001a really hard time taking me to some >> Yeah, I know. It takes you to some other school districts. >> It's really frustrating because when you It's now we get If everybody could please stand and join in 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 under God indivisible and justice for all. Job everybody. Is it pronouncing that? Yes. >> Okay. Um, first up tonight we have an advanced placement. Um before we can have any discussion on it, uh we have to have a motion and a second. Um then we can do our discussion and presentation and all that. >> Go ahead. >> You're making a motion. Okay. Thank you, Chris. >> Discussion >> and a second. >>
002Thank you. All yours, Murphy. even better right off the field. She's still got her shin guards on, so she's tough and ready to give this information. So, every year um we are very thorough and um the student athletes do a wonderful job. Um what we do first u based on the New York State um Department of Education is that we follow their guidance and the board policy. So um they will first go to committee in the fall and the committee is um involved with the guidance counselor and the physical education teacher um myself as the director um the principal um and the nurse and we review the student athletes physical social emotional well-being um and then if the committee approves um then the student athlete goes to the next phase which the school medical director
003does a physical to make sure the student is well and healthy and strong uh to participate and then from there does the fitness test. Um and then if they are um a seventh grader um playing JV then they meet uh the Miss Ston as a superintendent and have had a successful wonderful attention as a seventh grader to participate with the varsity as we head into regional championships this weekend. Um and then if uh fortunate to win on Saturday, we would go to the state tournament. Um so she's gonna tell you a little bit about um her passion for field hockey as well as um some of her achievements and um her um talk about her position and um you know how she's going to balance her schoolwork and um all the things that she's done
004all season to get enough rest and uh to be uh with students um who are older than her on the team. So um if you need my help, just ask. But I'm sure you're ready and uh able to give your little presentation. Okay, introduce yourself. >> Um I've been playing Kaki for about my whole life. Um I really enjoy it. It's part of like everything that I do. Um, it's really just a place for me to be myself and just a place for me if I'm having a bad day to go and be able to um just blow off steam. Um, it's another place for me to be just myself. Um, I handle my academics by um at um participating in class. Um, if I needed help, then I'd ask. Um, I mainly either get
005my homework done in a study hall or if I need to, then I do it after once I get home. Um, >> what are some accolades and achievements that you've done on the field so far this year? >> Um, just really hyping people up and um, giving 110% whether it's the game or the benefits and just giving it my all whether anything. Can you share what um positions that you played and and if you've had any assist or goals or defensive moves or >> I've had I think three goals of the season. I've had at least one assist. I play left shooter or poster. >> And and in the JB games you play, you know, almost 90% of the time, correct? >> And what's your um desire if you have this opportunity to be um
006at the varsity team? What's your hope um for regional and um state players? >> Um it's being on varsity is a good accomplishment for me and it's um it's a good thing. It's a positive thing for me because it allows me to play against people that have better skills and so I can get better at my skills and it just allows me to get a lot better at my skills. And so one of the things that Miss Stton and I speak for the student athletes about support system um and you know um always having like a backup if you need someone to lean on. So who did you share with us that um who's your support system? >> Um my support system is my mom and my dad. Um is just really like the coaches.
007>> And is there someone on the team that you look up to like a mentor on the team? girls. >> I look up to Lauren. Even though she's a goalie, I still look up to her. Um I look up to Asa Oliver. Um but she's just a big part of it. Um I look up to mainly all of the girls, but >> So those are the two that kind of her mentors. So Coach Houston is here. Is there anything that you need to add or share regards to her field hockey abilities? Um she's more than able I mean 2014 Nexus championship went there as a fifth grader um so she's been there for two years so fifth and sixth grade she went um this year she goes to Nexus she's probably going to make it
008back there and she's very make it the first time but she shows well down there at the national level for her age so that she just brings back that talent here really fits into our formation and what we're running and at practice she's like Ava and Lauren are both so like our upper classman this year you know we had four younger ones each took cook one and they have worked with them throughout the season. That's been like their check-in buddy all year. So, that's been a bonus this year because we've had upper classmen do that for our underassman and that's really helped create the team chemistry and to keep them actively involved, but also raise their standard of play because they hold each other accountable that way. So that's been an asset that we've been
009able to incorporate with our young >> and and the JB and varsity um team has practiced all season together. So they are familiar with each other and they travel the bus together to home and away game. So um you know she has um been exposed and um acclimated into the climate and culture of the field hockey program all season. So does anybody have any questions? Ava, what are your goals um as field hockey as part of your possible life path? What what what would you like to take from it? >> Um my goals as to play in field hockey and to be moving forward is to just um really just get better at my skill and be able to play at higher level. >> When you say higher level, what's your goal? >> Um like
010to be able to play on speed. >> Okay. anything beyond when you finish that accomplishment? >> Um, just like being able to go back to an exist like Nikki said, >> good goals. Thank you. >> I I guess I just have a comment. I know athletically that's usually not the biggest concern for for a lot of us. I'm more concerned that possibly six years difference between somebody in seventh grade and a senior. Um, I know that they travel together, but I'm always just concerned about a younger student being with a lot of older students socially, emotionally. So, it's always a concern and I know that it's looked at, but it's just something that always is a little concerning. And then I guess academically, um, how are you doing in school? And I mean, if you're
011already playing, you're already playing. So, I should that that's probably not a problem. >> I'm doing really good. So your progress report great and you know we haven't had a report card yet. Um but uh you know her grade that we reviewed from last year and you know um the guidance counselors are very good about telling the principles or myself if there's a student athlete in need and she doesn't fall on that radar at all. Thank you for working hard in the classroom. >> And mom and dad, do you have any thoughts about how you feel about it? very small child regardless of the field academically to talk about the national she um she's driven and I really feel like she is more than deserving of this opportunity she puts in a lot of hard
012work I have one more question for Nikki just in gardens um I know she's a young athlete and she'll be going up to the team. Um just making sure that if the opportunity presents itself, she'll definitely get to be on the field, but if it doesn't, that the athlete understands she's there to learn and grow and maybe not be on the field. >> Yes, that is clear athletes at this level that we bring up the ride on the field as the ride is so important. >> Thank you, Nikki. And I guess just one last thing. Um, this is going to be way harder than you any game you're ever going to play the rest of your life having to come in front of all these people. >> Absolutely. >> You did such a wonderful job.
