Whitney Point CSD Board of Education Meeting - October 8, 2024

001it okay um we're going to call the meeting to order at 6:06 pm and if everybody could please stand and join in this pledge of allegiance plge to the flag of the United States of America and to the Republic for which it stands one nation under God indivisible liy and justice for all first item up is Sarah and Company's CPA's LLP will present the 2324 external audit report um may I have a motion don't Mo and may have a second thank you you're all good to go thank you for allowing me to present firm uh we want once again thank the board for letting us the opportunity to to audit the district once again we've had many many years of doing this and I this is something that I ever want to stop doing especially

002for this District um before you you have the our board package for the 2324 audit and the top document is what I'll readly discuss with you which is the executive sumary so he turn page two of objective summary for the for the gr year we audited the we presented reports on the U financial statements and the supplementary information on the internal control or financial reporting and compliance in accordance with gas and on audits report and compliance and internal control for each major program required by uniform guidance as the district did expend over $750,000 for all three reports we did give the district a clear on modified opinion which is the highest level opinion that we could give for any of our aut clients page three goes over a couple other letters that we have given

003to the district such as the B Comm letter of which we had no issues or concerns the independent audits report on actually classroom activities on which we had no no findings and also given our notified opinion and the management com letter we did have a couple issues noted there that we will be looking at in the next here to see how how well those were resolved for the District page four goes over our communication once again we had no comments of concern to be reported to the district with any of the auds listed such as disagreement through with management or management representation and looking at Pages five and six we go briefly over the government wide statements for the government wide statements on for the year 2024 dist District expend uh had revenues of about

004$4 49.6 million on the other hand it had expenses overall about $ 39.6 million for the current year now this as I said is just for the government wide statement overall if we start looking at page 7even this really gets into your general fund itself which is your main operating fund so for the current year you've had assets of $14.3 million about 1.6 million High than where they were last year most of that come in in cash cash was around $10.4 million for liabilities your liabilities only attributed to about $2.4 million or about $75,000 decrease over the prior year looking at your fund balance your fund balance ended the year at 81.8 million most of that with about 8 million com in com in before one Vier restricted fund balance for all your reserves your

005capital reserve your RS TRS things like that signed which includes the incumbrances and am amounts assigned for the subsequent Year's budget came in at about $1.9 million and then your residual fund balance your unassigned fund balance came in at about $1.8 million which is around $200,000 higher than the prior year your revenues just for the general just for the general fund came in at $ 41.6 million about $2.4 million higher than it was last year mostly you got a A Little More State sources compared to what you had in in a prior year expenses on the other hand did also increase but by more you increase your expenses by about $3.1 million over prior year a lot of that was in the instruction uh line item where we saw some increases for both these type

006expenses and the regular salary increases and things like that and also in your employee benefits for health insurance retiree um expenses so those also did increase over the prior year as well bottom page nine goes briefly into the other funds um such as your capital projects that one I will point out specifically that one from $6.4 million up to $16.8 million as you're continue on with your $ 27.7 million capital projects you will you are spend a lot of money so it'll be seen if that stays around the same order kind of tapers off in the next couple years as you're finishing up on some of those projects page 10 breaks down your your res uh fund balances a little bit more so I'll point you to the maid where those restriced fund balances are

007so what you saw in total was you added about $780,000 in funding to all of the capital all the reserves and then you gain an additional $265,000 in interest over the uh for those reserves so that's how we came from that $6.9 up to that $8 million most of that once again was in your capital reserve which is about $2.6 million and then the next highest was your ERS Reserve which was about $2.5 million that reserve for your teachers retirement contribution says about 1.1 million so the rule is you are allowed to fund for about 2% of your teachers salaries every year up to about 10% so I think we'll have to start taking a look I think we've been funding for about five years at this point so you may hit be close to

008that 10% Threshold at this point so that one may be tapered off in how much you're adding on a yearly basis and then as we talked about year appropriate for next year's budget was $1 million and incumbrances was $869,000 one other thing that I'll mention is on the page 11 is one thing we'll always look at is compliance with law 1318 when it comes to your 4% balance uh New York say states that all districts must have less than 4% of the of the unassigned fund balance of the subsequent years budget uh qu approv budget your Bard approved budget for the next year was $ 46.5 million and your maximum that you were allowed was 1.85 you came in at 1.84 so at about 3.97% so you were just under that limit of how much

009you were allowed to have in your ons the last thing I'll mention is if you go to the last page is just some accounting standards for the future one accounting standards that I did speak about with the a committee had to do with the gby 101 that will be taking a look at next year and how that's going to impact the districts 42425 and everything that will have to do with Zach and with BT in terms of trying to figure out the best way to determine the from an either an individual EMP standpoint or a collective group of employees standpoint as to how to correctly estimate the liability for competen anes going forward but that is be the B the biggest thing that we'll take a look at and then in the next couple years

010we'll have another a few other standards that will really impact the district as much as it impacts Us and how we'll present the numbers to you on a yearly basis with that I'm going to are there any questions with the numbers as we have presented them or any of the information that I present okay thank you um all those in favor of accepting the approve the financial report anyos we just wanted to keep them here we didn't want to Da soccer game thank you very much thank you have a good night um do we have the need for an executive session sorry okay um we are going to um go into executive session at 6:15 for discussion on contract may have a motion thank you Chris and a second is that you Aubrey okay all

011those in favor any oppos the new not thank you okay um we are going to rec me the Open session at 6:39 p.m correspondents there is none um that brings us to policy discussion um regarding the code of conduct um I you want to do that yeah I was just we need motions um but I have a motion to move up new business item M to this portion in the meeting come thank you Chris and a second second thank you Molly all those in favor I any opposed any abstain um do the Motions after after we hear the discussion since the Motions are separate for each student so Murphy is up to you thank you um these young ladies just came off the playing field so it would be um very helpful thank you to

012have them uh present and then we can get them home and have dinner um seeing that they've been at school all day so uh today's uh presentation is for the athletic um placement process which is a New York state um regulation um that also is supported by a board of education uh policy and the Board of Education policy at Wy point is if they're in seventh grade um being requested to move um to Varsity they have to present to the board um so prior to that um the process works as a coach recommends um a student athlete to be um placed at the higher level Junior versity or versity from there um The Selective um classification advanced placement committee uh gathers together which um is the principal it is the guidance counselor it's the nurse

013it's the physical education teacher um and uh myself with guidance and we review social emotional and academic um performance which include U their grades um their attendance their behavior um their athleticism um if the committee passes them to move on then they see the school medical director for a health examination from the health examination if that's clear then they take um a fitness test um the fitness test um is performed uh with any athlete that's being moved up um under uh the direction of my supervision and then from there if they pass it then they get a three-day tryy out um on the team that they are Desiring So currently uh the two young ladies are on the uh junior varsity team and the coaches have requested to move to Varsity so the coaches um

014will present briefly about um their success uh currently at the JV level and why uh they're requesting to move them to The Varsity um then the athlete will um share what they enjoy about field hockey their strengths um in the sport uh why that's a positive choice and how they can stay on top of their academics and then the parents can add anything that they um would like to share in regards to um keeping their um student athlete academically socially and emotionally um eligible so um if the coach just want to quickly present on each student athlete so Grace Lewis seventh grader um she has two goals and one assist on the year she plays more of a defensive role the JV team um so looking at Stats that really doesn't determined the success of

015our athletes means they all pretty much get set so um that's something that we really strive for in our program so it's the coachability it's the work ethic that she has um as well as attitude and respect um and being a good teammate and britley is going to fall right into this she has seven goals and six assists um she plays on the offensive end so these two work very well together um and they have a lot of connection on the field and when we practice our JB and varcy practice together so we are typically all one unit when we are practicing so this isn't something that's going to be new to them what they're doing because they're already doing it every single day um but the excitement and passion that they have for the

016sport that's that's the drive and to be part of our postseason that's giving them an experience that's really Beyond just our community at this point there are people that follow us across the state and out of our state that are now following our program just because they like the family atmosphere that we have and the camaraderie that's in our team and what we do with our kids so I think that's important to include them in that aspect of our program as well thank you so Grace if you wouldn't mind um video so this is grace and grace is going to share with them um Grace about um you know what you enjoy about field hockey and what do you think your strengths are and why you want to um pursue the varsity and how you're

017going to stay on top of your grades okay okay um like for saying on St my grades I in school it's like I'm G to pretty much be doing the same thing and using like my free time in ey laabs to work on projects at school um what do you enjoy about uh playing field hockey um I just love working with my teammates and like the team bonding and like I love having like success and working with my teammates to prove it on the field and why do you think um going up to Varsity would be a good fit for you um I just to go up there and like work better on my skills and to like grow as a player and to like improve my game thank you does people have questions for

018phce so I always say when you guys have to come in and do this I'm sure you'd rather play six games in a row than us right he did an excellent job I just want to tell you that I know when I was in high school I couldn't do what you did so nice job thank you right come on this is brle Smith and she is in seventh grade and can you share what you enjoy about field hockey and then I'll do the next question because there are too many in a ro what I enjoy about field hockey is just having fun with my teammates on the field and encouraging them to do great things and just trying my best to be a good teammate and um tell us your strengths in field hockey what

019do you do well in field hockey my strength in field hockey is being a leader because I love helping out my teammates when they do something wrong and just encouraging them and like helping them be a better person and why do you think um being promoted to The Varsity would be a good fit for you at this time I think being promoted to Varsity is going to be good for me because I want to get better and I want to build my relationship with the older girls because I really look up to them and um how will you stay on top of your academics and your grades I will make sure to get home after practices and late games to do all my homework and ask all my teachers if I don't understand something and

020I'll ask them for help she also has an older sister on the team which I think is a good Mentor for you right does anyone have any questions for friendley same thing very nice job y very impressive very nice presentation thank you Murphy either you or Niel um could you tell me how many players we have on Varsity right now and how many players we have on JV I 13 on varsity and 12 on JV and she can carry a roster of 25 I know does the 13 and 12 does that include these two in one or the other 12 yes and I correct even if we say she can play varsity they could still continue playing JV until you're ready to move them correct correct so they could still be supporting the JB team

021and not move to Varsity until you get ready for sectionals things like that they will finish the season at JB and join us for post season okay so you have to there's only so many games in a season an athlete can play and you don't want to make the team ineligible with the number of games and so Nikki has to count very carefully if she mixes them um so she doesn't make the team ineligible for postseason so but the team's plans are sort of keep them more on JV while they're sort of finishing out the season right now move them up when it's an appropriate time mentoring them toward that final getting them used to that be on the field when all the nerves and Jitters come and those kinds of things thank you so

