001Okay, repeat after me. I state your name. I forgot to say my >> I states >> do solemnly swear >> that I will support the Constitution of the United States >> that I will support the Constitution of the United States >> and the Constitution of the State of New York >> and the Constitution of the State of New York >> and that I will faithfully discharge >> the duties of except this year student board member. >> Next official student board member. >> Okay. So, um you want to sit over here? You're on for tonight. And Billy, you can go your name. Thank you very much. And we'll see you next time. Okay. Okay. Um, do we have the need for an executive session? >> We do. >> Okay. Um, correspondence, there is none. Policy discussion,
002there is none. Policies for first reading, there is none. Policies for second reading, there is none. That brings us right away to comments from the public. Um, we're about to convene into the first of two opportunities for comments of the public. 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 the majority of vote of the board. The board requests that each speaker stand, states 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 meeting as this is our opportunity here to hear from
003our 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. commendations. >> Okay. Um, Mrs. Provop, Mrs. Whitaker, and Opportunities for Broom and the Early Eagles program for organizing and holding the preK orientation night for our preK students. And I would like to also add thank you to the uh family engagement council for their input in helping us make that a more uh responsive to parent concern event. So, thank you. And thank you to Lauren who did a lot of work to try to really um make sure that we were addressing the the needs that families said that they they
004felt. Um what you point administrators, faculty, and staff for a successful welcome back night across all schools and thank you to all the board members for being there and um welcoming everybody. Um it was uh very well attended. I think that each year that we've done this, it's been better, especially at the high school because historically when we had the old open house, hardly anybody ever came. >> So, um it's really nice to see so many people back and and kids actually kind of excited to start the school year. So, um thank you for everybody who participated in that. uh assistant superintendent Miss Kohler and the Whitney Point Central School District leadership teamship team for providing support and information while implementing a successful superintendence conference day on September 2nd and September 3rd and to Jeff
005Fersheart Broom County Sheriff's Department SRO supervisor for presenting to the entire school district administration faculty and staff during the superintendent conference days and thank uh thanks and appreciation goes to Whitney Point administrators faculty staff students and families for a successful start to the whole 2526 school year. >> Excellent. Old business, we have none. That brings us to Shannon. >> Yay. >> All right. Um, so originally like in the agenda is the 2526 P name. That's the final product. Then I didn't realize Stacy had uh printed out the slide deck and just given it to all of you, which is completely fine, but um the data is really hard to see. So I actually made data packs so that you can actually see I didn't know you were getting that. So my apologies, right? 25 26
006school year are starting. Just like I said last year, we try to do backward design where number one, we're gathering the data and the evidence. Two, we're reviewing or creating our district goals with we had board members help us with that. From the district goals, our buildings are they're going to come up with their priorities based on those goals and they'll create action plans with timeline if the personnel indicated and then we plan and prepare for those check-ins to see are we making the growth and then celebrate celebrate our successes. Um, and I'm hoping that you should like all right. So, how do we grow? We have to have a goal. We have to have data influence. So, I'm going to start with everybody as a major. Okay. So, data imports. I give you all
007the data. You have to look at it superh. >> Okay. So, last time Chris, Stephanie, and Tom, is it okay if I stand back to your one? >> Absolutely. >> Okay. Uh so last time I presented on the PD plan, we talked about the exit survey that we give to employees when they leave. And this year I provided the responses um to seven of the questions. Do you feel Whitney Point provided you the tools you needed? Was the culture supportive? Satis satisfied with how you were managed? Did you feel comfortable talking to your supervisor? Did you have clear goals and objectives? Did you feel like a valuable member of the team? And did you receive helpful feedback on your job performance? And as you can see, most people are um feeling like they're supported and
008that this is a place where you can really celebrate being an employee. Um I think it would be strange if it was all mostly and always right like data usually is not perfect one number one way. So I think it's a great representation and a followup from last year. I even put in that there were 30 responses. >> You want us to ask questions? How did you go through each one Shannon or would you rather wait till the end? Uh the data is like a small part of the presentation, right? Because we want to talk about what the data says to us and what we're doing. Okay? >> So if you have data questions, let's ask them now so that way we don't have to go back and forth. So that's the excess survey. I
009didn't really provide any other um staff information, but staff is one of our imports, right? like we have to know how staff feels in order to make sure that we've got the environment and culture for people to be successful. >> So then can I ask question? So I know the end was 30 but I'm I'm feeling like like question number one maybe only 18 people answered it. >> They don't have to answer all of them. >> So that's what I was going to ask. So So we just don't know how many were willing to answer each question basically. So okay. Okay. So, but 30 people were asked to complete the survey is what it is. >> Okay. >> Well, you can approximate because I can that's what I'm looking at. Yeah. So, >> so you
010can see flying lines and trying to figure out >> it's like they're saying no comment. >> Yeah. It's weird that >> that that first question has a really low response rate. >> So, that that of all the questions would concern me. >> Yes. >> But I'm wondering too the way the question is worded and I'm probably the one who worded it so poorly. Does it get to the heart and do people understand what you're asking when you say do you feel it provided you the people? >> Yep. That's that's why I was looking at that. >> So when I look at this data, I think we're ready for the next revision of the survey, right? So that we can clarify and get better information. >> Open-ended questions where you know what would you do to
011improve? >> Um the last two I think are open-ended. Um but they were revealing like uh names and particular incences. So >> could you have redacted that just so we could see the generic stuff? I know we do that. Well, that's that's all that data. >> The second question is pretty close to the first question and almost everybody answered it. So it doesn't make sense. It seems like they would answer the same way with the first one if they were that high on the second one. I I mean I'm I mean this is obviously I'm not reading their minds but >> um I am >> aware who who this cohort of 30 are and some people maybe I mean some people just leave because they retired. Some people leave because the job was hard and
012maybe they didn't really have the specific skill set. So, and so the first one seemed to the tools, you know, I think it seemed to me a little bit more like did you have the skill set and did we or did we give you the training and the support to so that you had the skill set. The second one is more like is it our is it supportive? Is it a nurturing environment? You know, are is there a collegial feeling? So I would get So you know part of me feels like if it didn't work out for you a lot of the time it was because you know maybe it wasn't either in your wheelhouse or you weren't prepared enough or you know and maybe and but maybe we also didn't prep frontload enough um
013preparation for people. >> Yeah. >> And really we want to look at individual respondents. We want to see what the trend is. Right. But the comment fields, we we just didn't redact the information to give us a feeling for what their comments were. We didn't do that. >> No, I I didn't want to put out >> somebody's comments that they put in an exit survey without asking them, can I present them to the board? >> Oh, well, we we still make them anonymous, but we redact all the personal information so we can see like, well, I maybe this number one. Yeah, they no one ever told me exactly what I was supposed to do the first day and I feel like it was a flop because of it. >> That might not be Somebody may
014have said that, but we don't need to know who said it. So, yeah, that's all I was wondering. >> Yep. >> Thank you. Yeah, and that's what I was looking at when we were talking about staff uh data. Obviously, there were lots of other um staff inputs into our PD plan and how we move forward. One of the other inputs that we do is obviously students. So you were given the proficiency rates for 2324 adjust the proficiency rates for 2425 and I feel like I should stop. >> Okay. No one's asking anything. So >> I I do have a question. Yeah. on the 2425 is that follow along where on the first one blue is New York State, gold is the point. >> You mean the color? >> Yeah, but on the on the second
015one >> Yeah. >> It's just one color. That's just us. >> Okay. That's what I >> Yeah, that's just us. I haven't seen comparison to the state and all that kind of stuff that I want that I can put up there and see. But yeah, so the ones for 2425 are just our data, but we can compare it to the proficiency from last year, >> but we can all look at that as board members at the New York State data website. >> It's not up there yet. >> No, 2324. Yeah, >> 2324. >> That's why I included it. >> Yeah, >> I thought it was easy for people to get they want to look at. So, I gave you 38 math, 38 English results, grade five and eight science results, and then I did give
016you the 23 24 separate one for each exam, but when we get to this year, I put all the exams together and then just gave you a proficiency rate for each one of the exams. So obviously no test tells us exactly what a kid needs, right? Unless we're looking at their individual data, which our teachers will have access to so that they can make the best instructional plans possible. From the high view, the district, we're looking to see what are the trends, what's moving forward, how do we plan that in our PB. So when we look at this data special met 24 23 24 we're higher than New York state proficient fee on most things. So we're thinking that last year with all the things that we did well 23 24 all the things that
017we did those were our accomplishments. What are we going to change or do to move forward? Right? So our PLC teams they get parts of this data. They tend to work with uh they tend to work with um item analysis so that they can see the essential standards that they picked as instructors and as a team. Was that really on the test? How did we do? Was it a multiple choice? Was a written response? Is that somewhere where we need to really put our energy and our effort? Um, our teams have been doing a great job of trying to dial down into something that you can use across grade levels so that we can kind of see if we're using the same speech rubric from K to 12, what kind of improvements are we seeing?