013I appreciate that and that's that's commendable. So, thank you. to any of the other board members. >> Here's what I found. >> Excuse me. Sorry. >> Yeah. >> Siri always likes to interrupt. >> Yeah. >> Um, all that being said, um, is everybody ready to vote? All those in favor? >> I. >> Any opposed? Any abstain? Congratulations. >> Good luck to the entire team this weekend. >> Know where my passion is. >> Okay, Miss Schroer. I still had first >> about. All right. Hi everyone. I'm Gracie Stroger. I'm the CEA math interventionist and with me I brought seven incredible third graders. Um, I have Elelliana Godfrey here, Megan Dunham, Abel Leech, Grace Crley, Mia Hand, Bo Riley, and Beaten Waggler. So, we are here to talk to you and show you about math and movement.
014Before we give you a great demonstration of what math and movement looks like, I'd like to give you just a little bit of background info about what math and movement is. So, math and movement is a kinesthetic multiensory approach to teaching multiplication facts that incorporates physical activity in color formats, colorful formats like the one below. Um, the students chose to bring the nines map today. Um, math and movement was founded by Susie Couns. She's actually from our area. She's from Ithaca. Um, and she actually created Math and Movement based on her own daughter who struggled learning her fast and struggled learning how to skip count. One day her daughter was jumping on the trampoline and finally she was able to skip count and say her her multiplication facts. Um so that's what these maths incorporate
015is movement and jumping to help students learn their multiplication facts. So how did math and movement come about at the CEA? So my building principal Aaron let me know about a free professional development opportunity at the Ithaca Learning Center at the end of last school year. I attended this two-day intensive training um in June of last school year and I received these free skip counting mats um for attending. So I got the threes, fours, sixes, sevens, eights, and nines. Um so we actually had a second grade class come in to that training. Um and the second graders at the end of June were able to master their threes facts after the two-day training with us. So, I thought, how great would it be for all of our third graders to start doing math and movement?
016Um, for the first six weeks of school, every third grader was able to participate in math and movement um to help them learn facts before the year even began essentially. So, being able to recall the products of two onedigit numbers from memory is one of third grade's essential standards. The essential standard is listed there. So our goal was to provide a new innovative and highly engaging tier one intensive program to all third graders to help them master this essential standard. So you all were given this slide beforehand. So I'm not going to read off this slide. I'm just going to show you some pictures of what it looked like at C at the CEA. Um so the first thing that we did it was we did um a number over the course of four days.
017So for example, we started with the threes and we did the threes over four days. Um the first day the kids took a pre-EST. The pre-EST looked similar to what you see on the right. Um it was a list of 30 facts. Um and the students had to see how many facts they could complete in one minute. Um so that was before they did any work with the mats. Then we brought out the mat. Um so we would bring out the threes mat and the students would sit next to the mat and take a look at what they noticed and what was different from all the mats we've done before. Um there's also cool pictures next to um the numbers that actually mean something. Um and then after we noticed and looked at everything on
018the mat, we then stood up and hopped and jumped and chanted these numbers, which you'll see soon. Um and then students were able to practice independently in their notebooks. Um and Reagan actually brought our notebooks that we used in math and movement. Um, so she just wanted to share with you all what our notebooks looked like. So after we were done chanting and and solving facts together as a whole group, the students would go get their notebooks and solve some facts on their own using the mat however they wanted. So do you want to show them what that looks like? >> This is what one of the pages in our notebooks looked like. My favorite part was seeing how quickly I could complete one page. I loved completing the pages is so much that I've
019been working to on finishing the book at my on my own at my house. >> Cool. Nice. >> Yeah. So, Reagan was very competitive with this. She page um she was constantly coming off to me saying, "Can you check which picture?" And they were always all correct. And then she would get um what I'm about to show you next. she would get a sticker to go put up on her brag board. Each student had a chart in my classroom hung up on the wall. Um, and it was a brag board. It was anonymous. So, each student was just it was a it was labeled as a number instead of their name. Um, and the students would go up and they'd place a sticker on their brag board each time they finished one of their pages.