022that helped too because I was thinking off if you take two off and you add two and you that would be 10 and that was and I was thinking the same thing which is why I asked the question because count so so I mean I don't want to quote her but most likely you know the programs [Music] um philosophy is to if there's enough for to fill the roster for stasis to take as many student athletes to support the team and also to have the experience so if she can carry a roster of a certain number it won't just be the two student athletes that presented tonight they'll have more uh student athletes that are in different grades on the JB team have the same opportunity and I know from experience that often when these

023young ladies move up that they might not even get on the field they're more on the sidelines learning about that oh my gosh this is scary oh my gosh look at the excitement look at the lights they're also learning about that dynamics that happens when you're out there competing at such a high level um and then if Nikki get gets the score at like 10 Z they'll go on the field but um I've seen that and I appreciate Nikki that you do that with these athletes I guess for any the parents students anyone I know um and I'm not going to lie um I've been on this board for a long time and a lot of times when these uh athletes come forward it's very difficult because I want the best for them I know

024you all do too but it just it's hard um one of my biggest concerns is um a seventh grade maybe 12 year old being around 17 year olds um socially emotionally to me that's usually one of the biggest concerns for me and I know there was a sibling so that's a little different but I played Sports my whole life I know being on those Sports buses and it's just different type of thing to do there so uh Tim Lois uh Grace's father uh over the last 11 months I watched both of these kids Excel um this is a golden opportunity for any of the players to experience and I would strongly encourage you to give them this opportunity we have watched The Social the emotional all of that we on top of it the coaches

025are this is is a big step I would encourage you the board to approve this thank you um I know that one of the things that that we all look at is um yes you got the JV and varsity here practice together um but I think part of our concern too is when you're playing against other teams um the Dynamics with the older athletes on the other teams and the younger athletes on ours um Nikki if you had any issues with that recently um I haven't had any issues with it I you know there's always a learning grve because when you take the the 12-y old brain with the 17y old brain they think differently they respond differently so that is definitely something that Danny and I work on every single day of practice but

026we've done that now for think 13 years together so it's not something that new to us we are aware um that there are those conversations and those comments that happen they're going to happen in the school day they're going to happen you know wherever they are so teaching them um communication how to talk to each other the type of tone to use and the wording because the wording is different when you're 12 and when you're 17 so you know I might tell you know a player to push up well in our program that could be get down and give me 20 or move forward on the field so it just depends on where they're at mentally that way and there's there's a lot of communication that happens in our program to help them through that

027type of communication but also teaching our older ones how to communicate to the younger ones is huge also because it's going to be a different communication coming up and going down at the same time with the age Gap and I think that's something that our team has struggled with but at the same time has grown tremendously with this year given that we have such a young team and do both of you girls do you feel like if you were having an issue either with a teammate or somebody on another team do you both feel like you have more than one person that you can go talk to to help you troubleshoot and and figure things out I just I don't personally don't want to see you guys feeling like you're left out you know hanging

028out there and you're not quite sure how to deal with the situation I mean I know I know you can both talk to your parents do you feel comfortable talking to Nikki and Danny and and you know even other teammates if you need to it's like like the whole team we're just like sisters now and I know it's only than like this season but I feel like I have a strong connection with all of them and like has a connection with their sister and like we if we would have each other and other players that were close to but do you feel the same way if it was somebody from another team that you you feel like you have enough people that you can go to for um Assistance or or whatever and Jo and

029I met with the girls and had a similar discussion and the parents also uh were invited in the room um prior to the season starting uh with those same things and so they've been monitoring it you know right up through so that was something I think that as leaders and um supervisors that you know that just like you as the board those things are more important sometimes for um development as a young adult than worrying about the ex's and O's of a particular game so um you know I think everybody is um super diligent to make sure that that they are um really overseen in a way that they can feel safe but you're right Stephanie sometimes uh the world is different may it be social media or may it be the crowd or may

030it be um someone that's not vested in our community that you have to be um mindful of all environments um when it comes to um maturing as well as in athletics thank you I do have one more um so usually it's a lot of social emotional that I'm really concerned with but um I also am concerned with uh stature um compared to other players so that is another big concern that know I I know people are gunning for Whitney Point they want to make a statement and I would hate to see somebody make a statement on uh maybe a a a newer player put it that way I would say these two players are two of the fastest players on the current JB team certainly some of the most physical um they can handle it

031I understand your concerns we've watched it for the last 10 months they've been playing with these older girls not just in the Whitney Point scenario but TR traveling and playing and they can handle themselves um I mean it's really up to Nikki and Danielle to make coaching decisions to have the best matchups um but you know ask do happen and um situations do occur and and unfortunately as a director parents have to sign a consent that sports are risky and potential of catastrophic or um life-threatening injuries and so you know it's again a responsibility to all of us to not put athletes in those situations but we wouldn't want that to happen to anybody but it is a risk people take when they play sports I guess just in closing I mean for me and

032I'm sorry if I'm stepping on everybody else um I know when when people come here um and I appreciate it I know you guys haven't entered into it lightly you've been thinking about a long time for us we're we're just getting this now and trust us we wouldn't be here if we didn't care about our people in our community um I'm sure a lot of us have played Sports we've seen Sports we think they're wonderful but we just still our main thing is we want the students to be safe on every level and as a board if we don't do our due diligence and make make sure that everything is the way that it should be then we're we're not doing our job either so we're not here to stand in your way we just

033want to make sure that we're comfortable going forward so sorry no that that was very will say thank you and I just want to say no matter what the board decides you will have a bright future no matter what happens because I had a young lady who in seventh grade came to me who was a super duper swimmer was supposed to be on the varsity JV swimming team and said hey Mom my friends are playing field hockey could I try this out and I think maybe you know she made the Olympics a lot of years later so life can change and life but most of all have fun with whatever you decide to do that's important thank you that again I know this is probably the hardest thing you've had to do probably almost ever

034young ladies and you did fantastic very very impressed and it takes a lot of guts to be willing to come here and answer our questions and personally I think it takes more guts to be on a field with ball is the fastest moving ball of all sports including baseball it is like like you said ala had go pads on I hads on when I played [Laughter] and okay so we're we're going to do it formally be resolved by the recommendation of the superintendent at the board of education of the Whitney Point Central School District approved the advanced placement of Grace Lewis seventh grade student as a field hockey player to be included on the varsity field hockey team may I have a motion so I have Tom and Chris any other questions or comments from

035the board all those in favor I any opposed any abstain congratulations Gracie be it resolved by the recommendation of the superintendent that the Board of Education of the Whitney Point Central School District approved the advanced placement of brenley Smith seventh grade student as a field hockey player to be included on the varsity field hockey team may have a motion I'll do Tom that time yeah un um any further comments from the board all those in favor I any opposed any obain congratulations to you too Bley and I I don't want to believe how hard it was for the parents to have to come and sit and do all this either so as a parent that this is it's terrible being a parent sometimes but congratulations good Lu they didn't let my daughter one of the

036things that the board relies on is that we rely on Murphy and Joanne being able to assess how the parents are going to support their student and they would not have made the recommendation to us to approve this if they didn't 100% feel that you guys are going to be supporting them so that says a lot about you thank you thank you for your thank you for the patience of going through what we have to go through to do this so thank you very much play hard but have fun absolutely how you go home and relax go have some dinner yeah thank you good night so that brings us back to the code of conduct so um I uh you know that we've been working on the code of conduct for a long time we

037had a committee that came together last year um with representatives from across the district and did a lot of great work um and then we get we sent that quot of conduct to our attorney our attorney's a little busy it's taking a long time so um we had just I had you know we had to take action on this so um I sent it to another firm and another attorney went through it um and then I sent you the notes um from that um and then I I did have a little feedback from some people um that I would just like to review um briefly with you were we supposed to send that to you I'm sorry Joan oh well okay I didn't either I mean I got notes all through this oh my goodness

038okay well all right well then so go ahead tell me you want to start well why don't you start maybe it's already something I have well um so I mean did you read the edits that were in there yeah okay and I'm and I'm gonna just um note that um the work that we did was based on New York state law um and the dignity uh for all students act so it wasn't just like we made it up the committee I me everybody worked really hard to make sure that we had the appropriate language in there um the two things that um came off better post uh legal edits are one um it's revisiting the idea of which we had in originally family as opposed to parent and I don't know if you saw the

039edit that he said that there's a distinction between that that he felt that family was too loose um that it's really somebody who's in the parental role and that we have in the definition of parent that it could be someone other than a traditional parent but but I think we have many many people in our community who are not traditional parents um so that was one of my notes they keep families yeah I'm not so much about families but can we be more inclusive that's right so some of the suggestions were to have it be a caregiver I mean there are are other terms that people use although some people don't really like those terms either G Guardians and the legal guardian be used and then he could be parent Guardian I mean I think

040that I mean we can do whatever we want I mean the advice that we get is just the advice we get um I mean we wouldn't want to do anything that would lead us astray and and and what we're really saying in this language is that there's a responsibility on you know the part of everybody who's in the child's life um so I think that I too would ER on on something that's more welcoming and inclusive to everybody in our community so can we say legal guardian I guess that's the question what term do you want to use I think legal guardian is okay I it's not as warm and fuzzy but it covers what you need to have covered so it it's more inclusive it might not sound as nice you say parents and

041legal guardians or parents oh Define it okay yeah so it's 68 times that it says parent in this in this yeah I have you don't mind saying over and over and over again I I like legal guardian and defining it as parents Guardians what whatever we have to Define it as that's my personal because the legal guardian could be a grandparent an uncle or an older sister a family and and I've seen instances where it's a friend of the family who has Stu you know so and I mean if it's in there that many times you don't have to put the the definition be after you know legal document itage below whatever however they need to do it okay just like in the first page where it says this code of conduct and then it

042puts in parentheses code so we can say legal guardian do a definition and then wherever it says parents throughout we just say Guardian is that y acceptable to the rest of I like that better okay change all right and then another thing that came up was um definition of sexual orientation which um is Page it's page three right in the beginning of the definition so it it is um and this you know this has to do with uh harassment it's anti harassment so sexual harass sexual orientation this is an old definition that to here um it's not as inclusive as the current um human rights um definition but even that is sort of subject to um discussion and like I know that New York City change there's and the state of California change there is