018Does it help us with our information and our data? Yes. >> Sorry. >> So, you said we're higher. So, are the are the colors reversed? So this is just our proficiency. This is not a comparison to the state. Oh yeah, on the state we're doing better than the state. So I was looking at these and they're all there's a couple that were >> Yeah. >> But if you look uh combined all over. So >> I mean that's the state and that's us. >> When you said that I was looking at that and I was like that's not >> right. None of us. >> Yeah. The the blue on the other thing I think it's confusing. Let me be on this this that were higher. >> But here we're blue. So if you take that 49.1
019and put it above the plan to give you the data way before this. My daughter got home from a horse on Thursday so I could get everything. >> Oh, that's all right. I just want to >> Yeah, I'm just writing in the data so I can see it. That's all. So if you look at the proficiency on the on all the regions levels you can see with the except so everything except for the entry level exams were above the state places where you can see concerns are algebra. >> Okay. So we've already passed the math result for three through eight stuck because that's what I'm looking at. all below >> except for regions >> and that's the >> but I'm just saying that that's >> so comparing that to the proficiency in four. >> So
020do you I I feel like we need do you want let's pause and let's look at this a little bit. Yeah. Yeah. >> For a minute. I mean, I know. >> So, let's go through. >> I like to look at the little >> I was looking at one thing and then hearing it. I think that doesn't >> Yeah, that's why I was trying to like >> Yeah. So, she was way ahead in the screen behind you. >> That's not right. >> And I know this sounds like something really nitpicky, but >> I just how my brain works. I I know you wanted me to change the color. >> Can't change the color in the state one. I need to change it on mine and I could not figure the color button because I was going
021to pick a Whitney point color >> and yeah, and that's and but that's just how my brain is working and so but now I've got it so that I'm okay. >> What's the difference between regents? What I'm just kind of curious is why I'm on >> which one are you on? I'll put it up. I'm on grades 3 through 8 mathematics. I was kind of confused why it's point 324 the regions be >> so students take >> oh they take it if they want to that's right okay thank you just think so we probably only had a couple students that were excelled and did it probably >> we have one class right >> one class and so% and they're and they're accelerated the whole year so they yeah they're above the state Yep. >> Well,
022that would be the same for the seventh grade. >> Yeah. >> So, seventh grade um is is the combined but they all take the seventh grade exam. So, you can see and this this to me sort of mirrors the high school. So, if you look at we have one class of accelerated students. They're doing they're flying along. They're doing great. Right. >> Then we look at the right and then we look at the other kids who are the majority actually of the eighth graders >> and you compare them to the state. >> That's a concern >> because those those that split out in eighth grade are still in the groups down there and there's still that number. So then >> right >> and then you'll see the same thing what I was starting to say
023before at the high school level >> in the upper level courses that are optional like geometry and algebra 2 and and physic. >> Yeah. So that you know where you were before you'll see we do better than the state and most of the region you know except for the super wealthy districts. Um, but there's a a big chunk of kids who are taking algebra and in algebra we are not. >> We are not where we need to be. So those are the things that we're, you know, honing in on. Like there's a population of kids who are doing just fine and then there's a a good population that we need to do better. And so if I'm reading this stuff right, >> um, if I look at the 2425 graph that Shannon supplied us, >>
024I can take these scores, the 491, >> just percentages. Remember that, >> right? Percentages. But I can move those percentages over to this graph that she has for 23 24 where the district level is. And I can see that in third grade 23 24 39% pass where this last year we had 49.1. >> So by moving the numbers here I can see the areas where the grade levels that we >> show that we had growth in the grade levels that we didn't see the growth yet >> which is almost in every group. So there's two ways to look at that >> like year like so you can look at the co what I typically look as the cohort and watch to see that they're progressing like they should and we and we have seen that
025and we're going to talk more about that. >> Um but then also just flatlining how are fifth graders doing last year and how are fifth graders doing this year and they're in almost every case they're doing considerably better. >> So yeah and we're like I said um Shan's gonna we're going to >> Yeah, I just had to move the numbers here where I could see them that's >> okay. Thank you. >> And I I'm sorry I had one more. >> There you go. I'll sit with the data. >> I just No, I I I like data. >> Is this something you can understand outside of the academic realm? >> Yeah. Yeah. I was going to say that I know and it's been mentioned before that also looking at um I know this is two years
026and I know CO threw things off but I'm I always want to see like where were we with precoid and where are we postco because and I know that that's across the board looking at this state everybody's in the same boat but I just want to see how close are we getting back to where we were precoid and I know that threw a loop for a lot of people but so like a longer Mhm. >> A longer line >> and like Brian said this afternoon to me there was a time where a third the school wasn't in attendance so definitely had an impact >> right but I'm not well but precoid when everything was normal and we're hoping to get back to normal what is normal so that's another thing in the back of my
027mind like oh how how much do we have to get up to this state but how far are we behind that we have to get back to normal where our baseline was preco Okay. In my presentation next year, not only will I end, >> but I'll do one I'll do precoid and then these three. Yeah. >> So that you can see the growth. >> And I know I' I've know I've been in a lot of years about that for different different presentations. So >> um and I'm going to show you there. we can pull up on the um district uh the regional dashboards and see those charts >> that will show you all the way back where I know that it was big >> but after a while I'm sorry after a while it's like
028that that it's gone it's a few years ago where are we now like and I know it >> that back but that can't be like the fall back bailout for the next 10 years that oh >> definitely not I mean we're making so and I'm not saying you are but I'm just saying that with a lot of data not just here everywhere it's like well co okay was a few years ago and I know it set people back but then hopefully we're normal like >> we create our own new normal right like we're looking at all this data let's you know have the new normal be everything starts at 50% proficient and then we go above >> but I mean looking at what we're shooting for part of is where were we before can we
029like that's one bench >> those students and that the way we >> how we used to be where we were before and then even we so there's like two two things that I have in my mind that this is great I'm glad to see that we're moving that way but where are these blue marks compared to the blue marks prior to co are they still way below >> right and I apologize because your brain's looking at the blue mark like this and my brain's inside of the blue mark going like this where's the curriculum um who do we have to talk to, what's the professional development we have to provide. So, I definitely want to give you what you need and Joanne uh has lots of information that I think she's willing to share. >>