020Um, and Ally actually brought the bra board to share with you guys. This is what one of the bra boards looks like. So I had over 50 pictures on my frag board which means I can over 50 pages of multiplication fact. The total number was 52 stickers on here. So that means I can 52 pages my >> All right. So that brings me to the next slide where we would love to show you what this looks like. So my third graders are going to stand on each side of the mat. All right. So we always began with giving each other a beat so that when we were hopping, we were staying consistent to the beat. Everybody make it on your own. 9 18 27 36 45 54 63 72 81 90 18 47 36 45
02154 53 72 81 90 18 27 36 45 54 63 72 81 90 18 27 36 45 63 72 81 90 18 27 36 45 54 53 72 81 90 >> 9 18 27 36 45 54 63 72 81 90 >> 9 18 27 36 45 54 53 72 81 90 >> Awesome. Very cool. Take a seat. >> So, as you can see, as we continued saying this and as each student went, it really got ingrained into our brains and the movement definitely helps with that. So, um our third graders also wanted to show you how we used the math to solve some of these facts. So, Bo, could you please show everybody how to solve four * 9 using this map? 1 2 3 4 >> But what's 4 * 9? >> 36. >>
022Everyone say 4 * 9 is 36. >> 4 * 9 is 36. >> Say 9 * 4 is 36. >> 9 * 4 is 36. >> Hey, show everybody how to solve 5 * 9. >> 1 2 3 4 5. What's 5 * 9? >> 45. >> Everyone say 5 * 9 is 45. 5 is 45. >> 9 * 5 is 45. >> Great. Ellie, do you want to show everyone how to solve six * 10? >> 1 2 3 4 5 6. >> Ellie, what's 6 * 9? >> 54. >> Everyone say 6 * 9 is 54. >> 6 * 9 is 54. >> Say 9 * 6 is 54. >> 9 * 6 is 54. Great. 8 * 9. on some jumps. >> 1 2 3 4 5 6 7 8 >> OKAY,
023what's 8 * 9? >> 72. >> Everyone say 8 * 9 is 72. >> 8 * 9 is 72. >> And 9 * 8 is 72. >> 9 * 8 is 72. >> Grace, please solve 9 * 9. >> 1 2 3 4 5 6 7 8 9. >> What's 9 * 9, Grace? >> Everyone say 9 * 9 is 8. * 8. >> All right, we have some brave third graders who want to show you some tricky facts that we've solved. Mia, can you please show everyone how to solve 11 * 9? >> 1 2 3 4 5 6 7 8 9 10 >> So Mia, what is 9 * 11? >> 99. >> How did you do that? How do you know? There's another nine on the map. >> I put 90 and
0249 together makes nine. >> That's amazing. So, she did 10 * 9, which is 90. Then she needed one more group of nine. She added it together to get 99. Awesome. And Abel saw 12 * 9. >> 1 2 3 4 5 6 7 8 9 10. >> Okay. Well, what's 12 * 9? >> 108. >> Hey, how'd you do that? >> I um added 90 + 10 + 8. >> Yeah, right. So, he said he did 90 + 10 + 8. So, he took it a step further and he broke apart 18 into 10 and 8 so that it was easier to add 90 + 18, which is >> 100. >> All right, you guys. Amazing job. You can go back to your screen. All right. So, our third graders showed some really great
025progress and really great growth. So, Susie says, "As long as your students are showing 100% growth, that's what we're going for, right?" She's like, "Usually all my students say, whoever does math and movement, they show 100% growth." Well, our kids, our 51 students who took a pre-EST and the 51 students who took the post test, they showed 132% growth altogether. So, we started at knowing 1,931 facts before we did any work with our floor mats. And those are the facts we knew in one minute with our threes, our fours, our sixes, sevens, eights, nines. And then when we took our post test with these 51 students, they knew 4,481, which is awesome for us. All right, before um we finish up, there's just a few more third graders who wanted to share some thoughts. Uh
026both, what do you want to share about math movement? One thing I liked, one thing I loved about um math and movement was that we got to sit wherever we wanted and stand and lay on the floor wherever we wanted to. >> Yeah. So they had free free rain to sit, stand, hop, lay however they wanted to complete their work. Awesome. about >> um uh Ael, there's something you want to share about math. >> Miss Jogger helped us learn fun ways to remember our facts. >> Awesome. >> Grace, do you want to share something? Okay. >> My favorite part about that. I also like that. >> My favorite my favorite part about math and movement was that we were able to practice our facts in a fun way and learn them quickly. >> Awesome. >>
027All right. Thank you all for being brave. Mia, do you pass it? It's okay. >> Yeah. >> You want to share? Okay. Nice. Good job. >> My favorite part about math and was that made learning my fun back. >> Nice job. Thanks. >> All right. So, that brings us to the end, right? Everybody shared. Okay. Um so, thank you for allowing us to share about math and movement. It has been so fun doing this with our third graders and I think it's something that we'll continue to do throughout um the years as we continue on. Do you all have questions? >> Jack before you ask. So, I just wanted to, you know, thank the district and um the leadership, you know, at the CEA and Gracie because I had the um good fortune to work
028with the health department last year um and my role as uh wellness and um they had the grant, but they also um kept encouraging us to connect with Susie um from Ithaca to do math and movement and without the district support and the CA leadership we would never have this come, you know, um and have all this magic with the students. And it's just really amazing how um you know, we can do wellness while um learning and we can really um incorporate it into our content and curriculum and it really helps the kids be um deep critical thinkers and have that kinesthetic um memory um from movement that comes with math. So, thank you so much Gracie for um taking on that cuz she's the one that took the initiative to went to the professional
029development that we were offered um through that grant opportunity. >> Are they going to be available again this year? >> Got to find out for you, Chris. There are definitely more opportunities. I just don't know if they're >> I've already relayed this great information. Well, I've already noticed with my students the fourth fifth grade teacher. So, now they're excited and they would like to attend. >> Keep the momentum. Is that what you're saying? because I mean it rolled over into the classroom. We're still doing this type of thing. We're singing the facts and just the growth from just this year, 30 years past and the excitement. It's like if we don't have five minutes to do the fact, they get mad at me and they're like, "Are we going to do facts today?" And I'm
030like, "Well, I don't know. We have to go do this or that." They get upset because they're so excited about it. So, they love it and their learning is just amazing. So, good job. >> Yeah. I just have a couple of comments which is thank you students for coming in. Y >> we see a lot of presentations but I have to tell you that any presentation that involves the students and you guys are the ones who have to do this and seeing your enthusiasm is fabulous for us. We love it. So thank you for coming and even though I'm sure you guys felt a little uneasy about doing it, we don't bite. >> Um and Mrs. Shroger, thank you for spearheading this after doing your training because I think it's fabulous because as one of
031your students said, being able to sit, hop, jump, lay down, whatever that student feels in that moment, I think that's wonderful that they have that opportunity while they're learning instead of like when I did math facts, it was pretty boring. you sat at your desk and you had flashcards and you had to do them by yourself and you couldn't sing or dance or hop or skip. So, thank you. >> Yes, thank you. >> You got a parent who wants to say >> I just want to say thank you. >> It's hard because I didn't have teachers like this. Remember eight times. Not me either. Yeah. He mad. >> I did. That's a huge >> I know he struggled with certain memorization. >> That's great. Thanks for sharing. >> I did owe you because I probably