043to have just more General language that's just inclusive of whatever it also sort of future proofs the policy because you know we don't have to keep making changes right so I I I mean I would like to be able to say I mean if really again we looked at New York state law when we develop this I mean so you can either say something that is uh you know as defined by New York State human rights uh law or something like that and not have these specific things called out yeah I like that idea a lot um and it covers twice yeah I me it's there but it says that we're f following the state law and that's what we have to do and that's what our charge is and then as as that changes

044we don't have to continually change this document which is part of our goals because like I so New York State um human rights law right now is has some has some other things in this already and I know that they're looking to to change it to more into that other model where it's just it doesn't have specific things it's just like you know describes what we're talking about more generally um so as they change theirs then ours would just apply because it falls into I think it's better anyway because when you have to whenever you have a list you always forget something and then when you forget something if it was you know it's not intentional but right the more things that you have that you can lose and this it's better to have it

045more concise and not offend anybody but still be covered and what this is really speaking to is that we nobody should ever be harassed for anything you know however you know any part of who they are as a human being okay all right so Chris did you have other things the last word you did y oh okay let me just look here couple of things might were editing but I can give them to Stacy ler they were just like spaces and stuff that need to be done um okay so we're taking the parent okay that's good um on page eight know school rules and help their children understand them I don't know why that bothers me how do we know how they if they understand them like how do you know somebody understand something we

046can't use it as a learning objective because we can't judge understanding so I I don't know what yeah I I I don't know through the better word but it just bothered me I'm just saying that that's all know school rules and help their children understand them do you need abide by them rather than understand maybe maybe that's demonstrate yeah demonstrate although they might seen and choose not to abide them that often happens I mean what we're really asking families to do here is just support school rules right I mean so is support and help their children and help support their children and abiding them and using them I don't know something like that their children expected know what is expected I like that expected to be aware what is expected I like that yeah I

047me the whole idea of this I I agree with I don't really like that either um Chris I mean the whole idea is to to say we're in This Together partnership right yeah and do their best yeah I wrote that number five do their best um I just felt that ensure your child be dressed and groomed in a manner consistent with dress student dress code I mean we I know your dress code is here I have it here but we know we have children who are extremely poor they're lucky to have a piece of clothing to put on their shoes might be too big they might be very unsafe shoes because they can't have any anything else on their feet because they don't have anything so I get this but it it did make me

048a little sad so but it's but it's um unfortunately if you leave it open then then there's a loophole for others to abuse that that hole right and and I mean I don't know where else you can go and the place that this would apply would be like you know there's certain things that are offensive that people might wear I mean that's the kind of thing that you would want so that's why I said ensure their children do their best to be dressed and groomed and man consistent but anyhow you don't have to change it I'm just telling you how I felt that so that's on page 14 yeah I don't have no I have it on page eight it's on page eight okay uh I just have my notes and I don't have my

049Cofe with me so oh which isn't good uh but yeah with the dress code so uh number two I guess is it on page I think um the dress code I think that yes okay so um it just seemed I'm just trying to remember because I looked at this ago um we did we take out all of the clothing types that we had listed in ours is that what's it yeah is taken so we're not restricting any type of clothing we took this out at at when we worked on it together originally and the reason that we did that is because um it's considered discriminatory remember with this conversation that if depending on body size right that what's deemed short shorts or what's deemed that then you get into really and so um all all

050legal advice is to stay away from anything that could be would look different on different people or that you may end up disciplining somebody or telling them to change one person because it looks different on them because of body size so crop tops are fine showing bearing your mid drift so showing skin is fine spaghetti stps yeah I mean there's something I mean there's something that doesn't matter what how your build is it's just right there's yeah showing your belly percent it does say it does say on number two not not be revealing or see-through and ensure that the under garments are completely covered with outer clothing so I did have a question mark there I mean I get where you're going but undergarments completely covered with outer clothing so I know that a lot

051of people wear bra straps that are visible because they say it's a sports bra and I'm allowed to let that show because I can be in Fr as I'm a sports bra we even have teachers that do that they'll have a shoulder thing down and that sports bra strap will be so I I have a I had a little concerned about that statement how do we judge under clothing well and there's also it's not just a bra strap but I mean you know there's some underwear that can be seen yeah so that's sort of a different it's not like oh I was just wondering can we even enforce this statement that's what I was wondering about well I I'll tell you that we that the enforcement of dress code in the last couple of years

052at like at you know as per legal advice is to unless it's really extreme or offensive so just not and you come you come covered is you know and you're not it's not yeah so can we in so do should we have the statement here should we not be reing your see-through um with underground it's being covered appropriately instead of or something like that problem is if we don't enforce it and something is extremely inappropriate and then reinforce it then they're going to say well you didn't you didn't get her she's been wearing a crap top this whole time so I'm wearing a bralette today and now you're on me so I'm just saying that could happen what we've done the last couple of years is to focus on you essentially you're covering this whole

053section of your body like this is like we had some drawings that we just said just super basic keeping torso and like then and that we come to school to learn and that we're not going to get into battles because if you get into you get into bad situations where you start pointing to you know I why are you looking at my underwear why are you looking at why do you you wouldn't have seen that if you weren't staring at me you know I mean it's just you go down a road that you don't want to go but I will tell you and you know people in the room can say that it it has been better to not have to I mean a lot of time was wasted a lot of upset kids and

054families um because we were doing battle over all those little things and um so just coming to school ready to learn and focusing on that and as long as what you're wearing is not completely distracting or offensive in some way we want you here to learn because and in in a lot we don't you know I mean families have told us they don't agree with us on those rules either and then you end up in this adversarial thing over they go to college go half negative class true but then you're paying for it and I know so my my my concern was can we enforce this rule that was my more concern about the end statement undergrad but that are completely covered without our clothing so that was just my more concern not that we

055shouldn't say this my concern is can that was can well I mean unless it's it's really you know a concern for that student if it's really distracting I mean we don't like you said I mean people wear I mean is is anybody bothered by somebody's sports bra sticking out you know right right I don't know I I just I I but a is different under we keep sliding the wrong way and I mean if it's going to be there it should be there and if it's not enforced then don't even put it in there I mean why is on there if it's not going to be enforced and if we can't say what it's supposed to be I really I just is it just there because we have to have it there but we're not

056going to enforce it well I think the thought was but by leaving in the undergarments that's a little bit more clear in what the expectation is that you're covering this whole part of your body I get it but I mean when you don't want to if you don't want to embarrass or do something to somebody then you're doing nothing how about changing the word completely to appropriately that's is what's appropriate objective yeah I know but it gives you more wiggle I don't know completely just feels like all inclusive it's like when you say the whole world or just had to get rid of completely just say are covered without a clothing yeah yeah seems like it's more enforceable that way when it has to be done sorry I know like I said I've been going

057into schools for a long time and it's not even just the students it's just all kinds of people wearing all kinds of stuff that just can't believe it and I'm not an old prud either I just can't believe it so Joan I do have one question um with the board part like it it has the board stuff here forgot which page I was on um see it talks about the duties of the board um it seemed really Slim I'm sorry what page that was that under the Bill of Rights it's building administrators page 13 page 13 I had it marked so collaborate students adop review like it seemed good but it doesn't give us a lot to do I was just wondering that maybe we need to have one there that's says the board will

058be doing their board goals and taking care of things that they're supposed to take care of that are with the district I don't know I don't care but it just seemed a little little light that's off I have no idea what other schools do so it's specific to the court we look at it and review it and that's what we have to do I don't have a lot I adult read this I read this bad po I know you hate the polos it's not that I hate the polos I hate the way the one I have but sorry no but you don't like them no I don't object to polos in general I like polos but the one I have yeah does not fit me well 24 Joanne a classroom teacher May remove a disruptive

059student for from class for up to five days removal from the class applies to the class of the removing teacher only the student should be REM remanded to the principal's office un must otherwise directed so I I do know that it gave more description but kind of classroom teacher just aside five days I know there was a lot more going into this but I didn't know that that that statement seemed like well I can just say you're out for five days it's same legislation and it's not really that simple but it's it's required to be in the code of contct okay there's there's a yeah there's more that obviously I saw there's lots of stuff that happened so there's a statement says they can throw them out for five days but then there was all

060this other stuff that was happening but that's what it says in the legislation but even though it's not that simp okay just just asking about that um each teacher must the page 26 each teacher must keep a complete log on a district approved provided form for all cases remove students where does the log stay does it stay with the teacher does it go to what happens there I'm just curious student manag syst in the student oh so you're using student management system because I know they were using paper over at CA at one time are they still doing paper at CA that's they talking about like kids with behavioral keep Lo on that yeah okay thank you um I thought on page 27 a tape recording maybe we should update that to more current language

061because we're not running cassette tapes anymore or real toore for that one a tape it's right at the Bott recording it says a tape recording so maybe it should be electronic recording or something just a recording just a recording yeah just needs an update language there sorry if I had known you wanted this ahead of time I would have done it think I'm I think I'm gone looking at me like oh I couldn't find and if I had it um on page 33 do we Define the ID acronym earlier in the document it's on page 33 Ida I know it's the AC but I didn't know if we I know I watch the acronyms were pretty well done but I didn't necessarily see that one I thought I can thanks joh I know that we

062have an other related document but I don't remember seeing it okay um yeah who is we oh and then I saw on page 37 we changed um we seek to maintain we encourage positive uh sometimes I can we just say who we is the district it's the district instead of we we we we went all the way home I know I'm boring you guys sorry sorry everybody out there okay I think the only other thing I had was mailing a summary of code of contact written in plain language this is on page 42 I know we're saying it should be in plain language but should we make that a little bit better that language that I'm concerned that plain language doesn't cover somebody who's speaking Spanish or Portuguese in our district something like that the

063plain language um code of conduct is a term that is like that's the term they use that you have to guarantee that you provide that and that's what it uses we're also legally required to not in legal e is that what it means it's in regulation that it says has the plain language version so that's what they're using that's what they use and that's why we use it but we're also required to make sure that we um give it in whatever language is the home language and it's and it's still says mailed because we do mail it and we put it in our calendar okay yeah I knew it was in the calendar so my last question is on page 42 the board will sponsor an inservice education program when do we do that when