030Okay. But I I just I I like to look at because it gets doesn't lie. >> It's just >> are not tested has dropped a lot. >> Yeah. Yeah. Well, there >> we're still under the >> I try to like say don't don't draw attention to it because then people remember they can do that and they all opt out >> because we actually get in trouble for that too. You know that's an accountability thing if you don't if you have too many opt outs. >> That's what I was going to say to how the data progress. So my come I take more I'm gonna jump ahead. If you don't want me to, just yell at me and I'll stop. So, this part of the presentation is about what creates that PD plan. So, we have
031we taken staff considerations, we taken student achievement considerations, we taken stakeholder input, right? We need and we know and we're mandated all of those three things that the more voices at the table, the better the outcome. So, we have opportunities um like we saw and Aubrey come to our strategic planning meeting. Uh I see lots of our community members on our school uh community school events, family engagement events. We do give out parent surveys and we do have that anonymous tip line where we do get other information from our stakeholders. It's relevant for that. So the evidence from the employees, students, families, and community members is what creates the professional development plan. So you do have a copy of that. I'm not going to read it word for word. I may have put that into
032one of our post today. No idea. Whoops. So again, these are all the different kind of groups and people that we want voices from. As we're making our decisions, our PD plan, we make sure that we get the best providers of that professional development that we can. There's a whole slew of people we um have relationships with and have brought people in, including this year when Joanne brought in uh our speaker for AI. He's on here a little bit later. Um but that's a really great thing that as a small district, we have a huge set of professional providers who can give us the PD to meet the goals that we want. So summer we did curriculum work. It's highlighted because that will continue all year. Teachers have set aside time with their PLC teams
033and then we also have an opportunity to add additional work time as a team if they're working on their curriculum. We're going to get to curriculum in just a little bit. Um, we have Boseis coaching as well. Uh, two math coaches who have been working with our teachers on Eureka Squared, which is our brand new math curriculum. It's going to go K6. We're moving it up to six this year. Um, and we're really excited about how the teachers have taken it on and are super interested in what they're doing with the students. And I had to laugh this afternoon. I was in the Ca like around 2:20 and I passed like three classrooms. They were all doing math and every time a kid shouted out a math answer and I was like I don't know
034if it's just great or what but they are really enjoying that the curriculum even though it was difficult to get into to start with, right? Um doing things all over differently. So we have lots of different opportunities that are built in. We also have Val Prriscuit back on our campus helping with literacy. She does mainly K4 um but she does help us out at the secondary level as well. And then we have Gracie Shroger for numerousy to help us in our math. So we're trying to provide all of the supports that we can for our staff so that we can reach our goals. So goal number one, by June of 2025, we will clarify and align systems to structures to increase efficiency, improve morale, and enhance communication. We're already thinking about what's going to detract
035us from that, what's going to allow us to move forward with that. Second goal, by June of 2025, we'll reduce the rate of chronic absenteeism by 5 percentage points. Goal number three, by June of 2025, we will increase the percentage of students meeting or exceeding proficiency on math and ELA assessments. Uh, goal four, by June of 2025, we will expand and ensure equitable access to extensions and enrichment experiences for all students. All 26. >> Goal number five. By June of 2025, we will increase the graduation rate by five percentage points. >> So those are all 26s, not 25s, right, Shannon? >> Oh yeah, sorry. >> I was just making sure they last year's. >> There's 25 right there. >> Oh yeah, in June it won't still be 2026. >> Okay. Thanks. >> Yes, I will
036fix that. Thank you. I've showed this to a lot of people and you're the first person to said it to me. So I really appreciate it. >> I think he said it too. Did Who else said it? Somebody else said it in the room. I wasn't the only one. >> Well, I'm glad that you said out loud. So, we look at our data inputs. We create our goals. We provide the development that our teachers and staff need in order to meet those goals. We started a journey. We had massive upheaval in 2020. Next year, I'm going to put some stuff before 2020. Then in year one, we started our PLC journey, professional learning communities. Um, we created the teams. The there were teams already in process. This was really how do we make what you're
037doing better? How do we function in a way that can get us the results we're asking for? We did year two in PLC. We did year three in PLC. When we launched, you fly fish tank Eureka math squared at K5. And if you were an elementary school teacher, we sent you a lot of love. That was a lot. Um, but one of the things that Joanne talked about when we were choosing curriculum was there has to be an option where if you're overwhelmed, you can still clearly move forward in the curriculum. And then when you're feeling comfortable, you can start making some of those professional decisions about where am I going to put enrichment? Where do I need an extension? Um, so now we're on this year. Uh we had our administrative meeting in the
038summer. We come together and what are we going to do? We are continuing the recurring standard formative assessment data review instructional changes cycle. So this is what we're hoping all of the teaching ends up looking like. So you have the standard. I know what I have to teach them. How do I know they know it? That's our question number two with the data. And then what will I do for those who know it and those who don't know it? We have the four critical questions from PLC's which is I just did it. One, what do we want them to know? Two, how do we know they know it? Three, what do we do if they don't know it? Four, what do we do if they do know it? And then the three big ideals, um,
039collaboration, v focusing on results. And of course, the third one is skipping my mind right now. If anybody knows in the back, just shout it out. um some of our outside PD during this school year. We did have doc Dr. James Pitisari come and speak about AI from Bingmpington University. He took talked with the admin team by themselves which was really interesting and allowed us to ask some questions and then they spoke to the entire district. Math again we have our coaching that's being provided by Boseies and that will continue throughout the year. We have literacy intervention especially in our 48 section because we are part of a rise grant which we've talked about before where the region is trying to create a regional intervention system. Staff wellness we're going to bring in Jennifer Wegman
040from Bingmpington University on October 10th to be able to kind of talk about what are the things that we need to do to help everybody grab that energy and restore faith that we can do this. Um, and then we're continuing our work with Sweethearts and Heroes. Um, they came and did presentations in every building, but the focus we're doing now are the student circles. Um, I don't have a good definition for what the student circle is. Um, but putting them into place creates the culture where kids feel empathy, they feel heard, all of those things. You can do it. >> I can do it. Yeah. >> Yes. last last year when the Sweetheart and heroes came, they actually invited me to one of the student circles and the one guy, I'm sorry I can't remember
041his name, but he was there and we he had us all go around and like share stories of our childhood or like just fond memories like who our superheroes would be or if we could like travel back to the past or to the future, where would we go? And it was all just and it was like when he started it was we it was like a fight club kind of thing. So what stay what happens in the circle stays in the circle. >> Yeah. >> So I'm kind of breaking that rule I guess. >> Well shar rule that everybody breaks too. >> Yeah specific. So >> and when you were done with the circle do you think it was starting to do what I was suggesting the purpose was build empathy and allow >> Yeah.