032was 50 before I knew what 9* 9 was. >> Sorry. >> I was getting ready to get up and start hopping. I really was. It's a lot more fun than flash cards. >> Absolutely. >> I have to ask the students a question. So, one of the first thing I noticed on your thing and I want to know how fast you figured this part out. Why don't you share with me? I know you were saying like 6* 9 and 9* 6. when you started doing your assessments and get to get your assessments done faster, how fast would you go and look on the assessment to find the opposite fast like to be able to answer it? You >> want to answer Alli? >> Like you could find the 9 plus 9 * 6 and 6 plus
0339 and you gave the answer really fast. >> Um, so is that part of your guys' strategy? Like when you did your pre and your post test, you I always told you look for the ones you know first, right? >> Yeah. Times zero. We all we know straight away that anytime times zero is zero and anything times one is the other number. Yep. >> And some of us know like the times two because those are >> also some people know like um their 10 because it's just adding the >> and like for the nine it was easier because it's like nine * four which we already learned and so we know that easier >> because we did our four. >> Finger trick >> and the finger. >> Oh yeah. And the finger trick. The finger
034trick is you put up >> the >> fingers and like for nine times six you put away six finger and you always had half n finger then you do >> 54. >> There you go. That's how I learned it. >> My my finger trick was Okay, I know 18 and then you go one, two, three. >> Add nine more with your fingers. Sure. >> Remember we ate and we ate some more and we threw up on the floor. 8 * 8 is 64. Nice job. >> Nice job. >> Yeah. So 7* 8 is 56. 56. >> I love it. >> Nice job. You're a lot smarter than I was in third grade. And I went to Thank you very much. >> So much more fun to watch that people really sweating it out in class.
035>> Play with fun. That's exactly what we should be doing. And thank you again for coming and showing us your enthusiasm. >> I don't know if I've ever been this happy this a board meeting. >> I've been here a long time. >> Have a good night, folks. >> Do an early session. Okay, >> all the personalities. >> There are still some effects I have to count for. for >> no exemption. >> Okay. So, there is not a need for an executive session at the moment. Um correspondence, there is none. And policy discussion. >> Yes. So, I'm um I'm going to give you um some homework. downers. >> Can we make a job on sing songs? Thank you. >> So, um you can see up in the top there, um that we have a whole slew
036of safety policies. Um and they all are from 1991. >> I don't think our safety concerns have changed. >> Yeah. And and and guess what? You know, the regulations, the laws have changed since then. So um and you know that every year we have to have a um safety plan and a safety hearing and that has to be reviewed every year. Now >> um in that safety plan all the things outlined in these policies are in there and have to be updated annually. So, um, what I'm proposing is if for you to look through these policies, um, note the things that are in them and then, um, look at the school safety plan. It's just a bulleted list of all the things that are incorporated in our school safety plan that we review every year.
037>> Um, and just make sure there's nothing that we haven't addressed in those bullets. What this what the school safety plan policy says is that we're going to do a school uh, plan each year. It's going to be comprehensive. It's going to include all those those areas. And um and then all of this doesn't matter. The other policy that I'd like you to take note of is that we also have the workplace violence um prevention policy which also addresses some of the things that are in these old policies that are here. For the most part, the newer policies, the one that's recommended by Erie, one that I've given you here and in our workplace violence policy, we try to get away from things that might be changed by new regulations or laws. And so, the
038language tends to be just around coming up with comprehensive plans, making sure that we're abiding by regulation and law, and we're reviewing our practices instead of specifically like you'll see the fire drills and that's all wrong. None of that is correct. >> This is wrong. >> No, right. There's all kinds of things and even things like the communication that changes from time to time like you have to be able to communicate. You have to communicate with your um safety and security partners in the community. You have to communicate with families but the method in which you do that is going to change and it's going to continue to change moving forward. So, um, again, if you could take some time to look that, I'm going to follow with an email to you to give these
039to you electronically also. And then if we can just do what we've been doing, and if you have any things that you notice that you think are significant or that we maybe that was missed that you're wondering about, we can do that via email so that before we come back to first reading, we can have it um, tidied up. Just remember if you do send something out that you have questions on or thoughts, um, say Michelle sends out something, don't everybody else reply to it because then we're having a discussion. >> Um, and it's not an open meeting. So, um, but it's good for us to hear everybody else's views. >> Right. Yeah. And then if I can I can say, you know, this was pointed out and maybe you might say to me, can
040you look into this or can you research that? Can you make sure that we're okay with, you know, not having this in a policy? Then I can respond to the group and just let everybody know that like with the FYI. >> Yep. >> Okay. >> But it never hurts to remind people that we can't just start chatting back and forth via email. >> Okay. >> Is that the only >> one? That's kind of a lot. I actually thought let's do this one at a time. So >> just making sure. >> Yep. And then so the intent would be for first that we come back for first reading and next meeting and then we'll have another another little cluster for um discussion next. >> Okay. Okay. >> So Joanne basically when thinking about taking those collapsing
041them to the one the but if we feel like one of them shouldn't be collapsed it needs to be on its own we can make that decision. there's then yeah you can send that to me and then you know I can >> if it's something simple >> I you know I potentially can we can add that into this this more comprehensive plan but >> I think just trying to stay away from listing this many drills this many you know this mode of communication and keeping it more >> general is the best plan >> especially since Spenc are even thinking about changing the drill stuff any >> and it's always nice to have one-stop shopping instead of having to read through all of those policies >> and you can see that none of these are required
042policies. >> None of these are required policies. >> No, I would assume you wouldn't ask us to >> remove required. >> Okay. Um there are no policies for first reading. There are no policies for second reading. That brings us to the first opportunity for comments from the public. Um, just some guidelines. Each speaker will be limited to a maximum of three minutes and the entire public comment period to a maximum of 30 minutes. This may be waved by a majority vote of the board. The board requests that each speaker stand, state their name, residency, and topic of discussion. By law, the board will not permit any public statements regarding individual students or employees. Please be advised that while the board takes public comment very seriously, we are not allowed to comment or respond during the