064is say the board's going to do it is that what we're doing right now no we sponsored it doesn't mean we actually do it oh we're just like right right what we're saying is that because what we're saying is that we she charge right the superintendant to make sure there is like advertising it and doing it ourselves I just was kind of curious what I'm gon have to do there thank you for your patience Molly do you have others uh no um just what I mentioned um I see that the lawyers changed once the wording changed his or her to their yeah even though it's we're referring to a single person so that's a little confusing accepted pron AC do that okay right thank you anybody else has anything we'll be ready to goeting B

065clip good okay policies for first reading there are none policies for second reading we have the wellness policy um we're looking to approve policy 7541 wellness policy second reading and adoption may I have a motion thank you Chris and a second okay I didn't hear who that thank you okay did anybody have any questions regarding the wellness policy or concerns or S so just as a reminder that it's the policy but the plan is a living document kind of like the it's just more of a framework it's not a real specific that made it a lot easier yeah which means we won't have to change it as frequently because I mean Joanne may have shared with you that we're currently working with the health department so we'll continue to bring updates if necessary um any

066further questions from the board all those in favor any opposed any obain I keep rattling that brings us to our first opportunity for comments from the public um 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 and remember that while the board takes public comment very seriously we are not allowed to comment or or respond during this meeting as this is our opportunity to hear from our stakeholders items that are brought to the attention of the board will be taken into

067consideration for future responses or action or the proper staff member will get back to you at the appropriate time all that being said um there is also a second opportunity towards the end of the meeting is there anybody who would like to speak at this time stand here come closer um come closer that way the zo yeah my name is Brandy Miller and I reside in Lyle with my husband and three boys all three boys attend the school district I am heavily involved with the wrestling program as the president of the Whitney Point Grapplers I have been co-director of Whitney Point Youth Club wrestling for The Last 5 Years my middles son will now be on the modified wrestling team this season after participating in Youth Club wrestling since kindergarten my oldest son has wrestled

068UNM modified for the last two years but will be focusing on basketball now that he is in high school the last two years I witnessed the modified wrestling coach attempt to cover multiple wrestlers who would be wrestling at the same time at times we would have wrestlers on the mat without without a coach in their Corner our wrestling program has been growing every year and I am anticipating that modified wrestling will again be a large team as we have had multiple wrestlers now transitioning out of Youth Club into modified is there a plan to have a second coach to assist this season does the modified team have to have a minimum number to qualify to have a second coach from my understanding we have a new teacher at the middle school who is interested in

069coaching will he be considered to assist with modified team as he is already building relationships with them as their teacher that's all I have thank you any other takers for this opportunity okay brings us to commendations so we'll start off with um the Board of Education um next week is Board of Education recognition week and there's little gift for each of you there as a thank you um but we would like to formally uh thank you all for your dedic service and commitment to the Whitney points at school district um and know that you your effort and your time and your thoughtfulness is very much appreciated so thank you to all of you thank you thank you um Whitney Point PTA U Miss de Antonio M crop for a fun annual family Weenie Roast held

070on September 13th on a new playground it's very fun uh Mrs Holly Miss fdick and all backs and students for a fun evening of dancing at the homecoming dance coach samel and the Whit Point modified a soccer team and their families for compliments received from their representation at their game in Marathon compliments included a very classy and wonderful display of citizenship and Sport sportsmanship by all a large showing of families positivity from families and players toward both teams and inclusivity by the coaching staff Marathon School District board members had a positive had positive comments to share at their Board of Education meeting regarding the game when a Community member spoke uh during public comment comments about the positive experience of the game pleas so thank you to our neighbors and marathon and thank you to

071our our wonderful team and everybody who's involved there um the Whitney Point field hockey coach uh Nicole Houston and team for being named anol Aerospace team of the week by class 40 um in mid-september Tom Murphy and uh Rick yarish of sweethearts and heroes for presenting to all Whitney Point schools on Hope hold on to POS um possibilities exist empathy in action and brave these are their programs um and um they they had just an incredible experience I wish they they could come back over and over again um in all three schools so we thank you very much it's very um hardening um what Point CSD alumna M Morgan for being named State University of New York Athletic Conference sunc field hockey defensive athlete of the meek for the week of September September 15th congratulations

072to Emma um rockon Cafe Cornell Cooperative Extension and the rural Health Network of um Southern Central New York for presenting the ABC taste test with work uh prek students if you sell that on our social media was very cute um the ABC taste test introduces new foods to students and helps to educate them on where their food comes from and how it grows and tr's fourth grade students for helping out a fellow fourth grader from Trumansburg on their Whitney Point New York uh social studies project students work together to write letters and draw pictures about why they love their school and their Hometown to share with the student and that all started with the student writing to the mayor of the village of Whitney Point and he shared it and then a bunch of us

073teachers said said let the fourth graders do it they did it yep okay hey old business there is none that brings us to the district presentation so I was um supposed to go last month um so I was a little late at giving you the uh thanks link to my presentation but I did email it to the five of you just now and then I'll make sure that send it out to everybody um but I did bring a couple of handouts I would suggest uh those who can't look at the presentation on their computer look this way because there's going to be data and all that kind of stuff fun okay so this is the 2425 school year our starting point where are we going I go too fast that's not the right one I

074don't know it's not the right it's not the right presentation I don't know where this one sorry is this the one you justan first slide says backward design collection from exist the right one so do you want to plug my laptop in no a my drive I wonder why there's two I'm so productive guys I made you two totally different fexs all right yeah so the little picture is rear viw mirror um one of the things that you all talked about was exit surveys and seeing the information on that so yeah so why do we look back to collect information from exiting employees so that we can gather various viewpoints and really strategize to increase morale and just in general how our employees are feeling and supported on campus um there is a link to

075the survey results but you have them in front of you I'll bring them up for the fabulous crowd because I'm sure you're all I that's really hard to do sorry okay so should all be able to you have the paper in front of you but you guys can see it kind of in the back what happens is we have um an employee that's exiting our Sy for a variety of reasons that employee gets a letter and it has a whole bunch of things that need to be accomplished before they leave the district one of them is an exit survey it's not a requirement so it's not that everyone is going to answer but most people do they want to provide information for us so at this particular time that I pulled it there were 56

076respondence um you could see the breakdown in the different schools or positions where they were exit reasons most were resignations and we know um just being part of the board and hearing the resignations lots of them for lots of different reasons right um so it's not necessarily that they want to leave us sometimes they have to leave us so if you look below you're going to see that there were questions about culture and climate and it has a positive and a negative percentage those are out of the 56 so it's a Google form you put them in says how many people respond and this was the information that came out so that was that was 56 it said optional so did all 56 do this way more than 56 people oh this is this is

077just 56 it's not giving us the end of overall yeah I don't have a count of all the people who left no no no no so it says I'm just trying to figure out it's 45% like people or was that 56 566 he's asking if so the last one down at the bottom it says optional so they didn't have to fill that out so did we have 56 answer that question how many people F that part yes 56 so I 56 for that bottom part okay okay I'm sorry that's okay you know what you were saying I know when I was I just had to get to where you were yes so I included the 56 that did the optional portion so that we can get all the information together all right questions about what

078you're seeing yep go ahead Chris so um I'm going to I'm going to ask not quite the similar question but it says when you point provide tools you needed 45% were positive 10% were negative that doesn't equal 100% I didn't have to answer so what Tom is saying is correct then so of the 56 of the 56 my problem is I would bring I'll bring up the Google report but I don't want anybody's names going on it so what I'm going to do is I'll give you the print out from the Google report so that you can do all the math and see how many people answered and how many people didn't answer what just gives you a better feel for is this a big group of 45 is it like most of the I

079know 45 is 45 but is 45 45% of two people or is it 45% of 56 absolutely understand okay yeah okay so that was that's my main thing and when we're looking at this you are getting our first snapshot of data we have I were we doing an exit survey beforehand um Joan yeah a really basic one but okay I'm just G to ask your question then just to be annoying to it appears to me that you do my understanding is that you do not have to answer so of the 56 they don't have to answer every question correct right so each question has its own n right yeah yes so we just need an N for each question that's all and and then just going back I'm sorry about the percentages but with the

080exit reason so that doesn't add up to 100% either so were the other people it was for other reasons just knocking out of the park yes were the other people fired I'm just curious they or they didn't answer but we know I mean they don't really have to answer that we have the information whether they resigned or whether they retired correct okay so I can go back and I'm just curious comes 87.7 right yeah that's yeah no that makes sense um I will get all of the individual numbers I was trying to just put together something it's okay that would show app it what the acting is but I will get the number for each and every one of those and the number of people who have left the district since 21 kind of compare

081that as well and this is one of our very broad board goals so it's something we can work out over the next year and so the other thing I would like personally if we start digging this what was what category did they resign from because we have a lot of AIDs that resign versus teachers I would like to see that when we start looking at it so and and and if you if you've used Google forms you know I mean so we can get these numbers to we know exactly like to me if 19% um said that the culture was not supportive right like I really want to know what that number is you know and I want to know what category that they're in so yes if there's a problem is it right District

082wide or is it in one area and that's why it's okay we can come back to this yeah no I like seeing this though thank you thank you for I mean you're looking at whether it was overall positive or overall this is just a quick and dirty look to start with yes thank you for the start Shannon I appreciate it all the numbers okay so since we're starting from this idea of looking back we looked at exiting interviews now we're going to look at some data right so it's Summit of data that ends up at the end of the year and then we use that data to see what we're going to do next year and it's all about growth right so we have to look at data that shows where we are where our

083strengths are where we can put our resources and get the best banged for our buck so um I looked I was uh reading a Harvard study and I have the link there so you'll be able to go to the Harvard study um thinking about where we came from in terms of the pandemic and how we're getting back with our feet underneath us so some of the statistics are students in high poverty school districts lost more ground than students in higher income districts and has not been caught up yet um most parents believe that their own children have already caught up from the pandemic slide and that the studies are showing American students have made up only onethird of pandemic losses in math and one quarter losses in reading so we knew what we were walking

084into right like this was really hard we did the best we could with our students under these situations and now we're St stting to make Gain so how do we continue that growth the way the state wants us to do it is with institutional accountability so we have our s law which allows for all of our students to be numbered in terms of subgroups to let us see which groups are doing well which groups need some more help can we look at all the students together so when we're looking at the Essa data that's what they'll show I'm going to give you more pieces of it but important to know there is a comprehensive support and Improvement so that's called a CSI accountability and when they're looking at Essa data it's not against a normed