042It was it was a good experience. Everybody was like it was fun to learn and like it was fun to learn about everybody and it was also like an emotional experience like some people we were like sharing deep stories like some people were crying and you know really letting it out. So it was nice you know it really felt it helped you learn more about people and build some empathy for the people. >> Yes. And I will say at the secondary level they they do get more emotionally intense. Um but we do have some middle schoolers who are training the sweethearts and heroes who have gone over to the CEA. Um we piloted it during the summer enrichment program to start to run some circles and so we have students leading students and that was
043really developed by Kim Becker and um part of the student success center at the TR and the high school. So I definitely have to give them props. We're going to have a great year and we have so many things going in the right direction. I'm really grateful I work here. >> If you have questions, let me know. >> Thank you. >> It's It's nice having somebody do a presentation where they're so enthusiastic about it. >> I like the I like the new eagle picture. >> I forgot. Yes, the drone one. And you put new pictures up on the website, too. Did they do them with a drone, too? >> They look nice out there. >> They do. Very nice. Yeah. Guys, haven't looked at the new website. Look at it. >> Katie pull that together.
044Yeah. >> When I said on the first day that I we were going to do this and she wrote to me that night, she goes, "Maybe you might need a little help." >> Right. She whipped us into shape and >> Well, she had just finished band camp. >> We We had to do that in high school. We do halftime shows we had to add. >> I like that. >> Yeah. Yeah, I remember doing that too. Well, I will say later team I developed some bull girls and boy did it hit this one. Perfect. So, we'll see them later. >> Okay, that brings us to our consent agenda. May I have a motion? >> A move. Thank you, Chris. And a second. Sean, >> can I just take a second? Steph, um, does our ex official
045get to be part of the voting process? >> No. >> Okay. So, I just wanted to make sure that she understood. Thanks. >> Thank you. >> All those in favor? >> I. >> Any opposed? Any abstain? Okay. New business. We have a bunch of appointments. Alexis Baxter, full-time teachers aid, effective September 1st, 2025. I have a motion. >> Thank you, Chris. And a second. >> Second. >> Thank you, Benny. Any questions or comments? All those in favor? >> I. >> Any opposed? Any abstain? for your probationary appointment of Kate Caitlyn Birch Kron, elementary teacher in the elementary teacher tenure area effective September 1st, 2025. May I have a motion? >> So moved with greatness >> and a second. >> Second. >> Thank you, Molly. >> Good or bad? >> Any questions or comments? >> She
046was uh she thought she was gone for a year, but she's back and we're very happy. >> Yes. >> The grass is not always greener on the other side of the fence. All those in favor? >> I. >> Any opposed? Any abstain? Appointment of Jackie Gordon, full-times teachers aid effective September 1st, 2025. May I have a motion? >> I'll move. >> Thank you, Molly. And a second. >> Second. >> Thank you, Chris. Questions or comments? Um, you can see that there are some resignations here and we've had some through the summer. So, these to replace >> all those in favor? >> Any opposed? Any abstain? The appointment of Summer Green, term substitute special education teacher effective for the first term of 2025 2026. I have a motion. So, moved. >> Thank you, Tom. And a
047second. Thank you, Benny. Any questions or comments? All those in favor? >> Any opposed? Any abstain? Probationary appointment of Sierra Hos, registered nurse, professional nurse, effective September 29th, 2025. May I have a motion? >> So moved. >> Thank you, Chris. And a second. >> Second. >> Thank you, Michelle. Any questions? She's working and they are holding her until that date by we have substitutes in currently. >> So she's working someplace >> else. >> Well, I kind of can't blame them because now they have to replace the nurse and >> all those in favor. >> Any opposed? Any abstain? the appointment of Amanda Mills, bus monitor, effective September 1st. May I have a motion? >> Thank you, Benny. And a second. >> Thank you, Aubrey. Any questions or comments? All those in favor? >> I. >>
048Any opposed? Any abstain? Appointment of Christopher Petrosi, full-time teachers aid, effective September 1st, 2025. May I have a motion? >> Thank you, Chris. And a second. >> Second. >> Thank you, Aubrey. Any questions or comments? >> All those in favor? >> I. >> Any opposed? Any abstain? Appointment of Amber Smith, full-time teachers aid, effective September 1st. May have a motion. >> Someone. >> Thank you. That was you, Molly. Correct. Thank you. >> And a second. >> Second. >> Thank you, Benny. Any questions or comments? >> All those in favor? >> Any opposed? Any abstain? The appointment of Paige Warfield, temporary stronger connections grant funded position, student success counselor, effective September 1st, 2025. May I have a motion? >> So moved. >> Thank you, Chris. and a second. >> Second. >> I got um and it
049just say woohoo. >> We're very lucky. Um yeah, >> I saw >> saw that I was like a long way out and back. >> Yep. She's been kind of mulling it over and every year it was just no, not ready yet. So, this must have been a strong enough pull to get her back. >> Well, no, she was coming back. Oh, heck yeah. >> Something else lined up that at the last minute didn't work out. And then we h we had this opening which unfortunately is just a a grant funed positioning, but >> it was like good fortune for us that >> because we lost the right. >> Yeah. >> I was like, "Oh my goodness." >> That's what's hard about grant fun because if you if they can get a job that's not >>
050limited. Yeah. >> Permanent versus grant. Yeah. Both. >> Yep. >> All those in favor? I >> Any opposed? Any abstain? And the four-year probationary appointment of VA Tubi, special education teacher in the special education teacher tenure area effective September 1st, 2025. >> Solved. >> Thank you, Chris. And a second. >> Thank you, Penny. Another woohoo. >> So, she's, you know, she's worked from a teacher aid to teaching assistant to and now she just got certification came through. So, >> I was going to say she must have passed her exams in the spring. So, It's fully served. Yay. >> You should just accentuate it's woohoo because it sounded a little bit like woohoo. >> Oh, I'm sorry. >> No. And I know what you're saying, but it's like just a click. >> No. Okay. >> Yeah.
051No, it is definitely a woohoo. >> Okay. Yeah. Yeah. >> Sorry. Thank you, Tom. >> Action on each of the first parts. >> Okay. All those in favor? I. Any opposed? Any abstain? Okay. Transfer of positions. Um, Shelley Sherman from full-time cleaner to part-time cleaner and Keith Ward from part-time cleaner to full-time cleaner. May I have a motion? >> Thank you, Tom. And a second. >> Michelle. >> Any questions or comments? All those Sorry. We try to work with people's lives and what works with it for them and worked out was good. >> I'm sure they appreciate it and I I appreciate that that's done too. >> Absolutely. All those in favor? >> I. >> Any opposed? Any abstain? generous donation of school supplies. 460 notebooks, 225 composition notebooks, 95 boxes of colored pencils, 95
052boxes of crayons, 642 pencils, 262 pens, 400 pocket folders, 24 bottles, and and sticks of glue. May I have a motion? >> A move. >> Thank you, Chris. And a second. >> Second. >> Thank you, Benny. And I'm sure hoping they just had boxes of pencils and added them up. Um, is this an anonymous an >> anonymous? >> Thank you. What she said donation. Okay. >> Well, >> thank you to whoever the anony appreciated very much. Um because while a lot of students get help at the beginning of the year, this gives supplies to >> move on with excuse me. >> All those in favor? >> Any opposed? Any abstain? So even if it's anonymous and they're not listening to us and we still send them a card from the Okay, thank you. >> Okay,
053comes one of my favorite things. Seeker Resolution of the Board of Education of the Whitty Point Central School District regarding a state environmental quality review act. Determination for the proposed project at the regular meeting of the board of education of the Whitty Point Central School District, Broom County, New York, held at 10 Kybell Road, Whitney Point, New York at 6 p.m. on the 9th day of September, 2025. Whereas the board of education of the Whitney Point Central School District board is proposing to undertake a $100,000 capital outlay project consisting of construction and renovations including incidentals and expenses relating to select masonry restoration at the TF Neoga Riverside Academy. the project and whereas the board wishes to fully comply with its obligations under the state environmental quality review act seeker and the regulations there with respect
054to the proposed action and whereas the board has carefully considered the nature and scope of the propo proposed action. Now therefore be it resolved by the board of education of the Whitney Point Central School District Broom County, New York as follows. Section one. The proposed action involves construction and renovations including incidentals and expenses relating to select security access control door hardware and related systems at the TF Neoga Riverside Academy. Section two, the board of education hereby declares itself lead agency pursuant to Seeker. Section three, the review will not be a coordinated review. Section four, the proposed project represents the replacement, rehabilitation, or reconstruction of a structure or facility in kind on the same site within the meaning of section 6 NYCRR 617.5C2 and/or represents routine activities of educational institutions including expansion of existing facilities by
055less than 10,000 square ft of gross floor area within the meaning of 6 NYCRR 617. 7.5 C11. The proposed action is a type 2 action within the meaning of the 6NYCRR 617.5 and is therefore not subject to review under seeker and the regulations thereafter. Resolve that this resolution shall take effect immediately. May I have a motion? >> Thank you, Betty. And a second. Second. Thank you, Chris. I did have one question about this. Um in the top part it says relating to select masonry restoration. >> Yep. I was going to impose um that should be changed in section one where it says select instead of security access control door hardware and related systems it should be base restoration. >> Okay. >> Um Benny and Chris are you both okay with the amendous? Yeah. >> Okay.