043meeting as this is our opportunity to hear from our stakeholders. Items brought to the attention of the board will be taken under consideration for future responses or action or the proper staff member will get back to you at the appropriate time. Is there anybody who would like to speak at this time? Okay. That brings us to student board member report. >> Accommodations. >> Yeah, commendation. >> Oh, I'm sorry. That's Yep. >> Uh for just a little >> You're off the hook for a minute. >> Sorry. >> Okay. Commendations. >> Are we ready? >> Yeah. >> All right. The Whitney Point Marching Band and Color Guard for their performance in the Columbus Day Tournament of Bands in Bingmpington. And I would like to say I was very happy that the weather was not looking good, but
044>> turned out okay. Nobody got wet. Um, high school senior volleyball player Billy Le for being named uh the athlete of the week for sports uh WBG Sports 12 being recognized for her 1,000 career kills. >> Are we going to play? Oh, did you click? >> Sorry. Congratulations. >> Okay. And the Whitney Point entire varsity volleyball team, coach uh Vakone and coach uh Ellerson for their IA league large school. I always think it's funny that we're the large school behind a championship win on Friday, October 24th. Um they've had an incredible season and it's on next, right? Is that where you're playing Thursday night? So congratulations uh Whitney Point High School and Boseie CTE student Cadence Spennfield for presenting with her classmates at the New York State Association for Career and Technical Educ Education Administrators
045annual leadership conference on October 24th. That wasn't easy and she did a great job. Um, Mrs. Cook and the high school student council for a successful trunk retreat held on October 29th. Whitney Point and Tri and Triangle fire departments for visiting the CEA to talk to students about fire safety during fire safety week. Mrs. De Antonio, Mrs. Pro faculty, staff, and students for a wonderful Halloween parade on Friday, October 31st. and the Whitney Point varsity field hockey team, Coach Houston and Coach Montsano for their section 4 class C championship win on Saturday, November 1st. >> Okay, lots of celebrations. Very nice. And now Billy Rand NHS three times out and we had a lot of fun clubs all day that um play Wednesday night and Thursday and we'll play Um, spirit weeks were this year.
046A lot of people participated especially. Um, SAD is raising money on we're starting to have donations from the community for that. And we brought back the local police bring back drunk goggles and the and then the student voice committee had a very good meeting last Wednesday. Um they talked about um trying to bring back um eagle time during um Wednesdays like the fun activities for clubs and things like that. Um we also they did brought up the concern of the brand of tampons for women in our locker rooms and bathrooms. Um, a lot of like they want to incorporate more recharging activities throughout classrooms, more hands-on and shifting on what is like good from the students and finding rewarding opportunities for students. And do you want to just mention too that so um we've got
047a a board of ed student board of ed advisory group that's going to um be meeting with the other principles and they had a lot of good ideas. Do you want to talk a little bit about your ideas forever? Yeah, thank you. If I'm doing like a day in the life with see kids and like half a day after school um to just go like talk to them and kind of see how they move in their classrooms and how like everybody is like doing school. I um I went to the New York State School Board Association uh conference this last week or two weeks ago and I went to an actual session that talked about how school districts are trying to make sure that their student reps are involving middle school and elementary school. And
048I think that's a really great idea. And they had some other really really great ideas that I'd love to talk to the advisory board and Joanne about some possibilities about how to build a student leadership body. um of Buffalo, which is a pretty big school district, but how they've been doing it for like 10 or 15 years. So, they've got a lot of progress that they've done so far. So, I they I thought they had some really great ideas about getting like student leaders out of third grade and fourth grade and fifth grade and giving children opportunities that that our high school student leaders can sort of mentor. So, I'd love to meet with all of you and show you what I saw at the conference. It was really exciting. >> Thanks. Thanks, Billy. >>
049Anything else? >> No. >> Okay. Thank you very much. >> Um, can I just say one more thing? >> The recharging activities has come up twice now. Um, can you is there any way you know a little bit of more more about that? Like are students just feeling like like they want something like this in high school like we saw versus just sitting there in the chairs? Um, >> so like I know some people talk about like doing more like kind of group activities even if it's with like smaller work and things like that. So instead of like lecture want that I can look into like more. >> Yeah, I I'd really like as a board member I'd like to know more what we can do to help with that. >> Well, I mean that
050so I'll tell you like that always comes up all the way down to elementary school. Move move. we want to move and then you know just having things that make >> what we're learning seem relevant to to life in the real world. I mean that those are always themes. Um and so after that student voice committee met then there actually was a faculty meeting and so some of these things they're talking about you know at the faculty meetings also to figure out how we can incorporate more great >> movement and and you know there's teachers always feel the pressure to get through the content and >> um so you're you know we have to find shifts and minds and and actually you know we're there's a lot of potential for change moving forward you know
051we were going to have a presentation coming up from portrait of the graduate um that's what that's all about really, you know. Um so, um it's kind of an exciting time to think that maybe some of the things that have made people feel like they got to got to got to move through the curriculum >> may change a little bit and so um >> yeah, so there's a lot of possibilities >> and that might just be a good idea. >> Yeah, I mean I'm just saying because it's like yes, it's important that they that they do the learning, but >> there are other things too that are important in addition and I think that being able to get up and move and instead of sitting for however long a period is and some classes are
052longer than one period and um I know that for me it was a constant issue of trying not to fall asleep. >> Um >> but then again I can fall asleep while I'm talking so that's you know but keep us posted >> and thank you very much. >> Thanks Billy. Thank you very very much. Congratulations again. >> Yeah, that that's pretty impressive. >> Okay, so there is no old business. That brings us to the consent agenda. May I have a motion? >> So moved. >> Thank you, Chris. And a second. >> Thank you, Benny. All those in favor? >> Any opposed? Any abstain? Okay. New business. Um, the appointment of Steven Dennison, maintenance mechanic, effective November 10th, 2025. May I have a motion? >> Some moved. >> Thank you, Tom. And a second. >> Second.