085number it's against each other so in New York state we are working not against each other but as data pools together so a CSI would be they've taken all this accountability data and the schools that are at the 5% lowest will get get the CSI designation then there's a targeted support and improvements so this is where some of our subgroups or someone's subgroups are falling below and so you'll be targeted in those areas to really put your emphasis and your energy there because that's what we're trying to do um this was started 2016 2017 I think is when they did the first accountability we no no that's when they reworked it into this model so like if some of you on this board will remember that we were used to be identified you know for

0862012 2013 2014 2015 um um there was different they reworked it to this terminology but you know we were first a c school then we were um a school the TC yeah and then um and it was for a subgroup like it's you know it's they rephrase it and then the last part here that she's getting to is the the like kicker the third one yeah because what used to be in good standing is now called LSI so everybody who's not identified that's what you're called local support and Improvement you don't get a good standing any well but if it's based on covid then nobody is in good standing because we're not at that Baseline we were before yeah and that's what they're saying is that everybody improve yeah they use the language on the

087state of report but I I was actually looking at our school report card actually last week well that's what that language is it's from this and also the state has this accountability system because Essa the federal government requires them sorry so these are the big um designations prior to covid as Joan said there was a different system but in like 1617 we started going with this system where we're looking at numbers and comparing in terms of the accountability groups that they set up and levels and it's almost like um when they're scoring the ELA and math exams 38 they come up with these formulas make it all work to see where the scale score is and to see where AIS is going to be it's something similar to this obviously it's not magic they L

088lay it all out so I just want to show you um what this looks like so as a school district we're broken up into elementary middle and then High School we have IND indicators for our accountability that we have to look at and then we need to look at what level our students are for that particular category so remember we're going against the whole state level one would be that low 5% and it goes all the way up to a level four and then across the indicators you get end up with a scenario so I have the red line on the first one to say that the scenario one resulted in identifying the lowest performing 5% schools and will sub subsequently read it over here uh be the only scenario used to identify schools and

089districts for the TSI and the 2324 school year so as we move through these numbers we are hoping to get scal three scenario four scenario five scenario six that's our goal that's where we want to end up so that cross weighted average achievement core subject performance ELP which I mention often is the English language proficiency and then chronic absenteeism so those are categories for our elementary middle schools and then at the high school we're almost looking at the same thing it's weighted average achievement core subject performance then they add in graduation rate plus ELP and The Chronic absenteeism so going across all of these categories they're taking all of our summi of dat data and then putting us inside of these scenarios so that we know what kind of work we need to do not

090only for ourselves but as a part of the state so this is one of the Matrix so we get to a place where you need an MIP so it's measuring interim progress because we want to see how kids are moving forward and depending on what the category is and depending what the level is you then end up with a minimum and a maximum so you can see at the elementary and middle school level weighted average achievement for a level one is 11.17 the max 72.4 but if you look at weighted average achievement for the high school level one is a 0o to 42.7 so I just want to point out that there are lots of moving pieces in the accountability status and that it's not the same from elementary middle that it is to the

091high school information so this is Carl uh E Adams their grades uh K through three we look at one two and three for accountability um and I wanted to point out that these are our subgroups um that they've got listed in this report so we have all students Ed is economically disadvantaged s swd students with disabilities and then we have one particular column for white there are plethora of subtitle subgroups that we go through and I can read them all to you so what I wanted to point out is this level one clearly we never want to see ourselves in a level one we want to do all that we can to get our students above that level but I do think it does highlight the data that we had on our covid recovery that

092this would be a place where we're really struggling to kind of make the moves across the nation across the state that we want to make but if you look at Chronic absenteeism we are moving in the right direction we've gone to level 3es and level fours for the 23 24 summary data I a real quick question so that level one that's that's there for economically disadvantaged that means that that's the lowest performing 5% across the state in that level right yes with all the other schools that so we could be very much at the top and getting ready to cross over to two we would look at the scale score to see how far we are in that number yes that's still 5% like we're in the lowest 5% so if even if we mooved

093we'd be maybe in 6% well I'm just saying I know what you're saying but it's still not I'm good okay yeah I mean the numbers aren't static every time they do these accountability numbers but but still it's a one it's still what's the highest number we can get six level four fourar so scenarios are combining them all together so four is the highest we get what does it mean and your slide this is kly Adams primary 1 through eight because they don't split it up by the way we have our school split up okay one through eight is elementary middle yep I also wanted to point out that when we're looking at weighted averages again talking about what you're talking about Tom that number changes from where our 5% is our 10% is so it

094can look different and we can still end up with very similar numbers but if the state did differently then we would look different you say our 5% it's not 5% oh it's the whole state okay so you just said r five simp you meant it collectively I'm sorry I'm just trying to F this that's okay I meant that one okay I'm sorry I'm trying to be I'm really just trying to understand this so I think trust me there's a lot there just I ask a lot of questions when I so I would just pointing out we've got a weighted average performance level and then we've got chronic absenteeism so across all of these things as a school district certainly we want to raise all of them there's no way that we want to say there's

095one group subgroup that's doing better or worse than another we want all of the students to have the opportunity so what I'd like to show is what we've done with chronic absenteeism that has been one of the district goals for several years because we knew after that covid experience there was a different kind of thought about how you had to be here how often you had to be here and so we've been working really diligent ly on chronic absenteeism um so the high school level is we've got a four for our students with disabilities but we're all in chronic uh absenteeism level two got threes and other faes like trees so our goal was to get us out of chronically absent as much as we could and think about at risk or no risk Whitney

096Point so this is a whole school district grades one through eight we have the darker orange is 2022 the lighter orange is 23 and I put in the middle the things that our districts has been doing so we've had attendance Olympics at the TR which was amazing and wonderful and then we had attendances at the cea to do the same kind of thing where we're trying to shift the narrative about something that maybe potentially could be seen as a negative and turn it into something good so we can see this at the 18 level and we can see it again at the 912 level we made a commitment to Bringing Down the CRA chronic absenteeism rate and we've made progress um at the high school we're talking about an attendance committee and really leaning into

097our Student Success centers there's one at the TR and there's one at the high school but one of the things they're doing often is looking at these attendance rates Beyond other data okay so we know that we have to make improvements right everyone needs to improve all the time we talk to our students about that as a lifelong learner and that's how we're developing our professional development plan we looked in the rearview mirror these are the things we see how do we determine what's moving forward so in our district we have September 27th the tabletop drill hacked we had um our emergency response teams working on those drills at the same time we had teachers who were able to connect in their professional learning communities and do that work so you're not wasting a moment

098you got that time where people are using it in October uh 11th we have a superintendent conference day um we are offering some Wellness things so that's good um but then we're also pretty packed in terms of looking at the dundy to sharpen our Focus so doing things in a recursive pattern where we're all feeling more comfortable and we're making gains we also have the it's not November it's December half days where we'll be doing the same thing where there's elementary teachers who are doing conferences and then our secondary staff is working on this as well again we follow through to the mark superintendence day where we're putting high impact practices and enduring structures into our curriculum documents but we know that working to better working together is better than working alone so we do

099have instructional Specialists from bosies coming to work with a plethora of our teachers many of you know Val Val is working K5 on um literacy and our youly programs and making some changes there Paul bulker is working with our K5 math as we dig into um Eureka square and then Libby holler is helping with our 48 science as we look to really utilize the third floor for steam activities that are going to help our students do really well on the fifth and the eighth grade science test and we have Jamie mendelis meeting with our six through eight English teachers it's a team that's kind of been shifting and changing because we've had some new people um and we're really hoping that we can get everybody on the same page um and deciding some really cool

100things together another thing I wanted to mention was the fact that both these offers these communities in practice and most of us here at Whitney Point end up um becoming a part of those community of practice so you don't you only you don't just have the people in Whitney Point but you're using people in school districts across the Southern Tier to be able to kind of look at where are you making improvements what really worked with you we're struggling with this and so opening that language not just from our school district but moving on question did I I didn't scare you all there's NOA all right so the PD plan we have to do this every year to help us stay um to help us go continue on the path of growth right so professional

101development plan and I'll be honest with you I wish that we could provide way more press professional development than we do because we don't have substitutes um and trying to make the time in the day where teachers can get this and they're not taking away from either their students or from their own time um but we do a really great job of utilizing every minute that's already planned to tackle the things that we're talking about so this professional development plan and want to make sure that I mentioned uh we include our district goals in the professional development plan and goal three is by June of 2025 we will increase the percentage of students meeting or exceeding proficiency on math and Ela assessments by implementing data-driven instructional strategies providing targeted interventions and enhancing professional development for

102teachers so it's a district level goal um I know our buildings are picking up on those goals as well and we're trying to focus all of our energies at the same issue we are using our PLC professional learning communities and the language there so they have big three Focus which is focus on learning focus on collaboration focus on results and the other four questions we're continuing to ask ourselves are what do we want our students to know or do how do we know they can do it if they can't do it what are we going to do and if they can do it what are we going to do so taking those four questions and the three focuses and adding it to everything that we're doing as a district to kind of bring that collaborative

103motion together as we move forward um I want to mention we did we are a part of a rise Grant it's reading intervention for student Equity um bis got the Grant and then is working with our regional school districts to create a regional uh intervention system that will go beyond the grant where we're all using um our resources together and materials together we started it over the summer had lots of kids who want to tutor which is really awesome and now continuing into the fall the grant has allowed us to have on staff another interventionist hired through the grant through bosis and so we're able to look at our intervention schedule and really rearrange things because we didn't have that person before and now we do so that opens up a lot of opportunity for

104us then I just want to finish I know it's very busy but I just wanted to be able to say that uh 2020 March 2020 was the histor work upheaval of public education in 2022 so it was the 2122 school year um we were year one on our PLC Journey we created teams and began essential standard work and then 2223 was year two and we started reviewing literacy programs I we do that constantly but we were doing a specific literacy review and piloted new curriculum 23 24 so last year was year three we uh implemented you flight the ca we piloted Eureka squared um and we talked across grade levels about high impact practices and establishing enduring structures from New York State and then here so we continue our recurring standard formative assessment data review

105instructional changes cycle that's what we're trying to stay on top of and redundant with um and return our Focus to the four critical questions and the three big ideas and then I want to just end with thank you in a picture um our one of our art teachers offers Ceramics for our staff to do after school and it's just amazing to see how even though this is a really tough job and we put a lot in people are still giving to each other so that's it one very tiny question yeah yeah go ahead just because and probably I don't know it's G to be some one of you guys so I'm not a literacy teacher I'm not a literacy specialist please let me just teach technology um science of reading is like this big monster