056>> Thank you, Zach. >> Yep. >> Any other questions? >> Um, and again, these are required by the state for any type of capital project. Uh, this capital project was built into the 2526 budget. Um, we basically can go out for $100,000 uh project. It's about $85,000 of real work because there's architect fees. Um, but you do it and then again, we get 98% back the following year. So really, you know, we're spending 100,000 up front where you can get 98,000 back on the project. We try to pick things that, you know, we like the thing that are, you know, prettier and people like, you know, that are fun. Um, but sometimes like again, that's for masonry repair, it's stuff we couldn't absorb in our normal budget for like maintenance. So, um, even though it's
057a little bit of a boringer project this year, it's very needed and, you know, that does go a long way to preserve the brick, right? By doing projects like this, it means that we can keep the buildings up and running. Y >> and to code. >> Yeah. And you know, again, they require the secret resolution. Um I've only ever seen them be the type two designation. Even we did the turf field, it was a type two. So it has to be like a very major impactful thing involving fuel stations and all this other stuff to be a type one >> or that you're going to fill in a marsh area. >> Yeah. cemetery and stuff like that. >> Yeah, they get real picky about that stuff. >> No. >> Does anybody have any questions? All
058those in favor? >> I. >> Any opposed? Any abstain? Um we are getting rid of some big items at the October 4th um Melmanassie and Sun auctioneers. Um one, two, three, four large buses, a small sports bus. Um a sander hopper salt spreader and a utility trailer. May I have a motion? >> Thank you, Molly. And a second, >> Aubrey. Any questions or comments? >> Uh, I just would like to point out that the four large buses this year are um actually the last of our propane buses. Uh, we have removed the propane fueling station from our property. Um, again, they started out um, you know, a lot of hype. They're super quiet uh, to to operate and the fuel is cheaper. Um, but again, we had about seven at one point and one of
059those seven went through four engines. >> Nice. So again, we we decided uh you know about eight years ago to stop doing that. >> Yeah. Yeah. >> Just letting you guys know those were the rest of the programs. >> We're waiting for the next type of elect. >> I'm telling you, put your stock in extension cord companies now. >> Okay. All those in favor? I I >> Any opposed? Any abstain? Superintendence update. >> Just become Sparky. The spark color used to be on the Vestto Parkway and run out. Do your job. >> Yep. >> See, I'm too old. >> Nobody else does. >> We're old, Tom. >> Yeah. >> Grayfully and thankfully so. >> So, I'm gonna uh just a couple of things. Um this you just test those around and you can test these
060around. Um these are so that you know um a little bit about this. Um you may know, you may have seen um that the governor had said that all schools in New York State um need to uh submit an addistation that they are using um evidence-based practices and liter literacy instruction um by this September. So we just had to do that um and and do the addestation. And I thought it was just a good time to pause and share some information. I mean, you may know, you know, when they talk about the science of reading, you may know what that means. I just gave you a little bit of information just so you um can have some talking points that somebody asks you. But then on the other, this is a handout that just sort
061of walks you through what we have done. Um, as you know, not again to blame everything on the pandemic because Tom, I'm gonna I am going to try and pull something up here to show you and some of you know that well before the pandemic Mhm. >> Our scores were >> Yes. Yep. >> not good. And I would like to thank you for giving me, not that I ever was seeking this job, but the power to be able to make some changes that needed to happen. So, um, >> I I'll just jump in. I appreciate that some changes were made. I know stuff had been mentioned for a while. >> There was some movement in some areas and not in others. And so, thank you. >> Yep. Yep. So, and but it caused a lot
062of people to work very hard and so and thankfully um we have had Val um who is full of energy and up for the fight and she um led our faculty um through all of these changes and really spent a ton of time making sure that teachers had a really good understanding of what needed to h happen and not just, you know, get involved, you know, just not just just do it, but understand what was behind it. And so and she's phenomenal and we're very thankful that she's back. You know, she's she's been working with us the whole time, but it's nice to have her >> as opposed to >> Yeah. Right. >> So, um if you look, you know, March 2020, just to remind you, um you know, we shut down. 2021 was a
063mess of a year. You know, we've got we had we had a third of our kids, depending on the grade level, sometimes more than that, completely virtual. Um, everybody did the best they could in addition to all you know kids were sent out for weeks at a time. I mean it was just mayhem. 2122 there was still a lot of that and then we had a lot of upheaval here. We had the whole mask you know it was it was a really difficult year for us also. So then um not surprisingly our data was terrible even more than it had been before. Um so uh that was the moment when we started to be able to enter 22 23 with more normaly all that pandemic stuff was behind us and um we started to look
064for what would be the best um place for us to start and we went through um you know with Val's um work with the staff really trying to build understandings and then choosing together what would be the best curriculum to start with and we started with just explicit phonics instruction which is UFly which we use. It's out of the University of Florida. Um a lot of schools now um in the area have started to use that also and that's where we started and then uh the following year in 2324 um so we piloted you and then we implemented it in the next year fully and then in 23 24 you can see that there were these phasins of you know all the all the different areas. So we piloted the in the following year um
065a explicit phenemic awareness curriculum for prek to get right going right in the beginning and then um by the end of that year they were implementing that fully. We fully implemented UFly in 2324 and then we piloted something called fish tank and there's on the net following pages there's information about what those curriculum are. Um there's different pieces to to the puzzle um for reading instruction. You need to learn the code so that you understand what the letters mean, what they represent. But then you also have to be able to make meaning and and you have to we have to work on building knowledge so that once kids can sound out words, they have something to match that to a knowledge base. So um that's uh you know what fish tank does a lot of.
