim Pinoski and Karen and Wolf Lupin, our board president, when she's able to attend. Um and we will have some data sets uh once we have all of our assessments back. We don't have those yet. >> We just finished the baseline assessment on the visual and old factory walkthroughs of your facilities today. >> And we'll work to get greenhouse gas data and um indoor air quality monitor data. >> Awesome. So the alactory test does that mean nothing stinks or so when you when you start working in IQ you realize
076that there's there's two senses that are particularly important. Uh that's sight and smell. You can almost instantly tell when you walk into a space if there's going to be IQ issues based on the smell of it. Um most of the time your classrooms don't have a smell which is exactly what we're looking for. All right. >> Um so that's that's pretty cool. That's good. >> What kind of improvements is this? Like a ventilation improvements sort of thing or what are you planning to do? I'm just curious about like >> So once we have all the data sets back, then we could target specific areas where we have problems. Honestly, I was looking at air filters today >> and Rich and his crew have a great method. everything's marked, everything is changed on a regular basis.
077But it could be filtration, uh could be um I don't know other uh emissions could be maybe we don't we don't let the buses idle anyway, but uh fumes from diesel engines, etc. is another uh greenhouse gas issue, cars idling. There's a lot of it's huge and there's a lot that we could look at, but we're the first cohort, which means that we're the first guinea pig. So, we don't really know yet until we have all the data back. But great question. >> This is what I am to the board >> by the guinea pig. >> Okay. >> First. >> Okay. >> First. That's right. >> That's right. All right. Well, good. >> Well, I hope you tread new ground well and efficiently. >> I appreciate your support. >> Thank you. >> Any other questions?
078>> Anyone else? >> Official sniffer. may not want to be sometimes. >> That's cool to hear the correlation between the quality of error and the data as far as the student performance. So, it's great and I appreciate the work you're doing and uh the team and you know our grant writer for getting the students. Yeah, thank you very much. Much appreciated. >> Our pleasure. We're excited to be here. We're excited to have you here. everyone know back in. >> So, just a quick note, I'm going to give three numbers. Um, and if you can draw the connection between the three numbers, tell me what it is because you heard it tonight. 50, 90, and 100. The indoor air quality grant was 50,000. The criminal justice was and we got a grant for the truck of
079So I just wanted to take the moment to acknowledge one of the essential and key people behind all three of those and that's just within the past several months. Um, and that's Sandy because without her we wouldn't have the 50, the 90, and 100. And three of the presentations that came to you tonight may not have happened. So, >> I'll show that to Steve. >> He already has one, but not one like this. >> There you go. Well, he's got to step it up for this year. That's right. All right. Then we can move on to our consent agenda. >> Oh, yes. >> So, we need a motion to approve the consent agenda. >> We're doing business. >> We are this tiny. >> Motion by Dale. >> Second by Brad. Are there any questions? All
080in favor? I opposed abstain. Motion carried. No old business and other new business. Uh we have our um Delica Central School District Board of Education resolution issuing the seeker negative declaration for the purchase of real property at Route 353 in the town of Salamea in the purchase um in Sonic Nation Indians lease of 186 and 192 Center Street. We need a motion uh to approve the resolution. >> Motion by K. Second by Christian. Are there any questions? All in favor? >> I opposed. Obstain. Motion carried. B. We have a resolution of the board of education of sale city center school district county, New York. Adopted October 28th, 2025. specifying in details the necessity for acquisition of particular parcel of real property as follows. A, one parcel of property on Route 353 for a purchase price
081of 500,000 and B, two parcels of property on Center Street for an aggregate purchase price of 55,000 including if appropriate and underlying leases associated there within. So we need a motion to that resolution. Motion by Carrie. >> Second by Dale. Any questions? All in favor? I opposed abstain. Motion carried. Item C, we have a resolution the board of education of the city of city central school district, Kataragus County, New York, uh dated October 28th, 2025, authorizing the acquisition by the district of certain particular parcels of real property located as follows. A one unnumbered parcel of property on Route 353 at a purchase price of 500,000 and B two parcels on 186 and 192 Center Street and an aggregate purchase price of 55,000 including if appropriate an underlying leases associated with that within and we need
082a motion to approve that resolution. >> Motion by Dale second by Brad. Are there any questions? All in favor? opposed. Staining. Motion carries. Item D, a resolution of the board of education of the Santa Monica City Central School District, Katarus County, New York, adopted October 28, 2025, determining that a special meeting in a vote of the qualified voters of the district shall be held on December 16th, 2025, directing that a proposition shall be submitted to such voters at such meeting and vote, and prescribing the form of legal notice to be published for such meeting and vote. So, we need a motion to approve that resolution. >> Motion by Ted. >> Second by Tracy. Are there any questions? All in favor? >> Abstain. Motion carried. Item eight, we have a district special meeting and vote development
083calendar. Uh be it resolved that upon the recommendation superintendent the board of education approve the attached December 16, 2025 special meeting and vote development calendar. We need a motion. >> Motion second. >> Motion by Dale. Second by Carrie. Any questions? >> All in favor? I opposed abstain. Motion carried. Item F, we have our board of elections voter registration day special meeting and vote and voter registration workers. Uh, so we need a motion to approve that resolution. >> Motion by Christian. >> Second by Tad. Are there any questions? All in favor? >> Opposed? Abstained. Motion carried. Item seven is our board information and reports. Uh November 10, we have uh our Veterans Day breakfast 7:30 a.m. in the high school auditorium. Uh of course, November 11th, school will be closed in observance for Veterans Day. November
08425th is our next board of education meeting and it'll be right here at 5:30. Hopefully, we'll have food. Who knows? You never know, right? >> We have our Thanksgiving break the 26th through the 28th. Uh we have no school December 4th. Uh we have our indigenous uh education committee meeting December 10th and then our next December board of education meeting will be here at 5:30 on December 16th. >> Well, a question on that. >> Yes, please. >> So, now that we just approved the special vote, which will close the polls at 900 p.m., are we going to adjust our board meeting on that day or are we going to do two separate meetings? >> Excellent question. >> Right. I'm thinking we'll have two meetings. So, the meeting will be open for well officially open for
085the polls will be opening. >> We can have our meeting at 5:30 um and then uh close it at 9. >> How long of a meeting you want? >> Oh, you wanted food. We're >> okay. Oh, all right. Never mind. the the the dates. >> So the December 16th date for the vote um were were pretty much constrained to that date and that date only between the coordination with the dates that have to happen and the uh time frame between today and then the um board meeting. I we could we could change the time >> 6:30 or 8 or 8 I don't know. Let's take a look. Um we've still got plenty of time. Okay. Let's take a look and see what um we have on that agenda and we'll coordinate the start time. Okay.
086So that we'll end with reasonable time of the meeting or the vote. >> Yep. >> All right. Any other questions, comments with that? Then I will entertain a motion to adjurnn. >> Motion by Dale. >> Second by Christian. All in favor? I I opposed motion carried. Thank you everyone for coming tonight. We look forward to His name