106push so is youly using the science of reading science of reading is really just the idea that we're using research backed programs um and so youly is focusing on Phonics instruction to give a clear explicit phonics instruction it's out Florida right yes out of Florida right yes so the so you may have seen that slide where there was a ton going on right have we have been making very significant changes and I knew youly was one of the big ones yeah so uly was the first piece so literacy instruction is is different pieces it's the phonics instruction so that's the skill so that you can read the code that makes up words right and you may know that for years we moved to there was a philosophy that moved someone away from that or the

107away from the explicit instruction of onx that's where the problem start yeah and then and then so the other piece of it is is the like the knowledge building because once you learn the code you need to be able to have the vocabulary have the understanding so that when you sound out a word that word makes some sense to you right so that's the other piece of the curriculum so like any change it it has to move slowly so we we first did a she she showed you there we did a pilot of youly first at the end of the year before last we had a number of teachers work closely with the curriculum to figure out all right what what are we going to run into what are we going to need support with

108they did that they did at the tail end of the year before last and then last year the entire CA implemented youly for the core phonics instruction and then we moved for the whole other piece of literacy like I said that knowledge building and vocabulary and um and it's also just learning it's like you then reading to learn because you're learning about the world and and there's science and social studies and all sorts of things in that curriculum and that's where we did a pilot at the end of last year and they are implementing it the rest of this year so the ca has taken on both those things the other thing that we found with math instruction and some of you may remember this that when we moved to the Common Core a lot

109of the elementary teachers had to get a ton of PD and support to to learn how to teach math in this new way but we've had a lot of change since then right and um and so we found that you know people were just not prepared and they and they were with colleagues who were really had had been through and developed their own they were really having a hard time and there was not consistent instruction from classroom to classroom so we moved to a new curriculum which is aligned to the work that we were doing before but it's it's pretty scripted so that you can walk in as a teacher and know you're doing and and and everybody can be on the same page and so we have a guaranteed and viable curc curriculum across

110classrooms instead of every teacher having to make everything up themselves I mean then they bring the craft to it and their personality but that having those core things in place so to address these things that you're seeing in these numbers we've made some really significant changes and now what we're doing is moving we're starting with um the fourth grade because now we've got kids in different places because they've just had this really explicit instruction but it maybe you know they've also had these gaps and where are they so what's what's the right thing that we need to do in fourth grade right now that's what they're looking at data collection right now and assessing although that may be having some to move because hopefully next year's fourth graders are going to be in better shape

111than this year's fourth graders are and and and so so we're right now working really closely to figure out as far as literacy instruction in particular what are the things that we have to do in the next couple of years for the kids who are getting you know coming to this instruction a little bit later right your common core when everybody started different places and so um well I know at the TR you've changed some scheduling too right so the class like they're not all the same like every you don't spend 35 minutes for on this subject 30 like they have different time sets now for subjects so they can be more fluid and they also tried to align the schedules in the building this year and they've also created intervention block so that kids

112can get you know whatever it is they need I got some people here could speak to that one person in particular very much responsible for that I've been hearing some stuff that's you know from my students so I was just curious and they they like what they're seeing but I I guess I didn't know that we had started doing that that's do you want to say anything and we we were just a building that was like all on a different schedule so it was kind of like people were all over the place so in order to all be on the same schedule and kind of like as one big team and kind of fit things better into that like schedule we're now on 40 minute nine periods but it also opened it up so we

113have 40 minute lunches for all the kids so they actually have time to do a recess All 4 through eight which we didn't used to have so we took away the electronics but we gave back some time for them to socialize so it also gave us a little bit of time to break up activity yeah so break it up so to kind of keep some of the behaviors down too so especially for like sixth and seventh grade half of them are outside and then half of them are in the cafeteria and then we get to flip-flop and things like that so just finding new ways to kind of you know bring like the community I'm we're four through building we're kind of unique bringing us all together on the same schedule but also finding ways

114to add some more time in so it has been a little bit of getting used to you know we're trying to work with the elementary portion of it getting they were asking for like dedicated Ela and math box we were trying to give them more time than that so we've just been working in different ways to make it work I've heard positive things just so you know but I was curious is you know where did we decide to do this how did we make this happen so thank you for the so so just so each subject has a 40 minute block is that what it I yes um but like elementary teachers still have the ability though to play around with that however they see their specials though are 40 minutes their lunch is 40

115minutes so like those are times when you can't kind of play around because the whole building's on that same schedule but they still have time within their day to you know they don't have to stick to that 40 minutes but it kind of just is how it's how it's going you know it's like we do have 40 minute it's nine periods a day te up with a partner my my students are impressed so I was just like thank you for the explanation any differ hope it works management never know science ones that weren't in there are getting forced to get Bo so and then yeah so you know that we so we have not been departmentalized in Elementary at all but now but now we have we're going to have you know SC the science

116breakout um that Andre is going to do so that that will be new just like their choir music so and and the one other thing I wanted to say and I know that you you would I know you know that some of you in particular really love to understand the metrics here that was a really simple uh chart but it's not it's not simple at all in fact every category there the metrics are are different so that the one in that category is actually not the lowest 5% in some categories it's the lowest 10% in the state sometimes it's when you don't meet a certain um threshold sometimes it's when you score between this number and this number and I can give you that information it is dizzying to try and understand but thing the

117takeaway though is one's not good well that's what I was going to get to it doesn't matter what 10% 5% those are all bad terms right and I'll give you a couple of other things that we had um you know in some interesting things about our district and not to blame everything on the pandemic because we that doesn't do us any good but it is there is some realities there you know we had we had a higher percentage of of people during the pandemic who stayed home the entire time a year and a half um we had a higher a a higher percentage of of um people who are classified as economic disadvantaged households stay home the entire time um you know for a variety of reasons and and you know developmentally for kids at

118some ages that's that's a really big deal um and and then to so to see that subgroup being a one is you know very concerning for us and the attendance even though we've improved it is is still really bad like the the the shift in what in people's thinking from before the pandemic to it's amazing our our attendance rates it's so dramatically different I mean and that is a big big problem and and our attendance our graduation rate went down too and that's part of it well but I mean I I know that I mean that looks attendance I mean that that is the first thing you have to start with because you have to change that mindset and you can't teach if they're not here I get it and that's great so that is

119a big thing um I know math usually is the thing that we've done well with and that's easier to teach um uh but and it probably most time not nice but I mean we're at 2024 and some of those kids the four years that we've lost they're gone like they're moving four years has moved and those kids have moved four grades and it's just at some point and I get it and I know we're here but it's frustrating because at some point it's kind of like that happened now we got to go forward right and so I like the idea and I I like the idea of some of the literacy changes too because that that even preo that wasn't going where it should have been going here yeah York State anyhow thank you Shannon

120thank you thank you and thank you to all the people doing all yeah sitting there okay that brings us to the consent agenda may I have a motion some Chris second alls in favor I any oppose no it can't be it has to be a Content he appointments um approve the appointment of Jeremy Gordon bus driver effective October 4th 202 before I have a motion Chris second can I have a second please second thank you Aubrey any questions or comments other than the resounding yay or in addition to the resounding y other those in favor I any opposed any abstain approve the appointment of Fredick Underwood cleaner effective October 7th 2024 I have a motion thank you Tom and a second second you Chris any questions or comments all those in favor any any abstain

121um approve the appointment of Colleen jandrew part-time food service helper effective October 9th 2024 may have a motion thank you Chris a secondy any questions or comments all those in favor I any opposed any abstain approve the appointment of Amber Thompson full-time teachers Aid effective October 9th excuse me um 2024 thank you Molly second thank you Chris any questions all those in favor I I any opposed any abstain approve the appointment of Hannah Pendle Elementary education teacher in the elementary education teacher tenure area effective October 9th 2024 may have a motion thank you Chris and a second second thank you Aubrey any questions or comments I wish her all the best you may have noticed that you don't have quite the mouthful to read these anymore apprciate the AP rules changed so you don't have

122we don't have to have all that because I always felt because it had the AP rules in there that we had to like really official and and read it all and I do appreciate Al those in favor I any opposed any abstain excuse me please for continuing to yawn um you have in front of you the extracurricular activity advisors um is it just the positions that are asct that are sharing the stend or is it like destination DC are they sharing the stender do they each have their own okay it's only as yep okay just wanted to um okay may I have a motion please thank you Chris second second thank you Tom any questions or comments all those in favor I any oppose any abstain donation um accept the donation of a photon 4

1233D printer for Mr Norm Troi of Troy nalot knowled sorry if I totally messed that one up um may have a motion thank you Chris and a second second there too any questions or comments nice yes thank you he's donated before to this field he comes across them so very nice go all those in favor I any opposed any abstain application refund of real property taxes um pursuant to section 554 of the New York State Road property tax laws the total warrant changes are $ 7,439 52 they have a motion thank you Chris and a second second thank you Tom any questions or comments why was there a Star by the opportunities for in the document is that just something odd well no it was a the assessor and how that got related on the

124bill um so again those things happen we allocate in our budget uh a small amount for those types of things so this is still within our allotment for potential uh refunds don't get too many more yeah that's an interesting one can we build back the assessor that go no for I mean that's kind of the problem right so we have our tax levy that we spread out amongst the whole District we develop the tax R we set the bills and then all of a sudden two months later oh whoops this uh tax parti so you're expecting 7,000 from you're not going to get that's why again you you put a little allowance in the budget um it's 12,500 uh we haven't exceeded that since I've been that's a big one that's a nonprofit right yes

125thank you any other questions all those in favor any oppose any obstain um we need to approve the information technology corrective action plan addressing the June 2024 Information Technology audit report 2023 m-179 by the New York State com Controllers Office have a motion Chris in a second Aubrey any questions or comments All fix right good all those in favor I any opposed any obstain Chris you're up okay I don't know if you have the nas in front of you or looked at them but there are and I'll go very quick um but there is a couple um that are a little concerning and again for Aubrey I am your voting representative and Thursday night I will sit last year we were online from 4 o'clock till midnight so voting on things but um if you

126didn't have a chance one of the ones that they're concerned about is proposed resolution number four and that is a resolution where they're trying to help with the um retirement situation so tier one through tier four has always been a very valuable um retirement area to be in but tier five and tier six are causing some issues and they want to make changes additionally they want to change the longevity piece which I did ask Zach to look at what would happen to us and Zach discovered we would 2 tax increase minimally right right well again it wouldn't be an increase but that'd be the amount of money that we would have to yeah it wouldn't be a tax right no but so it's it's but what's happening is as Joanne will even we need to