066So we um then also piloted Eureka math because while historically our math scores were better um we had also sort of gotten very we had a lot of staff changes and we had and no nothing against elementary teachers but um there are some elementary teachers that go into elementary ed with a strong math background and some people don't. So we had at one point been you know working really consistently across grade levels and we and had gotten very loosey goosey. So um we piloted Eureka uh squared and then um eventually we've implemented that across the board. Um we also added evidence-based interventions in reading because even though we were providing interventions, we were sort of using the same tools that we were using that maybe weren't as effective as they needed to be in the
067classroom to begin with. So, um, we made changes all and and then each year, uh, we've gotten farther and farther, uh, through all areas of the curriculum and then up through the grades. And you can see there and then and then just so you can if you you know, you can see on the following pages, it's a little bit of an explanation as to what all those things are. >> Thank you for including them because I knew some of them, but not all of them. And then I, you know, I can give you a ton more information if you're interested in that, but um you should certainly know um what's happening in those areas. Um and then another area um that we had been working on uh we already had uh become aware that um
068there were some patterns within the um world of special ed services that um we were realizing that we needed to do some work on. Um I have some I have a I'm just pass this on. This is like this has a lot of these are um some work that I did with secondary special ed, but within it there's a lot of um terminology and a lot of things about uh what's required through regulation and law. And you can I can go into any of that that you would like to me to at some point. But we did that with all of our special ed teachers because this is another area where we had a lot of turnover. We had a lot of places where we had um people who were not certified. Um so we
069need to we needed to do some level setting there and then work on making sure that we were doing things like honoring restrictive environment. um making sure that we had our special ed teachers and and gened teachers really working together in a meaningful way to make sure that we were giving kids paths to accelerate um and exposure to grade level work and also providing them the supports and scaffolds that they needed. So we have been starting to do that work and then thank you New York State um they took notice of us and they are now saying yes you do need to do that work. So, um, starting this summer, uh, they, uh, we're getting support. Um, we had already arranged some some things. So, we sort of worked with the state and, um, they're
070letting us like sort of divide and conquer. So, we had already worked um, with, uh, Bingham University and they're having some people who work work in the special ed department there and train special ed teachers come and work with our teachers in the CA. And then um the state people are going to work with us in the TRA and the high school. And if you guys weren't there for my the second day, but I talked to all at the whole staff about what that's going to look like, trying to make sure that every because nobody likes accountability. Nobody likes when the state comes in, but to really um for us to all know that we all want to do better for all of our students, but we want to do better for our students with
071IEPs. Our we are um the areas that we are noted in accountability for are our performance of students with disabilities on the 33A tests, our our graduation and dropout rates with diplomas um and our and honoring LRE which means that we have too many students being recommended in the more restrictive environment like a special class. So which are things that we all knew anyway that we were already trying to work on. um you know the people in the room have done a lot of work um in the buildings also to try and get people to think about things. I mean this is a little bit of the world according to me and I'm not saying this in a judgmental way but I think that sometimes we want to take care of kids and um we
072framed providing supports as doing that taking care of them instead of build trying to realize that we need to build capacity in kids and things like having an adult next to you all day long. you know, you see yourself then as needing an adult right next to you all day long to do anything. So, we have to be very, you know, careful when we do that. Not just because of regulation and law, but also because we have to think about what that what our goal is with our kids, whether they have an IEP or not, you know. So, um just want, you know, wanted you to know that we're working on those areas and that we're trying to stay really positive about the work with the state. um it they're they're presenting it as support
073and not like punitive. Um and so we're going to try and really kind of leverage that and and make sure that we're um really upping our game here and doing better. >> I just would like to add one quick comments. >> I appreciate I know you have a strong background in this. That's good for us. And um I know some schools have gone the other direction and they're trying to share AIDS with students with special need and it's like I'd rather if we're going to air I'd rather have >> an overcompassionate >> a very cold you're both going to share this one and hopefully no one of you doesn't run off and and hear you. >> Well, we have got a lot of >> No, I'm just saying though that there there's there's other districts
074that are trying to >> Yeah. They're trying to navigate as well as they can, but they're not necessarily, I don't think, doing it their correct way. So, >> yeah, I I mean, I don't think that we're in danger of that. But I I appreciate the caution. >> No, no, no. I'm I'm saying we we tend to do >> Yeah. >> the better >> maybe over protecting >> and I there's schools that do under. >> Yes. >> I'd rather do over if we're wrong. >> Right. Right. And Yeah. I I don't disagree. I mean I mean we work very hard. I mean, because there also a lot of places where people don't give kids what they're supposed to and in all sorts of ways, and that's certainly not the case here. >> Um, but it's really
075important to be really conscious of the fact that, you know, when you take a child away from their peers >> and put them in a class with, you know, kids of different ages and that's a really significant thing to do and they you've really changed the trajectory for that child. So to think long and hard before we do that and try to provide the supports and and the sky scaffolds with their age peers, you know, to try and um you know, for example, if somebody has a a learning disability in reading specifically, it doesn't mean they can't understand conceptually all of the things that are happening on in the classroom. And it doesn't mean that we also shouldn't be trying to still build their their reading skills. So um it can you can support and
076take care of while also challenging you know. So you do that, we do that to approach it lovingly, but you know, making sure that we're um honoring the fact that every every student can be successful and every student can can learn and and every student can do hard things, >> you know, and that's hard. everybody not about our mind support but yeah >> about our abilities not >> send this one out because there are a couple of um parts that >> they're small >> hard to read okay yeah >> so Joanne are we considered a focus school for category no >> um and it's and it's just um uh we're in need of support is what they're calling it and so >> okay >> yeah it's okay and I I do want to say this
077that um even though I mean let's put it this way I had a reflection and a student said it was so amazing to see other children making space for children who needed a different place to sit so we're also teaching the other children empathy and support of other children and I think that is also important >> yeah I agree >> so I just want to say that that was recognized by more than one of my students already. >> Good. Um, I also wanted to show you that and we can maybe spend more time at another time, but there's there's a public site where you can go on and um, and I can show maybe we could do a little tutorial at some point, but you can see this chart shows you the proficiency rates for
078all the years and it does go back cons um, and it's there's always because some years we had big optouts and so it's not, you know, representative of the entire you have to it's always a little skewed, But um I I can show you all of that. Um and you this is um if you go to the BT is it >> this is on the this is our BT Boseies um if you look if you go to the website and then there's something called the they go oh go strick s r i c there's a submen and then there's these data dashboards and they're open to the public and you can do um multi-year searches you can compare to all sorts of districts in our region you can compare to the state um I I
079mean I almost feel like we can have like a little mini workshop on that. >> That's what I was just going to suggest. Could we do like one of our half hour before a meeting workshop? >> Yeah. And it might be and then we can do it together. So you can >> So is it more specific to our area where NYA does all the school districts? >> Yes. But it um but you can it also will compare to the state. Okay. And it'll compare to the Rick which is 50 districts. Um so yeah. >> Thanks. >> Thank you. Next meeting we will be having audit many meeting at 5:30. >> Okay. Well, I had to be at our next meeting. >> Okay. >> It'll be fun. >> And the audit committee consists >> always. Always.