053>> Thank you, Chris. Any questions or comments? All those in favor? >> I. >> Any opposed? Any abstain? >> The appointment of K one second. >> Yes. >> So I'm not you're not gonna admit probably know this but you were just in the consent agenda. Dearra >> you just approved. >> So De would like to say >> Yeah. She's going to be assistant coach uhh for wrestling. >> Yeah. Would you like to say something? >> No. >> Congratulations. That is one of the things with the consent agenda is the reason why they're on there is we don't have any discussion on them and it's to help streamline our night because if I mean you can see how many items are on there >> and if we had to go through each one >> um >>
054it it makes our meeting much longer and it means that we don't have as much discussion on things that we need to have discussion on. So, um, >> it'd be great to discuss you and your enjoyment of having to be coached, but the juice bids were for fun getting them on. >> Well, it's the bread bits. >> Yeah. >> Cheese bits. >> But so, we it was not meant as a slight to you and and and not wanting you. It's just that, you know. >> But thank you very much for bringing that up, too. >> Yeah. It's nice to see other people at our meetings. Not that we don't want our administrators here, but you know what I mean, >> right? >> Yeah, maybe not. This makes it more interesting. >> Okay, so Casey St.
055John as temporary stronger connections grant funded position student success teacher effective October 20th, 2025. May I have a motion? >> Thank you, Aubrey. And a second. >> Second. Thank you, Benny. >> Can you just give us a really quick short blurb on what a um student success teacher? >> So, you may remember that we were awarded um a three-year grant uh for uh called Stronger Connections that um we applied for this grant. Uh it was actually a lot of money um and then they didn't release it for a really long time. So we pretty much lost the entire we did lose the entire first year. So we have really just two years of funding and the whole idea it's it's it's under the umbrella of dropout prevention. So it's secondary students and um we have
056um teacher teaching assistant uh coordinators and a counselor working and they're just like doing whatever it takes to try and figure out what's getting in the way of student success. So, um, the teachers do a lot of just intensive tutoring with kids and helping them catch up and and helping them like sometimes kids get overwhelmed because they're behind or they and so they just like sit down with them, figure out, all right, let's do this together. Let's let's, you know, let's do some goal setting. We'll do the work together. I'll get you started and then like, you know, do a little bit of a gradual release. Um, so they have we have student success centers both in the TRA and in the high school and um and they're because they're grant funded positions they're kind
057of hard to fill but so we have some of our recent graduate you know well actually not they're not recent they're college graduates now but they you know haven't found their permanent you know pathway yet and we're taking advantage of that and so we're really happy and they're doing a great job and working really hard >> and they have the advantage with the students who they're helping of saying, "I've been here." >> Yeah. >> Recently, I went here. >> No, they're doing they're it's going it's going really really well. Okay. >> Thank you. >> We wish it didn't have to end. >> Okay. Any questions? >> Thanks for asking that because I was thinking the same thing. I'm like, "Oh, what was that again?" >> Yeah. I mean, I I I remembered, but it just
058>> Yeah, it it was good to hear >> what they're going to be focused on. So >> all those in favor? >> Any opposed? Any abstain? >> Okay. Owen Dunham for the same grant funded position starting October 20th, 2025. May have a motion. >> Thank you, Tom. And a second. Second. >> Thank you, Michelle. Any questions or comments? All those in favor. >> Any opposed? Any abstain? >> The appointment of Summer Green, term substitute teacher, effective for the second term of 2025 2026 school year. May I have a motion? >> Some move. >> Thank you, Chris. And a second. >> Second. >> Thank you, Aubrey. Any questions or comments? So Summer was um going to work with us. We had an opening um in secondary special ed. You know, that's always very challenging. Um and
059she was doing her um student teaching placement. So she got her internship certificate and she was going to work the first term. >> Um because that's when she's done with her M's program, but and she was only going to commit. So we appointed her for the first term at a previous meeting, but she loves it so much. Even though she's not from the area, she decided to stay and we're she's doing a great job. So, we're happy. Nice. >> Maybe we have a recruit for next year. >> Any questions from the board? All those in favor? >> I. >> Any opposed? Any abstain? We have equipment for disposal. Um, and these are going to be uh recycled, correct? Okay. Um, so APC Symmetra RM 6KVA to 6KVA server and APC Symmetra RM4U X run frame
060server. May have a motion. >> A motion. >> Thank you, Chris. And a second. >> Thank you, Benny. Any questions or comments? All those in favor? I. Any opposed? Any abstain? And there's an attached equipment list for disposal at computer system. That's asset disposal. Um, may I have a motion? >> Thank you, Chris. And a second. >> Second. >> Thank you, Michelle. Any questions or comments? >> For a lot could not be fixed. >> Sometimes it gets >> Yeah. But there's certain things that they they can't quite get to. >> Um, I did appreciate the fact that they, you know, truly dispose of them appropriately so that not only is data maintained, but also that it doesn't end up in the landfill. All those in favor? >> Any opposed? Any abstain? unit cost methodology. Um,
061this is from Boseies and it's their proposal for Boseie services 2026 to 2027. May I have a motion? >> Thank you, Tom. And a second. >> Second. >> Thank you, Chris. Any questions or comments? >> They're slipping big time. >> Yeah. Um they were aware I guess they changed systems and they couldn't generate the same report they did before. Uh they struggled and actually what happened was the one lady physically went through and things. I'm hoping this gets better next year but I don't know why you think they get a better system. It would be a better report but it does have the content there that it's requested. >> They probably would do it if other boards were really were even ask for it. So >> yeah. No, I was very disappointed to see it