127incentivize teachers they need to have better retirement however they've come up with this without doing real deep research within the school districts one school district saying that their increase would be almost $6 million a year so it's retirement incentives is what it is it's changing it so that that everybody will then be back to tier four and so we have to pay in to get them to tier four when they're actually at tier six so basically the um with the legislation of coming up with tier five tier six certain provisions of tier four you would only pay in for till you're like vested 10 years you're' done uh tier five tier six uh well tier six I'll speak of that because I know that one a little better you pay for that as long as

128you're working and it used to be no matter how much you made you only pay 3% of your contribution to the retirement system after um tier Sixers actually you can pay up to 6% but that's again the whole working career of that person so what they're proposing or they are saying is can we go back to where the tier four provision was capid it uh 10 years 3% what would that look like so what we had to do payroll CBO was they ran a report because again this really took place in 2012 um so now we have about 12 years of since then any new person State system is either a tier five or tier six if they all went back to the tier four um what happened is they're paying more of their portion

129of the pension whether it's ERS TRS whatever you back so we brought back to that uh legislation again I know a lot of people personally would like to see that are in tier five or tier six um that's how much it would cost Additionally the district so District have to pick up that to pick up still pension cost right now the employees paying more of tier five and six had there's you can't there was no 55 in 30 years or that was like that also right yeah so that's another thing that you just you can't get out right but you know I think that's as it's been now in place for 12 years and I think you see more legislators being impacted by it and is becoming more of a topic last year they uh

130said again to be vested you had to you had to be 10 years last year they moved that 10 back down to five so it's like every year they're they're chiseling little pieces of that away because they're not in office long enough to catch the end of how this all goes through I know how it works it's just you you do you Dole out the candy and then you leave the grandparents so basically what um our fies group has asked and Randy's the one that's sort of spiring because Randy's really good at stuff like this he's asked Nick matis and myself to ask to pull this to committee and not have a vote on it and ask for a committee to be gathered to start researching it in a more deeper fashion instead of just

131saying okay here KN jerk you don't want to KNE jerk because people will kneejerk and then we all so I wouldn't be voting for us yes or no instead I would be voicing opinion to not have it go forward yet until a committee does more research on as I think that's reasonable yeah I agree so that that was one um um proposed resolution um seven for the most part the committee believed like if they were saying support we were support it was about employee exams making sure there's more access to employees to have exams makes sense so they can get jobs um let's see there was a couple more that were just un like I'm just going to fly okay this one not everyone agreed on New York State Board Association supports Le legislation at

132the state level that will allow school districts whose pre kindergarten programs are over subscribed to show enrollment preference to students who are economically de disadvantaged or are English language Learners until such time as the programs become become truly Universal they had this last year it was last year it got voted down they're pushing it again and they do support it but there are people that don't support it so I don't know how we vote how do we vote wasn't it like that originally when we first started upk that we had to have a certain number of students who were our one of our partners does we has that U but for ours is the opposite it lottery so you could get you could have people who really really needed it and they if they didn't

133get it in gota okay I mean you know and it was just it was R it was essentially random so there are a lot of people who feel like you know some people can pay for a prek experience or a nursery school experience if it's not Universal L and less people can't you there people on this kind of can well we don't I mean we don't have this issue because we do have a full program but so wait so we have to go back to the root cause of this is that we looked ahead and knew that this is where we should go these are people that didn't put the money there where they should have before and now they're being over subscribed so it goes back to they should have done and got the

134grants and did the things that they should have done and this is a bandaid going back and also with the influx of so many uh illegal immigrants into our state they're clearly going to have preference if it's if it's if there if there's a preference for non-english-speaking students they're going to have that preference so so basically if we vote Yes and this becomes a law then we would have to do this I'm gonna interrupt for just a second do we have students here yes that would be Al I'm sorry to interrupt I I had spoken to them and said at 8:30 I mean they if you guys want to bring up your forms right now any one of us can sign please make sure your name is on there before we sign it though um

135we don't blame you yeah and I it's okay no that's that's exactly why we're letting you guys go Board of Education name and charges and then give them Stacy's phone number did I find her name 607 yeah2 yeah have a good night drive home carefully you guys I'm sorry that didn't me to you that fine so I just looked at the time it's not an issue for our District because our we we have enough spots I mean I mean I maybe if we had a ton of people come out for three-year-old spots we could potentially have that issue but um we don't because we've got enough if you were in a district that that had this issue would you want to vote Yes or no and the only other thing I would add to what

136Tom said was that um our grants were competitive grants so people did apply and didn't get them right so not everybody's been able to access what we access they still could have put it in the capital budgets but well definitely that's true instead of building things that they built and I mean I know because we've discussed in the past that some schools did things in so basically what they're saying is that if they're oversubscribed that at that point they will have to give it to the economically disadvantage of ela when was first so again like so when we were we were didn't have all the slots that we had before we got the competitive grants we had to have a lottery so some people didn't get it and there were people who said how is

137that fair this family has no means and this family has so that's you know that's you would prioritize the people who really can't afford it although it's expensive for anybody there aren't as many there aren't as many places that are alternatives anymore MH right New York State School Board Association does support this just so you're aware of that you want me to vote Yes or no I'm still saying I I my gosh I'm very strong on both sides yeah exactly that's that's my quandre it's like we were well my girls were you know in 3K before we had 3K and so we did pay for it yeah I paid for mine I mean so often many people fall into the working for class where they don't meet that criteria they can't afford it and then

138they can't afford to actually pay for right so that would be unfair to them as well so it's it's it's not no I I know I just I I I see I see I see the each point um I see that they're trying to make sure that it is available to students who really need it but I also see that Lottery is fair I would say no because I think there's better ways to go about this but that's just my op then I say don't know I say yes one two two no if it worked the way it was supposed to I would say yes but there's a lot of things that all of these things that are set up to help I'm only one vote out of 400 okay most likely no okay sorry

139guys okay keep going um they are doing the New York swims program you you know what this is Joan yeah yeah can we get money back for our pool that we just put in darn it's not in you well yeah it's an initiative to take care of and Aid schools to make sure that we're making the disadvantage can to have swimming programs I'm like wait a minute so I'll vote Yes for that but boy can't we get reimbursed um then um the New York State School Board Association supports legislation at the state level to allow school districts to provide an opt out Declaration to Transportation Services New York nisbah is opposed to this one so and I don't know Zach might understand the opt out better than I do but more Joanne but the opt

140out has something to do with if students don't want to ride the bus like you have to have so much money per child a seat on the bus or something like that and if a student family says we're not going to ride the bus then we shouldn't have to be paying for that student to be on the bus oh definitely no what I thought it had to do with our a transportation Aid yeah it's got geted negatively if report the fact that all the people are not writing with right yeah right so that's my understanding so with that was a way that if you're not riding it would make your taxes go down because you're not taking that benefit is that what you just said you said that they'd have to pay maintain all current

141transportation services for children who require it while recognizing that families constantly choose not to utilize the busing services so we oppose it everybody opposes it so I'm yeah okay so that's good you guys are okay with opposing now what was the other one there's one two more hang on I'm going fast um New York State School Board oppos a prop proposed amendment of the commissioner related to mixed competition and extraclass athletic activities they are opposing it because because they felt the wording was not appropriate it was fostering equ equity and inclusivity with school SPS and pro programs but for it's adversity adversely affecting female athletes especially the way they have it worded so they are posing it because the wording is not correct they don't want it to happen the way that wording is well

142if that's what they're going to hang their hat on I'd be against it too yeah that's for um this one you'll you'll like this one is oppos resolve that New York State Board Association oppose efforts to establish additional School closure holidays without commencement adjustment to school calendars they are oppos it and it makes sense to be oppos it because we've had so many school holidays but just so you know it's on the docket so I'll probably vote no right okay um so this one is opposed to to um Min um to not it's advocates for minimization of field testing in school districts making the rights to refuse to participate in field testing without penalty from New York State education department field testing state state exams they send out field so not only do kids have

143to take the state assessment they also have to do field tests which are like um like they test the market with with tests and they have some sample questions and they want to see how kids do so that ends up more testing for kids and more responsibility for the school no so some schools are like please just leave us but you get penalized if you don't right so this is an odd one because nisba is opposing it but people are actually for it a lot of schools are for it they don't want this field testing to keep going on it may all change with the blue R commission I don't have no idea so V whichever way means That We're Not Gonna keep doing more testing well the pro I mean it's but you also

144don't want them to have questions that go out that they that are not good questions so they used to do that after the fact and throw things out afterwards was it the pineapple question but that's I mean that's what they you know that's why they feel test is to so give them a test run there are some that are not recommended for resolution but they'll still come up for vote this is what takes forever and one is about the region exam testing State final exams to comply with Isa every student cedac a one exam so they are opposing this because they want the blue RM commission to finish their work which makes sense um uh advocate for the repeal of the removal of the religious and moral exemption to immunizations that is being opposed but

145it almost passed last time even though it was opposed by nisba so there is a big cooh that what almost pass the medical to reverse it to put it back in again the way it was supposed to the New York state board ass advocate for the repeal of the 2019 law that removed the religious and moral exemption for immunizations you [Music] know said if it was done and it was based on what it's supposed to be based on I have no problem with it but it's another loophole that have people not use religious and then just do something different it's just terrible they want it totally removed basically so it's being opposed if you guys want me to vote Yes let me [Laughter] know I mean my understanding is the reason that they changed it

146in 2019 is because they had those outbreaks down state in we issue here you know and this is coming from down state too and and the point of immunizations is to make it so that you don't have the outbreaks and there have been a lot of diseases that immunizations have eradicated but are now again raising their heads because people aren't getting immunized there's also controversy about the current immunization so they're not the same as the ones we receive yeah exactly and that's that's where that's where people start to that's where the conundrum is it's like that that's the intention of of everybody getting but if you're uncomfortable you don't jump on the religious reason that that's what I'm saying but that's how that so would you like me to vote Yes or No know tell

147me would you like it to be taken back so that they could use religious religions or you want to leave it as it is I believe I to they were doing it as religious but I'm gonna vote no because people aren't using it that way I agree okay so we have two NOS we got two we got two yeses and two NOS I guess I'm a deciding vote I would vote Yes on this one actually oh well okay we got a yes for that easy if they were all straight forward okay okay so this one is opposed and I think we all would want to stay that way but um oppose any legislation or ni said regulation mandating comprehensive K12 gender and sexuality education so it is being opposed they believe it should stay no