080>> They do get that though. They just keep us on. >> Okay. Um that brings us to our second opportunity for comes from the public. I'm not going to reread everything because I think you all heard it the first time, but is there anybody who would like to speak up at this time? I have to admit I'm humming the Jeopardy theme in my head. So, okay. Board of Education comments. Um, I'm just going to say something really quick. Um, is one of these for me or is >> Okay. I'll use I'll use one more then I think >> facing off. >> Oh yeah. Um I had a lot of fun doing the open house. The well >> welcome back. Welcome back. >> Um it's not an open house. Um I hope you guys all did
081too. It was fun to see a lot of students and some of which were like coming in and some of which were just bounding. I mean, even in the high school that we're excited to be going in and seeing stuff. So, thank you very much for including us in that. >> Yeah. No, thank you. I'm really glad that you like doing that because I think it's nicer. >> Well, I Yep. I gave out lots of pens. Um I a lot of the handouts I convinced people to take them to look at them later because they were all focused on getting inside and >> um especially at the high school because there were specific meetings and whatnot. But thank you. >> Yep. >> Agree. >> Well, I just got to say that last two years we
082were inside and we were in all the movement and this year we were outside so we didn't have as much as much uh visiting of our station because the line that went in went the other way. I was outside but I just in fact Joanne thought my table wasn't being taken care of. >> Nobody came over. She's like >> no she was working the crowd in the crowd handing stuff. >> No I was I was in a position where nobody could go in the door without going past me. >> I was almost there but I was up in the crowd. >> Yeah. >> So for next year if you can think of a better where you're where you want to be just tell us where you want to be. >> Okay. And I I I
083do also have to say that um one of my employees was tableabling over at the Adam School and and we were able to give out three boxes of books that had been reading. >> They were like the books. Yeah. >> So >> tell kids, I have more at the library. And if they would like to look through what we have for free books, please tell them to come see me because I need to get them out of my back room. And I do want to say I think I have insight that I never realized. >> Lauren was standing beside me. Maybe >> Aaron went in to get the boom to do the popcorn pickup, but the wind started blowing it away. And I said, "Ping's out here. The seagulls will have the rest anyhow." And
084sure enough, the seagulls came. >> We have seagulls. >> Okay, that it. Yeah. Okay. So, I have two things. >> I had my calendar all wrong and I thought board meeting was next week, which I wasn't going to be here and I'd have this week to make all these things, but so I I did get at least a draft done. Um, so I did change and I mean you folks can take them home and look at them and read them. They need to be edited for sure. So maybe if you have some conference and feedback, I can send you Stacy a word document. So these can have it and just type in it if you want to, but I know that in discussion we all talked about possibly down to four goals instead of five
085goals. So I did do that. Um I tried to combine a couple of them with our Whitney Point School District goals. So you'll see goal one I sort of combined with Whitney point goal number three which was to sort of look at um the the data sets exactly what Shannon did tonight and what Joanne has done tonight. So I just moved them together sort of and made um a process where we could see these um these uh reports that they're giving to us um and we can actually show evidence that that that's happening. Um, goal two, I stuck with um our our process of making sure our board is on task with open meeting laws. Um, especially bringing on our new um student um representatives. I wanted to make sure that we all were able
086to do that. And then I just tweaked it a little bit, not a whole lot. And that sort of matches our standard two that is in our system. Uh, goal three. Um, this one might need more tweaking, but I tried to help us look at how we are going to include our student voice by looking at the state guidelines that we were given. One thing that it kept telling me to do is make as let the exeicio student have the first voice in every discussion. I thought that would be really uncomfortable. Do you want to be first all the time? So, I I can't see that it's highlighted, but I'm pretty sure we need to change that. But just look through it. I I looked through the handbook that we were given, tried to um
087pick out some ways that we could make sure that we're letting our student voice be heard. Um and again, we just need to read through this and see if it's something we want to do. Um, I did like the thing that they suggested at the end to try to do some kind of focus group or something to see if students felt like their voice is being heard and we're doing what we need to do. So, again, take a look at it. It's a little bit different than your smart goal. It's got action steps. >> Yeah. >> So, yeah, make a specific It said to make a specific spot for them to have a report. Yep. >> Yeah. So, and then the last one I worked on the absenteeism again matching one of our board goals
088um for us to really just help >> the school district to show which we already did. Um thank you to um Oh boy, I'm not forgetting your last name. >> Olivia. >> Yes, right Dennis. >> Dennis. >> Yeah. And so Olivia and I partnered up and we created that first um flyer. So it was really a great combination. But as the board being part of trying to help the community know that we believe that students should be attending and attendance is important to us. So so I've drafted these um so that we can look at them. again, I'll send the working document to Joanne and and Stacy and whoever else needs it and we can go out and people can then look at them and um we can hopefully somewhat we need to finalize them
089so that we can start collecting our evidence. So, and for our exofficial student, we as a board are required to do board goals every year. We're required to evaluate ourselves and make sure we're on task as a board and this is part of that process. And and just one thing I want to bring up for you, Jordan, is that anytime we are discussing something and you do not understand it, speak up. >> Absolutely. >> Okay. Um, you know, when I I'm serious when I say after everything, you know, any questions or comments, ask because if you don't know, there might be somebody else who doesn't know. Michelle is new on the board. more than me, >> but um just just feel free to speak up anytime. >> I was actually going to say about two,
090it specifically mentions adher adherence to the open meeting laws and I don't really know what the open meeting laws are. So, >> yep. And I I I also mentioned that um if you she could have like a little notepad and and then she could say all the things that she has questions about that maybe it wasn't a discussion item that we can talk about afterwards. >> Yeah. Um, so the basics of open meeting law is that all of our discussions have to be open to the public with the exception of things that come under the executive um session rule, which are things that have to do with specific personnel and things like that that have to be kept confidential. So, we can't start emailing each other and discussing something. Joanne can send out information to
091us to impart the the information to us, but there can't be any back and forth on the emails because then we're not having the discussion in public. Um, it's also that anybody can come into our meeting to listen um except for again executive session because there does have to be some confidentiality in there. And one big thing to remember which a lot of people don't realize is that a schoolboard meeting is a meeting in public. It is not a public meeting which is why we have specific times when people can speak up and ask questions. >> We relax that a little bit more during budget season so that people can ask questions while Zach and Joanne and Shannon are doing those presentations because it makes sense for those areas. But um just because we are
092having a discussion on something doesn't mean that the audience can hype up and join in on that too. Does that help a little bit? >> Yeah. >> Okay. I mean there's there is more to it but that's it in a nutshell. There would be um I don't know may you may know this but there's um a state training for uh uh and um there's a regional session also and there and then the we're going to do the um state session virtually coming up in uh very soon next week right um and both our our our members are going to come so that's exciting and then also on the 24th do you have at um Broom Tigga. Uh >> she's going for me. Okay. So, I'll be away. >> But I think they're inviting anybody who
093wants to come because they're going to talk about Bosei services and um take a tour of the Boseis facility. So, if anybody's interested in any of that, they're inviting um any board members and actually administrators, particularly new administrators or soon to be administrators, if you want to learn about Bose services and um that they're you're welcome to attend that also. >> The 24th. >> Yeah. >> Look, I I think you're going to the one on the 17th though, right? The 17th or the 18th? >> The one I'm going to is the legislation. >> Legislation. Yeah. You're going to ledge stage one. So, let's talk for a quick second before you leave. >> Okay. >> Yeah, the 24th is a different one. 24th is for open board members. >> Did you get that, Stacy? >> That's