062this year as well. >> Yeah. And sometimes it's not a question of that they can't get the report, but that you have to build the report and there may not have been time to do so between when they changed systems and now. >> Yeah. Hopefully that's the case. >> Well, you know, let's let's look at it positively. >> You know, by the way, they printed it out. It's like, >> yeah, >> that's why I'm on every level. I was like, oh, come on. If I have to read this, which I said a long time ago, I gotta read this. You better make it worth me having to read this. Yeah. >> Yeah. >> Not you guys. >> No, I know. >> No, but maybe you can express Tom's disappointment in the >> Just tell you
063got to do better. >> Yeah. Hope next year will be better. >> Yeah. >> Okay. Any other questions? All those in favor? >> Any opposed? Any abstain? Did you want to talk about the trailing arada or change? They care. No, >> we're gonna have them come out and talk about their administrative and capital budget prior to next board meeting. That's a good spot where you can ask any of those types of questions, too. >> Okay. Question. >> What's that? >> Have a bug there. Yeah. >> Okay. This is for approval of the extraclassroom corrective action plan addressing the June 30th, 2025 extraclassroom audit report. May I have a motion? >> So moved. >> Thank you, Chris. And a second. >> Thank you, Benny. >> This was better this year, right? >> Yeah. One, super good.
064That's good. >> Nice short letter. One >> page. We like it. >> Any questions from the board? Okay. All those in favor. >> Any opposed? Any abstain? Superintendent's update. Um so the first thing um I just wanted to know is that we did get the proclamation to congratulate you for last month's um uh so I don't know if you read it but I'm going to read part of it to you. Um whereas New York State has one of the best public education systems in the nation comprised of 731 school districts overseen by more than 700 school boards whose members are educational leaders in the community determining policies that govern their local school systems and providing guidance for statewide school systems that serve nearly 2.7 million of New York State's children. And whereas our state's public
065schools consistently maintain high standards so as to best meet the educational needs of all children and to empower them to become informed, productive contributors to society and an ever ch in an everchanging world. And whereas we recognize the role of the school board is partnering with school administrators and educators to provide students with a safe and healthy learning environment and ensure optimum opportunities for intellectual and personal growth. And whereas members of the school boards are are committed to serving the children and the and the schools of our communities and devote many hours to elementary and secondary public education as they continually strive for improvement, excellence, and progress in education. Recognizing that all children can be successful learners. And whereas these dedicated individuals are strong advocates for public education and are responsible for communicating the needs
066of the school district to the public and the public's expectations to the district by working closely with parents, educational professionals, and other community members. The governor recognizes that you uh are hugely contributing members. Um and congratulations on school board recognition week. I think it's like it you deserve way more than a week. Um, it is it is an incredible job and I really don't think that people realize that you give of your time to do this. So, I just wanted to say thank you and to just take a minute to note that the governor, you know, she's telling it like it is. It's hugely important and um it's very much appreciated. >> It's a labor of love. >> Yes. Okay. And um just want a couple of other things. So, um, the federal shutdown, you
067know, there's a lot of questions, a lot of concerns. What does that mean for our school district? What does that mean for our community? Um, obviously, you know, over the weekend when um there was a lot of concern about SNAP payments and now they're they are um delayed and only going to be partial this month. um you know, all the districts are just sort of putting information out to families about uh resources in the region, but there's a lot of concern that there's just really not going to be enough. Um so, just so you know, you know, our you know, our social workers and everybody in our in our buildings are, you know, trying to make sure that we get families connected um wherever need be. We do have partnerships with um churches and other
068organizations right in our community and we do have the pantry in the TRA. But you know actually the governor I've told these guys this but the governor contacted the district superintendents and to have a meeting with the superintendent to say what can she do to give us what we need to fill the gap for the lack of SNAP payments. And we're like, it is so vast. I mean, there's no way. I mean, like, it is so huge. I mean, what the governor can do is find the funds to the funds now, right? So, um >> I mean, so we're really hoping that that that this shortfall this month is just this month and somehow we're going to limp through that that it uh is addressed by certainly by next month. Um we also have a
069lot of concern. Um so in whatever ways that you have connections you know uh working with legislators or through school boards association um the longer the shutdown lasts um you know we agencies that we work with are dependent on um federal funds um our partners and our prek partners are also um dependent on federal funds. I mean we don't I mean we can't make up those differences. I mean it it's very devastating in the long long term. You know, our food programs and our school um is is federally funded. >> Um >> and then in also in the long long term uh we have many positions that are directly federally funded. So >> um >> it's very very concerning. Um and I hope that I mean the only thing that I would say is that
070I you know and what I say to everybody is that it's not just us, >> right? So, you know, it it would impact everybody and you know, I have to believe that those who uh we elect are going to pay attention to their constituents across the country. Um, and you know, not let this continue that long so that there that fallout comes, you know, to fruition. But I think it's important to like speak up and and make sure that the the needs of public schools and um families in those communities are are recognized. Get rid of all of them and send our third graders. >> Yeah, absolutely. >> Get rid of them all. >> There you go. >> Yeah. >> Okay. Anything else? >> Well, some people here are going to be in a speaking
071at a conference on Friday on a panel. >> Are you you want to speak to that? >> Oh, today and let the rest of the board know. That's good. >> Just let us know what you're doing >> today and Friday your friends. It should be easier. >> Um yes, we were invited uh to go to a let us stream conference at BEu um and uh speak on the education panel >> about a program that we participated in um for community engagement in group community engagement schools. So about what we went through our specific roles in it and we've got questions assigned to us. So, >> so uh both Michelle and Aubrey are part of the family engagement counselor and um we had a year-long training last year and uh they were and we have other