148and that school districts should be able to have their own decisions okay um the New York City School Board Association opposes legislation for nid regulation that would allow biological males to participate in female athletes this female Athletics this again is being opposed and being opposed because of wording and the wording is not appropriate for it to be done the way it is again they going to hang their head on that that way that's so they're not oppos to the C how it's yes that's what're close to the concept but but right now we w't know no matter what that's word is so it gets un okay do we have a lot more nope we just got a couple more sorry that just this one was an unable to reach a decision so this one's going

149to be kind of crazy when it's voted on New York state board associate Advocates and for 30 to 40 minutes per day of recess time being officially recognized as alter alternative form of instructional time in elementary schools and counted towards mandated minutes schools then can allocate adequate Time For Recess each day to ensure that social and emotional well-being and the whole child development of their students this is um nisba has been unable to reach a position so this one is going to be a very interesting note so I'm 100% behind recess but I'm just I don't like this State telling every freaking minute of the day we they have to I mean it's ridiculous every minute of the day is being accounted for as Jo so it's ridiculous there should be some flexibility well this

150would allow the recess to be counted as instructural time so but this would be allowing the recess to be counted as instructional time so that they can use it as social emotional well-being time for education so right now we have to we have to submit how many minutes how many instructional minutes we have for every day for every school and you can't count recess no you should recess is recess how do you feel about it that's like double minutes I still think it should be counting I think I would vote Yes if I was me I don't know what you guys want well you're gonna vote I'd say no I yes they're learning they're learning yeah they're learning to be friends with people they learn on the bus do you count when you're on the

151Buss though I mean to right I mean if we are doing recess then some schools don't have recess every day my students that come here are shocked at how much time our kids get in the gymnasium and recess because they don't get it in other schools that they're at which I disagree but I mean seriously if you're getting on the bus you learn how to question people and probably no one knows this but I'm just thinking if it's going to be counted as instructional minutes will it have to be a structured recess where you have to be doing this good it's not what it says here it says just says it's a break for children can have fun and so not here okay I think that's the last one but that was the one that

152was the most interesting I thought I agree that one was interesting do you want me to vote Yes No I'm yes I'm no I mean I kind of I now I'm thinking a different way what what what it could lead to like what what com like well this one doesn't say what Tom is saying it's saying it's going to be recess time so but anyhow to a slipper yeah I see what he's saying I'm stating on this one because I I can't okay I can't I mean I can't I'll just wing it I'll you paper scissors I am all for recess and I think that what do what do our principles want I like a trap yeah right I think getting them out and socializing more because they don't get a chance always to do

153that now um I think getting them outside and interacting with each other as much as possible and for it hey I'm for it too happens primary level regardless like it's it's part of every child say every day so it's happening this would be encouraging yes why do you have to encourage people to do the things they're supposed to be doing anyway that in that case I will say yes because I do think the kid all kids deserve to have a break and a lot of times once they have that break and they can do the socialization and and have downtime from learning they can go back and be more prepared for Lear when it's like I I I am shocked school districts that don't have recess buil them their I can't believe the state hasn't

154said they have to have it no they don't have to have it every day and they don't have to have gym every day or physical education sorry said that right any one that's it guys I'll do my best have fun drink lots of coffee R Bakers okay but no texting all of us at midnight no okay you're bored okay um approve the agreement between the superintendent of schools and the assistant superintendent may I have a motion so Mo BR second Aubrey all those in favor I any oppose any obain um that brings us to our second opportunity for comments from the public yay NE okay audience oh wait no I skipped I don't know why they I'm sorry I'm having a really hard time here with this not being right superintendent up yeah no I'm

155sorry and I didn't mean to skip that so go right ahead um can we let go home yes yeah oh they can definitely go home you're fine yeah really go because we we still have board go go you gotta get up we're g talk about you soon sorry thanks so I'm just I'm just gonna tell you a couple things um one there's a lot happening in the state right now lots and lots and lots a lot of movement in a lot of areas very un usual for St and the board of regions to be moving quickly on things but they definitely are um you heard Chris mention the Blue Ribbon panel um the November Board of regions meeting they're going to be uh talking about their timeline for changes um they're proposing very dramatic changes

156to graduation requirements and it sounds like they're looking to move quickly on this to Stacy oh you got yeah yeah so but I'm just but the timeline is the key and so no member Board of region will hear more about that and that'll be very interesting and have a lot of implications for schools second thing is that um you may have heard that the the governor remember last year there their Foundation Aid formula she was good all that stuff so she's got the Rockefeller Institute coming up the they're doing a study and they're going to issue a report by no end of November by December 1st she's GNA accept that report and use it to inform what she's going to propose in her budget next year there's a lot of concern about what's going to

157happen with but that one benefited us but not most of our well what happened was she was going she was going to do some things to the foundation a formula then hurt some districts particularly those who have lost enrollment and her point and it's related to the next thing that I'm going to say is that essentially she's saying enrollment in New York state is going down but the costs of Education keep going up and that it's something got to give here and so um but the problem is like we discussed is that you can lose some students but you still have to have all the programs all the teachers all the say so maybe we need to lose some of the regulations right I mean New York does more regulations job so um related to

158that she's also um requiring that we have do this regionalization study and every school district has to uh do a like a comprehensive review of the last 10 years of all of our data performance data uh all all the things that we offer all of our expenditures um for the last 10 years we have to have that submit submitted to um and then we also do like a strengths and weaknesses assessment of our own District that has to go to to our uh BT bosies and then as a as a BT bosies in the month of November we need to put together like a regional plan for regionalization and so um these things are connected yeah so that's that's so and they're they're proposing that there's going to be 10 year cycles of regionalization and

159that every area has to come up with ways that they're going to share Services more um which is connected to this whole enrollment issue and because because what they're saying is that it's not sustainable to have every District everywhere replicating the same thing over and over so that's so that these are towns counties yeah so it's M um so it's different than in the past you may you may remember that some other districts have looked at um merging and that there's some there's Financial incentives for districts to do that um this is different like they like we're required to come up with some kind of regionalization um each of these Cycles so that this there's going to be you know lots of conversation in the next couple months um we'll be sharing information about that

160um it does sound like the that they are listening to districts about you know what the realities are for costs like in particular about how very expensive it is to have high need students with um disabilities um and that we really are not compensated appropriately for that and um but like as I said still there's a lot of concern about what's going to happen this Foundation you and there was a resolution here I didn't read it but it's it's against Blue commission and stop making them tell us what to do so we are opposing it you ever do anything positive no I'm serious do that or just to try to make things well I mean I mean like so there are costs do go up so I mean I get that piece of it you

161know I mean I the the problem is that you as you know you're a school board that in New York state culturally it's very very important to communities to have their home schools and have their home schools be the best they can be and offer things and not be one big state school right and you know there there's Transportation issues there's all sorts of uh issues you know especially in rural areas so um so our our district is so wide Geographic right and now we're going to combine with somebody else and how I mean I think me just you know I think that we will have to take some baby steps you know mean which is not you know there there's ways that we can we could benefit from I mean we do we know

162we have kids that go to Marathon you know for I mean there are ways that we could probably share some things um so but then it'll be interesting we already shared it's called posies yeah so we do have an opposition to that one we have oppositions for electric buses too just so you know that Zach but um julan are you done yeah there's one question I had one more that i' have to you guys have to help me because there's no position do we want to urge n said to we send unnecessary early dismissal mandates there's only one there's only one required they said New York State School Board Association urges n to resend unnecessary early dismissal mandates you're required to have one I mean I don't know it's that big of a deal is

163that an emergency thing yeah you have to like practice early it doesn't matter okay thanks there's no position I don't know I give me a break okay sorry about that okay um so we don't have anybody hear from the public to speak so we're okay with that sure Molly doesn't want to speak I'm pretty sure she does she already said no before when I skipped over Joan um board goals um no we didn't get any feedback from anybody these are the ones we wrote they all sort of match what we were doing we made the changes from what Zach and people had recommended and and if we have to tweak them during the year because they're not quite right we can so let's get them in the yeah so I'm I'm super Val I don't

164think anything or any of them are hard except maybe we're GNA have some struggle with these exit things but yeah I don't think any of them are going to be overwhelming for us so I think it's a good start for us yep you guys all agree yep I like the first three I guess I was a little the last two I the last the last one I was kind of confused the last one about um uh school will help build the collective collaborative environment is that the one keep going um collaborative environment where all members work to demonstrate ethical commitment to the bla position by operating with a conscientious Role Models exhibiting professionalism exercising The Authority only as a board of the whole recognizing that no individual board member has authority to take individual action

165on behalf of the board that's I just don't see that as a goal I mean that's just an agreement that we make not individual action you know what I'm saying right it was if you look at the board like the thing that was one of them and we scored a little low on it because you weren't he that during the retreat this was one that we scored a little low on that the board members didn't feel that we were consistently supporting each other and always on the same page as we should be letting individual voices but also be in a collective environment so it was one that scored Bowers so that's why we put it there I have a lot by voting on ourselves by this year and we're gonna try we're going to do

166biannual and annual self assessment so we've never done a biannual self assessment of ourselves to see if we are working together and then the one immediately before that I guess I was just confused because I think it was a couple things together it is two of them so I was just confused about um this one was just really a straightforward this area we scored the highest in so really all I did was take what was there and said we're going to keep doing it it was all fiscal responsibility what that does for us so that's all I did ensuring that it continues and done right on my to-do list check off right away right and they asked me to make it two because one was the promotion of health and safety conditions and that's a

167little bit harder to do but like what we just did this code of conduct is health and safety the wellness thing they're all part of that so that's why we separated those two because one was the fiscal responsibility and one was the help and wellness right is this where the exit survey no no no oh okay I'm sorry I don't have it in front of me so I wasn't Okay no Okay yeah so we just kept it clean and easy because that was an area we scor very high on thanks Molly and you know as I said if we find we need to tweak some of them as we go through the year we certainly can but at least now we have something to start with right yeah so they'll get it put in the

168system and we can even start adding stuff now so thank you than you yay done do we have a need for an exective no but you do have a need to take a minut look at the artwork I have been as my heart is drawn to all the colorful ones over there because you know there's the rainbow colors and but they're all really I like and I really enjoy that we continue to do this no okay but I have a motion to adjourn the meeting at 9.m and who wants to be the next thank you Aubrey all those in favor any oppos any thank you thank you are the numbers from modif I have but we