094that one. The 24th. >> Yeah. Um >> I don't remember seeing that. >> I mean, that is that's a Wednesday. The >> 24th is a Wednesday. It's a totally different one. It's like one of those regular trainings. >> Okay. >> For board members. >> Yeah. So, can >> But it's open to anybody. I'll I'll um send this to you. >> I have it. Yeah, that one I have and that one I might be making, but it's the one on this 18th, I believe, that you're going for for me. >> Yeah, >> that's not the 24th is totally risk. >> You're welcome to go with her on the 18th if you want to see what's going on. It's a little bit weird, but >> where is it? >> In both season. Okay. >> It's how to
095vote and how we vote and you go through all the it can >> get to be get to be a long meeting sometimes. >> Yeah. But that's >> it is fun. >> I find it fun. But yes, the best Thursday. >> Yeah. And you get something. >> Is that all? >> Do any of the other board members have something they'd like more? >> Well, something just quick. I don't know if it's just me. Um I think the term exeicio sounds negative. >> That's what the state has. >> I know but I mean officially we can say it but I think I don't know >> yeah student member >> I don't know X anything X doesn't sound good. It's get it's like it's not anymore. It's like I get it but it doesn't >> it just
096means they can't vote. That's all. is nothing personal to anybody, but that title to me, every time it's said, it just kind of gives me a little >> twinch. >> Yeah, it does. I >> Yeah, that's all it means. They can't qu >> There's a lot of things in politics that I don't want give me bigger twinches, but then >> No, I >> I do agree with you, Tom. I >> my personally myself I would prefer to use student member um >> make you feel >> okay >> right but the thing is if somebody doesn't know what exeicio means it can have some negative connotations so but it's up to each individual how they would like to approach that. I have a card here. Um Michelle Noise. She's the board president at Windsor, right? Her
097husband died last week, 55 years old, very sudden. So, um she's one of ours. She's one of our board communities. She also serves on the Bullseye board. So, I thought it'd be nice if we could just sign a card and send to her. If you don't want to sign it, that's fine. But I thought I'd bring one as best friends. Yeah. >> Yeah. It was quite a surprise. Okay. >> Do we um is there anything else from any other board members? >> Speak now forever hold until the next meeting. >> Not forever but >> I said until until the next meeting. >> Anything else? >> Yes. um just if and and maybe this is still up for discussion, but um if there's going to be a separate place for the student member to report um
098if at some point I can know where on the schedule we'd like that to be. >> Yeah, that's actually in the goal to make that happen. So, let's make that happen. And I did talk with um some of the other district clerks locally and they most of them do have a report section. Um some of them said that they also sometimes let them you know take the reigns on the report and then sometimes they let them give them a topic to report back on for you know the next meeting or something like that. >> So just something to think about. Would it make sense if we inserted that somewhere around the superintendent's update in the board of education comments? >> Do you do you want it earlier just in case the meeting goes long? >>
099Yeah, cuz Yeah, we could do that. >> Yeah. Um, what if we do it between commendations and old business? >> That's that seems like a practical spot. >> First comments. >> It's after the first public. >> Oh, yeah. >> The first public comment. >> So at least they can >> Yeah. and then accommodations and then maybe the stable employee over this >> or it could come after a little business before presentations. Either spot would be good. >> Yeah. >> Does that sound good, Stacy? >> After commenations. >> After commendations. Yeah. >> Yep. >> Because it would kind of flow, >> you know, it would flow into there. >> We're starting next week. Should I get like a little report ready or or not next week? Next meeting. next meeting. Um, >> will you be the
100representative or will you work with the other one to do it? Yeah. >> So, one of you could do >> I'll just have Billy come in. She'll get it cold. She We'll just throw it out. >> Well, but for things like that, >> for things like that, you guys, I I think you should work together on it because >> you're each going to want to know what the other said and did, and so it should be a collaborative effort. Um, go ahead. >> I I just was gonna follow up with Stacy's comment. >> She said that sometimes the board helps them a little bit. You're going to be taking the training, so we would love to have an update on the training. Maybe that would help you give us one thing. >> Yeah, that'd be
101that would be wonderful. We're also going to um um be meeting to discuss the other people who applied um are interested in contributing in some way. And we talked about having like an advisory council to make sure >> so um you know that our two members aren't going to be just flying solo. they'll sort of making sure that we're really kind of tapping into what's going on at the student body and >> and if you or Billy have any suggestions, we would enjoy hearing. We're we're all feeling our way through this. Um, so if you have suggestions for what you would like to do, please let us know. >> I think I personally think the students should be in charge of the whole thing. like we shouldn't be dictating what they want to report on.
102So, >> I'm all for that. I think that's that's that's my opinion. It's the best way to go, >> but to get get them started having having them do a report on the training. Yeah. >> Yeah. >> Break the ice. >> And and it would it would be good for us, too. So we we would know going forward what they had been trained on and >> right >> all of that. >> They inviting board members to that training. >> It doesn't seem like it. I'm I'm inviting myself. I wasn't even really >> find out the recording. That'd be great. >> Yeah. >> Because I know that Mark had thought about trying to run one down at both then he knew the state was doing it. So we thought it'd be great to see what happens.
103>> Yeah. >> I guess I just had one more comment. again is going to show my age with with the student members now. It just I don't know made me a little uncomfortable um directing stuff and saying Joanne I don't know like with a superintendent I I don't know I I'm not I'm not saying it any it just again gave a little weird feeling. I know when my girls were in school people would say some of the teachers first names. I didn't know their first names because we never ever to this day I don't know some of their names. It's like that we always refer to children as first names not first names always last name but it just as a board member it just >> especially if we're talking to teachers or other staff
104and they're using it it crosses a line with me that makes me uncomfortable. I know it might not, but it just it gave me a little tinge, too. So, I guess I'm very tingent today. >> Just my own observation. It doesn't have to have anything done with. >> No, that's fine. >> Can Can I understand what you would like, Tom, a little bit better? So, >> it's not what I would like. I just I was always brought up that so a student in the school addressing a it's just >> do you feel like I was calling her Joanna's no no >> but I was wondering >> no there were some discussions and then it was saying something it was like Jo like it was kind of a >> I know there shouldn't be two levels
105I'm just saying that it just kind of was a I know when I go into school some of my peers and people I work with use their first thing like I've been going to schools for 40 years. I don't know any teachers ever go by Mr. first name miss last first name and it just >> they just expect the students to be respectful of you >> kind of and I just I didn't want to it's just my own observation. I'm not saying it has to be changed. It was just something that I noticed that's a little different. So >> no I think that's perfectly reasonable. I think there's probably a lot of things that are going to come up that we're going to think, hm, it's a little different now. Yeah. Well, I'll tell you,
106presenting was a little bit different. And I looked and I was like, "Oh, that's right. I have a student in the board listening." Yes. >> And I don't mean it has to be addressed. It's just something that came about. So when things come about, it just >> and just to be respectful to everybody, >> if it makes a student uncomfortable, >> this is just a suggestion. we do this at the college and it might work is we let the students know what we would like to be addressed. >> So if I like I don't mind being called Mrs. Whittle or Dr. Whittle. That's perfectly fine with me by my students. I tell them once they've graduated they can call me Chris. So but so maybe that's something we could help the students reps with understanding
107how maybe that would be helpful. I'm not sure. You can call him Aubrey. >> I'm fine being called Chris Dr. Wood or Mrs. situation my students is totally >> plus I just meant in school because coming from here then going back to school that's a totally different dynamic that that's the part. Yep. And when I go to elementary I mean from me I >> and like I said if if teachers are here and then the first names are being used or athletic directors and we tend to use first names a lot just >> right >> no it is something that we need to be aware of and >> something else that we need to uh >> yeah thank you for doing this >> I just believe when I was like So, do we need an
108executive session? Okay. Then I propose that we end our meeting at 7:35. May I have a motion? >> Thank you, Chris. On a second. >> Thank you, Benny. All those in favor? >> Any opposed? Any stages? This is one of the shortest meetings you will ever sit at. And thank you everybody who came. Um, we appreciate it. >> Thank you for a good school year start. >> Yep. >> Thanks guys. Have a good night. He already knows I want to be