072people also who are not sitting on the board but um uh it was it was it was a really great process and it was um it was really meaningful and you know Lauren can speak to it also. A lot of changes have been made in the CA already and we're working on other changes there. But um it's really interesting that we think that we have great partnerships that we think that we're listening to families and and I have to tell you this Tom like I you know >> I I know it's running through my head the whole time. >> Yeah. No, I think that like you know those are their like aha moments that I when you said that that first time that I ever met Tom was at the at the TR and um
073we had some kind of family thing and I and um it was like not at an opportune time and um he spoke up as Tom does and let us know that if you really want families to be involved then how about having it at a time when families can be involved and it was the same kind of thing that happened over the course of last year that we always think that we do a lot of communication and we have, you know, we we build good relationships with families, but when families tell us what their experience is like or what they need or what they want, wow, you know, we're really missing the mark. So, um it was a great learning experience again last year and we've made lots of changes and we're continuing to um
074to work on that and um we have two board members who were part of that process and continue to be um working with us moving forward. >> Nice. >> Yeah, that's a federally funded program too, isn't it? out of the >> They lost the funding. It's done. Yeah. It got cut. >> Yeah. I think it was a really good program that we were able like just Whitney Point as a whole were able to be a part of because not all families can speak up like that at an opportune time, but >> but put together a really good group of people that everyone heard each other out and I think a lot of benefit came out of just the time that we had set aside. Um and it was really really important. So will it discontinue
075totally with us or are we >> I mean we're doing you know we're working on on our own now but there was something about that was that was really nice and again that's like you know money is not everything but there was something about going someplace else >> and being away from here and like having time set aside and you know there was like a light dinner that was provided it just some it it gave you like the the space Yeah. Yeah. Yeah. It was it was a nice experience. >> Well have fun. Enjoy. >> Yeah. Yeah, I'll do better on Friday. >> I think you did fine. >> I have a lot of faith in you guys doing it. I do. No, really. Thank you. I appreciate it. >> Seriously. >> And then um
076also just to to note the beautiful artwork behind you. >> Incredible. >> Yeah, as always. >> That brings us to our second opportunity for comments from the public. Um, again, the guidelines that I read for the first opportunity are the same for the second. Um, would anybody like to speak up at this time? Okay. Board of Education comments. I have some fun stuff. Um, so the conference was great. um uh one of the things and I can't sorry I can't remember his name now but he spoke the very first day and he spoke on why school boards matter and he has a brand new book out it's a nice short book it's really cool and the comments and stuff that he has going on was really good and I thought it might be something we
077could do as a board together I was going to get a copy of it and see what Joanne thought and just you know what like what we do it matters how we do it and I thought it might be a nice little book read maybe we could do as a board. Um what's the name of the book? Um why school boards matter? >> Well, I mean I know that was a topic. >> I just can't remember the author right now. That's the sad part because I have my name memory. But then the other one we we had great I really encourage you the next two ones are going to be in Buffalo. Um going to Buffalo is an easier thing we might have fun with because I can usually get Airbnbs. we can affordably do
078it and not spend so much on a hotel room. But um that's what I did last time. Um the other speaker was Tim Shrivever and he did what's called the dignity index. Absolutely amazing. Um he spoke on it and then we had a training on it and I'm investing some time to learn it. Another thing that we might want to share with others um they have an elementary now dignity index. So it's how you speak and what you say and to raise and he has like eight scales and you can judge yourself. I can do threes really easy which are not very good is the really good one. And I thought to myself, why am I such a three dignity index person? And it's because I work at a computer term all the time and
079I'll get emails and I know no one can hear me back talk to them. >> And I figured it out really quickly. But it it reinforces the way you talk to other people, too. So, um I'm actually going to train on it in the next few weeks and I'm going to give it to my students as their final. Um I thought what a great way instead of like it's like we talked about today don't just put tests in front of people. Um so that was really really amazing. And then we had the last day speaker. He was the one who used to throw darts at a map and go see people who do wonderful things in the world and um just inspiring. Um and a couple other things like I went to the one about
080students and how to involve the whole district and just learning stuff. So, I hope to be able to share more of it with all of you. And I do have presentations and documents I can send to Stacy so she can forward them on to all. So, thank you for supporting me going. Um, got a lot of conversation and stuff to do with people. So, it was really inspiring. And we didn't have to ride a bus at 90 degrees this time. It even had a bathroom. >> I'll tell you that was important last time. >> Oh, no. I didn't do that. So, thank you for letting me go and I hope to be able to share this stuff. >> Thank you. >> Anybody else have something to share? I love how everybody immediately looks down. No.
081Okay. Um, do we need an executive session? >> Just super briefly. >> Okay. So, we are going to adjourn the public meeting at 7:15. Do hear discussion on >> um personnel. personnel. >> May I have a motion? >> Thank you, Chris. And a second. >> Thank you, Benny. Um, all those in favor? >> Any opposed? Any abstain? Okay. And just so everybody in the audience knows, um, as soon as we are done with our executive session, we will go back into public session and then we're going to close that. So, nobody needs to hang around. where you're eating.